Catalog_2009-2010.pdf
Media
Part of Course Catalog, 2009-2010
- extracted text
-
We believe
the main purpose of a college
is to promote student learning through:
1
Interdisciplinary Study
Students learn to pull together ideas and concepts
from many subject areas, which enables them to
tackle real world issues in all their complexity.
2
Collaborative Learning
Students develop knowledge and skills through
shared learning rather than learning in isolation and
competition with others.
3
Learning Across Significant Differences
Students learn to recognize, respect and bridge
differences, a critical skill in an increasingly
diverse world.
4
Personal Engagement
Students develop their capacities to judge, speak
and act on the basis of their own reasoned beliefs.
5
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.
Undergraduate
Catalog 2009-2010
EVERQREEN
THE EVERGREEN STATE COLLEGE
OLYMPIA, WASHINGTON
www.evergreen.edu
Table of Contents
ACADEMIC
PLANNING
ENROLLMENT SERVICES
003 Academic Calendar
084 Admissions
004 Planning and Curricular Options
087 Tuition and Fees
008 Condensed Curriculum
089 Registration and Academic Regulations
022 Matching Evergreen's Programs to
Your Field of Interest
ACADEMIC PROGRAMS
INFORMATION
097 Mission Statement
097 Expectations of an Evergreen Graduate
028 How to Read a Program Description
029 Program Descriptions
098 Public Service at Evergreen
099 Diversity and Community
083 Graduate Study at Evergreen
100 Services and Resources
092 Faculty, Trustees and Administration
102 Evergreen's Social Contract
104 Campus Regulations
105 Index
108 Campus Map
Photo by Paul Reynolds '09.
Academic Calendar I 3
Academic Calendar
2009-2010
Fall
2008
Orientation
September
19-27*
Tuition
Deadline
September 23
Quarter Begins
September
Summer 2009
Winter
2009
Spring
2009
First Session
Second Session
December 30
March 24
June 16
June 16
January 4
March 29
June 21
July 26
July 26- 30
August 30September 3
July 23
August 27
I
28
Evaluations
December
14-18
March 15-19
June 7-11
Quarter Ends
December 18
March 19
June 11
Vacations
Thanksgiving
Break
November
23-27
Winter
Break
December 19January 3
Spring
Break
March 20-28
I
i
:
* Subject to change
Commencement
Super Saturday
June 11
June 12
No classes
Martin Luther King Day, Presidents' Day, Independence
Day, Memorial Day and Labor Day holidays.
EQUAL OPPORTUNITY
ACCREDITATION
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.
The Evergreen State College is accredited
by the Northwest Commission on Colleges
and Universities, 8060 165th Ave. NE,
Redmond, WA 98052.
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 TTY:(360) 867-6834.
This Catalog is published by
The Evergreen State College
Office of Enrollment Management.
©2008 by The Evergreen State College
Printed on recycled paper.
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 updated regularly;
for the most current information
please visit our Web site:
www.evergreen.edu/catalogI2009-10.
The information contained in this Catalog
is available in other media with 24 hours'
notice. To request materials in alternative
format, contact Access Services.
(360) 867-6348, TTY:867-6834,
Email: Access1@evergreen.edu.
4 I Planning and Curricular Options
Planning and
Curricular Options
WHAT IS A PROGRAM?
At Evergreen, students choose their course of study from a variety of courses and programs. Courses concentrate on
a single subject and are offered primarily through Evening and Weekend Studies. Programs are offered in our Daytime
program, with some also offered in the evenings and on weekends. Programs are typically multi-quarter, interdisciplinary and
team taught. Most full-time students take one 16 credit program per quarter, while part-time students often take one 8-12
credit program or one or more courses.
A program presents a unique opportunity to work with a team of faculty and to study a range of topics organized around
a central theme or question. In this way, students can delve unto the relationships between subjects over the course of
one, two or three quarters. While immersed in a program, students will study areas of particular interest to them, while also
exploring new and challenging subjects and ideas.
HOW TO SELECT A PROGRAM
Scan this catalog. It contains the full-time interdisciplinary program offerings for the 2009-10 academic year.
•
Consult Web listings. The Web catalogs contain the most current updates to curriculum offerings. For
programs, go to www.evergreen.edu/catalog12009-10.
For evening and weekend programs and courses, go
to www.evergreen.edu/eveningandweekend.
You will find summer offerings at www.evergreen.edu/summer.
•
Ask faculty! Faculty members are a valuable resource for students and play an important advising role here at
Evergreen. You can schedule an appointment to talk to faculty throughout the academic year, or you may consult
with them at the quarterly academic fairs, during your program and at your evaluation conference.
•
See an advisor! Academic Advising, First Peoples' Advising, KEY Student Services and Access Services are all
available to assist in academic planning. Go to www.evergreen.edu/advising
for more information. Academic
advisors know the curricular ins and outs at Evergreen and are trained to help students find the best program to
meet their academic goals.
•
Since planning your education is your responsibility, the more information you have, the better. Students new to
Evergreen are required to attend an Academic Planning Workshop in order to gather comprehensive information
on the academic planning process and the resources and tools available to them.
To help freshmen tackle the challenge of college life and Evergreen's unique culture, a two credit program called
Community Connections: Living and Learning at Evergreen is available. This program is designed to link incoming students to
the broader Evergreen community and to facilitate the transition to college by helping them identify academic pathways for
self-directed learning. In addition to orientation week activities, during the first three weeks of fall quarter, students will work
in small groups on topics that matter most to them, including community-based learning, career development, and college
study skills.
REMEMBER .•.
~ To read the "Major Areas of Study" and the
"Program is Preparatory for" sections of a
program description to find out the subjects
covered in a program and what future studies
or careers a program may lead to. Since
Evergreen students do not have majors, these
two sections will be especially helpful in your
decisions about which programs to take.
~ Many programs are offered over two or
three quarters. To maximize your learning
experience, you should plan to stay with
a program for its entire duration.
~ Plan for an entire academic year. If your fall
program doesn't last all year, you should plan
ahead of time for a follow-on program.
~ Have a back-up plan, just in case a program
doesn't work well for you, or if the program
is already full when you try to register.
~ Some programs require a faculty signature
for entry, have prerequisites or extra
expenses involved. See "How to Read a
Program Description" on page 28.
Planning and Curricular Options I 5
Photo by Paul Reynolds '09.
SPECIAL FEATURES OF THE CURRICULUM
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
for it, Prior Learning from Experience (PLE) provides an appropriate pathway. For more information, call (360) 867-6164, or
visit www.evergreen.edu/priorlearning.
Study Abroad
at Evergreen. International studies
may include study abroad in a full-time academic
program, a consortium program, or an individual contract
or internship. Academic programs offer students the
opportunity to study culture, language, architecture, art,
political science, the environment, science and more in
countries around the globe. These programs typically
include preparation time on the Evergreen campus, with
several weeks or a quarter abroad as a culmination to
program studies.
Advanced-level students who choose to study
abroad through individual contracts or internships
should prepare well in advance. Contact the International
Programs and Services coordinator in Academic Advising
or visit www.evergreen.edu/studyabroad.
2009-10 PROGRAMS
WITH A STRONG TRAVEL COMPON.:;.;E:::..;,N.:.,;T:...-.._---..
Andean Roots:
Language and Cultural Landscape (Peru)
Dark Romantics (France)
p30
__
y40
Greece and Italy: An Artistic and Literary Odyssey ~49
India: Politics of Dance, Dance of Politics
p51
Ireland
p55
Japan Today: Japanese Culture,
Literature, Ci~a,Society
and Languag~
Literature and th"e Cultural Politi~s
p58
of Democracy in Chile and Brazil
Making Change Happen
(Highlander Center, Tennessee)
Tropical Rainfo~tsJCosta
RieL
p60
~79
6 I Planning and Curricular Options
Individual Learning Contracts and Internships are 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 at www.evergreen.edu/individualstudy/home.
2009-10
INDIVIDUAL
STUDY OPPORTUNITIES
Advanced Research in Environmental Studies
p29
Individual Study: Fiber Arts, Installation, Non-Western
Art History, Native American Studies, Creative Writing,
Poetry, and Multicultural American Literature
p52
Individual Study: Legislative Processes,
Regulatory Agencies and Environment
p52
Individual Study:
~ Ornithology, Zoology, Ecology,_~olution
p52
Individual Study: Psych~logy
p53
Individual Study: Topics in Political Economy,
Globalization, Contemporary India and U.S. Historyp53
Mediaworks
p62
Student Originated Software
p73
Student Originated Studies:
~dvanced Natural History
__ p!4
Student Originated Studies:
New Dimensions In Visual Art
p74
Student Originated Studies: Performance,
Theatre, Dance and Technical Theatre.
p74
Student Originated Studies: Topics in Social
Sciences, Mathematics and Computer Science
e75
Und~adu~
Research in Scientific ~
p79
Additional Undergraduate research opportunities also exist for students. Individual members of the faculty
have research interests and projects that students can help with, thus gaining valuable research experience. Contact members
of the faculty, especially in Environmental Studies and the Sciences. Find more information at www.evergreen.edu/
individualstudy/home.
Photo by Paul Reynolds '09.
HOW IS EVERGREEN ORGANIZED? ARE THERE DEPARTMENTS?
Evergreen does not have traditional departments, but faculty members choose to affiliate with Planning Units and
Thematic Planning Groups to help organize their work and allocate resources. Planning Units are groups of faculty in related
fields of study; Thematic Planning Groups are composed of faculty organized around a central theme. To better understand
the organization and purpose of planning units and thematic planning groups and to see the affiliated faculty for each,
please check out the Condensed Curriculum starting on page 8.
GRADUATE PROGRAMS
Evergreen offers Master's degrees in Environmental Studies, Teaching, Education and Public Administration. For contact
and general information, please turn to page 83.
Planning and Curricular Options I 7
STUDIES IN SUSTAINABILITY AND JUSTICE
Insist on the rights of humanity
and nature to co-exist.
-William McDonough and Michael Braungart
At Evergreen, we take a "seven generations" approach
to questions of how to sustain human life and community
in harmony with the planet. This is a cross-generational,
ecologic ethic that has descended to us from the
Haudenoshaunee (Iroquois) Confederacy'. We offer
students who embrace this ethic the opportunity to design
a curricular pathway that focuses on issues of sustainability.
In this catalog, you can find programs in environmental
studies, social justice, the humanities and the arts, to help
you build the background, skills and vision needed to
make change in areas that count-climate
change, food
systems, cultural survival, environmental justice, media
and communications, applied ecology, green business and
beyond.
In addition, the college's Center for Community-Based
Learning and Action works with programs to involve
students in community-based work with a wide range
of service, study and governance organizations in our
area. Students also have chances to apply their studies to
Evergreen itself. Our Sustainability Task Force works with
food services, purchasing, facilities, heat and power-even
parking-to reduce our environmental and social impacts
and enhance the health of the college's land and people,
and its presence in the wider community.
2009-10 PROGRAMS
WITH A FOCUS ON SUSTAINABILITY
Climate Solutions
--Cultural Landscapes:
Sustainability, Power, and Justice
Earth Stewards:
2ustainable. HyiQ9..i.Q
..~.•Threaten:~.\N0rld
~ological AWlf.4ltpre
.
~.~-.
Energy Systems and Climate Change
Introduction to Environmental Studies
Life of Things
~actice of Sustainable Agriculture
1?3~
p38
p~44
p53
JJ.?7
~
The Haudenoshaunee, whose historical lands and continuous home is in what
is now the Northeast US/Southeast Canada, consist of the Mohawk, Oneida,
Tuscarora, Onondaga, Cayuga and Seneca Nations, and continue to provide
leadership in educating people in how to conceive of planetary stewardship
and ensuring the health of human and animal populations.
1
Photo by Jon Huey '06.
8 I Condensed Curriculum 2009-2010
Condensed
Curriculum
2009-2010
These pages feature the program titles and the quarters of the programs planned for the 2009-10 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
Photo by Paul Reynolds '09.
I ONLY CHOOSE ONE?
Many students ask "Do I really only take one class at Evergreen?"
The answer is yes. We call them programs. Instead of taking several classes at once, at Evergreen you select an academic program
where you will learn how to explore a central idea or theme that's interesting to you.
Faculty members from different subject areas teach in teams, each drawing on several disciplines to help you develop critical tools
to navigate the real-world issues that we face today-issues
like health care in the United States, the search for oil worldwide, or artistic
expression across cultures. Programs include lectures, labs, readings, seminars, field study, or research projects, and may last one, two
or even three quarters, building on themes developed in previous quarters.
Condensed Curriculum 2009-2010 I 9
Programs for Freshmen
Freshmen
designed
may enroll
Core programs
prepare
in Core
for sophomores
are designed
you for advanced
analyze
arguments,
groups
and use campus
reason
quantitatively
resources
teach
to help you explore
expression
of unrelated
lectures,
or mathematically,
a central theme,
fragments.
These integrated
programs
and skills to
study programs
in small
will introduce
from different
combine
you
disciplines
rather than
to the connection
or to the relationship
of artistic
of biological
facts to
several activities: seminars,
individual conferences
You will also learn the skills needed
(23:1) ensures close interaction
they are interdisciplinary
read carefully,
topic or issue as a whole,
programs enroll a mix of freshmen,
Core programs,
programs
You will be exposed
for example,
ratio in Core programs
All-level
some
of knowledge
in which faculty members
group work and, usually, field trips and laboratories.
student-faculty
and
work cooperatively
such as the library. Core
studies,
to social conditions,
individual psychology.
programs
to give you a solid foundation
interdisciplinary
together
All-level
studies. You will learn how to write more effectively,
to Evergreen's
as a collection
programs,
and above.
sophomores,
studies.
between
The small
you and your faculty and with other students.
juniors and seniors,
Most students
with faculty members,
to design your own education.
in these
with a typical mix of 25 percent
programs
will already
have some
freshmen.
Like
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
Lower-division
programs are designed
as entry-level
offerings
programs include a mix of half freshmen and half sophomores.
Programs for sophomores
respective
planning
one of these
and above may admit a particularly
units in the remainder
of the catalog.
Consult
that
necessary
accept
well-qualified
to be in an All-level program.
freshmen
and
sophomores.
freshman.
These
programs
the faculty and Academic
Advising
Lower-division
are listed in their
if you are interested
in
programs.
PROGRAMS FOR FRESHMEN
Core: Designed for freshmen
Art Worlds
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Cedar and Oak:
pg
31
34
....~i3rlyf\t1i3ritifll.~...!r.i3cJ~.Jr1
....
~h.~....
~.i3cific:
....
f\Jorth~est
Cultural Landscapes:
35
Sustaina.~ility,.~(J_~.~rL_i3..r1.cJ).LJ.?~i<:~
....
Forensics and Criminal Behavior
·Madnessar1dC~eati~i1:Ltf€]~~~h;l;g·i~al····Lir1k·····
38
46
59
77
82
To Learn, To Perform,
Written in Stone
To Teach
quarter
FW
FWS
FW
S
FWS
FWS
FW
FWS
~~~~F:f0~ij~~~::g~(JI(Jgyar1cJ<::hefllistrY
Energy Systems and Climate Change
_Equa~ty and t_h~_C..CJ.ri~~!LJ~i(Jri.
Foundations of Health Science
G ~;~ir1gUp~···51:;~ies,·5~~i·pts;·andPe·a;~~ance···
History and Philosophy of Biology:
Life and Consciousness
Hist;~yandphil·;s;p·hy;fB·i;l;gy~······
Mass Extinction
Inverte~rat~ ...?:(J(JI(Jgy...i3..ri.cJ.~rit(J.fll.(JI.(Jgy
Looking Backward:
f:o.fllerica in the T~~.r1ti~!h.'<::_~r1.tLJEL
The Mathematical
Order of Nature
Models of Motion
S
37
41
41
43
44
45
47
50
W S
F W
F
F W S
F
50
S
W S
F
S
SpiritualitY:!.h.~ ...~Y~~(Jf~h.~ ....
LJr1~r1(J~r1
...
Struggling to be Heard:
A History of Japanese
Americans
!ranscen cJi.ng<:J(Jv.~r.ri
..fll.~.r1.~ .
Transforming the Art of War:
From Clausewitz to Al-Oaida and
Lower-division: 50% freshmenl50% sophomores
American Stories
Cu~~entE~;r1;~ic
and Social Issues:
Explanations,
51
W
quarter
_<;Ll.
!)4
FWS
59
FWS
F
WS
S
S
F
!he RootsofTe.rr(Jri.~ ..fll...i3.r1.cJ
...LJ:?:....~(Jr~igr1....~(J.1ic:y..
Social Dilemmas: The Dynamics of Self-Interest
and Cooperation
in Social Behavior
Action and Solutions
.~if~(Jf!hirigs:
Money's Value, Soul's Worth:
Caring Enough to Ve_r1!_LJr_e.
What's Love Got to Do With It?
pg
62
65
..Th~Q~scure()bj~ctof[?esire
. Qrriith(Jl(Jgy
Religion and the Constitution
All-level: A mix of freshmen, sophomores, juniors and seniors
Andean Roots:LanguageandC:ulturaILandscape
30
F W S
The BiOl~ and Ecology of Fishes
. - 35
·····5
COfllputerScienceFoundations..........................................
Data and Information:glJ.i3ntitativ~_~col;gy
Democracy and Free Speech
Introduction to Natural Science:
_~ife,theLJnil/~rse,
and Everything
69
71
W
72
72
FW
FWS
73
78
FW
78
FW
30
FWS
39
57
FWS
W
~--~-~~-~-~----
64
81
S
FWS
S
Photo by Carlos Javier Sanchez '97.
10 I Condensed Curriculum 2009-2010
Culture, Text and Language
Culture, Text and Language (CTL) programs invite students to engage in rigorous
critical inquiry about the human experience. Our curriculum covers many disciplinary
perspectives
and geographical
areas, with a strong focus on reflective
inquiry and
integrative understanding. Through the study of cultures, students explore the webs of
meaning that individuals and groups use to make sense of the world. Through the study of
texts, they learn to interpret the products of culture in forms ranging from enduring works
to popular media and the artful practices of everyday life. Through the study of languages,
they become proficient in the means of communication
used by different societies and
nation states.
The Culture, Text and Language planning unit coordinates
some social science
(sociology, psychology and politics) and virtually all the humanities programs at Evergreen. Our disciplines include literature, history,
women's studies, philosophy and critical theory, religious studies, classical studies, art history, post-colonial studies, linguistics, cultural
anthropology, cultural studies, gender studies, race and ethnic studies, communications, folklore, and creative and critical writing.
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 provide a curriculum that is rich in the study of diverse cultures and languages so that students
can learn about shared legacies and across significant differences, including differences of race, class, gender and sexuality. Our
geographic areas of inquiry include America, the ancient Mediterranean, East Asia, the Middle East, Latin America and Spain, Russia,
and Western Europe and the Francophone/Anglophone
regions, including Africa and the Caribbean. We regularly offer programs
involving the integrated study of Japanese, French, Russian and Spanish, and are working to expand our curricular offerings i~ classical
languages and Arabic.
Many Culture, Text and Language programs bring together two or more disciplines to pose crucial questions about the human
condition; 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 members act as advisors and mentors in their subjects of expertise, supporting
students in advanced work, internships, studies abroad and senior theses.
Students with a special focus on the humanities and interpretive social sciences are strongly encouraged 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 individual contract, prepared seniors 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 Evergreen's first president Charles McCann, "undogmatic citizens and uncomplacently
confident individuals in a changing world."
Photo by Carlos Javier Sanchez '97.
Condensed Curriculum 2009-2010
All-level:
pg
quarter
30
SO
F W S
F
59
Susan Fiksdal Linguistics and French
78
F W S
S
S
F W
78
F W
Sara Huntington Writing, Research and Information Systems
A mix of freshmen, sophomores, juniors and seniors
A.ncJeanR()ots:~anguageandC:LJltLJrClILancJscaE~
Growing Up: Stories, Scripts, and Performance
Looking Backward:
A.rnericaintheTvventiethC:entury
The Obscure Object of Desire
..Th~~()()ts()fT~rr()risrn
ClrlcJLJ:?:~()r~ignp()li cy
TrClrl~c~rlcJir1g(J()V~rr1rn~r1t
Transforming the Art of War:
From Clausewitz to AI-Qaida and
William Ray Arney
Marianne Bailey French Literature
65
71
Thad Curti! Literature
Stacey Davis European History
Diego de Acosta Spanish Literature and Language
Kathleen Eamon Philosophy
Chauncey Herbison African American Studies
David Hitchens American History
Ernestine Kimbro Interdisciplinary Humanities
Lower-division: 50% freshmenl50% sophomores
American Stories
Stephanie Kozick Human Development
Patricia Krafcik Russian Language, Literature and Culture
Ulrlke Krotscheck Classical Studies, Archeology
__ ".
_.
.,_ ._",_._
64
David Marr American Studies
FWS
Harumi Moruzzi Cultural Studies, Literature, Film Studies
Sophomores or above: (intermediate
Art of Conversation
level)
Greg Mullins Literature and Queer Studies
31
.(Jreec:e ...a..rl.cJ.ltaly:.A.r1...A.rtistic:...Cl..n.cJ....
~.it~rCl.ry.Q
. cJys~~y ...49
Japan Today: Japanese
Culture,
.. ~i!eratu_re,C:ine_m_a,_SocietyandLar1gLJage
Latin American Short Story
Literature and the Cultural Politics
of
in Chile and Brazil
.ogopoesis
.~_?L
F
FWS
FWS
56
FWS
F
58
58
WS
FW
Alice A. Nelson Latin American Literature, Spanish
Steven Niva International Politicsi'PGtiticalPhilosophy
Charles N. Pailthorp Philosophy
Sarah Pederson Literature, Maritime Studies
Rita Pougiales Anthropology
Bill Ransom Writing
Andrew Reece Classical Studies
Therese Saliba International Feminism,
Middle East Studies, Literature
Samuel A. Schrager Ethnography, American Studies
Leonard Schwartz Poetics
FW
FW
FWS
Matthew
E. Smith Political Science, Community Studies
Robert W. Smurr Russian History
S
Eric Stein Cultural Anthropology
Setsuko Tsutsumi Jepenese Literature, History and Language
Jules Unsel United States History
Sarah Williams Feminist Theory, Somatic Studies
Elizabeth Williamson English Literature
Photo by Jon Huey '06.
I 11
12 I Condensed Curriculum 2009-2010
Environmental
The
Environmental
Studies
Studies
(ES) planning
unit
offers
broadly
interdisciplinary
academic studies within and across three distinctive thematic areas, Human Communities
and the Environment, Natural History and Environmental Sciences. Programs emphasize
interdisciplinary, experiential study and research primarily in the Pacific Northwest with
additional work in other areas of the North and South America. Foreign study is possible.
Included in the unit is an emphasis on global climate change and sustainability. Climate
change is representative
of the interdisciplinary
approach to environmental
studies.
Programs focusing on climate change can be found in all three of the thematic areas.
Similarly, unit faculty members support
sustainability
and justice studies across the
entire campus curriculum. Research methods and analysis emphasize field observation,
quantitative
and qualitative methods, and Geographic Information Systems. In any year, each thematic area explores a set of topics
listed here:
•
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, global climate change 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, mamma logy, mycology, ornithology, and exploration of issues in biodiversity and global climate change.
Environmental Sciences-Investigates
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, oceanography, and issues of global climate change.
Environmental studies students will find the frequency of topics offered, prerequisites for study, breadth of liberal arts education,
and graduate school admissions requirements
described in individual programs. 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. Most freshmen should consider core programs that include topics in
environmental studies. Further study may depend on having basic prerequisites; carefully read the catalog and talk to faculty to ensure
that you are prepared for the program.
Specific topics recur in the curriculum either as a component of an interdisciplinary program or in-depth in an advanced, focused
program. Some faculty teach similar topics each year as part of programs that have widely differing accompanying topics. Environmental
Studies has repeating programs that are offered every year or every other year; note that because our faculty have multiple areas of
expertise, the program titles, mix of faculty, and exact topics may vary from year to year in repeating programs. Ecological Agriculture is
taught every other year and Practice of Sustainable Agriculture yearly. Other repeating programs include Animal Behavior, Hydrology,
Marine Life, Plant Ecology and Taxonomy; Temperate Rainforests and Tropical Rainforests offered on an alternate-year schedule.
Programs focusing on human communities and environmental policy are also offered every year, although the program titles change.
Environmental Studies also provides one-of-a-kind programs created in response to a unique combination of interests, events and
significant environmental concerns.
It is highly recommended that students who intend to pursue upper division and graduate studies in environmental studies or
science take a minimum of one full year of undergraduate study in biology, chemistry and statistics. Students may also consider gaining
research experience by participating in the Advanced Research in Environmental Studies program.
To help you choose your programs, the descriptions on the following pages list the significant content in each of the three thematic
areas. Students should feel free to call or e-mail faculty whose interests overlap their own to seek advice.
The Evergreen State College's Graduate Program on the Environment offers a Master of Environmental Studies (MES) degree.
This graduate program integrates the study of the biological, physical, and social sciences. The MES program shares faculty with the
undergraduate
curriculum and MES electives, which are taught in the evenings, and frequently allow advanced undergraduates to
enroll. For information on admissions requirements and procedures, please consult the current catalog of the Graduate Program on
the Environment or visit www.evergreen.edu/mes.
Photo by Carlos Javier Sanchez '97.
Condensed Curriculum 2009-2010
All-level:
pg
quarter
A mix of freshmen, sophomores, juniors and seniors
~nc!.~~.'1_~_ClCl1:!i~_La~g..u_a_9~_~09_f.lJltu
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Fishes
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Data and Information: Quantitative Ecology
41 F
Earth Matters: Geolog~d
Chemistry
43
W S
Energy ~ystems and Climate Change
44 F W
Invertebrate Zoology and Entomology
54
S
Ornitholo9.l"
66 F
Jeff Antonelis-Lapp Environmental Education
Maria Bastaki Environmental Toxicology, Risk Assessment
Frederica Bowcutt Botany, Environmental History
Paul Butler Geology, Hydrology, Statistics
Gerardo Chin-Leo Marine Science, Plankton Ecology
Robert Cole Systems Science, Sustainability
Amy Cook Ecology, Vertebrate Biology
Carolyn Dobbs Land Use, Environmental Planning
Dylan Fischer Forest and Plant Ecology
Lower-division:
50% freshmen/50% sophomores
Life of
Russell Fox Community Development,
57
FW
Urban Planning
Karen Gaul Cultural/Ecological Anthropology, Sustainability
Jennifer Gerend Land Use Planning,
Sophomores or above: (intermediate level)
Climate
36
S
- -_._Solutions
.._ ... _ .._._._._._ .._ .._._ .._ .._ .._ ... _._._._._. __ ._.
-, _._._ .._ .._ .._ ..- _. -..-..
..Community-Based Research: Knowledge in Place 36
S
...~~()I()gi~<ll~griculture
44
FW S
Introduction to Environmental Studies
53
FW
-TealnTcaIWii1:ingin1:h~-21~t-C;nt~~y76 -.-------------.-.-.-.-
Tw
Geographic Information Systems
Martha Henderson Geography, Environmental History
Heather Heying Zoology, Behavioral Ecology, Evolution
John Longino Entomology, Ecology, Evolutionary Biology
Cheri Lucas-Jennings Environmental Health, Law and Policy
Lee Lyttle Environmental Policy, Research Methods
Juniors or seniors: (advanced level)
Advanced
Research in Environmental
Studies
........................ _-._ ..--,----"_._ __ ._._
_ _.
Earth Stewards:
Sustainable Living in a Threatened World
Ge0~!i_!.Cl_~~9':;Y':;~~!!l':;_________
Individual Study: Legislative Processes,
Regulatory Agencies and Environment
Individual Study:
Ornithology, Zoology, Ecology, Evolution
Practice of Sustainable Agriculture
.....................
RiskAssessment in Environmental
~o"lth
Student Originated Studies:
Advanced Natural History
Temperate Rainforests
Troeical Rainforests
Washington's Rivers and Streams
Ralph Murphy Environmental Economics, Environmental Policy
29
FW S
Nalini Nadkami Forest Ecology
43
FW
FW
John Perkins Agriculture, Energy Policy
48
Lin Nelson Environmental Health and Policy
Paul Przybylowicz Ecology, Biology, Agriculture, Sustain ability
52
S
Liza Rognas American History, Research Methods
52
S
Steve Scheuerell Ecological Agriculture, Sustainability
S
Alison Styring Ornithology, Tropical Ecology
Martha Rosemeyer Ecological Agriculture, Food Systems
68
70
FWS
74
76
79
81
FW
F
W
WS
Linda Moon Stumpff Natural Resource Policy, Forestry
Ken Tabbutt Geology, Hydrogeology, Geochemistry
Erik V. Thuesen Marine Science, Zoology, Ecophysiology
Ted Whitesell Geography, Political Ecology, Conservation
Tom Womeldorff
Economics
Photo by Jon Huey '06.
113
14 I Condensed Curriculum 2009-2010
Expressive Arts
Expressive Arts (EA) programs engage students in media arts, performing arts, visual
arts and environmental arts practices by incorporating theoretical, critical and art historical
learning with opportunities for hands-on work in a wide range of art forms. The Expressive
Arts faculty sees the creation of imaginative and artistic work to be a central element of a
broad, liberal arts education. Our curriculum accommodates a range of students in a variety
offull and part time programs, courses and individual contract opportunities. Those who want
to focus their studies in the arts work side by side with those interested in using arts practices
to give voice to perspectives they have developed in the study of other disciplines.
At Evergreen the study of the arts is a thoroughly interdisciplinary endeavor; students are
challenged to forge connections among various art forms, to integrate theory and practice,
to create experimental work that challenges convention and audience expectation, to explore a variety of traditional modes, and to
become attuned to the social, cultural, and historical contexts of the work they study and make. We see the goal of undergraduate arts
education as twofold: students should be encouraged to develop their own creative approach and cultivate unique patterns of interest,
and they should also learn to understand themselves as contributors to the social and cultural conversations that precede them and will
outlast them. Our students develop strong collaboration skills, as well as aesthetic literacy and cultural competencies that equip them
well for their work beyond the college.
Programs that integrate art practice might be organized around concepts, geographical areas, scientific inquiry, artistic and cultural
movements, environmental concerns or historical moments; program content is based on the scholarly and creative work of the faculty,
keeping the curriculum vital and relevant. Most programs offer ample opportunities for skill development in the context of these
thematic investigations, rather than through narrowly focused and isolated sequential skill training. As art doesn't exist in a vacuum, we
encourage arts concentrators to draw inspiration from study outside the arts, and we require broadly interdisciplinary academic work
for admission to some arts programs. Students who take programs combining arts with other disciplines build stronger foundations
for their creative practices.
As a culmination of their studies, students may apply to do a Senior Thesis project. This competitive program is designed to
celebrate the interdisciplinary study of art and to facilitate students' advanced work in one or more art forms over the course of one,
two, or three quarters. Participating students work with a thesis committee chaired by faculty and made up of faculty and/or staff.
Each spring, juniors may submit proposals for Senior Thesis projects to be pursued the following year. Faculty review applications and
successful applicants are awarded a small stipend.
Evergreen graduates who have studied the arts go on to pursue MFA degrees, start non-profits or work with community arts
organizations, galleries or museums, enter the commercial sector to found or work for design and publicity firms, or find positions in
theater, television, film or other production companies. Many successfully sustain their own creative practices. These graduates frequently
discover that the collaboration, communication, management and creative problem solving skills they have cultivated in expressive arts
programs also help them excel in fields outside the arts.
The Expressive Arts Planning Unit is organized into three sub-areas:
The Visual and Environmental Arts faculty and staff includes artists, craftspeople and designers working in a variety of traditional and
emerging media including drawing, painting, sculpture, fine metals, printmaking, fiber arts, photography, digital media, neon, environmental
arts, sustainable design, woodworking, metal working, mixed media, installation and time-based arts. Students can regularly find programs
that build strong skills and understanding in these media in interdisciplinary contexts. We emphasize drawing and visual thinking as
fundamental skills, along with visual literacy and clear and rigorous writing. We encourage you to strive not just for self-expression, but also
for clear mastery of your means, and effective engagement in your community.
Emphasizing non-traditional, experimental, and documentary modes, Media Arts offers students opportunities to learn the practice,
history, and theory of film,video, animation, installation, sound design, and other digital arts as forms that widen the possibilities for audiovisual
expression and connect media production to other arts. Programs prioritize collaboration as well as a critical engagement with media in its
various social, cultural, and political contexts. We explore the social implications of image-making, and especially the ways in which self and
other, identity, community and world are inscribed in the images we make and view. We encourage our students to take responsibility for
their own work, collaborate with one another, and develop their own critical perspectives on the theory and practice of media.
The Performing Arts sub-area is staffed by faculty members who explore live performance disciplines including dance, theatre, and
music. To perform means to find your voice, control your body, hone your ear. Our approaches to performance are varied. But we all
emphasize fundamental skills, historical depth, and critical understanding. In-depth studies of ethnic traditions and geographic areas are
a feature of many of our programs. We point out the connections between the present and the past, the body and the mind, ancient
traditions and eternal themes. Be prepared to do a good deal of worthwhile, meaningful academic work as you develop socially engaged,
culturally informed performance skills.
Photo
by Carlos Javier Sanchez
'97.
Condensed Curriculum 2009-2010
EA PROGRAMS
AFFILIATED FACULTY
All-level:
pg
Susan Aurand Visual Art
quarter
A mix of freshmen, sophomores, juniors and seniors
_~~()VVi
Andrew Buchman Music
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Sophomores or above: (intermediate
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Sally Cloninger FilmlVideo
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Consciousness, Art and Matter
..DFiber
~a;i~g-6~t~id~th~Ti~~;--Arts
Arun Chandra Music
37
FW
42
--4:-:6'----'--'-'--:5
Rob Esposito Modern Dance
Lara Evans Art History
Joe Feddersen Visual Art
CJriici_~6~lt~IY:A~A~i~ii~:~6~Lit~~aryC5dy~s~y
49
FW 5
Anne Fischel Film/Video
India: Politics of Dance, Dance of Politics
Individual Study: Fiber Arts, Installation,
Non-Western Art History, Native American
Studies, Creative Writing, Poetry, and
Multicultural American Literature
Mediaworks
Read)! Camera One
Student Originated Studies:
New Dimensions In Visual Art
Ariel Goldberger Scenic Design
-Student- Orrgin-atedStudie-s:-Performance,
51
F W
Walter Eugene Grodzik Theater
Bob Haft Visual Art, Photography
52
62
69
FW
FW 5
FW
Hamon Visual Art, Photography
Ruth Hayes Animation
Rose Jang Theater
74
FW
Robert Leverich Visual Art, Architecture
Jean Mandeberg
Theatre, Dance and Technical Theatre
Visual Art, Sculpture
Laurie Meeker FilmlVideo
.5t~~i~F>roj~~~~:I~64~6~.··~.kY:
•••
················-
Kabby Mitchell Dance
Theatre Intensive: Theatre Production
Ratna Roy Dance, African American
Studies, South Asian Studies
Juniors or seniors: (advanced level)
Ireland
Music and the Environment
Plein Air
Poetics and Performance
Popular Music and Literature in the 1960s
Matthew
Lucia Harrison Visual Art
55
FW 5
65
FW
66
5
67
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68 . .
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Terry Setter Music
Lisa Sweet Visual Art
Gail Tremblay Visual Art, Creative Writing
Sean Williams Ethnomusicology
Julia Zay Video/Media Studies
Photo by Jon H uey '06.
115
16 I Condensed Curriculum 2009-2010
Scientific Inqu iry
The faculty of the Scientific Inquiry (SI)planning unit is committed to the ideal of science
education in the context of liberal arts education. We help students-whatever
interests may be-understand
their primary
the wonders of nature as well as science as a force in our
technological society.
Because science and technology are central to our world, citizens must be scientifically
literate in order to participate intelligently in a democratic society. At the same time, scientists
should understand the social implications and consequences of their work. Thus, our study of
science itself is combined with the study of the history and philosophy of science, bioethics,
and public policy.
Some programs in this planning unit will allow students to learn basic science as part of
their liberal arts education. Others help students prepare for careers in science, medicine, or technology. However, all of our offerings
emphasize the application of theory to practice. Students will apply scientific principles as they learn to solve real-world problems.
By engaging in laboratory and group problem-solving exercises, students will learn to think like scientists-to
develop hypotheses
and design experiments, to collect data and analyze them within a theoretical framework, and to apply these results to new situations.
Our students have unique opportunities
to conduct scientific research using high-quality instruments, such as a scanning electron
microscope and an NMR machine. In addition, they can use some of the best modern software available. Students also read current
scientific journal articles and learn to write technical reports and papers.
Whether a freshman or a more advanced student, all students can find a scientific program that fits their academic plan. Some choose
to follow a pathway that emphasizes a particular science, while others may simply want to explore the wonder and application of science
in a broader context. There are programs that offer beginning, intermediate and advanced work in all the major scientific disciplines.
Programs in Scientific Inquiry are mostly repeating: either every year, or alternate years, but we create new offerings on a regular basis.
The regular programs with significant content in each of the main scientific disciplines are listed below:
Biology
Foundations of Health
Science
Introduction to Natural
Science
Molecule to Organism
Gene to Ecosystems
Chemistry
Foundations of Health
Science
Introduction to Natural
Science
Atoms, Molecules and
Reactions
Environmental Analysis
Computer
Science
Data and Information
Computer Science
Foundations
Student Originated
Software
Computability (10/11)
(10/11)
Mathematics
Models of Motion
Computer Science
Foundations
Mathematical Systems
Methods of Mathematical
Physics (10/11)
Physics
Introduction to Natural
Science
Atoms, Molecules and
Reactions
Models of Motion
Methods of Mathematical
Physics (10/11)
Energy Systems (9/10)
Refer to the individual program descriptions for more details about these programs and others not listed above. As another option,
Evening and Weekend Studies also offers courses in the sciences.
Advanced students have many opportunities to do scientific research as part of a faculty research program. Research students have
presented their work at scientific meetings and have become authors on technical papers. Scientific Inquiry students have an excellent
record of success in graduate and professional schools, as well as working in a variety of scientific and technical fields. The possibilities are
limited only by your energy and ambition.
Photo by Carlos Javier Sanchez '97.
Condensed Curriculum 2009-2010
SI PROGRAMS
AFFILIATED FACULTY
All-level:
pg quarter
A mix of freshmen, sophomores, juniors and seniors
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41
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43
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Foundations of Health Science
47
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History and Philosophy of Biology:
Life and Consciousness
50
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History and Philosophy of Biology:rvlass Extinction 51
Introduction to Natural Science:
Life, the Universe, and Ever~
54
FWS
Models of Motion
62
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Social Dilemmas: The Dynamics of Self-Interest
and Cooperation in Social Behavior
72
FW
i'he·Mathe·;:;:;atjcai·6~de~·o{·Natu·~e············
60
F
Clyde Barlow Chemistry
Dharshi Bopegedera Chemistry
Andrew Brabban Biology
Krishna Chowdary Physics
Judy Bayard Cushing Computer Science
Clarissa Dirks Molecular and Cellular Biology
Kevin Francis History of Scien~e and Technology
Rachel Hastings Mathematics and Linguistics
Robert H. Knapp. Jr. Physics
Eli.zabeth M. Kutter Biology
David McAvity Mathematics and Physics
lydia McKinstry Organic Che,-i,istry
Donald V. Middendorf Physics
DonaLd Morisato Biology
Nancy Murray Biology
James Neitzel Biochemistry
Neal Nelson Computer Science
Michael Paros Veterinary Medicine
Gregg Sapp Information Services, Science Education
Paula Schofield Chemistry
Sheryl Shulman Computer Science
Benjamin Simon Microbiology
Rebecca Sunderman Chemistry
Brian Walter Mathematics
E. J. Zita Physics
Sophomores or above: (intermediate level)
S
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32
Consciousness, Art and Matter
37
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Molecule to Organism
63
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Student Originated Studies: Topics in Social
Sciences, Mathematics and Computer Science
75
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Atoms, Molecules and Reactions I:
(2uantu 111
...tvlecha nics and InorganicChell1istry
32
Atoms, Molecules and Reactions II: Advanced Organic
Chemistry and Instrumental Methods of Analysis 33
Atoms, Molecules, and Reactions III:Thermodynamics,
Kinetics and Materials
33
F
W
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Genes to Ecosystems
Risk Assessment in Environmental Health
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48
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Photo by Jon Huey '06.
117
18 I Condensed Curriculum 2009-2010
Society, Politics,
Behavior and Change
The Society, Politics, Behavior and Change (SPBC) 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 individuals of diverse 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.
Our study of politics focuses on the interplay of politics and economics, with an emphasis on the domestic and international
political economy and its implications for race, gender and class.
Behavior: Many of our programs study the social, psychological and biological forces that influence human health and behavior.
Our faculty has particular strengths in the areas of cognitive, clinical and social psychology, and our senior-level multicultural
counseling program is unique in the state.
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.
Business 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 in the Pacific Northwest and at the
national and international level.
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
administration,
disciplines: anthropology,
economics, accounting,
history, public policy, public
labor studies, women's studies, business, management science, political science, entrepreneurship,
international
affairs, tribal governance, philosophy, sociology, health sciences, psychology, and education.
Several of the faculty members in this area teach regularly in the Master in Teaching Program or the Master of Public Administration
program. All of our faculty work collaboratively to develop our undergraduate curriculum.
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.
Photo by Evergreen Photo Services.
Condensed Curriculum 2009-2010
SPBC PROGRAMS
AFFILIATED FACULTY
All-level:
pg
quarter
A mix of freshmen, sophomores, juniors and seniors
_Q~.':!l-"-~~~an~U:!~_~_S2~~~~
.
~~
Equality and t~c:_onstituti~
Looking Backward:
America in the Twentieth Century
Religion and the Constitution
Social Dilemmas: The Dynamics of Self-Interest
and CooEeration
in Social Behavior
Struggling to be Heard:
A History of Japanese
Americans
69
FWS
W
72
FW
73
Stephanie Coontz European and
American History, Family Studies
Magda Costantino Education
Jon Davies Teacher Education
W
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F W
Political Economy
Terry Ford Education, Multicultural Studies
George Freeman, Jr. Clinical Psychology
Laurance R. Geri Public Non-profit
39
57
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64
81
F W S
S
53
53
67
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2
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Model
Peter Dorman Economics,
John Robert Filmer Maritime Studies, Business Management
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Multicultural Counseling: An Innovative
Savvina Chowdhury Feminist Economics
Scott Coleman Education
Sophomores or above: (intermediate level)
Gateways:
Popular Education and Political Economy
47
F W S
Health ancL~_~_~~.!?~vel()£.ment
~9 L\IV__
India: Politics of Dance, Dance of Politics
51
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~dividual Study:
------------------Topics in Political Economy, Globalization,
Contemporary
India and U.s. History
Individual Study: Psycholog~
Political Economy and Social Movements:
Race, Class and Gender
Student Originated
Studies: Topics in Social
William Bruner Economics, Management
Bruce Davies Public Administration, Law, Tribal Governance
T~~I3_~()!~_()!J~r:r~1~~_~r:t.9_Q,-S-,_~9!~ig.':l_~9li<:L __ Z~
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Government
78
Transforming the Art of War:
From Clausewitz to AI-Gaida and
78
Lower-division: 50% freshmen/50% sophomores
Current Economic and Social Issues:
Explanations,
Action and Solutions
.LifEl()iI~i~gs
Money's Value, Soul's Worth:
Caring Enough to Venture
What's Love Got to Do With It?
Peter G. Bohmer Political Economy
~_
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S9
Don Bantz Public Administration
~Q
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64
FW S
Management, International Affairs
International Studies
Jose Gomez Law and Politics
Amy Gould Public Administration, Political
Science, Women's Studies, Queer Studies
Jeanne E. Hahn Political Economy, Contemporary India
Grace Huerta Teacher Education
Heesoon Jun Psychology
Cynthia Kennedy Leadership
Mukti Khanna Psychology, Expressive Arts Therapy
Cheryl Simrell King Public and Non Profit
Administration, Community/Urban Studies
Glenn Landram Business, Management Science, Statistics
Gerald Lassen Economics
Daniel B. Leahy Social Movement Theory
and Practice, Political Economy
Anita Lenges Ethno-mathematics, Math/Science Education
Carrie M. Margolin Cognitive Psychology
Paul McMillin Information Studies, Historical Sociology
Lawrence J. Mosqueda Political Economy
Toska Olson Sociology
Yvonne Peterson Education, Native American Studies
Nelson Pizarro Business Administration, Entrepreneurship
Zahid Shariff Public Administration, Post-Colonial Studies
David Shaw Business
Eric Stein Anthropology
Masao Sugiyama Mathematics, Education
Michael Vavrus Social Foundations of
Education, Political Economy
Sherry L. Walton Education, Literacy
Sonja Wiedenhaupt Psychology, Education
Zoe Van Schyndel Finance
Tony Zaragoza American Studies, Political Economy
Jorge Gilbert Sociology,
119
20 I Condensed Curriculum 2009-2010
Native American and World
Indigenous Peoples Studies
Native American and World Indigenous Peoples Studies (NAWIPS) programs study
the Indigenous peoples of the Pacific Northwest, the Americas and the world. Evergreen
offers on-campus 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 recognition of the vitality and diversity of contemporary Indigenous communities.
Off campus, the Reservation Based Community Determined Program is designed to serve place-bound students deeply connected
to their tribal communities where the classes are held. Students are encouraged to value local knowledge and its place in their academic
work. The program creates and delivers a well-defined, consistent program that balances personal authority, indigenous knowledge and
academics. It is an upper division program serving students with an AA or 90 credits or more. The program has developed a hybrid online/face-to-face reservation based program with Grays Harbor College to serve students seeking their AA degrees.
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. NIARIworks with the tribes-if they choose-to implement those results.
In addition, a program of advanced studies in tribal government management and administration is included in the Master in Public
Administration program. Students take required courses in public administration and receive 24 graduate credits in tribal government
organization, policy development and intergovernmental relations.
NAWIPS PROGRAMS
AFFILIATED FACULTY
All-level:
pg
A mix of freshmen, sophomores, juniors and seniors
?pi~i!lJi3li!y:ThE!~YE!s'?fthE!l,JIl~Il'?""r1
72
Sophomores or above: (intermediate level)
Women's Studies:
Native American Women in the 20th Century
Juniors or seniors: (advanced level)
The Reservation Based Community
_.9~!E!r':ll.i~~_~ro9~am
Photos by Evergreen Photo Services.
82
quarter
FW S
F
.2D. E..'!'L?_
Kristina Ackley (Oneida/Bad River Chippewa)
Michelle Aguilar-Wells (Luiseno/Soboba)
Joe Feddersen (Colville Confederated Tribes)
Zoltan Grossman
Raul Nakasone
Alan Parker (Chippewa-Cree)
Gary Peterson (Skokomish)
Frances Rains (Choctaw/Cherokee)
David Rutledge
Linda Moon Stumpff (San Carlos Apache)
Gail Tremblay (Onondaga/Micmac)
Condensed Curriculum 2009-2010
Tacoma Program
The Tacoma program
reality-based,
is committed
community-responsive
to providing
its students with an interdisciplinary,
liberal arts education.
The program
operates from a
social justice frame of reference that values family, community, collaboration,
hospitality,
reciprocity
and professional
and academic excellence.
growth,
Recognizing
research and scholarship,
inclusiveness,
the importance
as well as commitment
of personal
to community
and public service, the Tacoma program seeks to provide a catalytic climate for intellectual,
cultural and social growth.
Evergreen's educational approach provides a unique opportunity
local communities
for students to go into
and engage in research, education and problem-solving
as beneficial to those communities
to be a nexus for activities directed toward responding to community
projects that are
as they are to our students. The Tacoma program seeks
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,
Our emphases-interdisciplinary
seeing the connections
sustainability and well-being
understanding
efforts.
and analysis, collaborative
learning, cross-cultural communication,
between global issues and personal or community action-provide
that are needed and appreciated
problem-solving,
our students with community-building
tools
outside our campus.
Features and Benefits
•
Situated in an inner-city environment
•
Faculty and student diversity
An emphasis on diverse cultural perspectives and experiences
•
Flexible class schedules
Opportunities
•
Day and evening classes
•
Personalized academic support and evaluation processes
•
High graduate school placement rate
•
A tradition
•
A curriculum that integrates students' life experiences and goals
to engage in dialogues across and beyond differences
of employer satisfaction with graduates
Who Should Apply
Working
adult learners who have achieved junior status (90 hours of transferable
in personal and professional
advancement
and sustaining a healthy community-whether
environmental
studies-is
expand one's knowledge
For more information
or preparation
for graduate
college-level
courses) and who are interested
school are invited to apply. Everyone interested
in social services, educational
outreach, shaping public policy or opinion,
welcome in this program. Prerequisites for success include a willingness to be open-minded,
and to engage in difficult dialogues across and beyond differences.
about the Tacoma program and to apply, call (253) 680-3000.
Juniors or seniors: (advanced level)
Cycle Makers and Cycle Breakers:
Transitional Studies
pg
quarter
39
FW S
Eddy Brown
Mingxia Li (Zhang Er)
Paul McCreary
Gilda Sheppard
Tyrus Smith
Artee Young
Executive Director:
Dr. Artee F. Young
in building
pre-law or
to challenge and
I 21
22 I Matching Evergreen's Programs to Your Field of Interest
Matching Evergreen's Programs
to Your Field of Interest
Evergreen's programs are organized into seven Planning Units - academic areas that will help you find current programs
which match your needs and interests. The Planning Units are: Programs for Freshmen; Culture, Text and Language;
Environmental Studies; Expressive Arts; Native American and World Indigenous Peoples Studies; Scientific Inquiry; and
Society, Politics, Behavior and Change.
If you are accustomed to thinking about your studies in terms of subject areas or majors, this guide can help you match
your educational interests with Evergreen's offerings. For example, if you are interested in American studies, look for the
American studies category heading. Under it, you will find the titles of programs that have American studies content. Another
option for matching your interests to Evergreen's programs is to use the search feature in the online version of the catalog at
www.evergreen.edu/catalog/2009-1
O.
pg quarter
pg quarter
AESTHETICS
ART HISTORY
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77 F W S
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Madness and Creativity: The Psychological Link
59 F W
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-------_--------------American Stories
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in Science and the Arts
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Ireland
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77 F W S
ANTHROPOLOGY
American Stories
Eye of the Story
Ireland
Life of Things
Money's Value, Soul's Worth: Caring Enough to Venture
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Forensics and Criminal Behavior
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Genes to Ecosystems
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Introduction to Natural Science:
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Mathematical Origins of Life
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Practice of Sustainable Agriculture
68 F W S
Matching Evergreen's Programs to Your Field of Interest I 23
Risk Assessment in Environmental Health
Technical Writing in the 21st Century
pg quarter
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Undergraduate Research in Scientific Inquiry
Was~~gton's Rivers and Streams
79
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Advanced
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29
_._._ _._. __ .__ ._._._.
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48
Student Origi;;~te~Studies: Adv;';nced Natural Hist~~y 74
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Student Originated Software
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-------------_._._--_ .._ .._ .._ .._ .._ .._ .._._--.----------_._---_._._._._
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Consciousness, Art and Matter
37 F W S
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Multicultural Counseling: An Innovative Model
64 F W S
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79
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Student Originated Studies: Topics in Social Sciences,
___~ath~,!,~!~
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33
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Forensics and Criminal Behavior
46 F W S
Foundations of Health Science
47 F W S
Introduction to Natural Science:
Life, the Universe, and Everything
54 F W S
Molecule to Organism
63 F W S
Risk Assessment in Environmental
Health
_._._._._---_._--_._._._._._._._
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76 F W
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79 F W S
CLASSICS
Greece and Italy: An Artistic and Literary Odyssey
49
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31
36
39
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COMMUNICATIONS
Art of Conversation
Climate Solutions
Cycle Makers & Cycle Breakers: Transitional Studies
Democracy and Free Speech
Earth Stewards:
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Gateways: Popular Education & Political Economy
M;di~~;;ks---------------------------------------------6-i--i'-w--s
Multicultural Counseli~g~A~-I~~~~ativ~M~d~i
COMMUNITY
SCIENCE
CONSCIOUSNESS
~~~~E~~i~~~~~E~~~~~~~~~i~~~
Ready Camera One
pg quarter
COMPUTER
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American Stories
30 F W S
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36
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36
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38 F W S
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39 F W S
Gateways: Popular Education & Political Economy
47 F W S
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53 F W
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Reservation Based C'?rT1munityDetermined Program
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30 F W S
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38 F W S
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51 F W
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52 F W
Individual Study: Legislative Processes,
Regulatory Agencies and Environment
52
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Literature and the Cultural Politics
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pg quarter
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30 F W S
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28 I How to Read a Program
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.
:l
Mediaworks
MAJOR AREAS OF STUDY
Indicates subject areas that
corresp~nd to traditional disciplines
and subjects. Credit may be earned
In these areas at completion of the
program.
J
CLASS STANDING
States at which level of study
the program is aimed: freshman,
sophomore, junior and/or senior.
PREREQUISITES
Lists conditions for eligibility for
the program, such as studies you
should have completed or a faculty
review of a portfolio.
FACULTY SIGNATURE
Indicates if faculty approval must
be obtained before registering, and
how to obtain it.
CREDITb----------,
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 0--------'
Number of students who may
enroll. Core programs typically allow
23 students per faculty; all-level allow
24; intermediate and advanced, 25.
Fall, Winter and Spring
Major areas of study include media arts, cinema and
media history and theory, media production including
film, video, sound, and digital arts.
Class Standing: Sophomores or above; transfer students
welcome.
Prerequisites: Two quarters of an Evergreen interdisciplinary
program or the equivalent interdisciplinary experience
at another academic institution is preferred. Transfer
students will need to demonstrate that their academic
record contains evidence of broad training ...
Program is preparatory for careers and future studies
in media arts, visual arts, communications, design,
humanities and education.
Faculty: Julia Zay (media arts, gender and queer
studies). TBA (experimental media)
What does it mean to make moving images in an age
alternately described as digital, informational, postmodern
and even post-postmodern? How do we critically engage
the history and traditions of media practices while testing
the boundaries of established forms? What responsibilities
do media artists and producers have to their subjects and
audiences? In Mediaworks, students will engage with
these and other questions as they gain skills in film/video
history and theory, critical analysis and media production.
We will explore a variety of media modes and
communication strategies, including documentary and
experimental
film/video, emphasizing
the material
properties offilm, digital video and other sound and moving
image media, as well as the various strategies artists and
media producers have employed to challenge traditional
or mainstream media forms. Our emphasis will be on
experimental and/or alternative conceptual approaches
to production. Students will also have opportunities to
extend their media experiments into performance and
installation ... See page 62 for full program description.
PROGRAM IS PREPARATORY ...
Suggests that program might be
a particularly useful step for future
studies or careers.
FACULTY
Lists members of the faculty
team scheduled to teach the
program. See faculty bios page 92.
L
PROGRAM DESCRIPTION
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.
SPECIAL EXPENSES
Lists expenses in addition to
regular tuition and fees.
d
Faculty Signature: Students must submit a complete
application, which will be available at Academic
Advising, the COM Building and Seminar II Program
Secretary offices, and at the Academic Fair...
Credits: 16 per quarter
Enrollment: 44
Special Expenses: Approximately $200 to $300 each
quarter for media supplies, lab costs and field trips.
Internship Possibilities: Spring only with faculty
approval.
A similar program is expected to be offered in 2010-11 ~
I
INTERNSHIP POSSIBILITIES
States whether an internship is
optional or required.
I' SIMILAR PROGRAMS OFFERED
Gives the next opportunity to join
a similar program.
Programs I 29
Program
Descriptions
Advanced Research in Environmental Studies
Fall, Winter and Spring
Major areas of study include areas of student interest.
Class Standing: Juniors or seniors; transfer students welcome.
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.
Faculty: Martha Henderson (geography), Maria Bastaki
(environmental toxicology), Lin Nelson (environmental health
and policy), Erik V. Thuesen (marine science), Alison Styring
(ornithology), Dylan Fischer (forest and plant ecology), Gerardo
Chin-Leo (marine science), John Longino (entomology, ecology),
Nalini Nadkarni (forest ecology)
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 student research conducted 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.
Maria Bastaki studies the toxicity of chemical mixtures as
representative of multiple exposures to environmental pollutants.
Research projects include toxicological
interactions
among
endocrine disrupters and genetic susceptibility to environmental
exposures, and involve computer modeling of structure-activity
relationships and laboratory methods using in vitro cell cultures.
Students will learn how toxicological evidence is generated and the
basis of remaining uncertainties.
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.
Dylan Fischer studies plant ecology and physiology in the
Intermountain West and southwest Washington. This work includes
image analysis of tree roots, genes to ecosystems approaches, plant
physiology, carbon balance, species interactions, community analysis,
and restoration ecology. He also manages the Evergreen Ecological
Observation Network project academic.evergreen.edu/projects/
EEON. See more about his lab's work at academic.evergreen.edu/f/
fischerd/E3.htm.
Martha Henderson studies rural Western landscapes as
processes of geography and anthropology in Pacific Northwest areas
of environmental stress and economic change. Research projects
include Native American landscapes and environmental change,
rural communities in a global perspective, and community leadership
and decision-making. Students will engage in ethnographic and
spatial data gathering and analysis including the use of geographic
information systems. Local environmental histories, cultural diversity,
and changing resource bases will be examined. Archival and field
research is encouraged.
John Longino studies insect taxonomy and ecology, with a
specific research focus 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. Sheisthe president ofthe International Canopy
Network, headquartered at Evergreen. She welcomes students who
want experience in nonprofit organizations to work with her on
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 studies and is involved with advocacy efforts on the
linkages between environment, health, community and social justice.
Students can become involved in researching environmental health
in Northwest communities and Washington policy on phasing out
persistent, bio-accumulative toxins. One major project students can
work on is the impact of the Asarco smelter in Tacoma, examining
public policy and regional health.
Alison Styring studies birds. She will sponsor research on birdfocused projects or projects incorporating natural history and
observational methods. Three areas of special interest are natural
history collections, with specimen-based research and collection
curating and management; the Evergreen Ecological Observation
Network (EEON) for field projects focusing on wildlife in the
Evergreen forest; and restoring monitoring in the Nisqually delta.
Erik Thuesen conducts research on the ecological physiology of
marine animals. 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 aspects of marine science,
ecology, physiology and biochemistry.
Faculty Signature: Students must contact individual faculty
sponsor to work out arrangements for research and credit.
Credits: 4, 8,12 or 16 per quarter
Enrollment: 25
Special Expenses: Costs may vary depending on research
requirements and transportation expenses.
A similar program is expected to be offered in 2010-11
30 I Programs
American Stories
Andean Roots: Language and Cultural Landscape
Fall, Winter and Spring
Fall, Winter and Spring
Major areas of study include American literature, American
history, anthropology, environmental studies, community studies,
economics and visual arts.
Class Standing: This lower-division program is designed for 50%
freshmen and 50% sophomores.
Major areas of study include local food systems, linguistics,
Spanish language, cultural ecology and geography.
Class Standing: This all-level program accepts up to 25% freshmen
and supports and encourages those ready for advanced work.
Program is preparatory for careers and future studies in cultural
studies, Spanish, linguistics, education, sustainable development
and agriculture.
Faculty: Rachel Hastings (linguistics, mathematics), Steve
Scheuerell (food systems, ecology)
Program is preparatory for careers and future studies in American
studies, anthropology, community studies, writing, environmental
studies, education and humanities.
Faculty: Rita Pougiales (anthropology), TBA (anthropology),
Matthew Smith (political science, environmental studies)
American culture is hard to see, immersed as we are in it. Like
water for fish, culture is simply there as a "natural" reality. In this
program we will discover American culture by immersing ourselves
in our American stories. American culture resides in the stories we
tell ourselves about ourselves, the institutions and practices we
legitimate through these stories, and the persons we have become
by listening to, contesting and believing these stories.
The stories we will read focus on themes that have endured over
time. Such enduring stories are told and retold, updated as times
change but concerned about similar values. We will pursue stories
about freedom and democracy, property and wealth, community
and work, immigrants and Native peoples, education and morality,
race and ethnicity, and production and nature. We will ask what is
special and distinctive about American life and culture. How has the
way we view ourselves affected how we understand other cultures
and other peoples?
In telling a story we not only describe ourselves, we also explain,
interpret and justify whatwe do and believe, and distinguish ourselves
from others. Stories thus convey the values of what we want to say
publicly about ourselves. For example, recent exhortations about
America's role in the Middle East convey a story of American might
and destiny. Yet there are many other forms of rhetoric that question
this particular story and create alternatives. Thus stories constantly
vie for our attention and acceptance.
In this program, we will read American stories as they have
been told in literature, poetry, history, art, photography, politics,
anthropology and media. Images of American life, histories of the
dramatic and mundane, biography, poetry, ethnography and political
science will inform our understandings. We will read the stories written
as stories, along with others that we will attempt to extract from our
practices and institutions. For example, there are powerful stories
about the value and potential of education; the actual experiences of
students in American schools, though, tell another story. Such dueling
stories tell us much about the tensions in American society-tensions
that circulate around our enduring values.
In this program we will not only read and inquire into stories, we
will also write stories-in essays that tell the stories of our thoughts,
in ethnographic field studies that capture the stories of others, and
in in-depth research projects that explore stories in their historic and
cultural context. Students in this project will read, discuss and write
extensively, and collectively create their "story" of American culture.
Credits: 16 per quarter
Enrollment: 69 Fall, 46 Winter and 46 Spring
Special Expenses: $100.00 for program field trips and retreats
Planning Units: Culture, Text and Language and Programs for
Freshmen
This year-long program will incorporate language instruction,
linguistics, cultural ecology and geography, conservation biology,
and local food systems, to explore how societies develop, change
and survive in relation to their environment and interactions with
other societies. In the spring we will travel to Cusco, Peru, a UNESCO
World Heritage site, in order to study regional initiatives to preserve
indigenous knowledge systems in the midst of development pressure.
Over millennia, many cultures have developed rich linguistic
and ecological traditions that have provided the means for
communication, food, clothing and shelter based on a sustainable
relationship with the land. More recently, cultural and economic
globalization are increasingly impacting local knowledge systems
worldwide, in particular when measured by changes to language,
land-use and food systems. These changes, together with such
factors as increasing human population, environmental degradation,
loss of biodiversity, and climate change, compel us to explore the
ways in which knowledge systems are preserved or lost. In particular,
we recognize the urgent need to preserve cultural knowledge that
allows a society to be rooted in place, recognize ecological limits,
and provide for its needs. The Andean region of South America is an
ideal region to study these issues.
In addition to our focus on the Andean region, we will also think
more broadly, using literature, film and case studies from around
the world to explore questions important to the future of society.
The questions range from the global to the personal. How is the
preservation of linguistic diversity related to the preservation of local
ecological knowledge, biodiversity and traditional food systems?
How is knowledge transferred across generations and between
communities, and how can traditional knowledge be maximized
in so-called sustainable development projects? How can learning
another language and traveling abroad increase our understanding
of culture and what it means to fit into place?
During the fall and winter quarters we will address these and
related questions through class work, including seminar, workshops
and lectures in Olympia, as well as possible short field trips. As part
of the program, students will study Spanish language, Quechua
linguistics, ecology and local food systems, as well as aspects of
history, cultural ecology, etc. as described above. Students not
already fluent in Spanish will need to enroll in a 4-credit Spanish
course through Evening and Weekend Studies to complement this
12-credit program. The spring quarter will involve a 10-week field
trip to Cusco, Peru, where we will continue to study and explore
the relationships between global and local systems of culture and
knowledge. Students will have opportunities to stay with local
families, continue their language learning, do service work with local
organizations and undertake research projects in the region. The
program is offered for 16 credits in spring quarter.
Credits: 12 fall quarter, 12 winter quarter and 16 spring quarter
Enrollment: 64 Fall, 64 Winter and 48 Spring
Special Expenses: Approximately $3450 for spring quarter study
abroad in Cusco, Peru. A deposit of $200 is due by February 1, 2010.
Planning Units: Culture, Text and Language, Environmental
Studies, Programs for Freshmen and Scientific Inquiry
Programs I 31
Art of Conversation
Art Worlds
Fall
Fall and Winter
Major areas of study include discourse analysis, linguistics, gender
studies and qualitative research methodology.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in
linguistics, communication, education, literature and law.
Faculty: Susan Fiksdal (linguistics)
Major areas of study include art history, expository writing, studio
art, public policy and arts administration.
Class Standing: This Core program is designed for freshmen.
Program is preparatory for careers and future studies in visual
arts, education, arts administration and art history.
Faculty: Lucia Harrison (visual arts), Lara Evans (art history, visual arts)
Art of Conversation is designed to help you discover how
conversation is organized and managed, how it constitutes power
and resistance, how it varies, and how it helps to construct our social
reality. Examining the ways gender, style, accent and dialects impact
conversation will be a major focus. You will gain an appreciation of
the art and work involved in understanding and negotiating meaning
in everyday conversation.
To do this, you will learn how to analyze the structure of
language (phonemes, morphemes, syntax), the meaning (semantics
& pragmatics), and the function (discourse). Applying sociolinguistic
principles and discourse analysis heuristics, you will analyze various
types of conversations-those between friends, interviews on radio
or television, electronic discussions on the Internet, in film and in
seminars. You will learn several methodologies used to gather data in
sociolinguistics: informal notation of speech acts, audiotaped surveys,
and videotaped informal conversations. Because we are examining
language in context, you will also learn methods to analyze nonverbal
communication as well as the rhythmic organization of talk.
A 12 credit option is available to students who demonstrate a
need for 4 credit language study as part of their academic plan.
Please consult with the faculty member to discuss this option.
This program combines the study of art history, studio art skills,
expository writing, and contemporary art. Many aspire to be visual
artists, but know very little about the art world and the many career
paths that support the visual arts. This program examines the role of
artists and the nature of artistic production at crucial points of change.
Drawing on historical examples, we hope to show how contemporary
artists can critique the status quo and generate new relationships
between artists, patrons, materials and audiences. Using a case study
approach we will explore, for example, the European Renaissance
and Meso-American Art at the point of contact with Europeans.
We will explore art movements of the twentieth century such as
the Arts and Crafts Movement, Bauhaus and New Deal efforts to deal
with the consequences of mass production culture. We will examine
contemporary art movements such asthe environmental art movement,
contemporary Native American art, public art and performance art.
The program will combine lectures, workshops and hands-on
visual art studio practice in drawing, movement and performance
art. The program will include field trips to art museums, galleries and
performance spaces and lectures by arts administrators, curators, critics,
art historians and practicing artists. Students will learn skills in writing art
criticism, visual analysis, artist statements and art history research.
Credits: 12 or 16 per quarter
Enrollment: 25
A similar program is expected to be offered in 2011-12
Credits: 16 per quarter
Enrollment: 44
Special Expenses: $50 per quarter for art supplies, $20 for
museum entrance fees, and $150 for an overnight field trip.
32 I Programs
Astronomy & Cosmologies
Atoms, Molecules and Reactions I:
Quantum Mechanics and Inorganic Chemistry
Spring
Major areas of study include astronomy, physics, mythology,
history and philosophy of science.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: Proficiency with algebra; strong reading and writing
skills.
Program is preparatory for careers and future studies in
astronomy, natural sciences, history and philosophy of science
and education.
Faculty: EJ Zita (physics and astronomy)
Our goal in this program is to learn beginning to intermediate
astronomy through lectures, discussions, interactive workshops and
observation, using the naked eye, binoculars and telescopes. We will
learn about the evolution and structure of our universe and celestial
bodies. Students will build and take home astronomical tools such
as spectrometers and position finders. Students will also research
a topic of interest via observations and reading, and share their
research with classmates.
In our seminars we will discuss the idea of cosmologies: how
people across cultures and throughout history have understood,
modeled, and ordered the universe they perceived. We will study
creation stories and worldviews, from those of ancient peoples to
modern astrophysicists. Students will meet in small teams for preseminar discussion, and write essays and responses to the readings.
Students taking this program must be willing to work in teams
and use computers for online assignments. Students are invited to
help organize an observation field trip to regions with clear skies.
Credits: 16 per quarter
Enrollment: 25
Special Expenses: Approximately $40 for materials; $200-300 for
binoculars and tripod; and up to $300 for possible field trip.
A similar program is expected to be offered in 2011-12
Fall
Major areas of study include upper division quantum mechanics,
spectroscopy and advanced inorganic chemistry.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: One year of general chemistry. Differential and
integral calculus is required for the quantum mechanics portion of
the program only.
Program is preparatory for careers and future studies in chemistry,
physics, physical science, health science, biological sciences,
medicine, environmental sciences and education.
Faculty: Dharshi Bopegedera (physical chemistry)
This upper division chemistry program is designed to further
your studies in chemistry and to prepare you for graduate school or a
career in chemistry. The theme of the program is "What do chemists
do?" In all aspects of the program, your studies will be connected
with the applications chemists encounter in their everyday work.
In the fall quarter, we will focus on quantum mechanics and
spectroscopy, and advanced inorganic chemistry. We will study
simple quantum mechanical systems in detail, apply them to solve
simple chemical problems and investigate how they can be adapted
for more complex systems. The experimental data collected using
spectroscopic methods will then be analyzed using the quantum
mechanical principles investigated in lecture.
In advanced inorganic chemistry, we will explore atomic
structure and simple bonding models in chemistry and extend our
work to an in-depth study of the molecular orbital theory. We will
also investigate symmetry and group theory and their applications in
chemistry, as well as acid-base chemistry.
You have the option of taking all or part of the program. The 16
credit option includes all the topics discussed above. You can take
just the quantum mechanics portion of the program for 10 upper
division science credits provided you are able to do differential
and integral calculus. As a third option, you can take the advanced
inorganic chemistry portion of the program for 6 upper division
science credits. Calculus is not required for this portion.
Credits: 6, 10 or 16 per quarter
Enrollment: 25
A similar program is expected to be offered in 2011-12
Programs I 33
Atoms, Molecules and Reactions II:
Advanced Organic Chemistry
and Instrumental Methods of Analysis
Atoms Molecules and Reactions III:
Thermodynamics, Kinetics and Materials Chemistry
Spring
Winter
Major areas of study include upper division organic chemistry and
instrumental analysis.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: Different parts of the program have different
prerequisites. Advanced Organic Chemistry requires one year of
college-level organic chemistry with laboratory. Trace Metals Analysis
requires one year of college-level general chemistry. Instrumental
Methods of Chemical Analysis requires successful completion of
fall quarter Atoms, Molecules and Reactions I or the equivalent.
Program is preparatory for careers and future studies in
physical and biological sciences, medicine and health sciences,
environmental sciences and education.
Faculty: Lydia McKinstry (organic chemistry), Clyde Barlow
(instrumental analysis)
This program has been designed to solidify and build upon basic
concepts of organic chemistry and instrumental methods of analysis.
It will provide students with a variety of options for learning in three
different components: Advanced Organic Chemistry, Instrumental
Methods of Chemical Analysis and Trace Metals Analysis (ICP-MS).
Students are encouraged to enroll in the entire 16-credit offering but
may choose from one or more ofthe components. All activities, including
lecture, workshops and laboratory work, will place heavy emphasis on
the use of primary chemical literature and problem solving.
InAdvanced Organic Chemistrywe will pursue the molecularfactors
that govern reaction mechanisms and outcomes. We will examine
modern synthesis strategies such as retrosynthetic analysis by 'ionic
formalism' and functional group 'keyed' transforms. Studies will also
include organometallic chemistry and asymmetric synthesis methods.
Fundamental theories of modern analytical instrumentation will be
examined as they pertain to organic and inorganic analysis. Molecular
structure problems will be solved using rational data interpretation
strategies. The associated lab component will stress application
of the theories and techniques of synthesis in the preparation and
purification of organic compounds. This may involve complex
manipulations including the handling of air- and moisture-sensitive
reagents. Laboratory will also emphasize application of the theories
and techniques of instrumental analysis in the characterization of
compounds synthesized. The prerequisite for this 8-credit component
is one year of sophomore level organic chemistry with laboratory.
In Instrumental Methods of Chemical Analysis we will examine
the physical basis for spectroscopic, mass spectrometry, and
electrochemical methods for determining chemical concentrations
and molecular structures. Laboratory studies will build upon
background from fall quarter quantum mechanics. The prerequisite
for this 4-credit component is the completion of fall quarter Atoms,
Molecules and Reactions I.
Trace Metals Analysis will be dedicated to the theory and practice
of using the inductively coupled plasma mass spectrometer (ICP-MS)
to properly analyze samples for metal composition. The class will
use applications to environmental studies involving aqueous and
biological samples. Heavy emphasis will be placed on using standard
EPA methods for quality assurance and quality control. Prerequisite
for this 4-credit component is one year of general chemistry.
This will be a rigorous advanced chemistry program. We expect
students to end the quarter with hands-on experience applying
the theories and techniques of advanced organic chemistry and
instrumental methods of chemical analysis.
Credits: 4,8,12 or 16 per quarter
Enrollment: 25
A similar program is expected to be offered in 2011-12
Major areas of study include upper division thermodynamics,
kinetics and materials chemistry.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: One year of general chemistry; differential and
integral calculus are required for the Thermodynamics and
Kinetics portion of the program.
Program is preparatory for careers and future studies in chemistry,
engineering, physics and education.
Faculty: Rebecca Sunderman (physical and inorganic chemistry)
This upper division science program will further your studies
in chemistry and prepare you for graduate school or a career in
chemistry. Our focus as we explore topics in thermodynamics,
kinetics, and materials chemistry will be on addressing the "why"
question. In previous chemistry work, you learned the definition
of a conductor. In this program, we will examine the solid-state
structural characteristics that allow us to predict that a material
will be a good conductor. Previous work introduced the concept of
absolute zero; in this program we will derive it. With lectures, labs,
and workshops we will study the laws of thermodynamics, enthalpy,
entropy, chemical potential, phase diagrams, Gibbs free energy,
reaction spontaneity, Maxwell relations, the kinetic theory of gases,
rates of reactions, rate equations, current kinetic theories, solid-state
structure, solid-state bonding theories, transition metal complexes,
materials synthesis, and electrical, magnetic, and optical properties
of materials. Comfort with and the ability to use both differential and
integral calculus are required for the thermodynamics and kinetics
portions of this program.
Students who wish to pursue chemistry as a part-time option
may enroll for 6 credits of Materials Chemistry or 10 credits of
Thermodynamics and Kinetics with a faculty signature only.
Faculty Signature: A faculty signature is required if students
wish to enroll for less than 16 credits. Please contact Rebecca
Sunderman for more information, or meet with her at the
Academic Fair, March 3, 2010.
Credits: 6, 10 or 16 per quarter
Enrollment: 25
A similar program is expected to be offered in 2011-12
34
I Programs
Awakening the Dreamer, Pursuing the Dream
Beyond the Binary in Science and the Arts
Fall, Winter and Spring
Fall and Winter
Major areas of study include psychology, leadership, expressive
arts and consciousness studies.
Major areas of study include biology, evolutionary biology,
American studies and ethnic studies.
Class Standing: This Core program is designed for freshmen.
Program is preparatory for careers and future studies in
consciousness studies, psychology, expressive arts and leadership.
Faculty: Terry Setter (music, media, consciousness studies), Mukti
Khanna (psychology, consciousness studies, expressive arts therapies),
Cynthia Kennedy (leadership, consciousness studies, movement)
Class Standing: This Core program is designed for freshmen.
Program is preparatory for careers and future studies in biology,
the humanities and environmental studies.
Faculty: Amy Cook (evolutionary biology, behavior), Chico
Herbison (African American studies, American studies)
The only myth that is going to be worth thinking about in the immediate
future is one that is talking about the planet, not the city, not these
people, but the planet, and everybody on it. -Joseph Campbell
Joseph Campbell points out that our greatest challenge is how to
live a humane existence in inhuman times. Awakening the Dreamer,
Pursuing the Dream will focus on the individual's relationship to
personal and cultural values, society, leadership and the creative
process. This program is intended for students who seek to explore
and refine their core values in a context where they can act upon
them with increasing awareness and integrity.
The program faculty recognize that the social, ecological and
psychological challenges of every era have required people to live
their lives in the face of significant challenges and it is now widely
recognized that crisis often precedes positive transformation.
Therefore, this program will begin by focusing on how people in
the past have worked to create a meaningful relationship between
themselves and the world around them. We will explore music,
dance, stories and images of various creative practices and spiritual
traditions from ancient to modern times to discover their relevance
in our own lives. As students gain knowledge and skills, they will
develop their own multifaceted approaches to clarifying, prioritizing
and pursuing their dreams.
Throughout the year, the program will work with multiple forms
of intelligence, somatic practices and integrative expressive arts
approaches to learning. Students will explore the practices of music,
movement (such as dance or yoga), writing, drawing and theater
in order to cultivate the senses as well as the imagination and
powers of expression. These practices will help us understand the
deeper aspects of the human experience, which are the source of
self-leadership, intentional living and positive change. Students will
also investigate the relationship between inner transformation and
social change through engagement in community service. Students
will read mythology, literature and poetry while exploring ideas
that continue to shape contemporary culture. We will also look to
indigenous cultures to deepen our appreciation of often-overlooked
wisdom and values. We will seek to develop a broader understanding
of contemporary culture as a stepping stone to thinking critically
about how today's dreams can become tomorrow's reality.
Credits: 16 per quarter
Enrollment: 69 Fall, 69 Winter and 46 Spring
Special Expenses: $75 per quarter for an overnight retreat, arts
materials, field trips.
This two quarter program will explore issues of identity and our
tendency to see the world in binary (that is, "either/or") terms. We all
rely, in varying degrees, on certain categories and labels to help us
understand ourselves and our environment. What if those categories
blurred or merged and we began to see plants, animals and people
in "end/both" terms rather than "either/or" fashion? What does it
mean to be "black and white" or "male and female" or "human
and machine"? One of the goals of this program is to expose flaws
in binary forms of thinking and analysis and, in the process, help
students question the very foundations of what is considered normal
in our world.
A variety of biological and humanities perspectives, methods,
texts and films will guide us, and the program will feature lectures,
labs, workshops and field trips. In fall quarter, the sciences will inform
our investigation. Topics will include race, biology, and genetics; the
fusion of human and machine (cyborgs, artificial intelligence, implants
and prostheses); and diversity, gender, and sexuality in nature (for
example, marine invertebrates that have both male and female sex
organs or transgender expression among hummingbirds). In winter
quarter, popular culture will be the primary site of our exploration.
We will explore how the literature of mixed-race and transgender
identity helps challenge the mythologies of race and gender, and
what cinematic representations of vampires, monsters and aliens can
teach us about the meanings of "human" and other topics.
Our learning goals will include development of analytical/critical
thinking, reading, and writing skills; communication skills; and the
ability to work across disciplines and differences.
Credits: 16 per quarter
Enrollment: 46
Programs I 35
The Biology and Ecology of Fishes
Cedar and Oak:
Early Maritime Trade in the Pacific Northwest
Spring
Major areas of study include fish anatomy and physiology,
environmental studies, and the ecology of freshwater and marine
ecosystems.
Class Standing: This all-level program accepts up to 50% freshmen
and supports and encourages those ready for advanced work.
Program is preparatory for careers and future studies in vertebrate
biology, fish biology, fisheries, environmental studies and ecology.
Faculty: Amy Cook (fish biology, ecology)
Fishes are among the most diverse group of vertebrates from
the standpoint of morphology, physiology and behavior and they
play an important role in the ecology of both marine and freshwater
systems. As a key source of protein in many human cultures and
one of the last organisms that we hunt in the wild, fishes have faced
increasing pressure from humans. In this program we will focus on
the biology of fishes and some of the ways that fish populations are
affected by human activities.
In both lab and lecture, students will learn about the morphology
and physiology of fishes. We will look at the taxonomy of fishes and
find out why the question "What is a fish?" is so difficult to answer.
Through both freshwater and marine ecology we will examine the
role that fishes play in ecosystems throughout the world through
trophic (feeding) interactions, competition and symbiosis. Fishes
demonstrate a broad range of behaviors. In the program we will
focus on feeding, reproductive and social behavior, and how these
interact with a fish's morphology and ecology.
Through fishing, pollution, introduction of exotic species
and habitat degradation, humans have had a major influence on
fish populations worldwide. We will look at these effects on fish
populations and talk about the mechanisms by which fishes and their
habitats may be preserved.
In seminar we will discuss recent papers from scientific literature
on fishes and some of the papers that have presented key concepts
in the history of ichthyology. We will read about people who have
made important contributions in the field and discuss what it means
to be a scientist in both academic and applied settings, such as
fisheries. Students will be expected to do a final paper on a particular
fish species, well-grounded in the primary literature, and to make a
presentation to the class.
Credits: 16 per quarter
Enrollment: 23
Planning Units: Environmental Studies and Programs for Freshmen
Spring
Major areas of study include Native American studies, Pacific
Northwest history and geography, and cultural studies.
Class Standing: This Core program is designed for freshmen.
Program is preparatory for careers and future studies in history,
Native American studies and maritime studies.
Faculty: Sarah Pedersen (maritime literature), Michelle AguilarWells (public administration, Native American studies)
This program will examine maritime cultures in the Pacific
Northwest from the pre-European contact period through early
contact, focusing on trade relations. We will first examine precontact Native trade routes, relationships and practices. Next we
will explore the global context of early European and American
trade in the region. We will finish by focusing on accounts of the
trade relations between indigenous people and European and EuroAmerican sailors.
Throughout the quarter, we will consult primary historical
documents, scholarly academic interpretations, oral traditions and
local informants. We will compare the two maritime cultures, and
will examine conflicting and complementary historical accounts,
with the intention of developing our ability to cross between and
study in differing cultural perspectives. To that end, we will live and
work aboard tall ships for two weeks, one of which will be the Lady
Washington, replica of the first American ship to reach the Pacific
Northwest coast. The Native maritime experience will be represented
by travel aboard cedar canoes constructed for participation in
large canoe gatherings which celebrate and recapture indigenous
maritime traditions of the region. All maritime travel and training will
be conducted and supervised by professional mariners.
Our work will be, first and foremost, to practice crossing
boundaries. Our work will be scholarly and experiential, global and
local, personal and abstract, physical and intellectual, academic and
communal, native and non-native, and historical, with implications
for the future. We will develop awareness of continuing racism and
cross-cultural conflict and thus hope to develop a basis for better
cross cultural understanding.
During the first five weeks of the quarter we will sustain a
rigorous academic load of reading, seminars and formal writing.
We will also engage in workshops on technical aspects of maritime
travel such as weather, sea conditions, piloting and physics of sailing
based in multiple knowledge traditions. During weeks four through
nine, much of the work will shift to the water. Students will spend
two weeks aboard the tall ships and also some time canoeing and
continuing land-based classwork. Aboard the tall ships, students will
not only function as crew in a technically and physically challenging
environment, but they will also act as public historians, sharing their
historical knowledge with school children and visitors. The quarter will
culminate with a week's canoe journey during which there will be time
to reflect upon the various traditions experienced during the quarter,
the consequences of early contact, and implications for the future.
Credits: 16 per quarter
Enrollment: 28
Special Expenses: $900 travel for 2 weeks on tall ships and 1 week
of canoe journey; $35 art supplies
36 I Programs
Climate Solutions
Community-Based Research: Knowledge in Place
Spring
Spring
Major areas of study include climate change, sustainability and
justice studies, carbon budgeting, ecosystems dynamics and
systems science.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in
environmental studies, public policy, sustainability and justice,
climate change and systems science.
Faculty: Rob Cole (sustainability and justice studies)
Major areas of study include social science and environmental
studies.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in social
justice, public policy, public health, community organizing and
community development.
Faculty: Lin Nelson (social science, community organizing, public
health)
This program will explore the causes of global climate change
and study the many actions and social behaviors that we can take
to minimize human contributions to it. We will examine the scientific
evidence for global warming and the efforts to discredit that
evidence. We will study the role of multinational corporations in
global climate change and how they influence public opinion. We will
focus on how to respond to global warming in a fashion that works
toward sustainability and equity in the ecosystems that support life
on the planet. We will pay particular attention to issues of justice
between humans, and how humans interact with other species.
In order to understand actions we can take, this program will
explore sustainable lifestyle strategies as well as how to resist
corporate influence on consumer consumption. We will study the
approaches of biomimicry, sustainable architecture, renewable
energy generation and the smart grid, equitable distribution of
food and shelter, minimal-impact industrial processes, local food
production, less toxic methods of producing, using and disposing
of products from clothing to computers, and a variety of low-impact
lifestyles. We will examine the methods advocated by visionary
groups like Second Nature, Climate Solutions, Slow Food, and
Cradle-to-Cradle. Students will complete a series of audits of their
personal consumption and waste-generation patterns, and we will
examine similar audits for the campus, the local region and the
nation. We will study methods of computing carbon dioxide budgets
including carbon sequestration methods, the intricacies of carbon
capping and offsetting strategies, and opportunities to reduce net
carbon dioxide production. Students can expect to do research
on emerging technologies and strategies that move us to carbon
neutrality while fostering sustainability and justice.
In addition to gaining an understanding of how we can all
lessen our impact on global climate change and move toward
equity, students can expect to sharpen their critical reasoning, writing
and speaking skills, as well as their ability to work with quantitative
methods and to interpret quantitative data from a variety of sources.
Community-Based Research (CBR): Knowledge in Place will
explore research that is about, in and with communities. We'll examine
philosophies and practices that recognize, support and challenge
local knowledge, and consider how researchers study community
life and how research emerges from the life of the community. The
foundation for our work is often called "participatory research" when non-experts become active researchers in the quest to better
understand and respond to conditions around them. We'll examine
how communities and activist-researchers understand, examine and
shape political, social, ethical and environmental patterns of life.
We'll examine the community-based research literature and consult
with community-based organizations, as we work on projects in
collaboration with area organizations. We'll consider how research
on, in and with communities reveals the nature of democracy and the
practices of science. There will be strong strategic and skills features
of this program, as we learn about and develop research planning,
surveys, community mapping and data systems. We'll be working
with area researchers, advocates and community groups.
Credits: 16 per quarter
Enrollment: 25
Faculty Signature: Students must submit a piece of writing (a
paper or project) reflecting their analytic skills and background in
environmental studies and/or social science/community studies,
and fill out an application. Interested students can pick up an
application, available on Lin Nelson's office door (Sem II E3102),
or contact Lin at nelsonl@evergreen.edu
and she will send one.
Applications are due by the Academic Fair, March 3, 2010.
Qualified students will be accepted until the program fills.
Credits: 12 or 16 per quarter
Enrollment: 25
Internship Possibilities: Dependent on student experience and
available community opportunities.
Programs I 37
ComputerScience Foundations
Consciousness, Art and Matter
Winter and Spring
Fall, Winter and Spring
Majorareasof study include lower division computer science
andmathematics, including computer programming, discrete
mathematics,algorithms, data structures, computer architecture,
andtopics in technology and society.
ClassStanding: This all-level program accepts up to 33% freshmen
andsupports and encourages those ready for advanced work.
Prerequisites:high school algebra 2 and introductory computer
programming
Programis preparatory for careers and future studies in computer
science,mathematics and education.
Faculty:Neal Nelson (computer science, mathematics), Judy
Cushing(computer science)
Major areas of study include consciousness, art and philosophy of
science.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: Students should have a solid base of skills in
representational drawing, some experience with various
2-dimensional art media, and college-level writing skills.
The goal of this program is to learn the intellectual concepts
andskillsthat are essential for advanced work in computer science.
Studentswill have the opportunity to achieve a deeper understanding
of increasinglycomplex computing systems by acquiring knowledge
and skills in mathematical abstraction, problem solving, and the
organization and analysis of hardware and software systems.
The program covers material such as algorithms, data structures,
computer organization and architecture, logic, discrete mathematics
and programming in a liberal arts computer science curriculum.
In both quarters 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 helps develop mathematical reasoning,
theoretical abstractions and problem solving skills needed for
computer scientists. A technology and society theme explores social,
historical, or philosophical topics related to science and technology.
Students who take the program Mathematical Order of Nature
or the program Data and Information in fall quarter, or who have
equivalent experience, will be well prepared for this program.
Credits: 16 per quarter
Enrollment: 48
A similar program is expected to be offered in 2010-11
Planning Units: Programs for Freshmen and Scientific Inquiry
Program is preparatory for careers and future studies in art and
science.
Faculty: Don Middendorf (consciousness studies, physics), Susan
Aurand (art)
This year-long interdisciplinary
program will provide an
opportunity for students interested in doing intensive work in the
nature of the mind through challenging readings, creative work in
visual art, and self-reflection. We will examine consciousness, art
and physical reality from a variety of viewpoints including artistic,
psychological, philosophical, physical and biological. Students must
be willing to work in the studio in a community of artists, and to
show and discuss their work. Prospective students should have some
background in art and an interest in the philosophy of the nature of
physical reality. We will explore topics through lectures, seminars,
and art workshops. Students will have an opportunity to improve
their skills in 2- and 3-dimensional art media, including drawing,
painting, printmaking, mixed media and ceramics.
In fall quarter, we'll take an approach that welcomes the
complexity of the many different views on consciousness advanced
by researchers, philosophers and spiritual leaders. We will use a text
that covers most of the current scientific models of consciousness
yet is willing to examine some of the more "borderland" areas
of research such as dreams, altered states and "paranormal"
phenomena. Students will be expected to keep a journal exploring
our developing awareness of the nature of consciousness. The
creative work will be integrated into our study as a tool to understand
our individual creative processes and the nature of consciousness. In
addition, we will study how artists attempt to make visible various
concepts of time, space, matter and reality.
Winter quarter will include a study of dreams and modern physics
and how these subjects and our art work expand our understanding
of the nature of mind and consciousness. In spring, students will have
the opportunity to continue their work with more in-depth studies in
these areas and to actively explore contemplative studies.
This is a fun, and rigorous, full-time program. Students are
expected to participate in all program activities and to work about
50 hours each week, including class time.
Credits: 16 per quarter
Enrollment: 50 Fall, 50 Winter and 25 Spring
Planning Units: Expressive Arts and Scientific Inquiry
38 I Programs
Cultural Landscapes:
Sustainability, Power, and Justice
Fall, Winter and Spring
Major areas of study include environmental studies, cultural
studies, geography, community studies and media studies.
Class Standing: This Core program is designed for freshmen.
Program is preparatory for careers and future studies in
geography, cultural studies, international affairs, environmental
conservation, community organizing and advocacy, documentary
journalism and education.
Faculty: Therese Saliba (international feminism and Middle
East studies), Anne Fischel (media and community studies), Ted
Whitesell (geography and environmental studies)
This interdisciplinary program will focus on the production and
transformation of landscapes by different cultures in the Pacific
Northwest, South America and the Middle East. It will introduce
students to the foundations of environmental, cultural, media and
community studies, with an emphasis on sustainability, human
geography, cultural practices, struggles for environmental justice, and
movements to preserve land and cultures faced with colonization and
globalization. We will explore themes such asthe connection between
native peoples, land, resources and struggles for self-determination;
the potential for creating labor-environment coalitions; national
security in relation to civil liberties and human rights; environmental
and human impacts of war and military occupation; and the role
that public art and media can play in community struggles and
organizing. Through our studies, observation and engagement
with movements and communities we hope to reframe these often
polarized debates and identify emerging solutions. Students will be
introduced to a variety of approaches to action for sustainability and
justice, including movements that emphasize popular democracy
and decision-making, national autonomy, and coalition-building
across cultural, regional and national borders.
We expect to take a 2-3 day field trip in Washington each quarter,
emphasizing field observations of the landscapes and cultures of the
Pacific Northwest. Students will learn to "read" landscapes-natural,
urban/industrial, rural or militarized landscapes-as primary sources
of information about community identity, culture, social relations and
human/environment relationships. We will also analyze cultural texts,
including literature and film, to understand the relationships of people
and communities to their natural and created environments and how
their sense of identity is influenced by their experience of place.
Selected topics in environmental studies will be introduced,
including climate change, human population, energy, pollution
and species extinction. We will look at the role the media plays in
shaping our understanding of people and places. We will also learn
how people in diverse political, economic and social situations are
working to create justice and sustainability and we will explore
strategies and media for observing, analyzing and collaborating with
communities engaged in these efforts.
Students will be encouraged to conduct research on a specific
movement or community effort for sustainability or environmental
justice, and to use a variety of documentation strategies in their
research. Students will develop skills in field observation, creative
and expository writing, photography, audio recording, analytical
reading, quantitative reasoning, interviewing, literary analysis, and the
terminologies and methodologies of the natural and social sciences.
Fall quarter will focus on the histories of expansion, colonization
and globalization in the Middle East, South America and the American
West. In winter, we will more closely examine specific international
case studies in the Middle East and South America (Afghanistan, Iraq,
Israel/Palestine, Venezuela and Brazil).We will also look at case studies
of industrialization, to understand how communities co-exist and
struggle with corporations and how they negotiate the complicated
terrain of jobs, health and sustainable economic development. In the
spring, students will build upon these foundations by participating in
and documenting local activism connected to issues of sustainability,
power and justice. Students are also encouraged to participate in
community-based internships in spring quarter.
Credits: 16 per quarter
Enrollment: 69
Special Expenses: Potentially $100 per quarter for photography
materials and $100 per quarter for overnight field trips.
Internship Possibilities: Internships are one option for spring
quarter projects.
Photo by Paul Reynolds '09.
Programs I 39
Current Economic and Social Issues:
Explanations, Action and Solutions
Cycle Makers and Cycle Breakers:
Transitional Studies
Spring
Fall, Winter and Spring
Major areas of study include social problems, economics, political
economy and social movements.
Class Standing: This lower-division program is designed for 50%
freshmen and 50% sophomores.
Program is preparatory for careers and future studies in
education, labor, community organizing and the social sciences.
Faculty: Peter Bohmer (political economy), Peter Dorman (economics)
Major areas of study include upper division studies in law and public
policy, political economy, history, literature, writing, community and
environmental studies, human development and biology, public
health, bioethics, social science research, research methodology,
statistics, quantitative reasoning, media literacy, computer studies,
education, instructional technology, and project management.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: junior or senior standing; formal admission to the
Tacoma campus.
Program is preparatory for careers and future studies in social work,
education, law, health care, public policy, media literacy, history,
organizational management, biomedical sciences, environmental
studies, literature, community activism and foreign policy.
Faculty: Artee Young (law, literature), Mingxia Li (medical sciences,
public health, Mandarin Chinese, Chinese cultural studies),
Paul McCreary (mathematics, 3D modeling, life sciences), Gilda
Sheppard (media literacy, sociology, cultural studies), Tyrus Smith
(environmental studies, ecology)
This program will address major contemporary issues such
as poverty and economic inequality, immigration, health care,
incarceration, climate change and war. We will examine explanations
put forward for them from different political, economic and
philosophical perspectives and look at their human impact in light
of class, race and gender. We will place these issues into a global
context. We will also study how social movements have actively
addressed these problems and investigate their strategies and their
short- and long-term proposals and solutions.
We will analyze the mainstream and alternative media coverage
of current issues and of the social movements dealing with them.
In addition, we will study how theoretical frameworks such as
neoclassical economics, liberalism, Marxism, feminism, and anarchism
explain the causes and provide solutions to these economic and
social problems.
We will choose the specific issues to be addressed as spring 2010
approaches, so that our study will be as relevant as possible. For each
topic studied, we will combine readings from a variety of genres
with lectures, films, and workshops, along with guest speakers and
field trips as appropriate to observe problems and responses first
hand. We will approach issues on multiple levels: factual description,
narratives of those directly affected, theories that place issues in a
larger and historical context, and specific techniques for analyzing
causes and possible solutions. Our goal is to develop the in-depth
analysis skills essential for effective action.
As a final project, students will produce a popular education
piece that can take the form of writing, performance, film, or some
other medium of communication and is the product of research into
a social or economic issue of current interest and importance.
Credits: 16 per quarter
Enrollment: 46
Planning Units: Programs for Freshmen and Society, Politics,
Behavior and Change
Note: This is the Tacoma campus program.
The Lyceum and Seminar Series will examine cyclical patterns
across a wide spectrum ranging from the existence of these patterns
in the natural world to their presence in a host of human activities
and institutions. The goal of this upper division program is to engage
students in extensive research and in-depth textual analysis about
individuals, institutions and communities in transition. Thus, students
are expected to use their research and analysis to respond to the
changing needs of communities, work environments and society and
to assist individuals, families and organizations in transition.
During the academic year, students will participate in the weekly
lecture/seminar series and select three additional courses each
quarter to further their academic study and build their skills in critical
thinking, writing, oral communication and collaborative team work.
Theories and practices are both emphasized and integrated through
intense readings, lectures, discussions, debate, writing assignments,
laboratory activities, group projects and presentations.
In the fall, students will study the prevalence of cyclical patterns
and the opportunities and challenges such patterns may present.
These include, but are not limited to, cycles related to power,
belief, technology, commercialism, art, science, oppression, love,
fear, greed, war and the environment. Students will also have an
opportunity to examine recurring cycles in their own lives-and their
decisions to maintain them or create a new paradigm.
In the winter, students will research possible causes as well as
potential solutions to challenges identified in fall quarter. Their study
will include collaborating with fellow students and faculty to research
the pros and cons of a specific action. The major focus willbe to develop
the skills and knowledge needed to renew and sustain self, family,
community and humans as a species in harmony with the environment.
In the spring, students will present their year-long research to the
public in various creative forms, from writing to media, at the annual
Evergreen-Tacoma Spring Fair, which this year is titled" Strategies
to Restore and Sustain Communities: Probable Tomorrows." The
projects presented at the fair are developed throughout the year
and build upon the knowledge and skills gained each quarter.
Credits: 16 per quarter
Enrollment: 200
Special Expenses: About $25-$50 for media and/or storage supplies.
Internship Possibilities: Students can elect to do internships.
Credit range is 2-14 credits per quarter. Though internships will
normally be related to students' academic studies, all internships
will be registered separately from the program.
40 I Programs
Dark Romantics
Fall, Winter and Spring
Major areas of study include European art history, European social
and cultural history, literature and philosophy, French language.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in
humanities, advanced French studies, history, diplomacy and
international relations.
Faculty: Marianne Bailey (literature, philosophy), Stacey Davis
(European history), TBA (French language)
..and for what purpose are there poets in a lean time ..
- H61derlin Bread and Wine
We will study art history, literature, philosophy and music in their
social and historical contexts in order to understand the Romantic
avant garde thinkers and artists-outsiders
in the 19th and early
20th centuries in Europe-and
their tenuous but fruitful dialogue
with mainstream, insider culture and the emerging popular culture
of the laboring class. We will emphasize French Romanticism but
will also consider the pan-European nature of the phenomenon. This
era offers a figurative battlefield where concepts of art, nature and
self, order and chaos locked swords, testing the limits of rational
thought. French language study will be an important component of
our weekly work; students will study French at one of four levels,
from beginning to advanced, depending on previous experience.
The 19th century was an era of immense political change
spanning revolutions, empires and finally the establishment of a
democracy at home just as French and European imperialism spread
across North and West Africa and Asia. We will ask the question:
what does it mean for the average person to move from subject
to citizen? Besides the ways in which such political turmoil affected
common men in France, Britain and Germany, we will also probe
the responses of both women and colonial subjects, who were not
allowed a voice in the political process. Through the lens of art and
social movements we will study ways in which average women and men
crafted their own identities and responded to the larger social forces of
industrialization, the creation of a new working class,the solidification
of gender and classroles, the rise of modern cities and the redefinition
of the criminal, the socially-acceptable, and the outsider.
In fall, our work will begin with the paintings, poems and ideas of
the early Romantics who laid the foundations for 200 years in art and
thought. The Romantics privileged feeling, intuition and empathy.
Like adepts in an ancient mystery cult, they sought to commune with
Nature. Romantic philosophers, 'from Schopenhauer to Nietzsche,
spoke of Becoming rather than Being. Rejecting Classical order,
clarity and restraint, they envisioned a pure art, beyond language
and depiction, which speaks musically through color, passion,
suggestion; enigmatically, as do dreams.
In winter, our focus will turn to the late Romantics. Decadents
pushed the Romantic temperament and aesthetic to extremes
through self-parody and the aesthetic of fragmentation. Symbolists
raised art onto a transcendent altar, attempting to express the
inexpressible through their art. Yet Mallarrne, Wilde and Yeats,
Moreau and Gauguin, among others, helped prepare the rites
of spring of the dawning 20th century, the arising vanguard of
modernist and postmodern movements.
Students will gain a significant grasp of key ideas in art, history
and thought within their context, and will have the opportunity to
specialize, creating advanced work in their choice of seminar in
history, art history or writing and literature. We expect strong interest
and background in humanities, and considerable self-discipline and
motivation. The works we study and the workload, including French
language study, will be substantial and difficult.
In the program's third quarter, students will have the option to
travel to France for 10 weeks. There they will study in a Rennes,
Brittany language school, do cultural and historical study in Paris and
Lyon, as well as make side trips for research of their own.
Credits: 4,12 or 16 fall quarter, 4,12 or 16 winter quarter and 4, 8
or 16 spring quarter
Enrollment: 50
Special Expenses: $6500/$7000 for 10 week study abroad in
France in the spring
Programs 141
Data and Information: Quantitative
Ecology
Democracy and Free Speech
Fall
Spring
Major areas of study include quantitative ecology, introduction
to programming in Python, statistics, data management and
visualization, history and philosophy of science and mathematics.
ClassStanding: This all-level program accepts up to 25% freshmen
and supports and encourages those ready for advanced work.
Program is preparatory for careers and future studies in computer
science, statistical analysis and visualization, history and
philosophy of science, ecology and mathematics.
Faculty: Judy Cushing (computer science)
Major areas of study include freedom of expression, legal history
of free speech, critical legal reasoning, legal research and writing,
and oral advocacy.
Class Standing: This all-level program accepts up to 25% freshmen
and supports and encourages those ready for advanced work.
Prerequisites: American government
Program is preparatory for careers and future studies in social
sciences, constitutional law, education, journalism, public policy,
political theory, history and political science.
Faculty: Jose Gomez (constitutional law)
This program will bring together students in ecology, computer
science, and mathematics around a real world case study - a 1000
year chronosequence (1kcs) of Pacific Northwest forests. During
a recent five year period, canopy researchers at Evergreen and
elsewhere have collected data at eight forested sites that range in
age from 90 to 1000 years to learn how individual trees and forests
develop over time. Students will study statistics and programming,
and put that knowledge to work to analyze the 1kcs data sets. They
will program visualizations of the data and run statistical analyses
on the data. Students will also work in interdisciplinary teams on a
project - data analysis, visualization, computational, or "synthesis" of their own choosing.
The program will provide a thorough introduction to the practice,
history and process of using data, in ways applicable to further study
of ecology or other sciences, or of the computer and mathematical
sciences. Students with upper division class standing can request
review of their work to receive upper division credit.
Credits: 16 per quarter
Enrollment: 24
Planning Units: Environmental Studies, Programs for Freshmen
and Scientific Inquiry
May racists burn crosses to express their supremacist views?
May protesters burn flags to express their opposition to government
policy? The First Amendment is most vulnerable to erosion when
we fail to protect expression that some or many find unpopular,
offensive, repugnant, indecent, subversive, unpatriotic, heretical,
blasphemous, etc. This program will be a comprehensive and critical
examination of the wide range of issues implicated by the protection
and censorship of expression.
We will use the case method to study every major free speech
opinion issued by the courts. This intensive study necessarily focuses
on the last 90 years, since it was not until well into the 20th century
that the United States Supreme Court began to protect speech
from governmental suppression. Our study of controversies will
include the new challenges presented by hate speech, governmentsubsidized art, political campaign spending, and new technologies
such as the Internet. Students will be expected to examine critically
the formalist free speech paradigms that have evolved and to
question the continuing viability of the "free marketplace of ideas"
metaphor.
Working in legal teams, students will develop appellate briefs on
real free speech cases decided recently by the U.S. Court of Appeals
and will present oral arguments before the "Evergreen Supreme
Court." Students will also rotate as justices to read their peers'
appellate briefs, hear arguments and render decisions. Reading for
the course will include court opinions, Internet resources, and various
books and journal articles on our subject. Study will be rigorous; the
principal text will be a law school casebook.
Credits: 16 per quarter
Enrollment: 24
Planning Units: Programs for Freshmen and Society, Politics,
Behavior and Change
42 I Programs
Drawing Outside the Lines
Fall and Winter
Major areas of study include animation, printmaking, drawing,
visual studies, animation studies and art history.
Class Standing: Sophomores or above.transfer students welcome.
Program is preparatory for careers and future studies in visual art,
animation, education, communications and art history.
Faculty: Lisa Sweet (printmaking, drawing), Ruth Hayes
(animation, media studies)
One prevailing Modernist concept of the artist and artistic work
involves the conviction that art is first and foremost in the service
of the artist's own expression. This assumption requires viewers
of Modernist works of art to relinquish their associations and
experiences and essentially submit to the power of the work. In
other discourses of art, we understand that it can serve a far greater
role than just an expressive conduit for the artist. Contemporary art
often acts as an agent of change in our culture. By working in media
and forms that ask the viewer to participate, engage, think about
the work, transform it and enter into it, art in the 21st century often
plays the role of trickster, healer or alchemist, helping us observe
and consider our world, beliefs and daily lives in fundamentally new
ways. Artworks that sneak up on us and surprise us may be able to
do so because they are in disguise. They may surface as postcards
or mail art, graphic novels, flipbooks, performances, toys or other
forms that fall outside the lines of what is considered "high art."
This program will be grounded in two studio practices: animation
and printmaking. Because both of these forms originate in drawing,
drawing skills, issues and theory will also be an important focus.
Working back and forth between animation and print, between static
and moving images, students will gain experience in basic studio
skills and an understanding of visual literacy and creative concept
development. Our study of art as agent or trickster will provide
a lens through which we create work in the studios and develop
foundations in contemporary art theory and art history through
lectures, readings and seminars.
This program is designed for students who desire to combine their
artistic practice with explorations of aesthetic theory. It will involve
a focused and demanding combination of studio work, reading,
writing and seminar discussion. Half of the students' time will be
focused on artistic practice. The other half will be a rigorous study
of art and animation history, visual studies and art and media theory.
In the fall, students will gain essential skills in drawing, printmaking
and animation through several creative exercises and assignments.
In winter, students will be introduced to a variety of non-traditional
forms for printmaking and animation, and will spend a significant
amount of time designing and executing an independent project
using the print studio and/or the animation labs,
Credits: 16 per quarter
Enrollment: 40
Special Expenses: $125.00 per quarter for printmaking, drawing
and animation supplies.
Photo by Carlos Javier Sanchez '97.
Programs I 43
Earth Matters: Geology and Chemistry
Earth Stewards:
Sustainable Living in a Threatened World
Winter and Spring
Major areas of study include geology and general chemistry.
Class Standing: This all-level program accepts up to 33% freshmen
and supports and encourages those ready for advanced work.
Prerequisites: proficiency with algebra.
Program is preparatory for careers and future studies in geology,
environmental sciences, chemistry and natural sciences.
Faculty: Dharshi Bopegedera (chemistry), TBA (geology)
This interdisciplinary, introductory-level program will explore
topics in physical geology and general chemistry. It is designed for
students with a desire to have a broader and deeper understanding
of the Earth, the structure of matter that makes up the Earth, and their
interconnectedness. Program work will include lectures, workshops,
readings (technical and general), calculations, field work, laboratory
experiments, lab and field reports, and seminar discussions.
During the winter and spring quarters students will study
introductory concepts of chemistry and geology and explore their
connections. Problem solving workshops will be used to investigate
the types of problems chemists and geologists encounter in their
work and how they find solutions to such problems. Seminar
readings from literature, journal articles or other sources and ensuing
discussions will broaden and deepen the program material. In the
spring quarter, opportunities will be available for students to explore
topics of interest through individual and group projects.
Credits: 16 per quarter
Enrollment: 48
Planning Units: Environmental Studies, Programs for Freshmen
and Scientific Inquiry
Fall and Winter
Major areas of study include history, sustainability and justice,
geography, natural history, field studies, literature and ecosystem
dynamics.
Class Standing: Juniors or seniors; transfer students welcome.
Program is preparatory for careers and future studies in history,
environmental history, ecology, resource management, political
and community ecology, environmental science, geography and
sustainability.
Faculty: Rob Cole (sustainability and justice studies), Robert
Smurr (Russian history, environmental history)
We humans have a peculiar relationship with the natural world
that sustains us. Just as much as an ant in the forest depends upon
her surrounding environment for existence, so too are we entirely
dependent upon this planet's ecosystem for our very lives. Yet by
striving to control and transform the natural world, Homo sapiens
have historically acted differently from any other species on this
planet. Why have we adopted this behavior, and what have been the
consequences of our actions? Join us in this two-quarter program'
as we investigate several human-contrived transformations of the
natural world. Share in our quest to understand ecosystem processes
and the environmental history of diverse geographic regions.
We will use a systems approach to explore emerging technologies,
social behaviors and alternative practices that will lead us towards a
sustainable future and responsible stewardship. Our premise is that
our present lifestyle is not sustainable, but that by understanding
the historical and philosophical background of how we arrived at
this point, we will be able to make meaningful change. We will
explore what it means to live in a place without exploiting other
humans or the ecosystem. We will examine a number of indicators of
local, national and global sustainability, survey what is being done in
countries more advanced in these areas than the United States, and
develop quantitative methods to compare different approaches.
We will begin with detailed examinations of Washington state's
ecosystems and environmental history, and overnight field trips will
allow usto explore several distinct regions in person. We will examine
the stewardship methods of our regional ancestors and study future
options. Students will do intensive audits of their own consumption
practices and ecological footprint, and will have the opportunity to
research alternatives. We will connect individual audits with those of
the campus as a whole, examining carbon budgets, water budgets,
trash budgets and energy budgets.
During winter quarter, we will examine regional, national and
international issues of sustainability and equity, both in class and on
overnight field trips. Our primary goal will be to study the effects of an
increasing world population competing for resources and to explore
possible paths towards creating a more sustainable and enlightened
future. Students can expect to work with a variety of sustainability
concepts including biomimicry, The Natural Step, cradle-to-cradle
design, renewable materials and sustainable food systems.
Weekly seminars, lectures, workshops, field studies, critical film
viewing and field trips will help us to integrate our textual analyses
with hands-on fieldwork. Travel and fieldwork are integral and
required aspects of this program, thus students are expected to
participate in all field trips, including overnight trips. In 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 interpret quantitative data from
a variety of sources.
Credits: 16 per quarter
Enrollment: 50
Special Expenses: $200 per quarter for overnight field trips.
Planning Units: Culture, Text and Language and Environmental
Studies
Some programs may be cancelled and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog/2009-10.
44 I Programs
Ecological Agriculture
Energy Systems and Climate Change
Fall, Winter and Spring
Fall and Winter
Major areas of study include agriculture, plant and animal science,
ecology and conservation biology.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: College level coursework in biology, chemistry,
ecology or agriculture is strongly recommended.
Program is preparatory for careers and future studies in crop
and livestock agriculture, restoration ecology, conservation and
environmental management, food systems and international
development.
Faculty: Martha Rosemeyer (agriculture, ecology, sustainable
development), Mike Paros (veterinary medicine, animal
production systems)
Major areas of study include American law and environmental
policy, energy policy, energy and climate physics, environmental
science, research methods and statistics.
Class Standing: This all-level program accepts up to 25% freshmen
and supports and encourages those ready for advanced work.
Prerequisites: One year of college-level quantitative science
and/or prior study in political economy/history. Proficiency with
algebra. Strong reading and writing skills. Willingness to work in
teams and to use computers for online assignments.
Program is preparatory for careers and future studies in planning,
regulatory law, environmental design and architecture, public
policy, climate studies, natural science and education.
Faculty: Cheri Lucas-Jennings (American law and environmental
policy), EJ Zita (physics and climate change)
Ecological Agriculture provides a broad, interdisciplinary study
of agriculture in the context of social and ecological sustainability.
Students will learn how to assess and analyze agricultural systems
from a critical ecological perspective. Students will study the
ecological sustainability of different farming systems with respect
. to energy efficiency, nutrient cycling, soil health and biodiversity.
They will also become familiar with conventional animal agriculture
practices and ecological alternative methods. Fall quarter we will
examine the history and present predicament of North American
agriculture. Winter quarter we will consider alternatives and possible
futures of agriculture, and we will attend the Eco-farm conference in
California. Spring quarter we will offer a number of modules, such as
grazing management and tropical cropping systems. Spring quarter
seminar will focus on international sustainable development.
A major aspect of the program will be to address current
agricultural and food system issues from an interdisciplinary, systems
perspective. We will examine the food crisis and biofuels, certified
organic and other ecolabels, and many other aspects of modern farm
operations, as well as the environmental and human health effects of
the current food system.
We will emphasize hands-on activities including field trips, labs
and field experiments, as well as systems thinking, expository and
scientific report writing, library research and quantitative reasoning
skills. Field trips to small and large-scale crop and livestock farms will
provide the necessary context for practical and theoretical learning.
Labs and workshops will provide a hands-on introduction to plant
and animal biology, soil science and soil ecology, and agroecology.
Field experiments will focus on topics such as biodiversity and cover
crop/green manures. Weekly book seminars and potlucks will focus
on the social, ethical, economic, historical and political aspects of
farming and food systems. This program is rigorous. Please come
with a willingness to work.
Credits: 16 per quarter
Enrollment: 50
Special Expenses: Field trip expenses: fall - $100, spring - $200;
winter Eco-Farm conference - $500. A deposit of $200 is due
January 1.
Internship Possibilities: Spring only with faculty approval.
A similar program is expected to be offered in 2011-12
Planning Units: Environmental Studies and Scientific Inquiry
How is energy harvested, stored and transformed, then used
or abused? What impacts do human energy systems have on
Earth's environment and climate, and why? What is the appropriate
environmental agenda to address global climate change in the 21st
century? These questions motivate our program: students will be
empowered to carry out significant research, from the planning phase
to execution and presentation phases,to gain a deeper understanding
of issues involved in achieving a sustainable energy society.
We will explore the status of energy recovery, use, and regulation
in light of the science of global climate change through skill building
and background study, as well as student research projects. We will
also learn the physics of climate and energy, applying fundamental
principles to both natural and human-made systems. One of the goals
is to illustrate the power and beauty of physics and mathematics in the
context of energy systems.The program will feature diverse workshops,
from research planning and possibly grantwriting, to hands-on and
analytical environmental physics, and basic statistical methods for data
presentation, possibly including web-based communications.
During fall quarter we will investigate the physical evidence of
climate change. We will read about the innovations in U.S., state
and tribal law and practices as they relate to energy systems. We
will examine how an activist movement for environmental protection
may have transformed into a specialized energy industry based
on increasingly advanced science with ritualized activities. In the
fall, students will prepare a prospectus for research projects, to
be completed in winter quarter. Projects may focus on a topic of
technological innovation and the policy changes that accompany
any proposed change in an issue of natural resource management,
or the development of alternative sources, environmental justice,
prosperity and health.
In winter quarter we will examine how innovation may become
a theme for government. Prominent examples of innovation
may include the substitution of "cap and trade" for "command
and control" regulation in the development of environmental
management systems, and advocacy of the "precautionary
principle" as a regulatory framework. We will focus on innovations
under consideration by agencies, environmental coalitions and nongovernmental organizations.
Students will develop their research projects and complete them
in winter quarter. This work will involve quantitative analysis and may
include hands-on investigations, field work, or small-scale energy
system design. Students will present their research results at the end
of winter quarter. Students may continue excellent research projects
in spring contracts.
Credits: 16 per quarter
Enrollment: 48
Planning Units: Environmental Studies, Programs for Freshmen
and Scientific Inquiry
Programs I 45
Equality and the Constitution
Fall
Major areas of study include constitutional law, legal history of
equality, critical legal reasoning, legal research and writing, and
appellate advocacy.
Class Standing: This all-level program accepts up to 25% freshmen
and supports and encourages those ready for advanced work.
Prerequisites: American government.
Program is preparatory for careers and future studies in law,
education, public policy, political theory, history and political
science.
Faculty: Jose Gomez (constitutional law)
Equality is an ancient ideal, yet at best the United States has
embraced it ambivalently throughout its history. Thomas Jefferson
wrote in the Declaration of Independence that "all men are created
equal," yet he owned slaves; the framers claimed to cherish equality,
yet they chose not to enshrine it in the Constitution. Even the
Fourteenth Amendment's guarantee of equal protection did not
prevent the states from passing Jim Crow laws to maintain white
supremacy or the Supreme Court from ruling that the amendment
did not mean what it said. Women were denied the right to vote until
the ratification of the Nineteenth Amendment in 1920. The struggle
to secure equal rights for all Americans continues to this very day.
We will begin by taking a critical look at the early cases in which
the Supreme Court eviscerated the ideal of equality by circumventing
the Thirteenth, Fourteenth and Fifteenth amendments. Then we
will study the many cases in the 20th and 21st centuries that have
chipped away at Jim Crow and inequality. These involve struggles
for equal rights in education, employment, public accommodations,
housing, voting and university admissions. We will also examine the
modern cases that have gone beyond race to fight discrimination
based on sex, age, disability, indigence, alienage, wealth and sexual
orientation.
Working in legal teams, students will develop appellate briefs
on real equal protection cases and will present oral arguments
before the "Evergreen Supreme Court." Students will also rotate
as justices to read their peers' appellate briefs, to hear arguments,
and to render decisions. Students should expect rigorous study; the
principal text will be a law school casebook.
Credits: 16 per quarter
Enrollment: 24
Planning Units: Programs for Freshmen and Society, Politics,
Behavior and Change
Photo by Jon Huey '06.
46 I Programs
Eye of the Story
Fall and Winter
Major areas of study include American, English, and Postcolonial
literature; writing, ethnography and cultural studies.
Class Standing: Juniors or seniors; transfer students welcome.
Program is preparatory for careers and future studies in
humanities, writing, journalism, media, law, education and
community work.
Faculty: Sam Schrager (American studies, folklore). TBA (English
literature)
We think with stories. We tell stories to give shape to experience,
to find words for things that in the absence of stories about them
often remain too complex, troubling, or elusive to grasp. This
program will explore storytelling in two of its most highly polished
forms: fiction (novels and short stories) and documentary literature
(ethnographies and journalistic works). Our purpose is to study the
power of both kinds of narrative art to take fresh looks at the world
and to use this knowledge to become adept practitioners of the
writer's craft.
Readings fall and winter will include outstanding fictional and
non-fictional works from the United States, the British Isles, and
other English-speaking locales, from the nineteenth century to the
present. We will examine these texts closely and comparatively,
with attention to the full palette of resources the authors employ
to create compelling effects: plot, language, dialogue, style, point
of view, social codes, genre conventions, and the like. The program
will also feature instruction and practice of fieldwork methods:
ways of listening, looking, and recording evidence to make truthful
stories. In fall quarter, students will compose short pieces of essay,
ethnographic, and imaginative writing. In winter, they will undertake
a major writing project, supported by field research or additional
background reading, in a genre and on a subject of their choice.
Questions about the value of fictional and documentary literature
will be at the heart of this inquiry. What strengths, for example, do
these stories possess as a means of seeing human existence? How
do they deal with social and political realities of their time and place?
Can they change cultural outlooks? What might be the future for the
classics and for contemporary writing, given the visually-oriented,
media-and-technology-saturating direction of the globe?
Dialogue among students and faculty about our common and
individual work will be prized. By writing intensively in modes they
choose, informed by challenging literary study, students will develop
their distinctive ways of telling: their own eyes.
Credits: 16 per quarter
Enrollment: SO
Special Expenses: Approximately
$125 for fall program field trip.
Fiber Arts
create works of art using a wide variety of materials and processes.
Students will study techniques for weaving, felting, embroidery,
needle arts and basketry. Students will weave a sampler on the fourharness 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 20thcentury 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.
Credits: 16 per quarter
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.
Forensics and Criminal Behavior
Fall, Winter and Spring
Major areas of study include forensic science (with lab).
criminology and sociology.
Class Standing: This Core program is designed for freshmen.
Program is preparatory for careers and future studies in
forensic science, education, science, criminology and sociology.
Prerequisites: Although there are no prerequisites for this
program, proficiency in high school algebra and science is
strongly recommended.
Faculty: Rebecca Sunderman (chemistry), Toska Olson (sociology)
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? 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, such as the examination of fingerprints, DNA,
blood spatter, fibers, glass fractures and fragments, hairs, ballistics,
teeth, bones and body remains.
This program will utilize 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. Students can expect seminars, labs,
lectures, guest speakers, and workshops along with both individual
and group project work.
Spring
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.
Program is preparatory for careers and future studies in the visual
arts and textile design.
Faculty: Gail Tremblay (visual arts)
This program is designed to introduce students to movements
in contemporary fiber arts and to techniques that will allow them to
Credits: 16 per quarter
Enrollment: 46 Fall, 46 Winter and 23 Spring
Special Expenses: Approximately $90 for field trips.
Planning Units: Programs for Freshmen
A similar program is expected to be offered in 2010-11
Programs I 47
Foundations of Health Science
Gateways: Popular Education and Political Economy
Fall, Winter and Spring
Fall, Winter and Spring
Major areas of study include introductory general chemistry,
organic chemistry, biochemistry, microbiology, immunology,
anatomy and physiology, genetics and nutrition.
Class Standing: This all-level program accepts up to 50% freshmen
and supports and encourages those ready for advanced work.
Major areas of study include juvenile justice, popular education,
participatory research, political economy, social movements,
teaching and learning in diverse environments, economic justice,
multicultural history and polycultural studies.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in juvenile
justice, education, political economy, community work/social work.
Faculty: Tony Zaragoza (American studies, political economy)
Program is preparatory for careers and future studies in allied
health, public health and healthcare.
Faculty: Benjamin Simon (biology). TBA (chemistry)
This program is primarily designed for students contemplating
work in healthcare, including nursing, physical therapy, midwifery,
athletic training, nutrition and others. The program is appropriate
for students who want to learn more about chemical and biological
functions on both a macroscopic and microscopic level and those
who are interested in studying science in an integrated and thematic
context related to human health. This course is also appropriate for
students interested in public health or public policy who want a solid
foundation in biology and chemistry or students who wish to study
rigorous science as part of a liberal arts education.
This is a year-long, laboratory-based
program exploring
introductory concepts of biology and chemistry with a focus on
health and medicine. Over the course of three quarters, we will
study portions of general chemistry, organic chemistry, biochemistry,
general biology, microbiology, immunology, anatomy and physiology,
genetics and nutrition.
In our explorations, we will incorporate laboratory work, lectures,
group projects, seminars, textbook
homework assignments,
workshops and field trips. Students will learn to describe their work
through scientific writing and public presentations. During spring
quarter, students will conduct an independent or small-group
scientific investigation designed in collaboration with the program
faculty, the results of which they will present in talks and papers at
the end of the quarter.
Completion of this program will give students some of the
prerequisites they need for careers in the allied health fields and
public health, as well as preparation for further upper division
science study. Students anticipating future enrollment in Molecule
to Organism may need supplementary chemistry courses. Overall,
we expect students to end the program in the spring with a working
knowledge of scientific principles relating to human health, the
ability to apply these principles to solve problems, and hands-on
experience in natural science.
Credits: 16 per quarter
Enrollment: 48
A similar program is expected to be offered in 2010-11
Planning Units: Programs for Freshmen and Scientific Inquiry
This program is part of the Gateways for Incarcerated Youth
program. Gateways takes as a fundamental principle that every
person has talents given to them at birth; it is our job to encourage
each other to search out and find our passions and gifts. Our work
is guided by ideas of popular education. We recognize and value
the knowledge and experience of each participant. We will work to
strengthen notions of self and community through cultural awareness
and empowerment. In connecting and building with people from
other cultures and class backgrounds, each person becomes
empowered to share their knowledge, creativity, values and goals.
This program offers students the opportunity to be peer learners
with incarcerated young men in a maximum-security institution.
Students will address issues of diversity, equality and critical thinking,
along with other issues that are chosen by the young men who are
incarcerated. At the same time, Evergreen students will deepen their
understanding of the theory and practice of popular education and
political economy. Students will have the opportunity to reflect on
how they learn as well as how others learn, as they gain experience
in the facilitation of discussions and workshops. Students will work on
designing, implementing and assessingthe workshops. In the process
of collectively shaping the Gateways seminar, students will also learn
how to organize productive meetings and work through conflict.
Each week the Evergreen students will go out to one of two
institutions for the cultural diversity and equality workshop and the
college class book seminar. Through the workshops we will explore
various aspects of culture in order to understand ourselves and others
as an important part of analyzing contemporary society and building
egalitarian relationships. Evergreen students will meet weekly to
organize the workshop'S activities. We will also reflect on the previous
workshop, to assesshow it worked and draw lessons for the next one.
Throughout our work we will read, share and learn about various kinds
of relative advantage ("privilege"), while exploring cultural diversity
and working to foster a space committed to equality.
In fall quarter, we will study some of the root causes of inequality
to understand better the relationship between poor and working class
people-especially
poor and working class people of color -and
the prison system. In winter and spring, we will continue to deepen
our understanding of political economy and popular education.
Building on our experiences, reflections and studies, students will
take increasing responsibility for designing, implementing, and
assessing the program, workshops and seminars. This program
requires that all participants be ready to fully commit themselves to
our common work and show a willingness to help build a community
of learners. New students for winter and spring quarters may submit
an application for admission by the Academic Fair prior to the
quarter for which they wish to register, and will be admitted on a
space available basis with faculty permission.
Faculty Signature: Students must submit an application and
interview with the faculty member. The application will be
available online by April 14, 2009 at http://academic.evergreen.
edu/z/zaragoztl. For fall quarter entry, applications received by
the Academic Fair, May 13, 2009, will be given priority consideration.
For more information, ernail Tony Zaragoza, zaragozt@evergreen.edu.
Students will be considered for entry on a space available basis.
Credits: 16 per quarter
Enrollment: 25
Special Expenses: $100 field trip fee per quarter.
A similar program is expected to be offered in 2010-11
48 I Programs
The Generative Self: Theory and Artistic Practice
Genes to Ecosystems
Spring
Fall, Winter and Spring
Major areas of study include visual art, art theory, digital media,
photography and printmaking.
Class Standing: Juniors or seniors; transfer students welcome.
Program is preparatory for careers and future studies in visual arts
and art history.
Faculty: Lisa Sweet (printmaking, drawing). Matthew Hamon
(photography, visual arts)
Major areas of study include Upper division science including
genetics, molecular biology, plant ecology, evolution,
development, vertebrate zoology, plant physiology, comparative
anatomy, and research in ecology, evolution and genetics.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: One full year of college biology.
Traditional artistic practice has entailed the imprint of the
artist's hand on materials - the stroke of a brush, the agitated line
of pen and ink, or fingerprints in clay. All speak of the "original"
and the physical, personal impact of the artist on her medium.
Within this tradition, we think of works of art as one-of-a-kind, as
relics holding the energy and aura of their creators. Postmodern
technologies bring another sensibility to artistic works-distancing
or mechanizing artistic practice, making reproductions possible, or
undoing and transforming traditional notions of artistic skill through
computer generated graphics. New media make it possible for
photographers to invent images that in the past would have been
viewed as real. The impact of generative images-images made by
hand and moved through technologies as simple as a photocopier
or as complex as Photoshop-change
the way artists make art and
the ways that viewers perceive it.
This program will investigate creative practices that make use
of both handmade art and technological processes to generate
new art. As we develop work in the studios, we'll also consider how
perceptions of art are changing in the 21st century. What do we
mean by original art? What is the impact of works that are readily
accessible via the internet? How does translating handmade work
through contemporary technologies enhance or change the content
or context of the original? Conversely, can computer generated art
be subsequently imbued with the aura of the artist's mark?
We will focus on themes of self-portraiture throughout the
quarter. The "self" is bound by cultural norms, social constraints
and peripheral influences. By examining the artist's self portrait
throughout history, and incorporating themes of self portraiture in
studio projects, students will focus on the potential of this genre.
Students will be expected to synthesize historical references,
contemporary theory and studio practice while exploring themes of
self representation.
This program is designed for juniors and seniors with existing
studio skills in drawing, painting, printmaking or photography. Half
of the students' time will be focused on artistic practice; half will be
a study of contemporary art theory.
Faculty Signature: Students should submit a portfolio of
original artwork or a CD or slides of artwork to the faculty by
the Academic Fair, March 4, 2010, for consideration. Portfolios
received by the Academic Fair will be given priority. Portfolios
will be reviewed until the program fills. For details about portfolio
submission requirements, contact Lisa Sweet at (360) 867-6763 or
via email at sweetl@evergreen.edu.
Credits: 16 per quarter
Enrollment: 40
Program is preparatory for careers and future studies in biology,
ecology, environmental science, science, botany and zoology.
Faculty: Dylan Fischer (plant and forest ecology), Donald Morisato
(genetics), Heather Heying (animal behavior)
Discovering connections between genetics, species and
ecosystem processes remains one of the major frontiers in the
biological and ecological sciences. Genes-to-ecosystems approaches
are especially powerful in that they connect fundamental units of
biological information (genes) to the broadest level of biological
organization (ecosystems). These approaches are also inherently
interdisciplinary, requiring communication between geneticists,
evolutionary biologists, and community and ecosystem ecologists.
In this year-long, upper division program, we will explore the
linkages between genes, genomes, organ systems, individuals,
populations, species, communities and ecosystems. We will
address questions such as: Can genes affect ecosystems? What is a
species? How much and what type of genetic change is required to
create a new species? Can ecosystems evolve? What evolutionary
mechanisms could allow for linkages across broad chasms of
biological organization? What major transformations have produced
the forms that we see in modern animals and plants?
During fall quarter we will focus on fundamental concepts
associated with Mendelian and molecular genetics, macroevolution,
plant ecology, and ecosystem ecology. Winter quarter, we will deepen
our focus to delve into defining, understanding and measuring
genetic, evolutionary and ecosystem attributes. We will study some
of the mechanisms used to regulate gene expression, and consider
the genetic logic of development and physiology in animals and
plants. Winter quarter will include a survey of vertebrate diversity, and
a comparative anatomy lab, involving the dissection of vertebrates.
We will cover methods and topics in genetics, and animal and plant
biology and ecology. For plants, we will explore measurement of
primary production, photosynthesis, root production, and community
diversity. The quarter will culminate in a week-long field trip.
Spring quarter, we will apply what we have learned to studentcentered projects in measuring connections between genes,
populations and ecosystems. We will utiiize a series of common
garden experiments and casestudies to address co-variation between
genes and key traits and behaviors in plants and animals. We will
have a week-long field trip during spring quarter, as well as a major
field trip where 16 students will explore genetic and evolutionary
concepts in isolated environments in the Grand Canyon, Ariz.
Our goal will be to have a series of studies that directly link
genetics and individuals, populations, species and ecosystems through
measurementof both genetic and higher leveltraits, and interpretation of
both through an evolutionary lens. Students should expect to specialize
in the fields of genetics, animal or plant evolution, and ecology.
Credits: 16 per quarter
Enrollment: 75
Special Expenses: $250 in both winter and spring quarters to
cover travel and expenses for field trips. Additionally, 16 students
may be selected for an optional 16-day trip in the Grand Canyon
spring quarter. The cost for this trip will be approximately $1600
for transport and provisions through the canyon. These students
will also be responsible for airfare to and from Las Vegas, Nev.
A similar program is expected to be offered in 2011-12
Planning Units: Environmental Studies and Scientific Inquiry
Programs I 49
Greece and Italy: An Artistic and Literary Odyssey
Fall, Winter and Spring
Major areas of study include Ancient Greek, classical literature,
classical art and aesthetics, art and literature of the Italian
Renaissance, drawing and photography.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in history,
literature, classical studies, education, the arts and the humanities.
Faculty: Robert Haft (visual arts, art history), Andrew Reece
(classical art and literature)
The legacy of the Greek and Italian cultures in the Western
world-from
the Minoan world to that of the Italian Renaissancecontinues 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 two of the most dynamic and seminal
cultures in Western 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 Roberto Calasso's The Marriage of Cadmus and Harmony.
Throughout the program we will learn about modern rediscoveries
and re-interpretations of all of these periods and places, including
our own, culminating 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. We will travel to mainland Greece to visit
numerous sites, including Athens, Corinth, Olympia and Delphi. The
last four weeks will be spent in Florence, where we will make sidetrips both to nearby Etruscan sites and the cities of Pisa and Siena.
Credits: 16 per quarter
Enrollment: 50
Special Expenses: Approximately $125 for art supplies each
quarter; $4,000 to $5,000 (depending upon current currency
valuation) for eight-week study abroad in Greece and Italy spring
quarter. Travel fee does not include airfare or most food in Italy
(students will have kitchens), but does include lodging, breakfast
in Greece, and entrance fees to museums and archaeological
sites. A deposit of $200 is due by November 30, 2009.
A similar program is expected to be offered in 2012-13
Planning Units: Culture, Text and Language and Expressive Arts
~
Approaching the Parthenon. Photo by Robert Haft.
50 I Programs
Growing Up: Stories, Scripts, and Performance
Fall
Major areas of study include performing arts, creative writing and
human development.
Class Standing: This all-level program accepts up to 25% freshmen
and supports and encourages those ready for advanced work.
Program is preparatory for careers and future studies in
performing arts, social science, education and psychology.
Faculty: Stephanie Kozick (human development),
(theater, Chinese culture)
Rose Jang
This program is about creative expressions of the universal
experience of growing up. It's about how authors, performers
and other artists, including you, represent the personal process
of a life unfolding in time and place. This brings into play the
conditions of history and culture that shape the act of growing up.
From a classical-mythological perspective, the story of Persephone
represents individual transformations that take place in a life, while
contemporary writers, such as David Sedaris and Lynda Barry,
make sense of the human experience in evocative, emotional and
humorous ways.
In this program, the dynamic unfolding of life will be explored
by reading and writing stories, by viewing films and observing how
that medium portrays lives over time, and by composing and acting
out scripts crafted from students' own life stories. Growing up, as
a universal experience, might be perceived as a pattern or a set of
stages that elucidate the human experience. Movement workshops
and theater performance workshops will allow program participants
to explore these patterns and stages.
This program is designed for students who are curious about
the process of growing up and are eager to read, write, create, and
perform in serious ways in order to act on that curiosity. Students
in this program will work in groups and they must collaborate,
support and encourage the bold act of inquiring about the personal
experience of growing up. At the end of the quarter, a theatrical
presentation of these stories will summarize the experience.
Credits: 16 per quarter
Enrollment: 48
Planning Units: Culture, Text and Language, Expressive Arts and
Programs for Freshmen
Health and Human Development
Fall and Winter
Major areas of study include developmental psychology, human
biology and health.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in biology,
education, the health professions, social services and psychology.
Faculty: Scott Coleman (psychology), TBA (biology)
Humans are spectacularly complex and their healthy development
is a remarkable, complex and sometimes elusive achievement. An
adult body contains roughly 10 trillion cells, each cell intricate and
sensitive enough to its environment to be an organism unto itself.
The human nervous system alone contains hundreds of billions of
cells, forming trillions of electrical connections and serving as the
foundation for an immensely complex consciousness capable of
thousands of thoughts and feelings per day. This biological and
psychological complexity is only the beginning. For example, we also
develop highly intricate social units-families, tribes, political, ethnic
and religious communities, etc.--€ach with its own history and structure.
In this interdisciplinary program, we will study the multi-dimensional
topic of human development and its relationship to health.
This program will build a background in human biology and
psychology affording students the knowledge to help make informed
analytical choices in their own lives.We will look at human development
over the entire life span, from prenatal to mortality, including human
evolutionary development from biological, psychological and
cross-cultural perspectives. Attaining good health is a multifaceted
process; therefore, our exploration of healthy lifestyles will include an
exploration of biological and psychological health.
The program format will include workshops, lectures, films,
seminars, guest presentations and individual/group projects. We will
focus on clarity in oral and written communication, quantitative skills
and the ability to work across significant differences.
Credits: 16 per quarter
Enrollment: 50
A similar program is expected to be offered in 2010-11
Planning Units: Scientific Inquiry and Society, Politics, Behavior
and Change
History and Philosophy of Biology:
Life and Consciousness
Spring
Major areas of study include history and philosophy of science,
evolutionary biology, and philosophy of mind.
Class Standing: This all-level program accepts up to 25% freshmen
and supports and encourages those ready for advanced work.
Prerequisites: One college-level biology course recommended.
Program is preparatory for careers and future studies in biological
sciences, cognitive neuroscience and science studies.
Faculty: Kevin Francis (history and philosophy of science)
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 the biological sciences. The way
that biologists define life and consciousness shapes their research
programs, methodologies and ethics.
This program will examine the history of biology as a window on
contemporary discussions about evolutionary biology, neurobiology,
consciousness and the nature of mind. We will use a variety of
historical case studies to illuminate such issues, including Charles
Darwin's work on natural selection and the evolution of human
consciousness, Claude Bernard's physiology and persistent debates
over animal experimentation, James Watson and Francis Crick's
studies of DNA and issuesof reductionism, and E. O. Wilson's research
on sociobiology and questions about biological determinism. We will
also read contemporary explorations of cognition, consciousness,
and evolutionary psychology. Finally, we will explore the ethical and
political implications of recent advances in genetics, neurobiology,
and cognitive science. Students will conduct an independent
research project as part of this program.
Credits: 16 per quarter
Enrollment: 24
Planning Units: Programs for Freshmen and Scientific Inquiry
Programs I 51
History and Philosophy of Biology: Mass Extinction
India: Politics of Dance, Dance of Politics
Winter
Fall and Winter
Major areas of study include evolutionary biology and the history
and philosophy of science.
Class Standing: This all-level program accepts up to 25% freshmen
and supports and encourages those ready for advanced work.
Program is preparatory for careers and future studies in biological
sciences, environmental sciences and humanities.
Faculty: Kevin Francis (ecology, history and philosophy of science)
Major areas of study include history, cultural anthropology,
political science, visual arts, performing arts and literature.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in cultural
studies, social sciences, expressive and performing arts.
Faculty: Ratna Roy (performing arts), Jeanne Hahn (political
economy)
The fossil record shows that several mass extinction events
have rocked life on earth and influenced the subsequent course
of evolution. This program examines the patterns, causes and
implications of mass extinctions. In addition to a general survey of
these episodes, we will focus intensely on a particular event, the
disappearance of ice age mammals such as mammoths, mastodons
and giant ground sloths, and the role that climate changes, human
hunters and disease played in this extinction.
Mass extinctions provide a window into scientific methods and
practices. We will consider how scientists understand the intensity
and rate of extinction through the fossil record. How do scientists
reconstruct the history of life on earth? How are mass extinctions
distinguished from normal patterns of extinction? We will also
examine how scientists explain the causes of mass extinctions,
with particular attention to the challenges of understanding unique
events in deep history. How do methods and explanations in
historical sciences like evolutionary biology and paleontology differ
from those in experimental sciences like chemistry or physiology?
Finally, we will consider the biological and ethical implications of
prehistoric mass extinctions for the current wave of extinctions. How
is our world likely to change as the result of accelerating extinctions?
What species benefit and suffer from human expansion on the
earth? Are humans in danger of extinction? What responsibilities
do we have toward the persistence of other species? Our study of
prehistoric and present extinctions will provide the foundation for
grappling with such questions.
We will explore these issues through diverse readings, including
primary sources in science, history and philosophy. Students will
write several short papers and complete a major research project.
Upper division science credit may be awarded for the independent
research project.
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 repository of the Indus Valley
civilization as well as the Sanskritic legacy of art, architecture, dance,
music and theatre. It is also undergoing very rapid globalization,
challenging all aspects of life.
In 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, we will investigate the changing relations of religion,
caste, class and ethnicity, as well as the recent formation of a vibrant
middle class and the impact of globalized growth. India has also
been shaped by its ancient traditions of art, dance and literature.
Since dance, theatre and music have a special place in the context of
Indian history, 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.
In winter quarter, we will spend six weeks in India, traveling to
several major cities to deepen and contextualize our fall studies.
We will experience traditional political dance and music theatre,
the use of arts for social change, and developmental television to
gain a deeper understanding of Indian culture, traditions and rapidly
changing present. We will spend time in major cities to experience
a measure of the diversity and complexity and the challenges of a
rapidly changing political economy. We will return to Evergreen with
sufficient time to complete the projects and to reflect upon and
analyze the two quarters' work.
Credits: 16 per quarter
Enrollment: 24
Planning Units: Programs for Freshmen and Scientific Inquiry
Credits: 16 per quarter
Enrollment: 50
Special Expenses: Approximately
travel in India.
$4,500-$5,000 for airfare and
Planning Units: Expressive Arts and Society, Politics, Behavior and
Change
Someprograms may be cancelled and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog/2009-10.
52 I Programs
Individual Study: Fiber Arts, Installation,
Non-Western Art History, Native American Studies,
Creative Writing, Poetry, and Multicultural
American Literature
Fall and Winter
Major areas of study include topics in the arts, art history,
literature and writing, especially poetry.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: Freshman composition or Evergreen Core program
and enough previous academic work to merit an independent
contract in the area of student work.
Program is preparatory for careers and future studies in the arts,
art history, literature and creative writing, especially poetry, and
the humanities.
Faculty: Gail Tremblay (visual arts, creative writing)
In the fields listed, Gail Tremblay offers opportunities for
intermediate and advanced students to create their own course
of study, creative practice and research, including internships,
community service and study abroad options. Prior to the beginning
of each quarter, interested individual students or small groups of
students must describe the work to be completed in an Individual
Learning or Internship Contract. The faculty sponsor will support
students wishing to do work that has 1) skills that the student wishes
to learn, 2) a question to be answered, 3) a connection with others
who have mastered a particular skill or asked a similar or related
question, and 4) an outcome that matters. Areas of study other than
those listed above will be considered on a case-by-case basis.
Faculty Signature: Students must develop an Individual Learning
or Internship Contract and submit their proposals to Gail
Tremblay prior to the beginning of each quarter. For more
information, email Gail Tremblay at tremblay@evergreen.edu.
Qualified students will be accepted until the program fills.
Credits: 12 or 16 per quarter
Enrollment: 25
Special Expenses: Additional costs will vary, depending on
student projects.
Internship Possibilities: With faculty approval.
Individual Study: Legislative Processes,
Regulatory Agencies and Environment
Spring
Major areas of study include public policy, public law and
environmental health, eco-feminism, international studies,
multicultural studies and expressive arts.
Class Standing: Juniors or seniors; transfer students welcome.
Program is preparatory for careers and future studies in
environmental or legislative studies, and public law in
international and regional issues.
Faculty: Cheri Lucas-Jennings (environmental studies, public policy)
Individual studies offers important opportunities for advanced
students to create their own course of study and research. Prior to
the beginning of the quarter, interested individuals or small groups of
students must consult with the faculty sponsor to develop an outline
of proposed projects to be described in an Individual Learning
Contract. If students wish to gain internship experience they must
secure the agreement and signature of a field supervisor prior to
the initiation of the internship contract. Preference will be given to
projects centered in public law or sustainability and justice issues or
visual arts (oils, sculpture, pen and ink). Students wishing to engage
environmental, legislative or regulatory fieldwork should have the
appropriate skills needed to carry out their work.
Faculty Signature: To enroll, students must develop an Individual
Learning Contract in consultation with the faculty member.
Interested students who have a project in mind should contact Cheri
at lucasc@evergreen.edu prior to the beginning of spring quarter.
Credits: 4, 6, 8 or 12 per quarter
Enrollment: 25
Internship Possibilities: With faculty approval.
Individual Study:
Ornithology, Zoology, Ecology, Evolution
Spring
Major areas of study include zoology, biology, ornithology and
ecology.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: At least two quarters of introductory level college
science and one quarter of upper division science.
Program is preparatory for careers and future studies in ecology,
biology and zoology.
Faculty: Alison Styring (ornithology, zoology, natural history)
Individual Study offers opportunities for advanced students
to create their own course of study and research. Prior to the
beginning of spring quarter, interested individual students or small
groups of students must consult with the faculty sponsor about their
proposed projects. The project is then described in an Individual
Learning Contract. The faculty sponsor will support students doing
research in ornithology, zoology, evolutionary biology, ecology and
environmental studies.
Faculty Signature: Students must demonstrate preparedness for
independent work by submitting: (1) a statement of interest, (2)
an outline of the proposed work including any resource needs,
(3) program evaluations from two natural science programs (or
science classes if from another institution), and (4) the names and
contact information of at least two faculty members who have
direct experience with the student's work. Priority will be given
to students who apply by the Academic Fair, March 3, 2010. For
more information, contact Alison Styring.
Credits: 8,12 or 16 per quarter
Enrollment: 25
Programs I 53
Individual Study: Psychology
Introduction to Environmental Studies
Spring
Fall and Winter
Major areas of study include psychology, health, counseling, and
social and human services.
Class Standing: Sophomores or above; transfer students welcome.
Major areas of study include environmental science and social
science.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in
psychology, the health professions, human services and education.
Faculty: Mukti Khanna (psychology)
Program is preparatory for careers and future studies in science,
social science, public health, public policy, environmental health
science and community development.
Faculty: Lin Nelson (public policy, community studies), Maria
Bastaki (toxicology, environmental studies)
Individual Study: Psychology allows opportunities for students to
create their own course of study in the form of an Individual Learning
Contract or Internship. Working with the faculty sponsor, individual
students or small groups of students design projects or internships
and meet regularly with faculty to reflect on their work. Students
wishing to pursue study of topics in psychology, counseling and
health are invited to discuss their ideas for a contract or internship
with Mukti Khanna.
Faculty Signature: Interested students who have a project in mind
need to draft an Independent Learning Contract or Internship
Agreement and make an appointment to meet with the faculty
member to discuss their plans before the spring Academic
Fair, March 3, 2010. Students should bring their draft contract
or internship agreement and a portfolio of sample work to the
appointment, including faculty and self evaluations from earlier
Evergreen programs. For more information, contact Mukti
Khanna at khannam@evergreen.edu. Qualified students will be
accepted until the program fills.
Credits: 16 per quarter
Enrollment: 25
Special Expenses: May vary depending on student projects.
Internship Possibilities: With faculty approval.
Individual Study: Topics in Political Economy,
Globalization, Contemporary India and U.S. History
Spring
Major areas of study include topics based on areas of student work.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in the social
sciences, informed citizenship and graduate work.
Faculty: Jeanne Hahn (Political Economy)
Individual Study: Topics in Political Economy, Globalization,
Contemporary India and US History 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 and then create an Individual
Learning Contract.
Jeanne Hahn will sponsor individual and/or small groups of
students interested in research and reading in political economy,
U.s. history (especially the "founding period"), various topics in
globalization, historical capitalism, and contemporary India. She will
also sponsor internships and travel abroad contracts.
Faculty Signature: Students must draw up their individual contracts,
internships and study abroad plans in consultation with Jeanne
Hahn. For more information, contact Jeanne at (360) 867-6014 or
hahnj@evergreen.edu. Proposals received by the Academic Fair,
March 3, 2010, will be given priority.
Credits: 4, 6, 8, 12 or 16 per quarter
Enrollment: 25
Special Expenses: May vary, depending on the student's chosen
course of study.
Internship Possibilities: With instructor approval.
This two-quarter program orients and invites students into the
broad arena of Environmental Studies. It provides an opportunity to
learn from the environmental sciences, social sciences, public policy
and the regional context.
In this program, we will dedicate substantial time to examining
global and u.s. patterns of population, consumption, development
and sustainability as well as the causes, types and prevalence of
diseases in different parts of the world. A particular focus will be
on the connections between the quality of the environment and
public health, with emphasis on biological, cellular and molecular
mechanisms. We will examine the types of pollutants in environmental
media (air, water, food) and their sources from food production
systems to industrial toxic substances, human exposure conditions,
principles of chemical disposition, quantitative measures of effect
and health risk estimates.
We will focus some of our attention on the broad conditions
associated with climate change. We will examine the links between
climate and health in different parts of the globe, responses from
public health professionals and community advocates, debates,
public process and regional-to-international processes, and how
organizations such as the American Public Health Association see
the challenges ahead in adjusting health care systems.
We'll connect our examination of public health science with
an exploration of social science perspectives on how people
experience these conditions and challenges. We'll consult with
non-governmental organizations and citizen activists as we learn
how strategies for protection and prevention are being developed.
We'll take advantage of being in the Washington State Capitol by
visiting the legislature and consulting with agency staff. Students
will develop group projects that will explore topics of interest,
from regional farming practices to the impact of hazardous waste
to product safety. Throughout the program, we'll connect local-toglobal, science-to-policy and expert-to-citizen.
The program will use lectures, labs, workshops, field applications,
field trips and collaborations with regional scientists and citizen
activists, emphasizing proficiency in lab and field, writing, critical
reading of scientific literature, discussion of texts and student
project development. The program will be good preparation for
students with a range of interests-those wanting to pursue careers
in public health and the sciences, as well as students interested in
public policy and social justice.
Credits: 16 per quarter
Enrollment: 50
A similar program is expected to be offered in 2010-11
54 I Programs
Introduction to Natural Science:
Life, the Universe, and Everything
Invertebrate
Zoology and Entomology
Spring
Fall, Winter and Spring
Major areas of study include chemistry, biology, mathematics,
physics and scientific writing.
Class Standing: This all-level program accepts up to 50% freshmen
and supports and encourages those ready for advanced work.
Prerequisites: High school biology and chemistry, and proficiency
with algebra.
Program is preparatory for careers and future studies in
physical and biological sciences, medicine and health sciences,
environmental sciences and education.
Faculty: Clarissa Dirks (biology), Lydia McKinstry (chemistry),
Krishna Chowdary (physics)
This year-long interdisciplinary program will be taught by a
physicist, a chemist and a biologist. We will use unifying perspectives
from physics and chemistry to provide a conceptual and experimental
introduction to natural science. We will base our inquiry around the
organizing theme of cycles and transformations of matter and energy
in both living and nonliving systems. This thematic approach will
focus on understanding life and the universe from a variety of scales.
Students will engage this theme through experimental and active
methods, developing critical and quantitative reasoning skills.
Each quarter, program activities will include lectures, small group
problem-solving workshops, laboratories, field trips and seminars.
Seminar reading and discussions will be concerned with history,
philosophy, and contemporary applications of science. During spring
quarter there will be an opportunity for small groups of students
to conduct an independent scientific investigation designed in
collaboration with the program faculty. Students will learn to describe
their work through writing and public presentations.
This program is designed for students who want to take their
first year of college science. It will be a rigorous program, requiring
a serious commitment of time and effort on the part of the student.
Students who simply want exposure to science will find this program
quite demanding and should consult the faculty before the program
begins. Overall, we expect students to end the program in the spring
with a working knowledge of scientific and mathematical concepts,
with the ability to reason critically and solve problems, and with
hands-on experience in natural science.
Students who complete this program will be prepared for more
advanced study in science programs such as Molecule to Organism
or Atoms, Molecules and Reactions.
Credits: 16 per quarter
Enrollment: 72
A similar program is expected to be offered in 2010-11
Planning Units: Programs for Freshmen and Scientific Inquiry
Major areas of study include zoology, entomology and microscopy.
Class Standing: This all-level program accepts up to 25% freshmen
and supports and encourages those ready for advanced work.
Prerequisites: Two quarters of college-level general biology.
Program is preparatory for careers and future studies in zoology
and the biological sciences.
Faculty: Erik V. Thuesen (invertebrate zoology), John Longino
(entomology)
Invertebrate animals comprise an extremely diverse group
of organisms, and knowledge of invertebrate zoology is a key
component to understanding biodiversity on the planet. This
program will examine insects and other invertebrates with respect
to functional morphology, phylogeny and ecology.
The proximity of Evergreen's campus to various marine,
freshwater and terrestrial habitats provides excellent opportunities
to study many diverse groups of invertebrate organisms. Emphasis
will be placed on learning the regional invertebrate fauna. Students
will learn fundamental laboratory and field techniques in zoology, and
will be required to complete a research project utilizing the available
microscopy facilities (light and scanning electron microscopes).
This program will include extensive work in both the lab and field.
Students may earn up to 16 upper division science credits.
Credits: 16 per quarter
Enrollment: 48
Special Expenses: Approximately $225 for overnight field trips;
approximately $10 for dissection tools; above average book costs.
A similar program is expected to be offered in 2011-12
Planning Units: Environmental Studies and Programs for Freshmen
Programs I 55
Ireland
Fall, Winter and Spring
Major areas of study include Irish studies, Gaelic language,
ethnomusicology, cultural studies and history.
Class Standing: Juniors or seniors; transfer students welcome.
Program is preparatory for careers and future studies in Irish
studies, ethnomusicology, cultural studies and history.
Faculty: Sean Williams (music, cultural studies)
This year-long program explores Ireland and Irish America
through the lenses of history, literature, politics, spirituality, language,
film, and the arts. In fall quarter we begin with the study of Irish ways
of understanding the world, focusing on the roots of pre-Christian
spirituality and traditional culture. We will examine the blend of
pre-Christian and Christian cultures in the first millennium C.E., and
move forward to the layered impact of the Vikings, Normans, and
English. We end fall quarter with the Celtic Revival (Yeats,Joyce, and
others) at the turn of the 20th century. In winter quarter we shift to
Irish America for four weeks, then turn our attention back to Ireland
for the 20th century and into the present.
Most weeks will include lectures, seminars, small group work,
songs, play reading, poetry, and a film. Short pre-seminar papers
will focus students' attention on the week's text. In fall quarter, three
large papers are required (on ancient Ireland, the English conquest,
and the Celtic Revival). In winter, two large papers are required (on
Irish America and contemporary Ireland). At least one work of visual
art will be required in each quarter. The last week of fall and winter
quarters will focus on collaborative student productions.
Every student is expected to work intensively with the Gaelic
language all year; no exceptions. Our work will include frequent lessons
andshort exams in grammar and pronunciation, aswell asthe application
of those lessons to Gaelic-language songs and poetry. Students who
do not wish to study Gaelic should not sign up for this program.
Early spring quarter we will travel to the small village of Gleann
Cholm Cille in Donegal, the northernmost county of the Republic.
Students will spend several weeks improving their language skills,
learning traditional skills (weaving, singing, dancing, poetry writing,
drumming, tin whistle playing) and exploring the region, which is
rich in archaeological features like standing stones and dolmens.
Students should be physically able to hike on hilly terrain and climb
over fences and large stones. Classes will be held in the evenings as
well as during the day. Students will then have the opportunity to
develop a two-week independent study project for credit, based on
consultation with the faculty. Upon their return at the end of May,
students will write a significant integrative essay, combining the
theory of Irish studies with what they have learned in the practice of
living and studying in Ireland.
Faculty Signature: Students must submit a one page essay
explaining their reasons for wanting to become a member of the
program. Being of Irish heritage does not guarantee enrollment!
Because the program includes a study abroad component, it is
expected that most students enrolled in the program will go to
Ireland in spring quarter. Essays must be sent bye-mail to Sean
Williams (williams@evergreen.edu) before the May 13, 2009
Academic Fair to receive priority.
Credits: 16 per quarter
Enrollment: 25
Special Expenses: $150 for books and concerts in each of fall and
winter quarters. $3500 for airfare, lodging, food, and instructional
fees in Ireland (six weeks) in spring quarter. A deposit of $500 for
the study abroad visit is due by February 1, 2010; final payment
for lodging and tuition in Ireland ($1500) is due by March 1, 2010.
A similar program is expected to be offered in 2012-13
Planning Units: Culture, Text and Language and Expressive Arts
Ireland.
Photo by Sean Williams.
56 I Programs
Japan Today: Japanese Culture, Literature,
Cinema, Society and Language
Latin American Short Story
Fall
Fall, Winter and Spring
Major areas of study include Japanese culture, Japanese history,
Japanese literature, cultural studies, film studies, sociology and
Japanese language.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in Japanese
literature, language and culture, film studies, cultural studies and
international relations.
Faculty: Harumi Moruzzi (cultural studies, Japan studies, film studies)
Japan is a vital, energetic, and dynamic society that is constantly
reinventing itself even while struggling to maintain a semblance of
cultural and social continuity from its past. Meanwhile, the concept
and image of Japan, both in Japan and the West, has varied widely
over time. In the late 19th century when Japan re-emerged in
Westerners' consciousness, Lafcadio Hearn, the Greek-Irish-American
writer who later became a Japanese national, thought of Japanese
society and its people as quaintly charming and adorable, whereas
Americans in the 1940s viewed Japan as frighteningly militaristic and
irrational. The French semiotician Roland Barthes was bewitched
and liberated by Japan's "charmingly mystifying otherness" during
his visit to Japan in 1966. But when Japan began to show signs of
recovery from the devastation of WWII, Japanese economic power
was viewed as threatening to existing international power relations.
As these and other examples make clear, the concept and image of
Japan is highly dependent on the observer's point of view.
"Japan Today" is a full-time interdisciplinary program devoted
to understanding contemporary Japan, its culture and its people,
from a balanced point of view. This program combines the study of
Japanese culture, literature, cinema, and society through lectures,
books, films, seminars and workshops, with a study of Japanese
language, which is embedded in the program. Two levels of language
study (1st and 2nd-year Japanese) will be offered for 4 credits each
during the fall and winter quarters.
In fall quarter we will study Japan up to the end of American
occupation. We will emphasize cultural legacies of the historical
past. In winter quarter, we will examine Japan after 1952. Special
emphasis will be placed on the examination of contemporary
Japanese popular culture and its influence on globalization. In spring
quarter, students will engage in individual research/study projects of
their own choice. The projects may take the form of study abroad in
Japan, where students will conduct their own research or projects
while attending a Japanese language school. Or, projects may take
the form of individual research into Japanese literature, culture or
history on the Olympia campus. In either case, the faculty will guide
students in the creation of their individual projects. The students
who choose to stay in Olympia will have an option of continuing their
Japanese language study in an Evening and Weekend course.
Credits: 16 per quarter
Enrollment: 29
Special Expenses: Expenses vary depending on student projects
in spring quarter. Students who choose to study abroad in Japan
for 7 weeks (6 weeks of intensive Japanese language classes
and 1 week touring) should anticipate expenses of $6,700
($5,300 for 5 weeks); students who plan to engage in individual
research projects in Olympia do not have to anticipate any special
expenses.
Internship Possibilities: Spring quarter only with faculty approval.
A similar program is expected to be offered in 2011-12
Major areas of study include Latin American literature, advanced
Spanish conversation and composition, and literary theory.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: Two years of college-level Spanish or equivalent
Program is preparatory for careers and future studies in language,
history, literature, writing and international studies.
Faculty: Alice Nelson (Spanish language; Latin American literature)
The Latin American short story is one of the most interesting
and varied literary manifestations of the twentieth and twenty-first
centuries. This program situates key representatives of the Latin
American short story in their literary, historical and cultural contexts.
All program activities, including readings, lectures, seminars, films and
writing assignments, will be conducted entirely in Spanish. Students
should have substantial prior experience with the language.
We will read 50-150 pages per week in Spanish, including works
by Jorge Luis Borges of Argentina, Juan Rulfo of Mexico, Alejo
Carpentier of Cuba, Marta Brunet of Chile, Gabriel Garcia Marquez of
Colombia, Julio Cortazar of Argentina, Cristina Peri Rossi of Uruguay,
Sergio Ramirez of Nicaragua, Jose Luis Gonzalez of Puerto Rico, and
Clarice Lispector of Brazil (in Spanish translation), among others. We
also will explore recent variations on the genre, including politically
oriented microcuentos and recent versions of the cronica urbana.
A typical week will include lecture, two seminars, one film session
and a writing workshop with advanced grammar review. Students
will write four interpretive essays on literary texts. Each student will
also choose a topic to explore as a final project, which will culminate
in a longer essay and an oral presentation during the last week of
the program.
Credits: 16 per quarter
Enrollment: 25
Programs I 57
Life of Things
Fall, Winter and Spring
Major areas of study include anthropology, cultural studies,
history of technology, globalization, economics, semiotics,
museum studies, sustainability studies, art and archaeology.
Class Standing: This lower-division program is designed for 50%
freshmen and 50% sophomores.
Program is preparatory for careers and future studies in social
sciences, humanities, arts, museum studies, environmental
studies and political economy.
Faculty: Eric Stein (anthropology), Karen Gaul (anthropology)
Knowing an object does not mean copying it-it means acting
upon it. It means constructing systems of transformation that can be
carried out on or with .this object. -Jean Piaget
This three quarter program is an inquiry into our relationships with
material things. In our study we will draw from a variety of disciplinary
perspectives to explore material things as cultural objects that speak
like texts, define social networks, incite desires, and become markers
of identity. We will follow the biographies of material things as they
are born in factories or art studios, take on exchange values, circulate
as gifts or commodities, and come to rest in museums or landfills.
Exploring things-and
crafting some ourselves-will teach us about
our economic and social values, our selves, and our connections with
the rest of the world. We will investigate objects across space and
time, including Melanesian kula beads enmeshed in circuits of interisland gift exchange, alienated African cultural property on display in
European colonial museums, and global commodities like blue jeans
that mutate and adapt to fit local markets and tastes.
Questions shaping the program are: How do we relate to objects
in our life? How do objects embody or encode power relations? How
do objects shape identities as well as mark borders between gender,
sexuality, ethnicity and social class? How can we live a sustainable life,
and attain a balance in our relationships with material things from
psychological, social and environmental perspectives? How does
making things from various materials shape our relationship to them?
In fall quarter we will explore the exchange and value of things
and the distinction between gift and commodity through a range of
historical and contemporary ethnographic studies. We will consider
how emerging forms of biological, intellectual, and virtual property
push the limits of how we think about exchange relationships and
materiality. In winter quarter we will inquire into a range of things
-souvenirs,
heirlooms, relics, artwork and antiques-that
enter
collections and museums. We will weigh ethical debates over the
return of cultural property and explore the politics of representing the
"other" through the display of displaced artifacts. In spring quarter
we will question the end of things, focusing on the wastelands,
garbage pits and other spaces where objects are deposited after
their owners believe their value has been exhausted.
In our exploration of material culture we will take field trips to
museums, swap meets, scrap yards, shopping malls and other places
of interest. Students will take an active role in building learning
communities through collaborative workshops, lectures, research,
writing, seminars and presentations. In addition to completing
short papers, artwork and ethnographic assignments, students will
develop a major project that addresses some aspect of our inquiry.
Faculty will support students in conducting local ethnographic
research, service learning internships, artistic work, oral history,
museum exhibitions, or other modes of engagement with material
culture. Students will learn key principles of cultural anthropology,
ethnographic fieldwork, semiotics, museum studies and sustainability
studies, and will develop potent modes of cultural critique.
Credits: 16 per quarter
Enrollment: 46
Special Expenses: Approximately $75 per quarter for field trips.
Internship Possibilities: Winter or spring with faculty approval.
Planning Units: Culture, Text and Language, Environmental Studies,
Programs for Freshmen and Society, Politics, Behavior and Change
Time and Place, trip to landfill. Photo by Paul Reynolds '09.
58 I Programs
Literature and the Cultural Politics
of Democracy in Chile and Brazil
Logopoesis
Fall and Winter
Winter and Spring
Major areas of study include Spanish language, Portuguese
language, and Brazilian and Chilean literature, film and history.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in Latin
American studies, literary and cultural studies, language, human
rights, politics, history, education and human and social services.
Faculty: Greg Mullins (literature), Alice Nelson (literature)
The year 2010 marks 25 years since Brazil returned to civilian
government and 20 years since Chile did so. Military dictatorships in
the 1960s and 1970s cast a long shadow on these two Latin American
societies. How democratic has this period of redemocratization
been? How have writers represented this period in novels, poetry
and other genres? Does the work in these textual arts resonate with
work in film, art and performance? How have social movements
utilized cultural forms to contest the terrain of democracy, especially
around issues of human rights and social inclusion? How has the
ongoing dominance of neoliberalism impacted redemocratization
and culture in both countries?
This program centers on the development of new practices and
cultures of citizenship since the end of military dictatorships in Brazil
and Chile. We will study the history and politics of the two countries,
and we will focus on their social and political transformations
since the mid 1980s. We will explore cultural expression and
cultural movements that have emerged during this time. One
area of focus will be the overt political claims laid on citizenship
by activists and advocates in human rights movements, women's
movements, the lesbian/gay/transgender movement, the homeless
and landless movements, the movement for economic justice for
poor communities and, in the case of Brazil, the black movement.
We will study how literature, film, and other arts have been used
by groups associated with social and economic justice movements.
Our overriding concern is to understand the role that culture plays
in reshaping citizenship and the public sphere during the period of
redemocratization.
Language study is integral to this program; all students will study
either Spanish or Portuguese. Program lectures and seminars will
be taught in English, but with original language texts available for
advanced language students. During spring quarter, students in
the Portuguese language "track" may opt to study abroad in Brazil
for four weeks. Everyone else will finish the spring quarter on the
Olympia campus.
Credits: 16 per quarter
Enrollment: 50
Special Expenses: $150 for field trips in Washington state;
approximately $4,000 for students participating in spring quarter
study abroad in Brazil. This $4,000 includes airfare, housing and
most meals, and instructional costs for four weeks abroad. A
deposit of $500 is due Jan 13, 2010.
Major areas of study include philosophy, poetics, literature and
creative writing.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in
philosophy, education, writing, publishing and translation.
Faculty: Kathleen Eamon (philosophy), Leonard Schwartz (poetry)
Ezra Pound coined the term "loqopoeia" to refer to a form of
creative activity we might also call idea-making. Philosophy and
poetry are both devoted to such a form of making and composition.
Philosophy pursues its logopoetic task in a singular way, one that
might be conceived as an attempt to cover over the relationship
between its conceptual products and the aesthetic materials out
of which these are forged. Poetry proceeds in clear relation to
melopoeia (music-making) and phanopoeia (image-making). How do
the two arts of philosophy and poetry go about making structures
from ideas? In this two quarter program we will investigate just this
question. Philosophy will be considered as a form of writing, poetry
as an epistemology and an ontology.
In fall quarter we will examine paired texts from the philosophical
and literary canon, and from contemporary avant-garde literary
practices. These will include works by Kant, Hegel, Freud, Lacan,
Arendt, Adorno and Merleau-Ponty on the philosophical side, and
Baudelaire, Wallace Stevens, H.D., Gertrude Stein, Pound, Theresa
Cha and Mei-mei Bersenbrugge on the literary side. In winter quarter
we will embark upon a ten week study of Hegel's Phenomenology
of Spirit, replete with close readings of this seminal text and writing
exercises geared to help us mine this work of dialectic for its yield for
poetics. During each quarter, the program will involve an ongoing
poetry writing practicum, a philosophy practicum, and a guest poet
and philosopher reading series.
Faculty Signature: Students must submit two prior evaluations
from faculty and a portfolio of ten pages of poetry or critical
writing to the faculty by the Academic Fair, May 13, 2009.
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.
Credits: 16 per quarter
Enrollment: 50
Programs I 59
Madness and Creativity: The Psychological Link
Looking Backward:
America in the Twentieth Century
Fall and Winter
Fall, Winter and Spring
Major areas of study include American history, economic thought,
American literature and mass culture.
Class Standing: This all-level program accepts up to 25% freshmen
and supports and encourages those ready for advanced work.
Program is preparatory for careers and future studies in
humanities and social science areas of inquiry, law, journalism,
history, economics, sociology, literature, popular culture, cultural
anthropology and education.
Faculty: David Hitchens (American diplomatic history), Gerald
Lassen (economics)
The United States began the 20th century as a second-rate
world 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 exploration of
the physical underpinnings of our place in the universe. Many have
characterized the 20th century as "America's Century" because
as well as developing the mightiest military machine on earth, the
United States also spawned the phenomenon of "the mass:" mass
culture, mass media, mass action, massive destruction, massive
fortunes-all
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 and economic growth of
the nation in the last century was a new thing orthe logical continuation
of long-standing, familiar impulses and forces in American life. We
will use history, economics, sociology, literature, popular culture and
other tools to help us understand the nation and its place in the
century. Simultaneously, students will be challenged to understand
their place in the scope of national affairs, read closely, write with
effective insight, and develop appropriate research projects to
refine their skills and contribute to the collective enrichment of the
program. There will be workshops on economic thought, weekly
student panel discussions of assigned topics and program-wide
discussion periods. Each weekly student panel will provide a means
of rounding out the term's work and provide students with valuable
experience in public speaking and presentation.
Credits: 16 per quarter
Enrollment: 48
A similar program is expected to be offered in 2010-11
Planning Units: Culture, Text and Language, Programs for
Freshmen and Society, Politics, Behavior and Change
Major areas of study include world literature, cultural studies, art
history, art, abnormal psychology and cognitive psychology.
Class Standing: This Core program is designed for freshmen.
Program is preparatory for careers and future studies in art
history, art, psychology, education, and literary and film studies.
Faculty: Carrie Margolin (cognitive psychology), Patricia Krafcik
(Russian and Slavic studies), TBA (art history)
Many of the world's greatest writers, artists and thinkers have
been known to struggle with abnormal psychological conditions.
What are these conditions and what has been their impact on
the creativity of these individuals? Is there a special link between
certain kinds of abnormal psychology and the drive to create? What
is genius? Is there a relationship between states of madness and
genius? What are the psychological mechanisms involved in the
larger action of the human imagination, urging us to explore new
avenues, to see what others have not seen, to create what no one
has yet created? This class is not intended to serve as therapy, but
rather is a serious study of psychology, literature, art history and the
drive to create.
This program will approach these and other related questions
through an in-depth study of abnormal psychology, as we learn to
identify and understand a number of conditions. We will contrast this
to our study of the normal mind and how it functions in both mundane
and creative ways. We will read a broad selection of psychological
case studies by writers such as Sacks and Ramachandran, as well
as imaginative literature that describes abnormal psychological
conditions. These may include works of Gogol, Dostoevsky, Poe, Kafka
and Plath. We will also explore the connection between madness and
creativity in the visual arts in our study of art history. How have writers
and artists employed or expressed their conditions in their art? Have
they intentionally cultivated the link between their psychological
conditions and their creative product? And further, how has art been
used in the treatment of abnormal psychological conditions?
In fall quarter, we will build our foundational knowledge of
abnormal psychology by beginning an exploration of various
conditions and disorders, some of which have influenced the work of
creative personalities in all cultural fields. Our readings will include
fiction and non-fiction that deals with abnormal psychological
conditions or reflects their influence. Students will discuss our
readings, participate in a series of writing workshops, and write short
papers. They will take part in an ongoing art studio, as well as crafts
workshops, and will work in teams to curate an exhibit of their own
creative art and craft by the end of the term. In winter quarter, we
will continue our readings in psychology and literature. The major
student work in this term is a combination of a research paper and
a poster project.
In both quarters, weekly films and in-depth discussions of
these films will enhance our examination of the uses or influence of
psychological conditions in the creation of literature, art and music.
In addition, we will undertake field trips to the Seattle Experience
Music Project, the Tacoma Art Museum and the Museum of Glass,
as well as to local artists' studios. Guest speakers will provide
additional workshops and lectures throughout the two quarters,
ranging from movement and jewelry-making sessions to the creation
of masks and Ukrainian decorative wax-resist eggs. In all of these
activities, students will have ample opportunities to explore their
own creativity.
Credits: 16 per quarter
Enrollment: 69
Special Expenses: Approximately
museum entrance fees.
me programs may be cancelled and others added after this printing.
For the most current information,
$50 for art supplies and $50 for
see www.evergreen.edu/catalog/2009-10.
60 I Programs
Making Change Happen
The Mathematical Order of Nature
Winter, Spring and Fall
Fall
Major areas of study include psychology, social psychology, social
justice, diversity and anti-oppression studies, systems theory and
group process/change.
Class Standing: Juniors or seniors; transfer students welcome.
Program is preparatory for careers and future studies in the social
sciences, psychology, education, business and activism.
Faculty: George Freeman (psychology), Marcella BensonQuaziena (human and organizational systems)
Major areas of study include logic, critical reasoning, physics,
computing and the history of science.
Note: This program is offered in both 8 credit and 16 credit
options. Please see details below.
Institutions and organizations are always in states of flux,
responding to environmental and personal demands. How does
institutional change happen? How do we move institutions and
organizations toward greater inclusivity, equity and social justice? The
guiding questions of this program are framed in terms of democracy,
social justice, welfare, civil rights and personal transformation and
transcendence. We will explore how we engage institutions and
organizations in transformation, effective change strategies that
allow for both personal and institutional paradigmatic shifts, and
how we become the leaders of the process. We will examine the
psychology of change, what role transcendence plays in our ways
of thinking about change, and how equity and justice are served.
This program will explore these questions in the context of systems
theory, multicultural and anti-oppression frameworks, leadership
development, and within the context of the civil rights movement.
Our focus fall quarter is on personal development and change.
We believe that the personal is political (and vice-versa), so we
have to understand what experiences inform our stance towards
change. The focus is on the self, particularly from a cultural and
autobiographical perspective, as it informs our world view. The
assignments are geared to self-reflection.
Winter quarter's focus is on cultural groups and their development,
norms, and boundaries. We will examine what defines the boundaries
of these groups, the norms and variation to these norms present in
the group. We'll also work on the relationship of the cultural group
to the larger society. Our work is geared toward understanding the
collective group's position in the world and your personal and small
group interface to the group of your faculty-approved choice. Those
wanting internships will have the option of beginning this quarter.
For spring, the program will broaden its areas of interest to
include the community. We will examine how the self, the group, and
the community intersect. We will explore these points of intersection
as influenced and shaped by the personal, cultural and sociopolitical
forces at work in our communities. We plan to travel on a field trip
to the Highlander Center this quarter. Students will put into practice
the theory of the prior two quarters and the understanding they have
gained about the self, the self in groups, and the power of the group.
Full-time program content offers additional focus on the history of
psychology, systems and theories of psychology, and research
approaches inthefield of clinical and counseling psychology. This component will include a small group, collaborative research-basedproject.
This is both a 16-credit program in the full-time curriculum and
an 8-credit program in the EveningIWeekend Studies curriculum.
We use an Intensive Weekend format. All students enrolled will
meet for four sessions on Saturdays and Sundays each quarter with
an additional fifth session during spring quarter for a trip to the
Highlander Research and Education Center. Full-time students will
meet on additional days in conjunction with each weekend session.
This program introduces the logical, historical, mathematical
and computational foundations of our understanding of Nature that
we call physics. Students in the program will study the evolution of
rational thought, mathematical abstraction and physical theories
of Nature in the history of science along with the systems of logic,
mathematical modeling and computer programming that we use
today for understanding our material world.
Early Greek philosophers dared to assume that humanity could
comprehend the true nature of the universe and the material world
through rational thought. Using historical readings, we will investigate
key conceptual developments in the evolution of scientific and
mathematical thought from those early intellectual explorations to
the twentieth century.
We will study logic and its relationship to early Greek rational
thought, contemporary critical reasoning, and scientific theories. We
will see that careful contemplation and observation of the physical
world from the early natural philosophers to the modern physicists
have revealed an underlying order and led to the surprising conclusion
that mathematics, computation and the nature of physical reality are
deeply connected. We will learn the powerful formal systems of logic,
modeling and computing into which the ideas of the early Greek
philosophers have evolved today as the basis of our understanding.
Class activities will include hands-on laboratory work along with
lectures, workshops, weekly readings, seminar discussions, written
essays and weekly homework problems.
Students taking this program will be well-prepared to enter
either the Models of Motion program or the Computer Science
Foundations program in the winter and spring quarters.
Credits: 8 or 16 per quarter
Enrollment: 50
Special Expenses: Approximately $650.00 for field trip to
Highlander Center spring quarter.
Internship Possibilities: Winter and spring with faculty approval only.
Class Standing: This all-level program accepts up to 50% freshmen
and supports and encourages those ready for advanced work.
Program is preparatory for careers and future studies in
mathematics, physics, computer science, education and the
history of science.
Faculty: Neal Nelson (computer science, mathematics)
Credits: 16 per quarter
Enrollment: 23
Planning Units: Programs for Freshmen and Scientific Inquiry
Programs I 61
Mathematical Origins of Life
Mathematical Systems
Spring
Fall and Winter
Major areas of study include mathematical biology, evolutionary
dynamics and computer modeling.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: Proficiency with college-level precalculus or above.
Program is preparatory for careers and future studies in biology,
ecology and mathematics.
Faculty: David McAvity (mathematics)
Major areas of study include upper division mathematics.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: One year of calculus. In some cases, two quarters
of calculus may be sufficient-contact
the faculty at bwalter@
evergreen.edu to discuss readiness for this program.
Program is preparatory for careers and future studies in
mathematics, physics, mathematics education, philosophy of
mathematics, history of science.
Faculty: Brian Walter (mathematics)
What is life? What are its origins? How did life come to take such
a fantastic variety of forms? These are challenging questions, which
have religious, philosophical and scientific implications. The diversity
and complexity of life on earth would seem to require complex
answers, yet recent scientific developments indicate that complex
order can and does emerge from random processes following
simple mathematical rules. In this program, we will investigate
mathematical models of life's origin, evolution and development.
We will study cellular automata and how they can be used to model
emergent behavior and self-replicating structures. We will also
examine mathematical aspects of evolution including the evolution of
macromolecules and the genetic code, the game theoretic modeling
of animal behavior and the dynamics of population genetics.
Students must have an interest in pursuing connections between
biology and mathematics. No previous background in biology
is required, but the program will be enriched by the presence of
students with such a background. Proficiency with college-level
precalculus is essential. Knowledge of calculus will be an asset in
some parts of the program but is not required. While this program
is intended for upper division students, well-qualified freshmen may
enroll with permission from the instructor.
The program will consist of lectures, workshops, computer
modeling labs and seminars. Students will be expected to complete
an independent project with the aim of exploring and creating
mathematical models in biology. Upper division science credit will
be awarded for upper division work.
Credits: 16 per quarter
Enrollment: 25
Special Expenses: $150 for a graphing calculator which does
symbolic manipulation.
A similar program is expected to be offered in 2011-12
This program is built around intensive study of several
fundamental areas of pure mathematics. The tentative schedule of
topics includes abstract algebra (group theory). real analysis, and set
theory in fall; and abstract algebra (rings and fields), probability and
combinatorics in winter.
The work in this advanced-level mathematics program is likely to
differ from students' previous work in mathematics, including calculus,
in a number of ways. We will emphasize the careful understanding of
the definitions of mathematical terms and the statements and proofs
of the theorems that capture the main conceptual landmarks in the
areas we study. Hence the largest portion of our work will involve
the reading and writing of rigorous proofs in axiomatic systems.
These skills are valuable not only for continued study of mathematics
but also in many areas of thought in which arguments are set forth
according to strict criteria of logical deduction. Students will gain
experience in articulating their evidence for claims and in expressing
their ideas with precise and transparent reasoning.
In addition to work in core areas of advanced mathematics, we will
devote seminar time to looking at our studies in a broader historical and
philosophical context, working toward answers to critical questions such
as: Are mathematical systems discovered or created? Do mathematical
objects actually exist? How did the current mode of mathematical
thinking come to be developed? What is current mathematical
practice? What are the connections between mathematics and culture?
This program is designed for students who intend to pursue studies
or teach in mathematics and the sciences, as well as for those who
want to know more about mathematical thinking.
Credits: 16 per quarter
Enrollment: 25
A similar program is expected to be offered in 2011-12
Some programs may be cancelled and others added after this printing. For the most current information,
see www.evergreen.edu/catalog/2009-10.
62 I Programs
Mediaworks
Models of Motion
Fall, Winter and Spring
Winter and Spring
Major areas of study include media arts, cinema and media history
and theory, media production including film, video, sound, and
digital arts.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: Two quarters of an Evergreen interdisciplinary program
or the equivalent interdisciplinary experience at another academic
institution is preferred. Transfer students will need to demonstrate
that their academic record contains evidence of broad training in a
variety of disciplines. This is a foundation program in media arts
that assumes no prior experience in media, but requires upperdivision college-level critical thinking, reading and writing skills.
Major areas of study include physics and calculus.
Class Standing: This all-level program accepts up to 25% freshmen
and supports and encourages those ready for advanced work.
Prerequisites: Proficiency with college-level precalculus.
Program is preparatory for careers and future studies in physics,
mathematics, engineering, astronomy and education.
Program is preparatory for careers and future studies in media arts,
visual arts, communications, design, humanities and education.
Faculty: Julia Zay (media arts, gender and queer studies), TBA
(experimental media)
What does it mean to make moving images in an age alternately
described as digital, informational, postmodern and even postpostmodern? How do we critically engage the history and traditions
of media practices while testing the boundaries of established
forms? What responsibilities do media artists and producers have to
their subjects and audiences? In Mediaworks, students will engage
with these and other questions as they gain skills in film/video history
and theory, critical analysis and media production.
We will explore a variety of media modes and communication
strategies, including documentary and experimental film/video,
emphasizing the material properties of film, digital video and other
sound and moving image media, as well as the various strategies
artists and media producers have employed to challenge traditional
or mainstream media forms. Our emphasis will be on experimental
and/or alternative conceptual approaches to production. Students
will also have opportunities to extend their media experiments into
performance and installation modes.
In fall and winter quarters, students will acquire critical and
technical skills as they explore different ways to design moving
image works and execute experiments in image-making and sound.
Students will strengthen their critical and conceptual skills as they
learn to analyze and interpret audiovisual material through readings
in media criticism, film theory and history, seminars, research and
critical and creative/experimental writing practice. Students will also
learn how to integrate these critical and reflective skills with their
creative practice. Artist statements and project proposals will be
developed in preparation for individual or collaborative projects that
will be produced in the spring quarter.
Students should expect to gain a range of practical skills in
cinema and media studies and media production. Students should
also expect to significantly challenge and expand their own definition
of media studies and production. Students should expect to read
critical theory, including artists' writings and historical texts from the
early days of photography and film, and be prepared to write, work on
their writing, and find new ways to use writing in their creative work.
Faculty Signature: Students must submit a complete application,
which will be available at Academic Advising, the COM Building
and Seminar II Program Secretary offices, and at the Academic Fair.
Applications received by the Academic Fair, May 13, 2009, will be
given priority. Qualified students will be accepted until the program
fills. For more information, contact Julia Zay at jzay@evergreen.edu.
Credits: 16 per quarter
Enrollment: 44
Special Expenses: Approximately $200 to $300 each quarter for
media supplies, lab costs and field trips.
Internship Possibilities: Spring only with faculty approval.
A similar program is expected to be offered in 2010-11
Faculty: TBA (mathematics and physics)
Careful observation of the physical world reveals an underlying
order. One of the goals of science is to build models that explain
the order we see. Crucial among such models are those that explain
the interactions between objects and the changes in motion those
interactions bring about. The history of physics is one of creating,
refining and enhancing such models and that quest is an ongoing
process today. With the development of new physical models also
come new mathematical methods that are needed for describing
them. Calculus, for example, was born out of the efforts to make
predictions from Newton's models of motion and is an enormously
successful tool for analyzing simple models of reality. However, for
more complex situations, such as the interaction between three
moving objects, approximate methods are needed. We can simulate
these situations on a computer using numerical methods in order to
understand their behavior.
We will explore the theme of scientific model building through
small group workshops, interactive lectures, hands-on laboratory
investigations, computer labs and seminar discussions on the history
and philosophy of physics. Through our study of physics we will
learn about models of motion and other dynamic processes and the
associated methods for constructing them. We will also learn how to
use the tools of calculus and computer modeling to understand what
those models predict. By the end of the program, students will have
completed a full year of calculus and calculus-based physics.
Credits: 16 winter quarter and 12 or 16 spring quarter
Enrollment: 24
A similar program is expected to be offered in 2010-11
Planning Units: Programs for Freshmen and Scientific Inquiry
Programs I 63
Molecule to Organism
Fall, Winter and Spring
Major areas of study include organic chemistry, biochemistry,
microbiology, cell and molecular biology.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: One year of college-level general chemistry and
one year of college-level general biology (introductory celli
molecular, NOT human or field biology) required.
Program is preparatory for careers and future studies in biology,
chemistry, education, medicine, pharmacy and health science.
Faculty: Paula Schofield (chemistry), James Neitzel (biochemistry),
Andrew Brabban (biology)
This program develops and interrelates concepts in experimental
(laboratory) biology, organic chemistry and biochemistry, thus
providing a foundation for students who plan to continue studies in
chemistry, laboratory biology, field biology and medicine. Students
will carry out upper-division work in biochemistry, microbiology,
cellular, molecular and developmental biology, and organic chemistry
in a year-long sequence. The program integrates two themes, one at
the cell level and the other at the molecule level. In the cell theme,
we start with the cell and microbiology and proceed to the whole
organism with the examination of structurelfunction relationships at
all levels. In the molecular theme, we will examine organic chemistry,
the nature of organic compounds and reactions, and carry this theme
into biochemistry and the fundamental chemical reactions of living
systems. As the year progresses, the two themes continually merge
through studies of cellular and molecular processes in biological
systems.
Each aspect of the program will contain a significant laboratory
component. Students will write papers weekly and maintain
laboratory notebooks. All laboratory work and approximately half of
the non-lecture time will be spent working in collaborative problemsolving groups. Spring quarter student-designed research projects are
a culmination of all major concepts learned throughout the year.
This is an intensive program. The subjects are complex, and
the sophisticated understanding we expect to develop will require
devoted attention and many hours of scheduled lab work each week.
Up to 48 upper division science credits will be awarded for students
who successfully complete the entire program over all three quarters.
This program will give students the prerequisites needed for health
careers in medicine, dentistry, veterinary medicine, naturopathy,
optometry and pharmacy. If you intend to pursue a career in an allied
health field such as physical therapy, nursing or nutrition, you do not
need as many science prerequisites and may want to consider the
program Foundations of Health Science instead.
Credits: 16 fall quarter, 16 winter quarter and 12 or 16 spring quarter
Enrollment: 75
A similar program is expected to be offered in 2010-11
64 I Programs
Money's Value, Soul's Worth:
Caring Enough to Venture
Fall, Winter and Spring
Major areas of study include ethical entrepreneurship, mindful
leadership, creativity and innovation, cross-cultural studies of
trade, history of capitalism, gender studies including feminist
theory, yoga and meditation.
Class Standing: This lower-division program is designed for 50%
freshmen and 50% sophomores.
Program is preparatory for careers and future studies in business
and management, monastic studies, social sciences and the
humanities.
Faculty: Nelson Pizarro (business), Sarah Williams (feminist theory)
Your never conquer the mountain. You conquer yourself-your
doubts and your fears. -Jim Whittaker, REI'sfirst employee and the
We'll begin by assessing money's value and soul's worth in one's
own education. We'll end, after nine months, by evaluating their
realization within the intentional learning community of our program
and its particular organizational context. Join us in an open inquiry:
What is the social mission of a business curriculum at a public,
alternative, liberal arts college?
Credits: 16 per quarter
Enrollment: 46
Special Expenses: Yoga and meditation equipment ($10.00/qtr);
retreat ($300.00); field trips ($50.00).
Internship Possibilities: Spring only with faculty approval.
A similar program is expected to be offered in 2012-13
Planning Units: Culture, Text and Language, Programs for
Freshmen and Society, Politics, Behavior and Change
Multicultural Counseling: An Innovative Model
first American to climb Mount Everest.
Winter, Spring and Fall
Individuals, organizations and states function in many different
and competing value systems. Yet, under capitalism, money appears
to have and to create global value. But does it? For whom doesn't
it? For example, New Zealand parliamentarian Marilyn Waring
(in)famously asked, why is the woman in labor the only person in
a hospital delivery room not being paid? And just how well do
capitalism and democracies co-exist?
Entrepreneurship has long been associated with acquisitive
capitalism and individual success. However, there is a group of
entrepreneurs called social entrepreneurs who direct their passion
and skills toward social goals. According to J. Gregory Dees of Duke
University, social entrepreneurs adopt a mission to create and sustain
social value; recognize and relentlessly pursue new opportunities to
serve that mission; engage in a process of continuous innovation,
adaptation, and learning; act boldly without being limited by
resources currently in hand; and exhibit a heightened sense of
accountability for the outcomes created.
In fall quarter, we'll first look to internal conflicts. We will examine
examples of successful leaders, their values, their passions and their
self-development techniques. We'll investigate tools for self-discovery
ranging from relatively recent quantitative measures of emotional
intelligence and career preferences, to time-honored practices such
as yoga, Vipassana meditation, and contemplative intellectual inquiry.
We will use these methods to explore our internal environments and
their relationship to how successful leaders have operated in external
environments. The realization of our own ethic in relationship to
money's value and soul's worth is one of the goals of this program.
During winter quarter, after participating in a meditation retreat,
we'll examine examples of social entrepreneurship in the U.S. and in
more developed and developing worlds. We will investigate the best
opportunities for social sector activity, examine nonprofit and forprofit approaches, and study tools such as micro-credit loans. We will
also examine cases where companies have sought to exploit business
opportunities that result from global, social and environmental trends.
In spring quarter, students will develop feasibility plans for
projects of their own choice, which could include projects on
Evergreen's campus. The work will involve market research, library
work, data analysis, marketing, innovation and creativity, and team
work, including opportunities to explore social organizations locally
and internationally. Our focus will be social entrepreneurship, but
we'll see how the insights and skills involved in this kind of venture
are equally applicable to entrepreneurship in business start-ups,
within large corporations, and in the public sector.
Students are strongly encouraged to take the program for all
three quarters in order to better understand what it is like to be
an entrepreneur with a social mission. This includes learning the
business skills as well as the personal strengths required to lead in
the creation of right livelihood in an entrepreneurial organization.
Major areas of study include psychological counseling,
multicultural counseling theory and skill building, abnormal
psychology, developmental psychology, personality theories,
psychological research interpretation, studies of oppression and
power, ethics in the helping professions, and internship.
Class Standing: Seniors only.
Prerequisites: At least one quarter of college study in programs
covering general principles in critical reasoning skills, quantitative
reasoning, developmental psychology, human biology, research
methods and statistics as well as issues of diversity.
Program is preparatory for careers and future studies in psychological
counseling, clinical psychology, social work, school counseling, crosscultural studies, research psychology, allopathic and complementary
medicine, and class, race, gender and ethnicity studies.
Faculty: Heesoon Jun (psychology)
This program will allow students to examine the efficacy of
existing psychological paradigms and techniques for a diverse
population. One of the program goals will be to increase the
students' multicultural counseling competency through a nonhierarchical and non-dichotomous approach to education. Students
will learn to interpret research articles and to incorporate research
findings into their counseling practice. Students will work with
ethics, psychological counseling theories, multicultural counseling
theories and psychopathology. In addition, we will study abnormal
and developmental psychology, personality theories, psychological
research interpretation, studies in oppression and power, and ethics
in the helping professions.
In both winter and spring quarters, students will be required
to complete internships comprising 15 hours per week in local
counseling/mental health settings, providing opportunities to apply
their classroom learning in a practical setting. We will use a range of
instructional strategies such as lectures, workshops, films, seminars,
role-playing, group discussions, videotaping, field trips, guest
lectures and internship case studies.
NOTE: Regular attendance to this program is very important.
Faculty Signature: Applications will be available by April 8, 2009.
For applications and/or more information, go to Heesoon Juri's
Web page at academic.evergreen.edu/j/junh/.
Applications
received by the academic fair, May 13, 2009, will be given priority.
Qualified students will be accepted until the program fills.
Credits: 16 per quarter
Enrollment: 25
Internship Required: 15 hours per week internship required during
winter and spring quarters.
Programs I 65
Music and the Environment
The Obscure Object of Desire
Fall and Winter
Spring
Major areas of study include ethnomusicology, music theory and
composition.
Class Standing: Juniors or seniors; transfer students welcome.
Program is preparatory for careers and future studies in music,
cultural studies and environmental education.
Faculty: Andrew Buchman (music composition)
Major areas of study include philosophy, film studies, ethnography
and writing.
Class Standing: This all-level program accepts up to 25% freshmen
and supports and encourages those ready for advanced work.
Program is preparatory for careers and future studies in
humanities, arts, media, writing and education.
Faculty: Sam Schrager (American studies, folklore), Kathleen
Eamon (philosophy)
Our goals in this learning community will be to grow as musicians
and thinkers through reading, writing, qualitative and quantitative
research, performance, composition and studies of music theory.
Our themes will include the effects of local geography, climate,
plants and animals on music and musicians in various cultures (the
physical environment). as well as the effects of our families, affiliative
groups, towns, cities, nations, work and other aspects of the social
environment. Students will be expected to pursue independent
research projects, to present this work to their peers in the program,
and to participate in practical exercises developing music theory, ear
training, composition, performing and listening skills.We will study music
critically, just as one studies books in other academic disciplines.
During the fall, we will study music theory, a culture area in
depth (perhaps Bali, South Africa or Australia). and examine pivotal
issues in the field of ethnomusicology, such as social constructions of
authenticity, insider/outsider dilemmas, nationalism and globalization.
During the winter, we will pursue studies of at least one more
culture area and examine other emerging issues in the field, perhaps
including ethical issues, gender, and approaches to public health and
environmental issues employing music and performance.
Students who are already active singer/songwriters or composers
will be encouraged to complete a portfolio of new works each quarter.
Less advanced musicians will concentrate on developing skills on
two easy-to-play instruments useful for the study of melody and
harmony-the tin whistle and the ukulele. We will have one or two
"house concerts" each week featuring group exercises and individual
projects, a practical music workshop, and several meetings focusing
on our academic work. Students will be encouraged to participate
in the musical life of the college, play in ensembles, pursue private
lessons at their own expense, and engage in public service work in
the arts as part of their studies. No extensive previous systematic
training in music is expected, but students must be willing to do
significant amounts of BOTH academic and creative work, on their
own and in groups.
Credits: 16 per quarter
Enrollment: 25
Special Expenses: $15 for a tin whistle, $40-80 for a ukulele,
$20-50 for a tuner/metronome, and $40-60 for event tickets, over
both fall and winter quarters, for a total of $115-205.
This program is a philosophical inquiry into everyday experience
and cinematic art. At its core is the search for what we're calling "the
missing object" that is crucial to human fulfillment. We will focus
on the theories of thinkers who organize their projects around this
idea. The class will apply this line of thought to the interpretation of
social life by conducting ethnographic research and studying a rich
diet of films.
Our key figures will be the philosopher Immanuel Kant, the
political economist Karl Marx, and the psychoanalyst Sigmund
Freud. For Kant, philosophy is a project driven by deep-seated
demands made by reason, demands that require us to ask questions
we cannot answer, and search for the unconditioned ground of all
being even though we know we cannot find it. If he is interested
in finding the unseen in reason, Marx wants to help us to see what
remains unseen in society, in our political and economic lives, which
he sees as increasingly controlled by these unseen forces. Freud's
project can be construed as a parallel investigation of the conditions
of the possibility of consciousness, and his interests range from the
very private to the structures of authority that make up "civilization"
itself. In addition to these three thinkers, we will consider related
ideas of folklorist Vladimir Propp, critical theorist Walter Benjamin,
and various film critics. Our texts will be explored in depth through
seminars, lectures and writing.
We will connect these ideas to the representation of lived
experience in movies. Among the films we might view, discuss and
write about are Metropolis, It Happened One Night, Tokyo Story,
Vertigo, Masculine Feminine, Chinatown, and That Obscure Object
of Desire. This part of our work will culminate in the ninth week of the
quarter, which we will spend at the Seattle International Film Festival.
Each student will also undertake a field project, choosing
something from ordinary life to document-for instance, a living room,
a person's clothing, a set of stories, or a ritual practice. Faculty will
give instruction in ethnographic method, and students will draw on
our philosophical studies to interpret their research.
Credits: 16 per quarter
Enrollment: 48
Special Expenses: $70-$200 for movie tickets.
Planning Units: Culture, Text and Language and Programs for
Freshmen
66 I Programs
Ornithology
Fall
Major areas of study include ornithology, zoology, evolutionary
biology and natural history.
Class Standing: This all-level program accepts up to 25% freshmen
and supports and encourages those ready for advanced work.
Program is preparatory for careers and future studies in ecology,
ornithology, zoology and biology.
Faculty: Alison Styring (ornithology, zoology, natural history)
Birds are the most diverse vertebrates found on the earth. We
will explore the causes of this incredible diversity through a wellrounded understanding of general bird biology, the evolution of
flight (and its implications), and the complex ecological interactions
of birds with their environments. This program has considerable
field and lab components and students will be expected to develop
strong bird identification skills, including Latin names, and extensive
knowledge of avian anatomy and physiology. We will learn a variety
of field and analytical techniques currently used in bird monitoring
and research. We will take several day trips to field sites in the Puget
Sound region throughout the quarter to hone our bird-watching skills
and practice field-monitoring techniques. Students will keep field
journals documenting their skill development in species identification
and proficiency in a variety of field methodologies. Learning will also
be assessed through exams, quizzes, field assignments, group work,
and participation.
Because much of the learning in this program will occur in the
field and the lab, participation is of utmost importance. Field trips
and labs cannot be repeated or made up if missed, and even one
absence from a lab or field trip is grounds for reduced credit. At the
end of the program, students will have the opportunity to share their
learning via an in-depth research project and species monograph.
Credits: 16 per quarter
Enrollment: 24
A similar program is expected to be offered in 2011-12
Planning Units: Environmental Studies and Programs for Freshmen
Plein Air
Spring
Major areas of study include visual arts, painting and expressive
arts.
Class Standing: Juniors or seniors; transfer students welcome.
Program is preparatory for careers and future studies in visual arts.
Faculty: Joe Feddersen (visual arts)
Plein Air is an intensive visual arts program concentrating on
watercolor painting related to the landscape. This study consists
of several parts. In the first half of the quarter, students will learn
the basics of watercolor painting processes in studio through
assignments to gain proficiency in the media. They will view art
works of other artists working in this media through seminars about
images, followed by discussion. Students will research and present
to the program an artist who works on concepts related to the land.
In the second half of the quarter we will paint directly from the
landscape to create a body of work.
Credits: 16 per quarter
Enrollment: 22
Photo by Evergreen Photo Services.
Programs I 67
Poetics and Performance
Political Economy and Social Movements:
Race, Class and Gender
Spring
Fall and Winter
Major areas of study include poetics, experimental puppet
theater, experimental performance, creative writing and
literature, subject to specific student work.
Class Standing: Juniors or seniors; transfer students welcome.
Program is preparatory for careers and future studies in writing,
humanities and performance.
Faculty: Leonard Schwartz (poetics), Ariel Goldberger
(performance, puppetry)
This program will explore of the disciplines of poetics,
experimental puppet theater, and performance. How do words,
light, sound and bodies interact? Is there a way to use words which
does not weaken the use of the other senses, but allows one to
discover shadows of sound and rustlinqs of vision in language? Are
there ways of using text in visually based performance that do not
take for granted the primacy of text? 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 members will support student work by offering workshop
components in poetry, puppet theater and movement. Students will
produce weekly projects that combine and explore the relationship
of puppet theater and poetry in experimental modes. Readings
might include the works of such authors as Artaud, Tadeusz Kantor,
Richard Foreman, Susan Sontag, Kamau Brathwaite, Hannah Arendt
and Maurice Merleau-Ponty. Student work and progress will be
presented weekly in all-program critique sessions.
Faculty Signature: Students must submit ten pages of writing,
creative and critical, and faculty evaluations from two prior
programs. Applications received by the Academic Fair, March 3,
2010 will be given priority. For more information, contact Leonard
Schwartz or Ariel Goldberger by ernail. Qualified students will be
accepted until the program fills.
Credits: 16 per quarter
Enrollment: 44
Special Expenses: $110 for art'materials and studio use, $SOfor
theater tickets, and $50 reimbursable studio deposit fee for
clean-up.
Planning Units: Culture, Text and Language and Expressive Arts
Major areas of study include political economy, economics, history
and sociology.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in political
science, education, labor and community organizing, law and
international solidarity.
Faculty: Peter Bohmer (social change), Savvina Chowdhury
(feminist economics), Lawrence Mosqueda (political economy)
In this program, we will examine the nature, development and
concrete workings of modern capitalism aswell asthe interrelationship
of race, class and gender in historical and contemporary contexts. In
fall quarter, the U.s. experience will be the central focus, whereas
winter quarter will have a global focus. Recurring themes will be
the relationship among oppression, exploitation, social movements,
reform and fundamental change, and the construction of alternatives
to capitalism, nationally and globally. We will examine how social
change has occurred in the past, present trends, and alternatives
for the future. We will also examine different theoretical frameworks
such as liberalism, Marxism, feminism, anarchism and neoclassical
economics, and their explanations of the current U.s. and global
political economy.
In fall quarter, we will begin with the colonization of Native North
America, and the material and ideological foundations of the U.S.
political economy, including the historical development of capitalism
from the 18th century to the present. We will explore specific issues
including the slave trade, racial, gender and economic inequality,
the labor movement and the western push to American Empire.
We will also carefully examine the linkages from the past to the
present between the economic core of capitalism, political and
social structures, and gender, race and class relations. We will also
study microeconomics principles from a neoclassical and a political
economy perspective. Within microeconomics, we will study various
topics and concepts such as the structure and failure of markets,
work and wages, and the gender and racial division of labor.
In winter quarter, we will examine the interrelationship between
the U.s. political economy and the changing global system, as well as
U.S.foreign policy. We will study the causes and consequences of the
globalization of capital and its effects in our daily lives, international
migration, the role of multilateral institutions and the meaning of
various trade agreements and regional organizations and alliances.
This program will also analyze the response offeminist, environmental
and peace movements in opposing this emerging global order in
countries such as Venezuela and Bolivia. We will look at alternatives
to neoliberal capitalism including socialism, participatory economies
and community-based economies. We will study macroeconomic
theory and policy and examine key components of Keynesian
economics. We will study the determinants and impact of inflation
and unemployment and various indicators of economic well-being.
Students will be introduced to competing theories of international
trade and finance in the context of examining their applicability in
the global South and North.
U
U
Credits: 16 per quarter
Enrollment: 75
A similar program is expected to be offered in 2010-11
. Someprograms may be cancelled and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog/2009-10.
68 I Programs
Popular Music and Literature in the 1960s
Practice of Sustainable Agriculture
Spring
Fall, Winter and Spring
Major areas of study include music, African-American studies,
American studies, literature and cultural studies.
Class Standing: Juniors or seniors; transfer students welcome.
Program is preparatory for careers and future studies in
performing arts, social sciences, literature and history.
Major areas of study include agriculture, small farm management
and applied horticulture.
Faculty: Andrew Buchman (music), Chico Herbison (African
American studies), Joye Hardiman (literature)
The history of the United States during the decade of the 1960s
encompasses a complex mix of social movements including the
anti-war movement, the civil rights movement, youth rebellion and
youth culture, queer rights and the women's movement. During
that era musicians such as Jimi Hendrix, John Coltrane, the Beatles,
Bob Dylan, Joan Baez and Janis Joplin, to name but a few, pursued
similarly varied aesthetic experiments and social concerns, creating
a great artistic legacy.
The definitive cultural history of the 1960s has still to be written.
All too often, the decade is simply rornanticized or vilified. Our
goal in this program will be to study the music and culture of this
controversial decade via meaningful, critical intellectual work. Through
workshops in music, literature and film analysis, we will learn to think
and write critically about artworks in those genres. Each rnernber
of the prograrn will pursue a research project examining artists and
artworks from that era, placing them in rneaningful cultural contexts.
Students will present their research work in progress to their peers
for criticism and cornrnent, and cornplete major research papers.
No previous formal training in music, filrn, African-Arnerican,
American or cultural studies is expected. However, students must
be prepared for intellectual study and have established interests in
one of these areas.
Credits: 16 per quarter
Enrollment: 75
Special Expenses: Up to $75 for performance and rnuseum
admissions.
Planning Units: Culture, Text and Language and Expressive Arts
Class Standing: Juniors or seniors; transfer students welcome.
Program is preparatory for careers and future studies in farm and
garden management, state and county agriculture agencies and
agricultural non-profit organizations.
Faculty: TBA (agriculture)
The Practice of Sustainable Agriculture (PSA) program integrates
theoretical and practical aspects of small-scale organic farming in the
Pacific Northwest during the fall, winter and spring quarters. (Note
the change in schedule from previous PSA Program offerings.) Each
week ofthe program there will be eight hours of classroom instruction
and twenty hours of hands-on work at Evergreen's Organic Farm.
The program's academic portion will cover a variety of topics
related to practical farm management, including annual and
perennial plant propagation, entomology and pest management,
plant pathology and disease management, weed biology and
management, soil science, crop botany, animal husbandry/
physiology, and orchard management. As part of their training,
students will be required to develop and write farm management
and business plans.
The practicum on Evergreen's organic farm will include
hands-on instruction on a range of farm-related topics including
greenhouse management and season extension techniques, farmscale composting and vermiculture, farm equipment operation
and maintenance, irrigation systems, mushroom cultivation, farm
record keeping, and techniques for adding value to farm and garden
products. Students will also have the opportunity to explore their
personal agricultural interests through research projects. Each
quarter we will visit farms that represent the ecological, social and
economic diversity of agriculture in the Pacific Northwest. Students
will also attend and participate in key sustainable and organic
farming conferences within the region.
After completing the Practice of Sustainable Agriculture, students
will have an understanding of a holistic approach to managing a
small-scale sustainable farm operation in the Pacific Northwest.
Faculty Signature: Application and interview are required. To apply,
contact Melissa Barker, Organic Farm Manager, (360) 867-6160 or
barkerm@evergreen.edu 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 the Academic Fair, May 13, 2009, will be given priority.
Credits:16 per quarter
Enrollment: 25
Special Expenses: Approximately $175 per quarter for overnight
field trips, conference costs and farm supplies.
A similar program is expected to be offered in 2010-11
Programs I 69
Ready Camera One
Religion and the Constitution
Fall and Winter
Winter
Major areas of study include media studies, media literacy,
communications and television production.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: One year of interdisciplinary work or credits in
more than one subject area.
Program is preparatory for careers and future studies in media
arts, humanities, social sciences and communications.
Faculty: Sally Cloninger (film and television)
Major areas of study include freedom of religion, legal history
of religious liberty, critical legal reasoning, legal research and
writing, and oral advocacy.
This group contract is designed primarily for students interested
in exploring visual literacy, television production, performance
and media criticism. Students will be introduced to both media
deconstruction and media production skills through a series of
lectures, workshops, and design problems that focus primarily on
collaborative multi-camera studio production. In both theoretical
discussions and production workshops we will consider the parameters
and influences of television, video art, video activism, music videos,
video blogs, microcinema and interactive media. While admission
to this program requires an audition and submission of a written
application, no prior media production experience is required.
In fall quarter we will take an historical approach, examining and
emulating the production style and lessons from the early history of
20th century live television. Students will be expected to perform in
front of as well as behind the camera and will explore the logistics
and aesthetics of multi-camera direction and design. In winter we
will deepen our study of television production, turning our attention
to the development of several pilot projects, one of which may be
produced as a series during spring quarter.
This group contract will investigate the politics of representation,
i.e., who gets the camera, who appears on the screen, and who has
the power. Therefore, students who choose to enroll in Ready Camera
One should be vitally and sincerely interested in the issues and ideas
concerning the representation of gender, race, ethnicity, class and
sexual orientation in the media. Activities in the group contract also
will include training in the multi-camera TV studio facility, instruction
in basic digital field production and non-linear editing, and a survey
of visual design principles. Additional workshops during winter will
include script writing, visual design (costume, make-up and set).
lighting and basic acting for television.
Depending upon student interest and the results of the winter
production work, a spring quarter option involving the production
of a weekly series may be available.
Faculty Signature: All prospective students must complete an
audition and a written application available at Academic Advising
or in the Program Office, COM 302. For more information, contact
Sally Cloninger, (360) 867-6059 or cloninsj@evergreen.edu.
Information about and procedure for the audition will be available
in April 2009. The faculty will review applications and schedule
auditions during May 2009. Qualified students will be accepted
until the program fills.
Credits: 16 per quarter
Enrollment: 24
SpecialExpenses: Approximately $100 for videotape and
supplies; additional expenses for production materials may apply
depending upon scope of winter projects.
Class Standing: This all-level program accepts
and supports and encourages those ready for
Prerequisites: American government.
Program is preparatory for careers and future
sciences, constitutional law, education, public
theory, history and political science.
Faculty: J6se G6mez (constitutional law)
up to 25% freshmen
advanced work.
studies in social
policy, political
The framers of the u.s. Constitution sought to ensure that the
federal government would neither promote religion nor interfere with
religious liberty. The very first two clauses of the First Amendment to
the U.S. Constitution capture the framers' concern: "Congress shall
make no law respecting an establishment of religion, or prohibiting the
free exercise thereof." On parchment, those 16 words seem simple
enough. In practice, however, the two clauses often are in tension and
give rise to enduring controversy over the meaning of" establishment"
and "free exercise." For example, if the government exempts church
property from taxation, is it assisting the establishment of religion? If
the government does not exempt church property from taxation, is
it interfering in the free exercise of religion?
In the United States, controversies about what the religion clauses
prohibit or protect intensified in the 1940's, when the United States
Supreme Court first recognized that the First Amendment applied
to the states, not just the federal government. We will use the case
method to study every major court opinion that implicates the
First Amendment's religion clauses. This intensive study necessarily
focuses on the last 70 years, since it was not until the 1940 case of
Cantwell v. Connecticut that the Supreme Court began to protect
religious rights under the First Amendment.
Working in legal teams, students will develop appellate briefs on
real freedom of religion cases decided recently by the U.S. Courts
of Appeals and will present oral arguments before the "Evergreen
Supreme Court." Students will also rotate as justices to read their
peers' appellate briefs, hear arguments and render decisions.
Readings for the program will include Internet resources and various
books and journal articles, as well as court opinions. Study will be
rigorous; the principal text will be a law school casebook.
Credits: 16 per quarter
Enrollment: 24
Planning Units: Programs for Freshmen and Society, Politics,
Behavior and Change
70 I Programs
The Reservation Based Community Determined
Program
Risk Assessment in Environmental Health
Spring
Fall, Winter and Spring
Major areas of study include contemporary Indian communities in
a global society, history, political science, leadership and social
sciences.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: A.A. degree or equivalent
Program is preparatory for careers and future studies in public
administration, social sciences, human services and tribal
administration and government.
Faculty: Michelle Aguilar-Wells (public administration, Native
American studies, art)
The theme for 2009-2010 is Contemporary Indian Communities
in a Global Society. Fall quarter will provide a foundation for
understanding the year's theme by examining the relationship
between tribes and the federal government. Students will study
theoretical and historical underpinnings of tribal sovereignty,
analyze the trust relationship, and examine tribal self-governance.
Winter quarter will provide a connection to the year's theme by
examining leadership qualities through history, literature, and within
tribal settings. Students will study Shakespeare's leaders, reflect on
the strengths and weaknesses of contemporary presidents and tribal
leaders, and analyze the impact of fatal flaws and human behavior on
governance and policy development. Students will critically analyze
leadership within the global environment. Spring quarter is focused
on general management concepts, organizational behavior and
leadership, decision-making in political arenas, and adaptation of
mainstream managerial practices in Indian country. This is designed
to provide students with preparation and background to take
leadership and managerial roles in and out of their communities.
Faculty Signature: The RBCD program was developed for
students who live or work on a reservation or have social or
cultural ties to tribal communities. Please ask for an intake form
from First Peoples Advising. Students will be asked to submit an
essay, verify technology skills, and participate in an interview.
Credits: 12 per quarter
Enrollment: 80
A similar program is expected to be offered in 2013-14
Major areas of study include toxicology, epidemiology,
environmental studies and risk assessment.
Class Standing: Seniors only.
Prerequisites: One year college-level biology and chemistry.
Program is preparatory for careers and future studies in
environmental science, public health and risk assessment.
Faculty: Maria Bastaki (toxicology)
Risk is now and always has been a part of life. This program will
explore the types and magnitude of risks related to environmental
health, both for human health and in the ecosystem context. We
will focus on chemical environmental pollutants that affect human
health, and a brief examination of biologic and radiation risk.
Selected topics will include persistent organic pollutants, endocrine
disrupters, heavy metals and carcinogens.
We will see how the assessment of risk is informed by basic
principles of toxicology. Our study will include the foundations of
epidemiology, including the distinction between association and
causation. We will also examine how risk assessment is used by
regulatory agencies to set safe levels. This class will describe what
we define as "risk", how we estimate it, and how we interpret it.
Students will examine questions such as: How much risk is too
much? How do risks from different causes compare to each other
qualitatively and quantitatively? What factors contribute to human
health risk? How do different people perceive and rank risks?
This program involves numerical calculations and quantitative
reasoning. It will include lectures, labs, computer-based workshops,
guest presentations, seminars, and visits and collaborations with
regional experts and officials.
Faculty Signature: Students will be signed in and admitted based
on faculty evaluation of prerequisites met and student readiness.
Students should meet with Maria Bastaki at the Academic Fair,
March 3, 2010 or contact her by email at bastakim@evergreen.
edu for more information and to set up an appointment.
Qualified students will be admitted until the program fills.
Credits: 16 per quarter
Enrollment: 25
A similar program is expected to be offered in 2011-12
Planning Units: Environmental Studies and Scientific Inquiry
Programs I 71
The Roots of Terrorism and U.S. Foreign Policy
Shakespeare's America
Spring
Fall
Major areas of study include war, terrorism, Middle East history
and politics, U.S. foreign policy.
Class Standing: This all-level program accepts up to 25% freshmen
and supports and encourages those ready for advanced work.
Program is preparatory for careers and future studies in political
science, Middle East studies, politics, military, peace and
development.
Faculty: Steve Niva (international politics, Middle East studies)
Major areas of study include English and American literature and
history.
Class Standing: Juniors or seniors; transfer students welcome.
This program will examine the nature and causes of terrorism,
particularly against the United States from the Middle East in the
recent period, and the contending approaches and policy options
concerning how best to respond to it. To do this, the program
will focus primarily on debates over this issue in the United States
since the terror attacks of 9/11 by exploring different theories of
terrorism, political violence and counter-terrorism offered by various
scholars, military strategists and political theorists. We will examine
the theories and strategies adopted in the current "war on terror"
and in the wars in Iraq and Afghanistan, the history of U.S. foreign
policy in the Middle East, the rise of Al-Oaida and Jihadist terrorism
and the changing nature of warfare in the 21 st century.
To meet the learning goals of this program, students will obtain
a thorough knowledge of current events; develop a thorough
understanding of the history of United States foreign policy in the
Middle East; learn how to assessand compare competing theories of
terrorism and counter-terrorism strategies; understand the diversity
of political, cultural and religious beliefs within the Middle East
and within radical Islamist groups; engage in critical thinking; and
develop informed opinions regarding all of these topics.
The program will be organized around a series of texts, exercises
and assignments, including several in-class presentations, role-plays
and activities and several analytical papers. We will watch films and
documentaries to supplement our learning. A serious commitment
by students to all of the work within the program is necessary.
Credits: 16 per quarter
Enrollment: 24
Planning Units: Culture, Text and Language, Programs for
Freshmen and Society, Politics, Behavior and Change
Prerequisites: Good work in literature, history or philosophy from
any period before 1850.
Program is preparatory for careers and future studies in any
field requiring competence in the uses of language, conceptual
analysis and interpretation, such as literature, philosophy, history,
law and public service.
Faculty: David Marr (American studies)
To be, or not to be; that is the bare bodkin that makes calamity of
so long life; For who would fardels bear, till Birnam Wood do come
to Dunsinane ... -Mark Twain
Parodies of William Shakespeare's plays were forms of popular
entertainment
in nineteenth
century America. Shakespeare's
American audiences, uneducated as well as educated, knew much
Shakespeare by heart. They admired the original, roared at the
parody, and held performers of both to a high standard.
This program takes The Bard's wide (at times wild) popularity in
nineteenth century America as one of its three points of departure.
The second and third are the meditations on Shakespeare by Ralph
Waldo Emerson and Herman Melville, two of the leading American
writers of the age. To Emerson, Shakespeare was "inconceivably
wise," whereas all other great authors were only "conceivably" wise.
To Melville, twenty-five years old when he returned from the sea to
take up writing as a vocation, Shakespeare became a lifelong source
of inspiration, and a grand figure to be superseded by ambitious
authors like himself and his friend Nathaniel Hawthorne trying to
make a name for themselves in the new republic of the United States.
It was a blessing to write after Shakespeare, and also a burden.
Among the plays of Shakespeare'swe will read are Hamlet, Romeo
and Juliet, King Lear, Macbeth, The Merchant of Venice and As You Like
It. We will also read several essaysby Emerson, Moby-Dick, The Scarlet
Letter and Adventures
of Huckleberry Finn. In seminar discussions and
our own writings about these literary works, we will give a good
account of ourselves, heeding Henry James' advice to young writers:
"Try to be one of the people on whom nothing is lost!"
Credits: 16 per quarter
Enrollment: 25
Management of Aquatic Ecosystems, 2007. Photo by Carlos Javier Sanchez '97.
Some programs may be cancelled and others added after this printing.
For the most current information,
see www.evergreen.edu/catalog/2009-10.
72 I Programs
Social Dilemmas: The Dynamics of Self-Interest
and Cooperation in Social Behavior
Spirituality: The Eyes of the Unknown
Fall, Winter and Spring
Fall and Winter
Major areas of study include behavioral economics, social
psychology, game theory, probability and statistics.
Class Standing: This all-level program accepts up to 75% freshmen
and supports and encourages those ready for advanced work.
Program is preparatory for careers and future studies in
economics, psychology, politics and mathematics.
Faculty: David .McAvity (mathematics), Peter Dorman (economics)
Human societies, for all their differences in culture and history,
can all be seen as webs of social interactions between individuals
who act according to their own motives, whether they are aware
of them or not. No society can survive unless it develops patterns
of interaction that limit conflict and enable its members to work
together to solve common problems. In the twenty-first century,
however, the challenge facing all of us is to find a way to achieve
cooperation on a global scale, so we can cope with problems like
climate change, war and the risks of a fragile, highly interdependent
world economy.
This agenda has fueled the emergence of a new science of
cooperation that combines mathematical modeling, careful study
of real societies and experiments using simplified social situations.
This program will introduce students to this science, addressing
questions like: How are social decisions different from individual
decisions? How can self-interested individuals achieve and maintain
cooperation? How do we determine what is fair? How do we cope
with risk and the tradeoff between the present and the future? How
do people calculate the consequences of their decisions, and how
are their choices influenced by unconscious or external factors? And
how do the answers to all these questions change as we consider
different societies and even different individuals?
We will use multiple modes of investigation, but the thread
running through them will be game theory and decision theory, both
of which are applications of mathematical methods to the social
sciences. Through collaborative workshops we will acquire the skills
to build and analyze simple models of individual choice and social
interaction. Working in teams, we will use the insights we obtain to
design experiments that test how real people, such as Evergreen
students, behave under conditions that embody social dilemmas. We
will also read accounts, both in fiction and nonfiction, that suggest
what is distinctive and universal in social interaction. These readings
will provide the basis for seminars and short writing projects.
While there are no prerequisites for this introductory program,
students should be prepared for an engaging and intellectually
demanding interdisciplinary study involving mathematical concepts
and the study of human behavior. Much of the work will involve new
modes of mathematical reasoning, which will rely on competency with
algebra. The program will also incorporate a general introduction to
statistical methods and probability, with the opportunity to collect
and analyze our own data.
Credits: 16 per quarter
Enrollment: 46
Planning Units: Programs for Freshmen, Scientific Inquiry and
Society, Politics, Behavior and Change
Major areas of study include history of the Americas, political
science, ethnography, cultural anthropology, indigenous studies,
and areas of study determined by student research projects.
Class Standing: This all-level program accepts up to 10%
freshmen and supports and encourages those ready for advanced
work.
Program is preparatory for careers and future studies in
education, social sciences, the arts, multicultural studies, social
work, human services and the humanities.
Faculty: Raul Nakasone (education, Native American studies, Latin
American studies), David Rutledge (education, Native American
studies), Yvonne Peterson (education, Native American studies)
This program is for learners who have a research topic with a
major focus on spirituality and community in mind, as well as for
those who would like to learn how to do research in a learnercentered environment. Learners 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. The
faculty team will offer a special series of workshops to support the
particular academic needs of first- and second-year participants.
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.
In this program, learners' individual projects will examine what
it means to live in a pluralistic society at the beginning of the 21st
century. Through each learner'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. The faculty
are interested in providing an environment of collaboration where
faculty and learners will identify topics of mutual interest and act as
partners in the exploration of those topics.
In the fall, participants will state research questions. In late fall and
winter, individually and in small study groups, learners and faculty will
develop the historical background for their chosen questions and do
the integrative review of the literature and data collection. Ongoing
workshops will allow participants to learn the skills for completing
their projects. 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.
Credits: 12 or 16 fall quarter, 12 or 16 winter quarter and 8, 12 or
16 spring quarter
Enrollment: 72
Internship Possibilities: With faculty approval.
Planning Units: Native American and World Indigenous Peoples'
Studies and Programs for Freshmen
Programs I 73
Student Originated Software
Struggling to be Heard:
A History of Japanese Americans
Fall, Winter and Spring
Winter
Major areas of study include U.S. history, geography, statistics,
critical race theory, expository writing and research.
Class Standing: This all-level program accepts up to 2S% freshmen
and supports and encourages those ready for advanced work.
Program is preparatory for careers and future studies in
education, history, American studies and the social sciences.
Faculty: Frances V. Rains (education, U.S. history, geography),
Masao Sugiyama (education, mathematics)
The issues surrounding immigration and protection of human
rights as reflected in the United States constitution are at the
forefront of political debates today. These issues are echoes of the
history of Japanese Americans. After the internment of the Japanese
in this country in camps during World War II,the surviving leadership
of Japanese communities determined that their sons and daughters
should become model citizens. A consequence of this determination
was to silence the political voice of Japanese Americans, a voice
which has only recently begun to grow in strength. Major themes
of this program are the historical, social, political, geographic and
economic forces that led to internment, and its consequences.
Students in this program will study a range of topics connected
to the history of Japanese Americans. The program will be organized
around the broad themes of immigration, migration, labor, family
structures, settlement patterns, culture and language issues,
assimilation and internment camps.
Each student will read a series of seminar books and articles
related to program themes, participate in a weekly seminar, write
a weekly seminar paper and participate in workshops. Students will
also complete substantial, individual research projects and make
summative presentations of their work.
Credits: 16 per quarter
Enrollment: 48
Planning Units: Programs for Freshmen and Society, Politics,
Behavior and Change
Major areas of study include computer science, software
engineering, programming and application architecture practicum.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: Students should have taken Computer Science
Foundations or equivalent, Discrete Mathematics, one year of
programming, computer architecture and organization.
Program is preparatory for careers and future studies in computer
science and software engineering or technology use and
development in an application area.
Faculty: Sheryl Shulman (computer science)
The successful completion of large software systems requires
strong technical skills, good design and competent management.
Student Originated Software is intended to help students gain the
technical knowledge required to build software in application domains,
as well as support students as they develop a substantial project.
Critical problems with software systems remain despite the best
efforts of many very smart people over the last SO years. Software
is often late, over-budget, socially irresponsible, unable to perform
according to user needs, poorly designed, poorly implemented,
difficult to maintain or some combination of these. In addition, many
applications require substantial domain knowledge. While some of
these problems and goals have technical solutions, the art of using
these solutions and putting together a large system requires a
variety of skills and experiences. Inthis program, students will design
projects and learn how to avoid common problems encountered in
software system design.
Domains of past successful projects include the sciences, music,
visual arts, automobile tuning, education, computer security, and
databases for small businesses and local and state agencies. The
technical topics covered will be selected from data structures,
algorithm analysis, database systems, object oriented design and
analysis, verification techniques and applications architectures. The
program seminar will also address the history and culture of the
software industry.
This program is intended for advanced computer science
students. We expect students to have taken the prerequisites or their
equivalent. However, we also expect students to have intellectual
maturity and to be self-motivated in terms of identifying their project
topics and completing their work independently.
Faculty Signature: Students must complete a questionnaire and
submit examples of their work. The questionnaire will be available
through Academic Advising and from Sherri Shulman's website
(http://grace.evergreen.edu/-sherri).
For more information,
contact Sherri Shulman at sherri@evergreen.edu,
or meet with
her at the Academic Fair, May 14, 2009. Qualified students will be
admitted until the program fills.
Credits: 16 per quarter
Enrollment: 25
Internship Possibilities: Internships are possible in winter and
spring in place of the student project work, with faculty approval.
A similar program is expected to be offered in 2011-12
Photo by Martin Kane.
74 I Programs
Student Originated Studies:
Advanced Natural History
Fall and Winter
Major areas of study include Pacific Northwest natural history,
zoology and botany.
Class Standing: Juniors or seniors; transfer students welcome.
Program is preparatory for careers and future studies in
environmental studies, ecology, conservation biology,
evolutionary biology, and museum curating.
Faculty: John Longino (entomology), Alison Styring (ornithology)
In Advanced Natural History, students will become specialists on
one or more taxonomic groups that occur in the Pacific Northwest.
Through field study and literature research, students will develop
identification guides and species accounts to post on the Evergreen
Biota and Evergreen Natural History Web sites. Students will work
with The Evergreen State College Natural History Collection and, if
appropriate, make their own collections. Skills will be developed in
taxonomy and systematics, bioinformatics, museum practices, digital
imagery for scientific illustration, and natural history writing.
Upper division science credit may be awarded in taxonomy and
systematics, natural history, and/or" ologies," such as ornithology or
entomology.
Faculty Signature: Students must submit an application and be
interviewed. Assessment will be based primarily on writing skills
and background knowledge in the sciences. Application forms are
available on the program Web site and from faculty. Application
review will begin September 14, 2009 and continue until the
program fills.
Credits: 16 per quarter
Enrollment: 12
Student Originated Studies:
New Dimensions In Visual Art
Fall and Winter
Major areas of study include visual art, media art and new media.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: Students should have completed Foundations of
Visual Art or the equivalent of preparatory college work in the
visual arts, including substantial work in drawing, painting, new
media or art history. Faculty signature required.
Program is preparatory for careers and future studies in visual art.
Faculty: Matthew Hamon (visual art)
This student originated studies program in experimental media
art introduces students to the principles of digital media creation
through a combination of lectures, practical assignments, and
studio seminars. Students with a strong background in any media
are encouraged to apply, provided that they have an interest in
synthesizing past themes and media in their work with digital media.
This program emphasizes art making, conceptual thinking and
experimentation. We will focus on core aspects of digital and new
media art by challenging ourselves to produce a series of innovative
art projects. We will also explore the creation of digital art, such
as telematic space, the architecture of time, the body and identity,
decentralized authorship and hive-mind behavior.
This program will introduce the core conceptual skills necessary
to employ digital media in the generative and investigative context
of art making. Students will work individually and in small teams
with digital video cameras, non-linear video editing systems, and
computer graphics packages to examine a broad range of issues
involved in the creation of provocative works of art. Image processing,
web content creation, basic animation, temporal structures, interface
design, interaction strategy, narrative structures, video editing and
sound editing will all be introduced. This program is designed for
students who already have a strong work ethic and self-discipline,
and who are willing to work long hours in the art studio, on campus,
and in company with their fellow students.
Students are invited to join this learning community of contemporary
artists who are interested in new media based art, design, writing,
history and theory, and who want to collaborate with media faculty.
Faculty Signature: Students seeking entry into the program
must present an artist's portfolio that demonstrates proficiency
in visual art. For more information, contact Matt Hamon at
hamonm@evergreen.edu. Portfolios received by the Academic
Fair, May 13, 2009 will be given priority. Qualified students will be
accepted on a space available basis.
Credits: 16 per quarter
Enrollment: 25
Student Originated Studies:
Performance, Theatre, Dance and Technical Theatre
Fall and Winter
Major areas of study include performance, theatre, dance,
technical theatre, lighting, costuming and stage management.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: Students must be prepared to carry out advanced
work in theatrical performance or technical theatre.
Program is preparatory for careers and future studies in the
performing arts, arts administration, acting and stage management.
Faculty: Walter Eugene Grodzik (theatre)
Student Originated Studies: Performance, Theatre, Dance
and Technical Theatre offers opportunities for students to do
advanced work in performance or technical theatre. Students will
work independently on their own creative and research projects.
This SOS will be made up of individual students and small groups
that will devise projects and meet in a weekly forum. In the forum,
students will present works-in-progress to get feedback and advice.
The forum is intended to provide a sense of community and support
to students. All other contract obligations will be worked out
individually with the faculty member. Students will enroll for SOS,
then design their quarter-long, contract-style work plans using input
from the faculty member.
Students are encouraged to cluster together around projects
that reflect their shared interests. Please note that there are
opportunities for technical theatre internships. Students who are
interested in technical theatre internships should discuss their
interest with Walter Eugene Grodzik as soon as possible as these
students must also meet with Jeremy Reynolds, technical director,
for further coordination of their internships.
Faculty Signature: Students who have a project in mind must
contact Walter Eugene Grodzik at (360) 867-6076 or grodzikw@
evergreen.edu to schedule an appointment. Students who have
completed their appointments by the spring 2009 Academic Fair,
May 13, 2009 will be given priority. Qualified students will be
accepted until the program fills.
Credits: 16 per quarter
Enrollment: 25
Internship Possibilities: In technical theatre, with faculty approval.
Programs I 75
Student Originated Studies: Topics in Social
Sciences, Mathematics and Computer Science
Studio Projects: Land and Sky
Fall and Winter
Fall and Spring
Major areas of study include mathematics and quantitative
methods, business, economics, social science research, education
and computer science.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in social
sciences, mathematics, business and teaching.
Faculty: Bill Bruner (economics, business), Masao Sugiyama
(mathematics, computer science)
This program supports students doing individual study projects. In
the first week, each student will prepare a project proposal and then
will complete that project during the quarter. The program will have
regular class sessions where students will report on their progress and
get advice and guidance from other students and faculty members.
There will also be a book seminar with weekly writing assignments.
Students must attend and participate in these sessions.
Students may propose any type of projects for the program;
however, the faculty have expertise in the following topics:
mathematics and quantitative methods, business, economics, social
science research, education and computer science. Other topics will
be considered on a case-by-case basis. Internships are acceptable as
long as students are available for class sessions.
Faculty Signature: Students must submit a one-paragraph summary
of the topic for their independent study project. For more information,
students may contact program faculty members or meet with them at
the Academic Fair prior to the quarter in which they wish to register.
Qualified students will be accepted until the program fills.
Credits: 12 or 16 per quarter
Enrollment: 50
Internship Possibilities: With faculty approval, and providing the
student can attend the weekly program meetings.
Planning Units: Scientific Inquiry and Society, Politics, Behavior
and Change
Major areas of study include visual arts, sculpture and drawing.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: At least two college-level courses in 20 art
(drawing, painting, or printmaking) and two college-level courses
in 30 art (30 design, sculpture, or craft), OR, at least one year of
Evergreen programs with substantive art components. Students
need to be prepared to do intermediate and higher level art,
writing and research work addressing the themes of the program.
Program is preparatory for careers and future studies in visual arts
and sculpture.
Faculty: Bob Leverich (sculpture, architecture, woodworking),
TBA (20/30 art)
Studio Projects is a regularly offered, theme-based, intermediate
visual arts program. It is for students with some art background who
want to build their skills and understanding by doing intensive 20 and
30 studio work and supporting reading, research and writing. The
theme of Studio Projects: Land and Sky is the relationship between
artist and landscape-the
ground below and the sky above. Every
day you inhabit this boundary plane between earth and air. How
does your place in the landscape shape who you are and what you
make? How do you in turn leave your mark in the landscape and in
the world? What is the role and responsibility of an artist working
with the landscape as subject or material?
Through readings, seminars, research and writing, we will
address dimensions of the landscape, from ecology and material
sources to place and politics. We'll survey landscape-based art forms
as principle tropes in the history of art, and consider the changing
responses of artists to environments and the communities vested
in them. Field trips and guest lectures will expand our awareness
of regional landscapes and the art and artists addressing them.
Program projects will concentrate on broadening understanding
of the ecological and cultural dimensions of landscape, and on
expanding 20 skills (drawing, painting, or photography) and 30 skills
(sculpture, environmental art, ceramics, wood- and metalworking, or
assemblage). We will spend time working in the field, as well as in the
Capital Lake field research. Photo by Jon Huey '06.
76 I Programs
studio. We will engage the landscape as both fine and applied art, as
self-expression and as a form of exchange with the larger community.
In the second half of the program, you will be asked to develop a
more personal and focused body of work about the landscape to
deepen your command of a particular theme or medium.
The program will function as a learning community; students
should plan to commit to at least forty hours of work a week in class
and in the studio with their peers. Students will be asked to regularly
engage in critical assessment, in dialog and in writing, and to prepare
a comprehensive portfolio of their work at the end of each quarter.
Dedicated students will leave the program with a well-informed
understanding of how landscape informs contemporary art and culture,
their own work, and their identities as artists. They will advance their
technical skills, experience the rigor and rewards of sustained effort in
the studio, and build a strong portfolio of personal works.
Faculty Signature: Students must complete an application form
(available from Academic Advising or the Lab IIProgram Secretaries
Office), and submit a portfolio with at least 6 examples each of their
best 20 and 3D works, a 1-3 page writing sample, and a transcript
or copies of their faculty evaluations from 2008-09. Complete
applications received at or before the Academic Fair, May 13, 2009,
will be given priority. Qualified students will be accepted until the
program fills. For more information or to submit a portfolio online,
contact Bob Leverich at (360) 867-1118 or leverich@evergreen.edu.
Portfolios may be mailed to Bob Leverich, The Evergreen State
College, Lab II,2700 Evergreen Parkway NW, Olympia, WA 98505.
Credits: 16 per quarter
Enrollment: 42
Special Expenses: $300 per quarter for drawing and studio
equipment and materials; $75 per quarter studio fee; four
overnight field trips - $75 each.
Internship Possibilities: With faculty approval.
A similar program is expected to be offered in 2010-11
Technical Writing in the 21 st Century
Fall and Winter
Major areas of study include the sciences and science writing;
upper division science credit is possible.
Class Standing: Sophomores or above; transfer students welcome.
Prerequisites: One year of college-level studies in the sciences.
Program is preparatory for careers and future studies in all careers
requiring advanced writing skills.
Faculty: Erik V. Thuesen (zoology, marine science, biology)
In this program, students
will develop techniques
for
communicating in several different genres of technical writing,
including technical abstracts, scientific research papers, Wiki-type
technical documents, project proposals, etc. Students from all
branches of the sciences are encouraged to take this program to
improve their technical writing skills. We will use several different
on-line collaborative formats to carry out our objectives. All work
will be submitted and edited on-line with only a minimal classroom
component. Students wishing to take this program entirely on-line
should email the faculty member.
This program will make it possible for students to further develop
written work from research projects carried out in previous studies
if they so desire. Each student will choose a specific topic and
read ten documents related to the topic. Based on these readings
and other sources, each student will write a corresponding review
paper, an on-line technical digest, and a proposal for future work
in the specific area. Students will receive critique from peers and
the faculty member. Students will be responsible for editing and
critiquing a specific number of papers written by other students in
the program. A final collaboratively written assignment will also be
undertaken. Clear deadlines for reading and writing assignments will
be established for all students at the start of the program to make it
easier to stay on track.
Credit is expected to be awarded in the specific area of research,
technical writing, and technical editing. Students wishing to gain
upper division science credit in this program must contact the faculty
member to discuss their options before the start of the quarter.
Students wishing to enroll in this program for winter quarter only will
be welcomed on a space available basis.
Credits: 16 per quarter
Enrollment: 25
Planning Units: Environmental Studies and Scientific Inquiry
Temperate Rainforests
Fall
Major areas of study include forest ecology, natural history,
environmental history and philosophy of science.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: One year of organismal biology such as ecology,
natural history, botany or zoology.
Program is preparatory for careers and future studies in forest
ecology, natural history, natural resource management and
communication.
Faculty: Nalini Nadkarni (forest ecology), Kevin Francis
(philosophy of science)
Temperate rainforests are a highly valued ecosystem in the Pacific
Northwest and other parts of the world. They support a complex
and interconnected web of life that encompasses a tremendous
diversity of biota, including humans. In this program, we will learn
about these ecosystems using a variety of contemporary ecological
methods. Our particular focus will be on ecosystem processes such
as nutrient cycling in rainforests of the Olympic Peninsula.
We will examine the scientific process that ecologists use to
study complex ecosystems through historical, philosophical and
scientific readings. In addition, we will study the human impacts
on temperate rainforests and social pressures and environmental
policies that influence the health of these ecosystems. Seminars
will draw on diverse readings, including scientific articles from the
primary literature. Students will also learn how to write and critique
scientific writing, and will undertake an independent study project
that draws on natural history and the scientific method.
We will take advantage of our own rainforests in Washington
state by taking several multi-day field trips to the eastern and
western lowland areas of the Olympic rainforest to study the natural
history of plants and animals, carry out short-term ecological field
studies, and visit lumber mills, secondary forest product processing
plants, and other elements of human exploitation of rainforests. We
will also visit coastal systems to better understand the links between
temperate rainforests and the marine environment. To complement
the scientific approach, we will examine how to convey information
about temperate rainforests to the public in writing and other media.
Faculty Signature: Students interested in taking this program must
submit a one-page letter outlining 1) relevant courses/programs, b)
work/internship experience, c) reasons for taking the program, and
d) 2 references - preferably from Evergreen faculty - to either Nalini
Nadkarni or Kevin Francis. For more information, contact faculty
members or meet with them at the Academic Fair, May 13, 2009.
Qualified students will be admitted until the program fills.
Credits: 16 per quarter
Enrollment: 50
Special Expenses: Approximately $320 for overnight field trip and
field supplies.
A similar program is expected to be offered in 2011-12
Planning Units: Environmental Studies and Scientific Inquiry
Programs I 77
Theatre Intensive: Theatre Production
To Learn, To Perform, To Teach
Spring
Fall, Winter and Spring
Major areas of study include acting, directing, theatrical design,
stage management, dramaturgy, costuming, lighting, sound,
publicity, theatre history, critical theory and dramatic literature.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in the
performing arts, technical theatre, dramaturgy and acting.
Faculty: Walter Eugene Grodzik (theatre)
Major areas of study include American history, education, music
and theater performance, writing and research.
Class Standing: This Core program is designed for freshmen.
Program is preparatory for careers and future studies in
education, music and theater performance, writing and activism.
Faculty: Elizabeth Williamson (literature, theater studies), Arun
Chandra (music and performance), TBA (United States history)
Theatre Intensive: Theatre Production will consist exclusively
of participat-ing in a faculty-directed stage produc-tion of a play
chosen by the instructor. The play will be chosen from the realistic
or avant-garde theatre canon and will be chosen after auditions for
the program. This will allow us to work with acting and directing
techniques that were specifically developed for the type of theatre
we will be performing. For example, these techniques could include
Stanislavski's Sense Memory, Michael Chekhov's Psychological
Gesture, or Anne Bogart's Viewpoints. Students will experience
rigorous training in movement and vocal techniques and will learn to
utilize these techniques in the performance of the play.
Participation in the production involves acting in the play,
dramaturgical work, assistant directing, stage management, set,
costume, lighting and sound design, set and costume construction,
publicity, and all the other areas related to a successful play
production. For example, after a successful audition, a student will
be cast in the play, and will spend about half to three quarters of
program time in rehearsal, and the rest of the time working in the
shop building the set or on some other aspect of the production. A
student presenting a portfolio of lighting design work could become
the lighting designer for the production as well as the publicity
coordinator. In short, every student will participate in more than
one area of the production process. While the production will be
directed by the faculty member, the process will be an interactive
collaboration among all participants.
The first seven to eight weeks of the program will be spent in
rehearsal, culminating in a fully mounted site-specific production or
a production in the Experimental Theatre. In addition to rehearsals
and production work, students will examine dramaturgical matters
closely related to the production through readings and seminar
discussions about the genre of the play, as well as about its social,
political, economic and cultural environment. This will help us to
understand the world of the playas well as the world of the author.
All students who are interested in interviewing/auditioning for
the program should contact the faculty member directly.
This program is designed to explore subjects that matter by using
performance as a teaching medium. Our goals are to learn how to
teach the things we read about and to work collaboratively. Students
will pursue these learning goals by researching and writing critical
essays, by writing and rehearsing scripts for performance, and by
performing in front of an audience. Critical and creative processes
will be inextricably linked in all our activities.
Each quarter will begin with students conducting academic
research on topics that interest them. Next, students will work
in groups (determined by their research topics) to create and
critique a theatrical script (which may include music, dance or other
performance) developed from student research papers. During the
final weeks of the quarter, students will be ready to rehearse and
perform the research material. Thus, during each quarter the initial
academic research will have its fruition in a performance whose goal
is to teach the research to an audience outside the classroom.
During the first quarter, we will study 19th- and 20th-century
United States history with a focus on labor history, immigration, the
development of the prison industrial complex, and the rise of the
large office. Our hope is to take the results of this work to local
juvenile detention facilities for performance and collaborative work
with students in the Gateways program for incarcerated youth (http://
youthinaction.evergreen.edu/).
During the second quarter, we will
narrow our research to social conditions in the Pacific Northwest,
with a focus on environmental and economic issues, and on social
justice. We will perform the results of this work in local high schools.
Performances in the third quarter will focus on problems currently
being addressed by government agencies at the municipal and state
levels. We willperform the results ofthis work for government officials
as well as for state and local workers. Ongoing campaigns led by
local activists will help determine the format of these performances.
In addition to student work on critical writing and performative
projects, program faculty will give regular presentations on historical
examples of teaching through performance in the areas of literature,
theater, music and film, situating these artworks in the specific
historical moments in which they were created. Faculty will also
present examples of the difficulties and problems encountered in
presenting materials via the medium of performance: the resistance
of audiences to learning, the perils of "talking down" to an audience,
techniques of presentation of social problems, and the social function of
language in the presentation ofthought. These lectures and workshops,
together with skills-based work on various modes of performance,
will help frame and support students' independent work.
Faculty Signature: Admission by interviews/auditions. Interviews/
auditions will be conducted at the end of winter quarter and at
the Academic Fair March 4, 2010. For more information contact
Walter Eugene Grodzik at (360) 867-6076 or grodzikw@evergreen.
edu, before the auditions and Academic Fair. Qualified students
will be accepted until the program fills.
Credits: 16 per quarter
Enrollment: 25
Credits: 16 per quarter
Enrollment: 69 Fall, 69 Winter and 46 Spring
78 I Programs
Transcending Government
Transforming the Art of War:
From Clausewitz to AI-Qaida and Beyond
Fall and Winter
Major areas of study include humanities, social science and public
administration.
Class Standing: This all-level program accepts up to 25% freshmen
and supports and encourages those ready for advanced work.
Program is preparatory for careers and future studies in
humanities, social science and public administration.
Faculty: Bill Arney (none). Amy Gould (public administration,
social science)
Public service is more than a job; being a good public servant
requires a particular sense of self and orientation to one's work. In
this program, undergraduate students and students in the Masters
in Public Administration program will learn alongside one another as
we explore government in and of ourselves and government in the
civic realm. A public servant enters governance empty handed. He
or she must rely on the skills and wisdom of leadership developed
internally and practiced for the benefit of others.
Fall quarter will focus on "transcending ourselves," our own
conceptions about government and our roles in governance. We will
develop personal navigation check points for decision making. The
purpose of this quarter is to form an ethic of reflective practice. Public
service will be cast not just as a technical problem but as a moral one.
For winter quarter, we will focus on existing governmental
systems and functions. How can we transcend government as it is?
We will work to create better government in the daily lives of our
communities. This may result in the installation of bulletin boards,
park improvements, the construction of meeting spaces, direct
advocacy, drafting initiatives or policies, making manuals, etc. Finally,
we will apply our learning to case studies of existing examples of
government going on around us. Our question throughout will be,
"What might it mean to transcend government?"
NOTE: This program is a joint offering with the Masters in Public
Administration program. Undergraduates and graduate students
will meet for an all-program meeting on Monday nights. Be sure
to check other details of the program schedule (available on the
program website) before joining this program. It is important that
you decide, in advance, that you will be able to attend all program
meetings. In addition, this program will involve a large independent
research project, generally in the fields of public administration,
government, social sciences, and philosophy.
Credits: 16 per quarter
Enrollment: 24
Planning Units: Culture, Text and Language, Programs for
Freshmen and Society, Politics, Behavior and Change
Winter and Fall
Major areas of study include international politics, war and
terrorism.
Class Standing: This all-level program accepts up to 25% freshmen
and supports and encourages those ready for advanced work.
Program is preparatory for careers and future studies in
international studies, political science, politics, military theory and
practice, peace and justice, law and journalism.
Faculty: Steve Niva (international studies, Middle East studies)
This program will examine the transformation of the practice of
war in the modern period, from the rise of modern industrial war
to the proliferation of new forms of warfare that include guerilla
insurgencies, transnational terrorism and asymmetric war.
In fall quarter, we will primarily focus on the emergence and
transformation of modern war at the level of form-the
changing
nature and strategies of war. We will explore the work of military
theorists such as Clausewitz, Mao, Virilio and others who have
theorized and contributed to the changing nature of war. We will
examine key historical turning points in the nature and strategies
of war, including Napoleon's wars in Europe, World War I and
World War II, Maoist guerilla war, the French war in Algeria and the
American war in Vietnam. We will also examine changes in the form
of revolutionary and insurgent violence, from vanguardist violence to
people's war to non-violent strategies.
In winter quarter, the program will bring these theoretical and
historical insights to bear in order to understand the changing nature
of war in the late modern period. We will examine how the rise of
unconventional and asymmetric war at the end of the 20th century
has created a new" generation" of warfare, concluding with a focus
on the U.S. war in Iraq and the rise of transnational Jihadist terrorist
groups like Al-Oaida. In this context, we will focus on the rise of
unconventional tactics such as suicide bombings and truck bombings
among insurgent groups and also examine contending theories
about how best to respond to these unconventional tactics. We will
read and critically analyze the new Army/Marines Counterinsurgency
Field Manual in the context of the American war in Iraq as well as
current debates over the strategies and tactics of counter-terrorism
following the 9/11 terror attacks.
Students in this program will gain a thorough knowledge of the
modern history of war; develop an understanding of contending
theories and strategi;: approaches to war; understand the diversity
and strategies of guerilla and insurgent groups; and develop an
ability to engage in critical thinking, analytical writing and informed
opinions regarding these topics.
The program will be organized around a series of texts, exercises,
films and assignments, including several class presentations, roleplays and analytical papers. We will watch films and documentaries
to supplement our learning, including The Battle of Algiers, The
Siege, Occupation: Dreamland and others. This program will
demand a serious commitment by students to all of the work within
the program.
Credits: 16 per quarter
Enrollment: 24
Planning Units: Culture, Text and Language, Programs for
Freshmen and Society, Politics, Behavior and Change
Programs I 79
Tropical Rainforests
Undergraduate
Winter
Fall, Winter and Spring
Major areas of study include ecology and evolution of tropical
ecosystems, statistics for field biology and introductory Spanish.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: Introduction to Environmental Studies or one year
of college-level science.
Program is preparatory for careers and future studies in
environmental studies, ecology, conservation biology,
evolutionary biology and Latin American studies.
Faculty: John Longino (entomology, ecology, evolution), Alison
Styring (ornithology, ecology, evolution)
Major areas of study include biology, chemistry, physics,
computer science, astronomy and applied mathematics.
Class Standing: Sophomores or above; transfer students welcome.
The tropics are the cradle of the world's biodiversity. This
program will focus on Costa Rica, emphasizing biological richness,
field ecology, the physical environment, statistical analysis of field
data, conservation biology and Latin American culture. The first
seven weeks of the program will be held on the Evergreen campus,
followed by a mandatory three-week field trip to Costa Rica. The
on-campus portion will include lectures and labs on global patterns
of biological diversity, quantification and analysis of ecological
diversity, an overview of major taxa of Neotropical plants, insects and
vertebrates, and discussions of the physical environment of tropical
regions. This material will be integrated with classes in introductory
statistics and conversational Spanish.
During the Costa Rica field trip, we will visit four major field
sites, including coastal habitats, tropical dry forest, cloud forest
and lowland rainforest. Students will learn about common plants
and animals in each area, dominant landforms and ecological
processes, conservation issues and current biological research
activities. Students will also learn techniques of field research by
participating in quantitative field labs, both faculty and student led.
In the evenings there will be a series of guest lectures by research
scientists. The field trip will require rigorous hiking and backpacking
in remote locations.
Upper division science credit may be awarded in ecology and
evolution of tropical ecosystems and statistics for field biology.
Faculty Signature: Students must submit an application.
Assessment will be based primarily on writing skills and
background knowledge in the sciences. Application forms are
available on the program website and from John T. Longino,
(360) 867-6511, longinoj@evergreen.edu. Applications received
by the Academic Fair, December 2, 2009, will be given priority.
Qualified students will be accepted until the program fills.
Credits: 16 per quarter
Enrollment: 24
Special Expenses: Approximately $2,500 for a three-week field
trip to Costa Rica.
A similar program is expected to be offered in 2011-12
Planning Units: Environmental Studies and Scientific Inquiry
,me programsmay be cancelled and others added after this printing.
Research in Scientific Inquiry
Program is preparatory for careers and future studies in biology,
chemistry, physics, computer science, astronomy and applied
mathematics.
Faculty: David McAvity (mathematics, physics), Andrew Brabban
(biology), Paula Schofield (chemistry), Lydia McKinstry (organic
chemistry), Neal Nelson (computer science), Sheryl Shulman
(computer science), James Neitzel (biochemistry), Clyde Barlow
(chemistry), Elizabeth Kutter (biology), Clarissa Dirks (biology),
Donald Morisato (biology), EJ Zita (physics, astronomy), Rebecca
Sunderman (physical chemistry), Dharshi Bopegedera (physical
chemistry), Judy Cushing (computer science)
Many faculty members in the Scientific Inquiry planning unit have
ongoing research projects that offer students the opportunity to
participate in research at the undergraduate level. Students typically
begin by working in apprenticeship with faculty or laboratory
staff and gradually take on more independent projects within the
context of the specific research program as they gain experience.
Well-prepared students are encouraged to take advantage of
Evergreen's flexible learning structure and excellent equipment
to work closely with faculty members on original research. Faculty
offering undergraduate research opportunities are listed below.
Contact them directly if you are interested.
Clyde Barlow (chemistry) works 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 (chemistry) would like to engage students
in three projects. (1) FTIRspectroscopy 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) Quantitative
determination of metals in chalk using ICP-MS. Students who are
interested in learning about the ICP-MS technique and using it for
quantitative analysis will find this project interesting. (3) Science and
Education. We will work with local teachers to develop lab activities
that will enhance the science curriculum in local schools. 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 as model organisms in molecular genetics and
as major players 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. Current projects
include the development of phage treatments to control E. coli
0157:H7 in the guts of livestock, Aeromonas salmonicida in local
hatchery fish, Pseudomonas aeruginosa
and Staphylococcus
infections of both humans and dogs (in collaboration with colleagues
in the Republic of Georgia). Students who commit at least a full year
to the research project, enrolling for 4 to 16 credits each quarter,
will learn a broad range of microbiology and molecular techniques,
with opportunities for internships at the USDA and to present data
at national and international conferences.
Judith Bayard Cushing (computer science) studies how
scientists might better use information technology in their research.
She would like to work with students who have a background in
For the most current information,
see www.evergreen.edu/catalog/2009-10.
-~-~~~-~----~
80 I Programs
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 object-oriented systems and new
database technologies, can be harnessed to improve the individual
and collaborative work of scientists.
Clarissa Dirks (biology) aimsto better understand the evolutionary
principles that underlie the emergence, spread, and containment
of infectious disease by studying the co-evolution of retroviruses
and their primate hosts. Studying how host characteristics and
ecological changes influence virus transmission in lemurs will enable
us to address the complex spatial and temporal factors that impact
emerging diseases. Students with a background in biology and
chemistry will gain experience in molecular biology techniques,
including tissue culture and the use of viral vectors.
David McAvity (mathematics) is interested in problems in
mathematical biology associated with population and evolutionary
dynamics. Students working with him will help create computer
simulations using agent-based modeling and cellular automata and
analyzing non-linear models for the evolution of cooperative behavior
in strategic multi player evolutionary games. Students should have a
strong mathematics or computer science background.
Lydia McKinstry (organic chemistry) 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. 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.
Donald Morisato (biology) is 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. He 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 their potential uses as antibiotics.
Neal Nelson (computer science) and Sheryl Shulman (computer
science) are interested in working with advanced computer topics
and current problems in the application of computing to the sciences.
Their areas of interest include simulations of advanced architectures
for distributed computing, advanced programming languages and
compilers, programming languages for concurrent and parallel
computing, and hardware modeling languages.
Paula Schofield (polymer chemistry, organic chemistry) is
interested in the interdisciplinary fields of biomedical polymers
and biodegradable plastics. Specific projects within biomedical
polymers involve the synthesis of poly (lactic acid) copolymers that
have potential for use in tissue engineering. Also, research in the
field of biodegradable plastics is becoming increasingly important,
as bacterial polyesters show great promise in replacing current
petroleum-derived
plastics and in reducing the environmental
impact of plastic wastes. Students with a background in chemistry
and biology will gain experience in the synthesis and characterization
of these novel polymer materials, and in biological procedures used
to monitor biodegradation and biocompatibility. Students will also
present their work at American Chemical Society (ACS) conferences.
Rebecca Sunderman (inorganic/materials chemistry and physical
chemistry) is interested in the synthesis and property characterization
of new bismuth-containing materials. These compounds have 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 Solar Max) to
millennia (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 solar mysteries
by modeling the magnetic dynamics of the Sun. Students can study
solar physics, plasma physics, and magneto hydrodynamics; use
simple optical and radio telescopes and tools to observe the Sun
from Olympia; and analyze data from satellites and supercomputers.
Strong research students may be invited to join our summer research
team in Olympia and/or Boulder, Co.
Faculty Signature: Students should contact the individual faculty
member in their area of interest for details on obtaining a
signature.
Credits: 4, 6, 8, 10, 12 or 16 per quarter
Enrollment: 2S
A similar program is expected to be offered in 2010-11
IES Research Workshop.
Photo by Jon Huey '06.
Programs I 81
Washington's Rivers and Streams
What's Love Got to Do With It?
Winter and Spring
Spring
Major areas of study include upper division stream ecology, fluvial
geomorphology, Pacific Northwest physical geography, and
quantitative reasoning.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: One year of college-level science.
Major areas of study include sociology, family studies, gender
studies and American history.
Class Standing: This lower-division program is designed for 50%
freshmen and 50% sophomores.
Program is preparatory for careers and future studies in public
policy, family law, education, gender studies, social work,
American history and sociology.
Faculty: Stephanie Coontz (family studies)
Program is preparatory for careers and future studies in earth
sciences, biological sciences, education and environmental studies.
Faculty: Paul Butler (earth science), TBA (stream ecology)
The rivers and streams of Washington transport two of the state's
most valuable (and often contentious) resources, water and fish. They
can also become quite hazardous when they flood various elements
of our infrastructure. Although the western part of the state appears
to be quite wet, disputes over water availability are common on both
sides of the Cascade Range. Many of these conflicts can be avoided
if decision-making processes pay more attention to basic principles
of ecology and hydrology.
Our primary objective in this two-quarter program is to explore
Washington's riparian zones and wetlands. We will cover the
hydrology and geomorphology of these waterways with a focus on
the movement of water and sediment, and the inherent variability
that accompanies these processes. In addition, our study of the
dynamic physical nature of aquatic systems will include interactions
between aquatic habitats and organisms at all levels of the food
chain. Specifically, we will cover microbial, algal, invertebrate and
vertebrate ecology in streams and rivers, as well as the major
ecosystem functions and services these aquatic habitats provide.
During winter quarter, our focus will be on the principles
and processes associated with freshwater ecology and fluvial
geomorphology. This will be accomplished through lectures, seminars
with emphasis on the primary literature, quantitative skill-building
labs, and local, one-day field trips. Students will also develop a
small-group research prospectus, which will be implemented during
the spring quarter. In addition to a major commitment to field work,
in the second half of spring quarter there will be a 5-day field trip to
eastern Washington to view freshwater habitats in the more arid parts
of the state. Students unable to participate in this field trip may opt
for additional work on campus, or reduced credit in spring quarter.
Faculty Signature: There is no signature for entry into the
program in winter quarter. Those wishing to join the program
in spring quarter will require a signature, and admission will
be based on an interview with the faculty team to assess the
suitability of the student's background. For more information,
contact Paul Butler at butlerp@evergreen.edu. Qualified students
will be accepted on a space available basis.
Credits: 16 per quarter
Enrollment: 50
Special Expenses: $150 for spring quarter field trip.
.nrne programs may be cancelled and others added after this printing.
This program examines the history of love, sex, marriage, and
male-female relations. For more than 100 years, marriage was the
critical marker of the transition to adulthood. Once young people
moved out of their parents' home, they generally spent very little time
on their own, but instead married and "settled down." Individuals
who did not follow this normative path were considered deviant
and faced considerable social discrimination. Today, marriage is no
longer the critical gateway into adulthood. It is more optional than
ever and it no longer has a virtual monopoly over the regulation of
sexuality and child-rearing. At the same time, our expectations of
married love are higher than ever before in history.
We will discuss the rise and fall of 20th-century courtship,
gender, and marriage norms and explore the many controversies
associated with the transformations of the last 30 years: the causes
and consequences of divorce and remarriage; the changing role
of singlehood and cohabitation in America; new gender roles and
sexual norms; and the future of male-female relations, same-sex
marriage and family life.
This program requires an intense commitment of time and
energy, especially in writing and revising papers. It will prepare
students for more advanced work in a wide range of disciplines. In
addition, it will sharpen skills in critical reading, effective writing, and
in-depth analysis and argumentation. A side benefit, but not the
main intent of the program, will be a better understanding of our
own interpersonal concerns and conflicts, as we learn to put them
in context, understand their origins, and see the larger social forces
that affect even the supposedly most private, individual aspects of
our lives.
Credits: 16 per quarter
Enrollment: 23
Planning Units: Programs for Freshmen and Society, Politics,
Behavior and Change
For the most current information,
see www.evergreen.edu/catalog/2009-10.
82 I Programs
Women's Studies:
Native American Women in the 20th Century
Fall
Major areas of study include Native American studies, women's
studies, 20th century U.S. history and political science.
Class Standing: Sophomores or above; transfer students welcome.
Program is preparatory for careers and future studies in women's
studies, Native American studies, education and the social sciences.
Faculty: Frances V. Rains (Native American studies)
Stereotypes of Native American women, such as squaw, princess,
and sexual slave, have plagued Native women since 1492. Ironically,
the history of Native women has reflected an extremely different
reality. Native women had rights 1,000 years ago that white women
would not receive in this country until 1920. Native women in this
past century have worked to protect the lands and the natural world,
to protect their cultures and languages, to defend Tribal Sovereignty,
and to protect the well-being of their families. But few learn about
these Native women, who have consistently defied the stereotypes
to work for the betterment of their peoples and nations.
Drawing upon the stories, experiences and writings of such
women, we will explore the ways in which leadership is articulated
in many Native American communities. We will critique how feminist
theory has both served and ignored Native women. Through case
studies, autobiography, literature and films, we will analyze how
Native women have argued for sovereignty and developed agendas
that privilege community over individuality. We will explore the
activism of 20th century Native women leaders, particularly in the
areas of the environment, the family system and the law.
Students will challenge post-colonial theory that merely
deconstructs and move to a consideration of decolonizing practices.
Students will develop skills as writers, researchers and advocates by
studying scholarly and imaginative works and conducting research.
Through extensive reading and writing, dialogue, art, films and guest
speakers, we will investigate important aspects of the life and times
of Native American women in the 20th and 21st centuries.
Credits:16 per quarter
Enrollment: 25
Working Small
Fall and Winter
Major areas of study include 3-D design, fine metalworking,
sculpture and art history.
Class Standing: Juniors or seniors; transfer students welcome.
Prerequisites: College-level studio art experience.
Program is preparatory for careers and future studies in the arts
and humanities.
Faculty: Jean Mandeberg (visual art)
This is a program for advanced visual art students interested
in the particular demands of making small scale art in fine
metalworking, jewelry making 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. Readings will include
such books as The Poetics of Space by Gaston Bachelard, On
Longing: Narratives of the Miniature, the Gigantic, the Souvenir,
the Collection by Susan Stewart, and XS: Big Ideas in Small-Scale
Building by Phyllis Richardson.
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. Fall quarter studio work will be
primarily guided by assignments and technical experimentation.
Winter quarter studio work will focus on independent work in series.
During both quarters this studio program will include opportunities
for collaboration such as a program exhibition.
Faculty Signature: Students must submit a writing sample and a
portfolio of previous work (physical work, CD or slides), including
examples of both two- and three-dimensional art (not necessarily
metalwork), and meet with the faculty at the Academic Fair,
May 13, 2009, 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.
Credits: 16 per quarter
Enrollment: 18
Special Expenses: Students might need to purchase precious metal
(sterling silver), stones, and some specialized tools depending on
the design of their work. Studio fee: $50.00 per quarter.
Written in Stone
Spring
Major areas of study include visual art, sculpture, drawing,
creative writing, cultural studies and environmental history.
Class Standing: This Core program is designed for freshmen.
Program is preparatory for careers and future studies in visual art,
sculpture, creative writing, education and cultural studies.
Faculty: Bob Leverich (sculpture, drawing), Robert Smurr
(environmental history), TBA (poetry)
Few things are as durable as stone or as evanescent as words,
yet both are elemental raw materials for human expression and
history. We shape stone to give shelter, to express meaning, and to
mark places and pasts. We shape words to speak, to envision, and to
evoke our personal and communal stories. We shape the past itself
with words and images, to describe who we are and to proclaim our
value to others. This program will give students the opportunity to
shape stone into sculpture, words into poetry, and experience into
history. We will explore the potential of each of these expressive
forms, and the process and craft of each.
Our program work will center on workshops in sculpture, poetry,
and the environmental history of our local and regional landscapes.
Readings, lectures, seminars and writing assignments will give
technical, historical and cultural contexts to our efforts. During
program field trips, we will consider landscapes as both material
and inspiration for sculpture, poetry and historical memory. In the
sculpture studio, students will draw, work with stones as found
objects, and learn basic stone carving methods, and consider
alternative ways to use stone expressively. In poetry workshops,
students will read and study works of selected poets, write poems,
and read and respond to each other's works. Lectures, readings,
seminars and expository writing will explore historical, cultural
and personal dimensions of landscape. The program goals are for
students to advance their expressive skills with words and images,
and to make and explore potent connections between stones and
words, sculpture and poetry, history and landscape.
Credits: 16 per quarter
Enrollment: 55
Special Expenses: $150 for drawing and studio equipment and
materials, $75 studio fee, $125 for one overnight field trip.
Programs I 83
Graduate Studies
MASTER OF EDUCATION
IN CURRICULUM AND INSTRUCTION
(M.ED.)
Magda Costantino, Director
Lynne Adair, Program Coordinator
(360) 867-6639 or adairl@evergreen.edu
The Master of Education Program is a 40-credit, seven-quarter program intended to allow current K-12 teachers to advance in their abilities
and professions by providing a graduate-level theoretical and practical framework to increase their positive impact on student learning.
All candidates will engage in a core coordinated studies curriculum encompassing the needs of diverse learners in multicultural settings,
the latest research on how the brain, culture and language development influence learners, and the integration of research and data analysis
into teaching practices. Included in the core will be topics such as curriculum theory, best practices, developmentally appropriate curriculum,
critical pedagogy, and cultural competence. Current and prospective district-level curriculum supervisors, as well as others involved in
education, may also be interested in this advanced degree because of the program's focus on effective, research-based classroom practices.
Along with the completion of the core program of study, candidates will have the opportunity to prepare for an endorsement in the area
of English as a Second Language and Mathematics Education with an option to complete their Professional Certification.
For complete information on admissions requirements and procedures, please visit www.evergreen.edu/med.
MASTER OF ENVIRONMENTAL
STUDIES (MES)
Edward A. (Ted) Whitesell, Director
J.T. Austin, Assistant Director
(360) 867-6225 or austinj@evergreen.edu
The Evergreen State College's Graduate Program on the Environment offers a Master of Environmental Studies (MES) degree. This graduate
program integrates the study of the biological, physical, and social sciences with public policy. Its core curriculum explores the interactions
among environmental problems, policy responses, and environmental sciences. The program produces graduates who combine an interdisciplinary
understanding of environmental sciences with the skills and wisdom to intelligently address environmental problems, providing quality professional
preparation for people employed in the public, private, and non-profit sectors or for continuing graduate study in related fields.
For complete information on admissions requirements and procedures, please consult the current catalogue of the Graduate Program on
the Environment or visit www.evergreen.edu/mes.
MASTER OF PUBLIC ADMINISTRATION
(MPA)
Magdalene
Cheryl Simrell King, Director
Randee Gibbons, Assistant Director
(360) 867-6554 or gibbonsr@evergreen.edu
McCarty, Assistant Director, Tribal Governance track
(360) 867-6202
or mccartym@evergreen.edu
The Masters Program in Public Administration provides high-quality professional education to students pursuing careers within government
agencies, nonprofits, tribal governments, and research and advocacy organizations, Hundreds of program graduates work in responsible
positions throughout Washington state, the Northwest, and beyond. Through the program, students gain important knowledge and skills and
learn how to be effective advocates for change. Evergreen's MPA program is unique, due to our emphasis on social change and democratic
governance, and the College's innovative approach to education.
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, visit www.evergreen.edu/mpa/mpatribal/home.
JOINT MES/MPA
DEGREE
The Master in Environmental Studies and Master in Public Administration programs also offer a combined MES/MPA degree.
This joint program is designed both for environmental professionals who wish to improve their administrative skills and for public
administrators who want to gain expertise in the analysis of environmental issues. Students must complete a total of 96 credits in
both programs to obtain the degree. For more information, contact the assistant MES director or the associate MPA director.
MASTER IN TEACHING
(MIT)
Sherry Walton, Director
Maggie Foran, Admissions and Advising
(360) 867-6559 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.
Catalogs are available from the Graduate Studies office, Lab I 3019, or the Admissions office.
Some programs may be cancelled and others added after this printing. For the most current information,
see www.evergreen.edu/catalog/2009-10.
84 I Admissions
Admissions
Complete and updated information regarding admission criteria and standards for all applicants
is available on Evergreen's Admissions Web site: www.evergreen.edu/admissions.
ELIGIBILITY FOR ADMISSION
Applicants are initially reviewed based upon academic factors such as grade point average, test scores and course work
completed and/or attempted. 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.
Information you provide on your application for admission may support programs for all students. The data collected
from responses to the questions in the Family Information and Ethnic and Racial Information sections of the applicationsuch as education level of your parents and your ethnicity/race-may result in additional funding from Washington state
and federal government programs to support the educational needs of all Evergreen students. Additionally, you may be
eligible for financial assistance through "Passport to College," if you were in foster care in Washington. More information
about Passport to College may be found at www.evergreen.edu/apply.
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.
TO APPLY FOR ADMISSION
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 to October 1
Spring Quarter accepting applications
from June 1 to December 1
Your application file should have all of the required documents by the latter 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 processing delays and increase the likelihood that your
application file will be complete and ready for review in a timely manner.
Use the online application or print the four page application from a PDF file found at www.evergreen.edu/apply.
GENERAL TRANSCRIPT INFORMATION
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. Iftranscripts 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.
Admissions I 85
ADDITIONAL INFORMATION FOR FRESHMAN APPLICANTS
ACCEPTABLE COLLEGE 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 nonEnglish-speaking countries who entered the U.S. educational system at the eighth grade or later.
Science: Two years of laboratory science are required. One credit (one full year) of algebra-based biology or chemistry
or physics should be included inthis two year requirement. The second year may be completed in any lab science course
that satisfies the high school's graduation requirement in science. Students planning to major in science or sciencerelated 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 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.
More information for freshman applicants can be found at www.evergreen.edu/admissionslfreshman.htm
86 I Admissions
ADDITIONAL
COMMUNITY
INFORMATION
FOR TRANSFER APPLICANTS
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 CLEf, 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:
a minimum test score of 3 is required to receive credit.
CLEP general and subject examination may also generate credit. Minimum test scores vary by subject area.
International Baccalaureate (lB): 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
finallB 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/ews.
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 formal application process.
More information
for transfer applicants can be found at www.evergreen.edu/admissions/transfer.htm
Tuition and Fees I 87
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 non-citizen.
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 pre-registered. 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. Web payment is also available for students wishing to pay with Visa, Mastercard or E-check.
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. If the student is dependent on someone else for
financial support while attending Evergreen, it is his or her responsibility to make sure that the other party is aware of
what payments are due and that the payments are made on time. You may set up a special billing address so your bills
are sent directly to the person who pays them. Contact the Student Accounts Office for more information.
Failure to pay tuition and fees in full by the deadline 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 late-registration fee.
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.
88 I Tuition and Fees
ESTIMATED EXPENSES
These estimates are for a single undergraduate student who lives on or off campus and attends full time during the
2009-10 nine-month academic year.
RESIDENT
NON-RESIDENT
$4,797
$15,657
Books and supplies
924
924
Housing and meals
8,052
8,052
Personal needs
1,941
1,941
Transportation
1,098
1,098
$16,812
$27,672
Tuition and Fees
Total
Note: Full-time undergraduate tuition figures do not include the quarterly health, transit, CAB, and clean energy fees, which are mandatory
for students attending the Olympia campus.
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 2008-09 academic year. Visit www.evergreen.edu/tuition
or call Student
Accounts to verify tuition rates at (360) 867 -6447.
I
ENROLLMENT
STATUS
QUARTER CREDIT HOURS
I
RESIDENT TUITION*
I
NONRESIDENT
TUITION*
Full-time
Undergraduate
10-18
19
20
$1,599 per quarter
$1,738
$1,877
$5,219 per quarter
$5,705
$6,191
Part-time
Undergraduate
9 or fewer
$159.90 per credit;
2 credit minimum
$521.90 per credit;
2 credit minimum
Full-time Graduate
8 MPA& MES
16 MIT
$1,751.20 per quarter
$2,189 per quarter
$5,334.40 per quarter
$6,668.00 per quarter
Part-time Graduate
9 or fewer**
$218.90 per credit;
2 credit minimum
$666.80 per credit;
2 credit minimum
·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
$15
Application
Fee (nonrefundable)
$50
Returned Check
Mandatory
Health Fee (quarterly)
$47
Reinstatement/late-registration
Mandatory
Bus Pass (quarterly)
CAB Renovation
$1.10
Fee
up to $13.20
ID Card Replacement
with meal plan
$5
$25
$5.75
Graduation
$25
per credit
per credit
$1 per credit
Clean Energy Fee
$50
Fee
Fee
Undergraduate
Admission Deposit (nonrefundable)
$50
Late Night Transit Fee (quarterly)
$3
Graduate Admission Deposit (nonrefundable)
$100
WASHPIRG
$8
Transcript. per copy
$10
(quarterly,
waivable)
Housing 1 Administrative
Fee: Rental Contract or Unit Lease
These fees are current at time of publication.
$45 each
Please check to verify amounts or additional
fees.
PARKING FEES
Automobiles 1 Motorcycles
Automobiles 1 Motorcycles
Daily
$2.00
Academic year
Quarterly
$401$25
Full year
$1151 $60
$1201$65
Registration and Academic Regulations I 89
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 at my.evergreen.edu.
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 a 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 online. 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.
COLLEGE EMAIL POLICY
All students, including both admitted and "special" (non-admitted) students, will be given an Evergreen email account
upon admission (or registration for "special" students.) This em ail account will be a primary mechanism for official college
communications to students, including registration and student account information, announcements of official college
policies and general announcements and information. As part of their responsibility to work with the college to manage
their business and enrollment issues, students are expected to check their college email account on a regular basis.
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 their MyEvergreen account. See also Billing and Payment
Procedures, page 87.
TO ADD, CHANGE, OR DROP A PROGRAM
If you want to add, change or drop 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 essential to
complete any changes as soon as possible. (See Refunds/Appeals, page 87.)
WITHDRAWAL
You may 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 87.)
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).
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.
90 I Registration and Academic Regulations
ACADEMIC
CREDIT
General Policies
You receive academic credit for meeting your program 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.
Credit Limit
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:
Freshmen
0-44 credits
Sophomores
45-89 credits
Juniors
90-134 credits
Seniors
135 or more credits
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 97.)
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.
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.
Confidentiality
of Records
The federal Family Educational Rights and Privacy Act (FERPA)gives students certain rights regarding their education
records. You have the right to:
Inspect and review your educational records within a reasonable time period
Request an amendment to education records you believe are inaccurate or misleading
Consent to disclosures of personally identifiable information contained in your records,
except to the extent that FERPA authorizes disclosure without consent
File a complaint with the U. S. Department of Education concerning
alleged failures to comply with the requirements of FERPA
You must contact the Office of Registration and Records in person or by telephone if you want your records kept
confidential. These records include your name, address, telephone number and student status.
Questions concerning your rights under FERPAshould be directed to the Office of Registration and Records.
Registration and Academic Regulations I 91
ACADEMIC STANDING POLICY
The academic standing of each Evergreen student is carefully monitored to ensure the full development of his or her
academic potential. Any student not making satisfactory academic progress, as defined below, is informed of her or his
standing and is advised accordingly.
Formal faculty evaluation of student achievement occurs at the conclusion of programs, contracts, courses and
internships. In addition, any student in danger of receiving less than full credit at mid-quarter is so notified in writing by his
or her faculty or sponsor. A student making unsatisfactory academic progress will receive an academic warning and may be
required to take a leave of absence.
1. Academic warning.
A student who earns less than three-fourths of the number of registered credits in two successive quarters or
cumulative credit for multiple term enrollment, will receive an academic warning issued from the Office of Enrollment
Services. A student registered for six credits or more who receives no credit in any quarter will receive an academic
warning. These warnings urge the student to seek academic advice or personal counseling from a member of the faculty
or through appropriate offices in Student Affairs. A student will be removed from academic warning status upon receiving
at least three-fourths of the credit for which he or she is registered in two successive quarters.
2. Required leave of absence.
A student who has received an academic warning, and while in warning status 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
A student who is dismissed from the college for academic reasons will not be allowed to register for any academic
program or course at the college during any subsequent quarter. A student who has been dismissed may only be
readmitted to the college by successfully petitioning the academic deans. The petition must convince the deans that there
are compelling reasons to believe that the conditions that previously prevented the student from making satisfactory
academic progress at Evergreen have changed.
GRADUATION
REQUIREMENTS
• The minimum requirement for the Bachelor of Arts or the Bachelor of Science is 180 credits.
• If you transfer credit from another college, you must earn at least 45 of your last 90 credits while enrolled at
Evergreen to be eligible for an Evergreen degree. Credits for Prior Learning from Experience documents or CLEP
tests do not satisfy the 45-credit requirement.
• If you have a bachelor's degree from a regionally accredited institution (including Evergreen) and wish to earn a
second bachelor's degree, you must earn at least 45 additional credits as an enrolled Evergreen student.
• The Bachelor of Science degree requirement also includes 72 credits in mathematics, natural science or computer
science, of which 48 credits must be in advanced subjects.
• Concurrent awards of Bachelor of Arts and Bachelor of Science degrees require at least 225 credits, including 90 at
Evergreen, and application at least one year in advance.
• To graduate, you must submit an application form to the Office of Registration and Records at least one quarter in
advance of your anticipated graduation date. For specific information regarding graduation requirements for MPA,
MES and MIT programs, please refer to the appropriate catalog.
For more information about academic regulations, call (360) 867-6180.
ENROLLMENT
STATUS
Full time
Part time
Undergraduate students
12-20 credits
11 credits or fewer
Graduate students
10-12 credits
9 credits or fewer
(For graduate students' financial aid purposes, 8 credits are considered full time, 7, part time.)
92 I Faculty
Faculty
The following
be found
is a list of Evergreen's
on the Academic
faculty
Advising
as of summer
2008. A more extensive
description
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.
Arizona, 1995; Ph.D., American Studies, State
University of New York at Buffalo, 2001.
Dharshi Bopegedera,
Physical Chemistry,
1991; B.s., Chemistry, University of Peradeniya,
Scott Coleman, Education, 2001; Master in
Teaching Director, 2001-2006; B.S., Biology,
Michelle Aguilar-Wells,
Community-Determined,
Sri Lanka, 1983; Ph.D., Physical Chemistry,
University of Arizona, 1989.
State University of New York, College at
Brockport, 1973; M.A., Elementary Education,
Reservation-Based/
2001; B.A., Human
Public Health, 2008;
B.A., Anthropology, Barnard College, 1977;
M.D., Columbia University, 1980; M. Public
Health, Health Services, University of
Washington,
1988.
Jeff Antonelis-Lapp,
ReservationBased/Community-Determined,2001;
B.S., Environmental Education, Western
Washington University, 1978; M.Ed., Science
Education, University of Washington, 1982.
Frederica
Bowcutt,
Ecology, 1996; B.A.,
San Diego State University, 1980; Ph.D.,
Instructional Systems Technology, Indiana
Botany, University of California, Berkeley,
1981; M.S., Botany, University of California,
University, 1989.
Amy Cook, Fish Biology, 2001; B.S., The
Evergreen State College, 1990; Ph.D.,
Biological Sciences, University of California,
Davis, 1989; Ph.D., Ecology, University of
California, Davis, 1996.
Andrew Brabban, Molecular Biology, 2001;
B.S., Microbial Biotechnology, University of
Irvine, 1998.
Liverpool, U.K., 1989; Ph.D., Genetics and
Microbiology, University of Liverpool, U.K.,
1992.
~
Eddy Brown, Writing, 2001; Academic
~
Dean, 2{)04-pres.ent; B.A., English and
'-'-'
Theresa A. Aragon, Management,
1999;
Humanities, Fort Lewis College, 1979; M.A.,
Academic Dean 2006-present, B.A., Political
English, University of Arizona, 1987; M.F.A.,
'Science/Philosophy, Seattle University, 1965)-'
Creative Writing, Goddard College, 1996.
M.A., Political Science/Sociology, University
B'II BE'
1981 D
f
~
f N
M .
1968' Ph D P liti I
i;: I runer, conornrcs,
; ean 0
o . ew /pexb'lco'Ad .'.
. :' °U' rea .
f -,~~ibrary
Services, 1992-2001; B.A. Economics
s cience u IC
ministration,
ruversrty 0 "'"'~
.
'.
W hi
1977
,,~and
Mathematics, Western W~hlrgton
~s. mqton,
.
\.l(\'IUniversity, 1967. 'io I D- I \
.ll
:t
.:r-e-t;%~~'f~
Wilham
Ray Arney.
u>
l
0\
Bayard Cushing, Computer Science,
h
d Phil
h
h
II
1982; B.A., Mat an Phi osop y, T e Co ege
of William and Mary, 1968; M.A., Philosophy,
Kalamazoo College, 1972; M.A., Ceramics,
Ohio State University, 1974.
Liberal Arts, The Evergreen State College,
1977; M.M., Music Composition, University of
Bruce Davies, Public Administration Tribal
Governance, 2006; B.A., College of Letters,
Bailey Languages and
Literature, 1989; B.A., Foreign Languages
Washington, 1982; D.MA,
Music Composition,
Wesleyan University, 1974; J.D., University of
University of Washington,
1987.
and Literature, University of Nevada,
1972; M.A., French Language and Culture,
University of Nevada, 1974; Doctor of
Letters, Francophone Literature and
Culture, Sorbonne, University of Paris, 1985;
Graduate work at University of Washington
U'
.
f T bi
G
'Arun
ruversrty 0 u Ingen, ermany.
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.
.
Chandra, MUSICPerformance, 1998;
B.A., Composition and English Literature,
Jon S. Davies,
Don Bantz, Public Administration, 1988;
Academic Dean, 2000-03; Provost and
Franconia College, 1978; M.M., Guitar
Performance, University of Illinois, Urbana/
M.A., History, Yale University, 1993;
M. Philosophy, History, 1996; Ph.D., History,
Champaign, 1983; D.M.A., Composition,
Yale University, 1998.
University of Illinois, Urbana/Champaign, 1989.
....
Gerardo Chin-Lee, Manne Biology, 1991,
B.A., Reed College, 1982; M.s., Marine Studies
Diego de Acosta, Spanish Literature
d
.'
I
d
an Language, 2008, B.A., SOCIOogy an
Linguistics, Princeton University, 1998; Ph.D.,
~LY~.t~Academlc
l."
)(iiZ~
Judith
Brown University, 1969; Ph.D., Computer
5 .
0
G d tin
t 1995
crence, regon
ra ua e ns I u e,
.
Art, 1974; B.A., French,
Marianne
II'
l
Stephanie Coontz, History and Women's
Studies, 1974; B.A., History, University of
California, Berkeley, 1966; M.A., European
History, University of Washington, 1970.
h d
TaB.
Curtz, Emeritus, Literature, 1972;
B A , Philosophy, Yale University, 1965, M A,
Literature, University of California Santa
Cruz, 1969, Ph D, Literature, University of
California, Santa Cruz, 1977
A d
B h
M'
1986 C
T
n rew
uc man,
USIC,
; ern rcate,
School of Musical Education, 1971; B.A.,
Susan M. Aurand,
I\
can
Peter G. Bohmer, Economics, 1987; B.S.,
Economics and Mathematics, Massachusetts
Institute of Technology, 1965; Ph.D.,
Economics, University of Massachusetts, 1985.
Nancy Anderson,
t\V~~
J'lJ\\'
areas of expertise
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
Services, Western Washington University,
1977; M.P.A., University of Arkansas.
,\,b
of their
Web site: www.evergreen.edu/advising.
Vice President, 2004-present;
B.A., Management/Marketing,
1970; M.P.A.,
University of Southern California, 1972; D.P.A.,
U'
.
f 5
h
C lif
. 1988
ruversrty 0 out ern a I orma.uvoo.
Clyde
Barlow,
Chemistry, 1981; B.s., .
Chemistry, Eastern Washington University,
1968; Ph.D., Chemistry, Arizona State
U'
.
1973
niversity,
.
Maria
Bastaki,
Environmental
Health,
Denver, 1979.
Teacher Education
(Language Arts), 2008; B.A., English,
Oberlin College, 1972; M.A., Physical
Education, Oberlin College, 1978; Ed.D,
University of San Diego, 1994.
S
D'
.
tacey
aVIS, European History, 1998;
B.A., History, Princeton University, 1992;
(Oceanography), University of Delaware,
Linguistics, Cornell University, 2006.
Lewes, 1985; Ph.D., Oceanography,
University of Delaware, Lewes, 1988.
Clarissa Dirks, Biology, 2006; B.S.,
M'
bi I
A .
St t U'
it 1994'
rcro 100gy, nzona
a e mversi y,
,
Ph.D., Molecular and Cellular Biology,
Krishna
Chowdary,
Physics, 2007; B.A.,
Physics, Johns Hopkins University, 1995;
University of Washington, 2001.
2005; B.S., Science, University of Patras,.
1988; Ph.D., Pharmacology of Anqioqenesis,
University of Patras, 1994.
M.S., Physics, Carnegie Mellon University,
1997; Doctoral Studies (ABD), PhYSICS,
Carnegie Mellon University.
Carolyn E. Dobbs, Emerita, Urban Planning,
1971; Academic Dean, 1987-91; Interim Vice
President for Student Affairs, 1991-92;
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
Savvina A. Chowdhury,
Feminist
Academic Dean, 1992-94; Director of
Economics, 2008; B.A., International
~
Graduate Program in Public Administration,
Studies, University of Southern Maine, 1995; \i 1994-98; B.A., History-Political Science,
M.A., Economics, University of California,
~ Memphis State University, 1963; M.A., Political
Riverside; Ph.D., Economics, University of
..,,;: Science, University of Kentucky, 1966; M.,
Washington,
California, Riverside, 2005.
1988; M.A.,. Organizational
Development, The Fielding Institute, 1993;
Ph.D., Human and Organizational Systems,
Th F ldi
I tit t 1996
e Ie Ing ns I u e,
.
5 II J CI'
FI
d T. I ..
1978
BaSYS'
on Inuger, urn ~~69 e~:VA,sloTnh' ;
.. , yracuse ruversrty,
; .. ,
eater,
Ohio State University, 1971;Ph.D.,Communications-Film, Ohio State University, 1974.
~
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.
Faculty 193
Kathleen
Eamon, Philosophy, 2006;
B.A., Liberal Arts, St. John's College, 1997;
M.A., Philosophy, Vanderbilt University,
2004, Doctoral Studies (ABD), Philosophy,
Vanderbilt
~
University.
Laurance
Administration,
York College at Brockport,
Jorge
1998.
Gilbert,
Sociology, 1988; Licenciado
en Sociologia, Universidad de Chile;
M.A., Sociology in Education, University
of Toronto, 1975; Ph.D., Sociology in
Education, University ofToronto, 1980.
specializing in Native American Art,
University of New Mexico, 2005.
Ariel Goldberger,
Theatrical Design, 1996;
B.Arch., Temple University, 1987; M.F.A.,
Feddersen,
Printmaking, 1989; B.F.A.,
Printmaking, University of Washington,
..
f"
\\\ M.F.A., University 0 Wlsconsln,1989.
1983;
Susan R. Fiksdal, Linguistics and Languages,
1973; Academic Dean, 1996-2001; BA, French,
Western Washington University, 1969; M.A.,
. French, Middlebury College, Vermont, 1972;
M.A., Linguistics, University of Michigan, 1983;
Brandeis University, 1993.
• G'
S'
IS'
dL
ose
omez,
cera crences an
aw,
1988; Assistant Academic Dean, 1988-90;
J
Associate Academic Dean, 1990-96; B.A.,
Spanish, Journalism, Education, University of
Wyoming, 1965; Fulbright Scholar, Universidad
Nacional Autonoma de Nicaragua, 1967; J.D.,
Harvard Law School, 1981.
Public Administration,
Ph.D., Linguistics, University of Michigan, 1986.
Amy Gould,
Management
and International Business, 1972; B.S.,
Agriculture, Cornell University, 1956; B.A.E.,
Agricultural Engineering, Cornell University,
1957; M.S., Hydraulic Engineering, Colorado
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.
State University, 1964; Ph.D., Fluid Mechanics,
Colorado State University, 1966.
Walter Eugene Grodzik,
Theater, 2002;
B.A., Research and Theater Studies, Hiram
Anne Fischel, Film!Video, 1989; B.A.,
English and American Literature, Brandeis
University, 1971; M.A., Communication,
University of Massachusetts, Amherst, 1986;
Ph.D., Communication,
University of
College, 1977; M.A., Speech/Theater, Kent
State University, 1983; M.F.A., Directing,
Wayne State University, 1984; Fulbright
Scholar, 1984-86; Ph.D., Drama, University
of Washington, 2006.
Massachusetts,
Zoltan
John
Robert
Filmer,
Amherst,
1992.
2005;
Grossman,
Native American
Studies, 2005; B.A. and B.S., History and
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.
Geography, University of Wisconsin, 1984;
M.S., Geography, University of Wisconsin,
1998; Ph.D., Geography, University of
Wisconsin, 2002.
Teresa L. Ford, Master in Teaching, 1997;
B.A., English, Whitman College, 1983; Ed.M.,
Secondary Education, Washington State
University, 1988; Ph.D., Literacy Education,
Bob Haft, Expressive Arts, 1982; B.S.,
Psychology, Washington State University,
1971; M.F.A., Photography, Washington
State University, 1975.
Washington
Jeanne
State University, 1993.
Russell R. Fox, Community Planning,
1972; Academic Dean, 2001-2007; Director
«;;,
Master of Public
1997; B.A., Economics,
University of Washington, 1980; M.P.A., Policy
Analysis and Evaluation, George Washington
University, 1982; D.P.A., University of
Southern California, 1996.
Lara Evans, Art History, 2005; B.A., Studio
Art, Scripps College, 1994; M.A.I.S., Studio
Art (Painting) and Art History, Oregon
State University, 1998; Ph.D., Art History,
-f:; ;;)
~
J
R. Geri,
Rob Esposito, Modern Dance, 2008; Modern
Dance Technique, Nikolais/Louis Dance
Theatre Lab, 1975; B.F.A., Dance, State
University of New York College at Brockport,
1996; M.F.A., Dance, State University of New
.' fit 'i'h Joe
~'ol
'Q
Jennifer
Gerend, Land Use Planning,
2008; B.A., Government, German, Smith
College, 1998; M.Urban Planning, New York
University, 2000.
E. Hahn, Political Science, 1972;
Assistant Academic Dean, 1978-80; B.A.,
Political Science, University of Oregon,
'" !'\ of Center for Community Development,
1983-86; B.A., Mathematics, University of
--J::::
California, Santa Barbara, 1966; M., Urban
1962; M.A., Political Science, University
of Chicago, 1964; Ph.D. (ABD), Political
Science, Chicago, 1968.
~
Matthew
...tv
<i
Planning, University of Washington,
1971.
Kevin J. Francis, Philosophy of Science,
2004; B.A., Biology, Reed College, 1993;
Ph.D., History of Science and Technology,
University of Minnesota, 2002.
Hamon,
Photography, 2006;
B.A., Studio Art, Humboldt State University,
1999; Secondary Art Education, Humboldt
State University, 2000; M.F.A., Photography,
University of Washington, 2002.
George Freeman, Jr., Clinical Psychology, ~ W. J. (Joye) Hardiman,
Literature and
1991; B.A., Liberal Arts, Secondary
~ Humanities, 1975; Director, Tacoma Campus,
Education, Adams State College, 1977;
••.•••.•.1990-2007; BA, Literature, State University
M.A., Clinical Psychology, Southern Illinois,
~ of New York, Buffalo, 1968; Graduate studies,
University, 1984; Ph.D., Clinical Psychology,
\. Literature, State University of New York,
Southern Illinois University, 1990.
~
Buffalo, 1968-70; Ph.D., Applied Literary
St di
2006
~
K aren G au,I Sus t·ama b'I't
I I YUles,
;
B.A. Theology and Philosophy, Carroll
Studies and Urban Education, The Union
I'
1986
nstltute,.
College, 1984; M.T.S., Harvard Divinity School,
1987; M.A., Anthropology,
University of
Massachusetts, 1989; Ph.D., Anthropology,
University of Massachusetts, 1994.
Lucia Harrison, Public Administration, 1981;
Director, Graduate Program in Public
Administration,
1990-93; B.A., 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; B.A., 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; B.A.,
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.F.A., 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.
Chauncey Herbison,
African American
Studies, 2007; B.A., American Studies, East
Asian Languages and Cultures, English,
University of Kansas, 1972; M.A., American
Studies, University of Kansas, 1980;
Ph.D., American Studies, University of
Kansas, 2006.
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.
David Hitchens,
History, 1970; Campus
Adjudicator, 1987-89; B.A., History,
University of Wyoming, 1961; M.A, History,
University of Wyoming, 1962; Ph.D., History,
University of Georgia, 1968.
Karen 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.
Grace C. Huerta, Teacher Education (ESL),
2008; B.A., English, University of Southern
California, Los Angeles, 1981; M.A., English,
University of Southern California, Los Angeles,
1986; Ph.D., Educational Leadership and
Policy Studies, Arizona State University, 1994.
Sara Huntington,
Librarianship, 1987; B.A.,
The Evergreen State College, 1978; M.A.,
Literature, University of Puget Sound, 1982;
M.L.S., University of Washington, 1984.
Ryo Imamura, Psychology, 1988; B.A.,
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; B.A.,
English, National Taiwan University, 1980;
M.A., Theater, Northwestern University, 1981;
Ph.D., Theater, Northwestern University, 1989.
Jun, Clinical/Counseling
Psychology, 1997; B.S., Psychology,
Heesoon
Washington State University, 1971; M.A.,
Clinical Psychology, Radford University,
1972; Ph.D., Educational Psychology,
University of Washington, 1982.
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 of Tennessee-Knoxville,
1989.
941 Faculty
~
~
__
I
~
r:s
Ernestine
Kimbro,
Librarianship, 1987;
B.A., Gonzaga University, 1970; M.L.S.,
University of Washington, 1985.
Cheri Lucas-Jennings,
Public Policy, 1999;
B.A., Political Economy/Graphic Design,
San Francisco State University, 1974; M.A.,
King, Master in Public
Administration, 2000; Director of Graduate
Program in Public Administration 2006-2009,
B.A., Psychology/Sociology,
University of
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.
Texas, 1981; M.A.,Experimental/Testing
Psychology, University of Colorado, 1987;
Ph.D., Public Administration,
University of
Colorado, 1992.
Lee Lyttle, Library Sciences, 1992; Dean
of Library Services, 2001-2008; Academic
Dean, 1998-2001; B.F.A., Architecture,
University of New Mexico, 1974; M., Urban
Robert H. Knapp, Jt., Physics, 1972;
Academic Dean, 1996-99; Assistant
Planning, University of Washington, 1985;
M.,Library Sciences, University of Hawaii, 1991.
Cheryl
~
-
Simrell
Jean Mandeberg,
Fine Arts, 1978; B.A.,
Art History, University of Michigan, 1972;
M.F.A., Metalsmithing-Jewelry
Making,
~~Academic
Dean, 1976-79; B.A., Physics,
~~Harvard
University, 1965; D.Phil., Theoretical
~N Physics, Oxford University, U.K., 1968.
Stephanie
Kozick,
Education, 1991; B.S.,
Idaho State University, 1977.
Education, Northern Illinois University, 1971;
M.S., Curriculum/Instruction,
University of
Oregon, 1980; Ph.D., Human Development!
Family Studies, Oregon State University, 1986.
Krafcik, Russian Language and
Literature, 1989, B.A , Russian, Indiana
~
~
Carrie Margolin,
Psychology, 1988; B.A.,
Social Science, Hofstra University, 1976;
Ph.D., Experimental Psychology, Dartmouth
College, 1981
David Marr, American Studies and English,
N 1971, Academic Dean, 1984-87, B A , English,
Patricia
University, Bloomington, 1971, M.A., Russlan'Unlverslty
of Iowa, 1965, M A., English
Literature, Columbia University, 1975, Ph D,' ~(Amerlcan
Civilization), University of Iowa,
Russian Literature, Columbia University, 1980 ~
1967, Ph D, English (American Studies),
Ulrike
'i:$;i! Washington
Classical Studies,
Krotscheck,
State University, 1978
2008; B.A. Art History, Mount Holyoke
College, 1997; M.A. Classical and Prehistoric
Archaeology, Art History, University of
Heidelberg, 2001; Doctoral Studies, Classics
Allen Mauney, Mathematics, 2001;
B.S., The Evergreen State College, 1988;
M.S., Mathematics, Western Washington
University, 1990.
and Archaeology,
David
Stanford University, 2008.
~
Elizabeth
M. Kutter, Emerita, Biophysics,
- ~I;() 1972; B.S., Mathematics, University of
Washington, 1962; Ph.D., Biophysics,
~ I\'i:S University of Rochester, New York, 1968.
--!S ~
Glenn
G. Landram,
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
Business Management,
University, 1993.
2004; B.S., Mathematics, University of
Puget Sound, 1978; M.S., Statistics, Oregon
State University, 1983; Ph.D., Management
Science, University of Washington, 1990.
Paul McCreary,
Mathematics, 2006; B.S.,
Political Science, Massachusetts Institute of
Technology, 1970; M.A.T., Education, Harvard,
1971; M.S. Computational Mathematics,
Gerald Lassen, Public Administration,
1980; B.A., Mathematics, University of
Texas, 1960; M.A., Economics, University of
University of Illinois at Urbana-Champaign,
1984; Ph.D., Mathernatics.Lrniversity
of
Illinois at Urbana-Champaign,
1998.
Organic Chemistry,
Wisconsin,1967.
Lydia McKinstry,
Daniel B. Leahy, Public Administration, 1985;
Director of Labor Center, 1987-95; B.A.,
Economics, Seattle University, 1965; M.P.A.,
2004; B.S., Cellular and Molecular Biology,
Fort Lewis College, 1989; Ph.D., Organic
Chemistry, Montana State University, 1994.
Reference Librarian, 2005;
New York University Graduate School, 1970.
Paul McMillin,
Anita Lenges, Teacher Education, 2005;
B.A., Mathematics and Anthropology,
University of Washington, 1986; Teaching
Certification, University of Washington,
B.A., Philosophy, Cornell University, 1987;
M.A., Sociology, Binghamton University,
1994; M.L.I.S., Library and Information
Science, University of Texas, 2001.
1990; M.A., Curriculum and Instruction,
University of Washington, 1994; Ph.D.,
Curriculum and Instruction, University of
Washington, 2004.
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.
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.
Mingxia
Li, Biomedical
~
"
~
Health, 2007; M.D., ~
Capital Medical College, Beijing, 1982;
M.S., Pharmacology, Chinese Academy of
Medical Sciences, 1986; Ph.D., Molecular
Pharmacology, Cornell University, 1992.
John T. Longino,
~
~
Zoology, 1991; B.S.,
Zoology, Duke University, 1978; Ph.D.,
Zoology, University of Texas, Austin, 1984.
Helena Meyer-Knapp,
Emerita, 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.
V. Middendorf,
Physics and
Biophysics, 1987; B.A., Biology, University
of Missouri, 1977; M.S., Applied Physics,
Cornell University, 1980; Ph.D., Plant
Donald
Physiology, Cornell University, 1984.
Kabby Mitchell
III, Dance, 2000; A.A.,
Contra Costa College, 1979; M.F.A., Dance,
University of Iowa, 1998.
Morisato,
Genetics/Molecular
Biology, 2002; B.A., Biology, Johns Hopkins
Donald
University, 1979; Ph.D., Biochemistry and
Molecular Biology, Harvard University, 1986.
Harumi
Moruzzi,
Intercultural
Communication,
1990; B.A., English, Nanzan
University, Nagoya, Japan, 1970; Ph.D.,
English, Indiana University, 1987.
Lawrence J. Mosqueda,
Political Science,
1989; B.S., Political Science, 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;
A.B., 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; Academic Dean 2008-present, 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.S., Brown
University, 1976; Ph.D., College of Forest
Resources, University of Washington, 1983.
Raul Nakasone (Suarez), Education,
1991; Credentials for Secondary Education
in Mathematics, Physics and Chemistry,
Enrique Guzman y Valle National University
of Education, 1968; M.A., Teaching (Physics),
Lewis and Clark College, 1973.
James Neitzel, Chemistry, 1989; B.A.,
Chemistry, Biology, Macalester College,
1977; Ph.D., Chemistry, California Institute of
Technology, 1987.
A. Nelson, Spanish Language and
Culture, 1992; A.B., cum laude, Spanish,
Alice
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.
Lin Nelson, Environmental Health, 1992;
B.A., Sociology, Elmira College, 1970; M.A.,
Sociology, Pennsylvania State University,
1975; Ph.D., Sociology, Pennsylvania State
University, 1981.
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;
Academic Dean 2007-present, B.A., Physics,
University of Chicago, 1990; M.s., Mechanical
Engineering, University of Washington, 1992.
Faculty 195
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.
Bill Ransom, Creative Writing, English,
Sociology, Education, 1997; Academic Dean
2007-present,
B.A., Education/Sociology,
University of Washington, 1970; M.A.,
English, Utah State University.
Charles N. Pailthorp,
Philosophy, 1971;
Academic Dean, 1988-92; B.A., Philosophy,
Reed College, 1962; Ph.D., Philosophy,
University of Pittsburgh, 1967.
Andrew
Classical
Classical
Classical
Alan R. Parker, Native American Policy, 1997;
B.A., Philosophy, St. Thomas Seminary, 1964;
J.D., University of California, Los Angeles, 1972.
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.
Nancy Parkes, Literature and Writing,
1998; B.A., The Evergreen State College,
1978; M.F.A., Creative Writing, Goddard
College, 1996.
Michael
Paros, Health Science, 2006; B.A.,
Molecular Biology, University of California,
San Diego, 1989; Ph.D., Veterinary Medicine,
Washington State University, 1993.
Pedersen,
English Literature and
Library Science; Dean of Library, 1986-92;
Sarah
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,
Emeritus, 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.S.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.
Nelson Pizarro, Business, 2006; B.A.,
Business, Washington State University, 2003;
M.S., Business Administration,
University of
Florida, 2005.
Rita Pougiales,
Anthropology and
Education, 1979; Academic Dean, 1985-88
and 2002-2008;
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.
Environmental
Studies Generalist, 1998; Academic Dean
Paul Przybylowicz,
2007-present,
B.S., Forest Entomology,
State University of New York College of
Environmental
Science and Forestry, 1978;
Ph.D., Plant Pathology, Oregon State
University, 1985.
V. Rains, Native American Studies/
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
EducationElementary Education, Indiana University,
Bloomington,
1995.
Frances
Reservation-Based
Reece,
Studies,
Studies,
Studies,
Classical Studies, 2003; A.B.,
Earlham College, 1991; M.A.,
Indiana University, 1993; Ph.D.,
Indiana University, 1998.
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., Biology-Agroecology,
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.
Gregg E. Sapp, Dean of Library and
Media Services, 2008; B.A. Liberal Studies,
Western Washington University, 1981; M.
Library Science, University of Washington,
1985; M.Ed., Higher and Community
Education, Montana State University, 1994.
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.
David S. Shaw, Business, 2008; B.A.,
International
Relations, Pomona College,
1981; M.S., Food Science, University of
California, Davis, 1987; M. International
Management,
Thunderbird
School of Global
Management,
1990; Ph.D., Agricultural
Economics, Purdue University, 1996.
Sheppard,
Cultural Studies/Media
Literacy, 1998; B.A., Sociology, Mercy
Gilda
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 of
Technology, 1977; Ph.D., Computer Science,
Oregon Graduate Institute, 1994.
Benjamin
Simon, Health Science, 2006;
B.S., Biological Sciences and Fisheries Biology,
Colorado State University, 1993; Ph.D.,
Microbiology,
Oregon State University, 2001.
Matthew
E. Smith, Political Science, 1973;
Academic Dean, 1987-90; B.A., Political
Science, Reed College, 1966; M.A.T., Social
Science, Reed College, 1968; Ph.D., Political
Science, University of North Carolina, 1978.
l. Smith, Urban Environmental
Science, 2002; B.S., Environmental Policy
Tyrus
and Impact Assessment, Western Washington
University, 1994; M.S., Environmental Studies,
The Evergreen State College, 1997; Ph.D.,
Environmental
Science and Public Policy,
George Mason University, 2001.
Rob Smurr, Russian History, 2007; B.A.,
Political Science, University of California,
Davis, 1984; Russian Language and Regional
Studies, Defense Language Institute, 1986;
M.A., International Studies, University of
Washington,
1992; Ph.D., History, University
of Washington, 2002.
Eric Stein, Cultural Anthropology, 2007;
B.A., Anthropology
and Philosophy,
University of Wisconsin, Madison, 1995;
M.A., Anthropology
and History, University
of Michigan, Ann Arbor, 2001; Ph.D.,
Anthropology
and History, University of
Michigan, Ann Arbor, 2005.
Ann Storey, Art History, 1998; B.A., Art
History, The Pennsylvania State University,
1973; M.A., Art History, University of
Washington,
1993; Ph.D., Art History,
University of Washington,
1997.
Linda
Moon
Stumpff,
Natural
Resource
Program
in Public Administration,
1999-2001; B.A.,
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.
Policy, 1997; Director of Graduate
961 Faculty
Styring,
Mammalogyand
Ornithology, 2005; B.A., Biology, Indiana
Alison
University, 1994; Ph.D., Biological
Louisiana State University, 2002.
Sciences,
Masao Sugiyama,
Mathematics, 1988;
~
Academic Dean, 1994-98; B.A., Eastern
, ~O\~waShington
University, 1963; M.S., Western
~
Washington
University, 1967; Ph.D.,
~
Washington
State University, 1975.
Sunderman,
Physical Inorganic
Chemistry, 2003; B.S., Chemistry, Eastern
Rebecca
Oregon State College, 1996; Ph.D.,
Inorganic/Physical
Chemistry, Oregon
University, 2001.
State
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
0, Tabbutt,
Environmental
Geology, 1997; Academic Dean
2005-present,
B.A., Geology and Biology,
Whitman College, 1983; M.S., Geology,
Dartmouth College, 1987; Ph.D., Geology,
Dartmouth College, 1990.
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.
Gail Tremblay,
Creative Writing, 1980;
B.A., Drama, University of New Hampshire,
1967; M.F.A.,English (Poetry), University of
Oregon, 1969.
Tsutsumi,
Japanese Language and
Culture, 1985; B.A., Psychology; Teaching
license, certified in English and Guidance
and Counseling, Wased University, Tokyo,
Japan, 1965; M.A., English, Michigan
State University, 1978; Ph.D., Comparative
Literature, University of Washington,
1997.
Setsuko
Jules Unsel, Librarian, 2006; B.A., U.S.
History, University of Kentucky, 1991; M.A.,
U.S. History, University of Kentucky, 1993;
Ph.D., U.S. History, University of WisconsinMadison, 2005.
Zoe L. Van Schyndel,
Finance, 2008;
A.S., Massasoit Community College, 1975;
B.G.S., Social Administration
and Research,
University of Massachusetts, Amherst, 1981;
M.B.A. Finance and Accounting, Northeastern
University, 1983; C.F.A. 1989.
Michael
Vavrus,
Instructional Development
and Technology,
1995; Director, Graduate
Program in Teaching, 1996-2001; B.A.,
Political Science, Drake University, 1970;
M.A., Comparative
and International
Education, Michigan State University, 1975;
Ph.D., Instructional
Development
and
Technology, Michigan State University, 1978.
Brian L. Walter,
Mathematics, 2002; B.S.,
Symbolic Systems, Stanford University, 1995;
M.A., 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; Director,
Master in Teaching Program 2006-present,
B.A., Education, Auburn University, 1970;
M.Ed., Developmental
Reading, Auburn
University, 1977; Ph.D., Theories in Reading,
Research and Evaluation Methodology,
University of Colorado, 1980.
Edward A. Whitesell,
Geography, 1998;
Director, Graduate Program in Environmental
Studies 2005-2008, 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; MA, Developmental
Psychology,
Teachers College, Columbia University,
1991; Ph.D., Social/Personality
Psychology,
University of California, Berkeley, 2002.
Sarah Williams,
Feminist Theory, 1991;
B.A., Political Science, Mankato State
University, 1982; M.A., 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; M.A., Ethnomusicology,
University of
Washington, 1985; Ph.D., Ethnomusicology,
University of Washington,
1990.
Williamson,
Renaissance
Literature, 2005; B.A., English Literature,
Princeton University, 1999; M.A., English
Literature, University of Pennsylvania, 2001,
Ph.D., English Literature, University of
Pennsylvania, 2005.
Elizabeth
Thomas Womeldorff,
Economics, 1989;
Academic Dean, 2002-2007; B.A., The
Evergreen State College, 1981; Ph.D.,
Economics, American University, 1991.
Artee F. Young, Law and Literature, 1996;
Director, Tacoma Program 2007-present,
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.
Tony Zaragoza,
Political Economy of
Racism, 2004; B.A., English and Philosophy,
Indiana University, 1996; M.A., American
Studies, Washington State University,
2000; Doctoral Studies, American Studies,
Washington State University, 2007.
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.F.A.,
Video, The School of the Art Institute of
Chicago, 2000.
E. J. Zita, Physics, 1995; B.A., cum
laude, Physics and Philosophy, Carleton
College, 1983; Ph.D., Physics, University
Wisconsin-Madison,
1993.
BOARD OF TRUSTEES
SEPTEMBER 2008
Karen E. Lane
Seattle (Chair)
Kristin
Hayden
Seattle
Anne Proffitt
Whidbey
David
76
Island (Secretary)
E. Lamb
Hoquiam
Keith
Kessler
Hoquiam
Alexandra
Valin
Seattle
Martina
Whelshula
Spokane
Paul Winters
Vancouver
ADMINISTRATION
Thomas
L. Purce
Ed.D., Idaho State University
President
Don Bantz
D.PA,
University
of Southern
Provost and Academic
Arthur
A. Costantino
Ph.D., Pennsylvania
State University
Vice President for Student Affairs
D. Lee Hoemann
B.A., Montana
State University
Vice President for Advancement
Executive Director,
The Evergreen State College Foundation
John A. Hurley, Jr.
Ed.D., Seattle University
of
California
Vice President
Vice President for
Finance and Administration
Mission & Expectations I 97
Evergreen's Mission Statement
As the nation's leading public interdisciplinary liberal arts college, Evergreen's mission
is to sustain a vibrant academic community and offer students an education that will help
them excel in their intellectual, creative, professional and community service goals.
Expectations
of an Evergreen Graduate
THE CURRICULUM IS DESIGNED TO SUPPORT STUDENTS'
CONTINUING GROWTH IN THE FOLLOWING AREAS:
•
Articulate and assume responsibility for 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 effectively.
•
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.
•
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
98 I Public Service Centers
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, 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.
The Northwest Indian Applied Research Institute 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 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 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 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
Diversity and Community I 99
Diversity and Community
COMMUNITY-BASED
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 problem-solving 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 communitybuilding 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. tr
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.
Photo by Carlos Javier Sanchez '97.
100 I Services
and Resources
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
LIB3500, (360) 867-6296
The Office of the Vice President for Student Affairs can assist you in determining how to proceed with problems that involve other persons or
institutional issues. The vice president oversees the grievance and appeals process outlined in the Student Conduct Code, and establishes a
hearings board in the event of an appeal regarding alleged infractions of the code. The vice president also oversees Student and Academic
Support Services, Enrollment Services, Housing, Recreation and Athletics, and Police Services.
www.evergreen.edu/studentaffairs
Academic Advising
LIBSecond Floor, (360) 867-6312
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.
www.evergreen.edu/advising
CARE Network
LIB2706, (360) 867-5291
The CARE Network, staffed by volunteer faculty, staff, and
students, is designed to creatively and constructively assist
community members in addressing conflict on campus. he Network
offers relevant training and development; encourages members of
the community to discuss issues early and execute strategies for
solving problems before they escalate; provides clear, accurate and
consistent information about how to address conflicts; and supports
those recovering from conflict. Network members can be reached by
calling 360.867.5291. Office hours can be found at our website.
www.evergreen.edu/care
Access Services for Students with Disabilities
LIBSecond Floor, (360) 867-6348,
TTY:867-6834
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.
www.evergreen.edu/access
Athletics and Recreation
CRC 210, (360) 867-6770
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 rockclimbing 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.
www.evergreen.edu/athletics
Career Development Center
LIBSecond Floor, (360) 867-6193
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,OOO-volumelibrary 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.
www.evergreen.edu/career
Center for Mediation Services
LIB2706, (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.
USEFUL URLs
Student Accounts -
FAFSA -
Student Conduct Code -
www.fafsa.ed.gov
Sexual Harassment Policy -
www.evergreen.edu/policies
Tuition Rates -
www.evergreen.edu/studentaccounts
www.evergreen.edu/policies
www.evergreen.edu/tuition
Services and Resources 1101
Centers for Active Student Learning (CASL)
Residential and Dining Services
Quantitative and Symbolic Reasoning Center
Housing Bldg. A, Room 301, (360) 867-6132
Campus Housing offers a variety of accommodations, including
single and double studios, two-person apartments, four- and sixbedroom 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.
LIB 2304, (360) 867-5547
Writing Center
LIB 2304, (360) 867-6420
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.
www.evergreen.edu/mathcenter
www.evergreen.edu/writingcenter
Counseling and Health Centers
Counseling: SEM I, 4126, (360) 867-6800
Health: SEM I, 2110, (360) 867-6200
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.
www.evergreen.edu/health
Financial Aid
LIB First Floor, (360) 867-6205
Email: finaid@evergreen.edu
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 campusbased financial aid. Please stop by and see us, or contact us anytime
with questions regarding your financial aid options.
www.evergreen.edu/housing
KEYStudent Support Services
LIB Second Floor, (360) 867-6464
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.
www.evergreen.edu/key
Police Services
SEM I, 2150, (360) 867-6140
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 communitybased, 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.
www.evergreen.edu/policeservices
Student Activities
CAB 320, (360) 867-6220
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.
www.evergreen.edu/activities
www.evergreen.edulfinancialaid
First Peoples' Advising Services
LIB Second Floor, (360) 867-6467
First Peoples' Advising Services assists students of color in
achieving their academic and personal goals through comprehensive
academic, social and personal advising, referral services to 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.
www.evergreen.edu/multicultural
Student and Academic Support Services
LIB Second Floor, (360) 867-6034
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, KEYStudent 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.
www.evergreen.edu/studentservices
102 I Evergreen's Social Contract
Evergreen's Social Contract
When you make the decision to come to Evergreen, you are also making the decision to become closely associated with its
values. A central focus of those values is freedom-freedom
to explore ideas and to discuss those ideas in both speech and print;
freedom from reprisal for voicing concerns and beliefs, no matter how unpopular. It's this freedom that is so necessary in a vibrant,
dynamic learning community.
As members of the Evergreen community, we acknowledge our mutual responsibility for maintaining conditions under which
learning can flourish-conditions
characterized by openness, honesty, civility and fairness. These conditions carry with them
certain rights and responsibilities that apply to us both as groups and as individuals. Our rights-and our responsibilities-are
expressed in Evergreen's Social Contract, a document that has defined and guided the college's values since its very beginning.
The 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 CONTRACT -
A 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 Code-Grievance
and Appeals Process. This document defines
specific examples of Social Contract violations and delineates appropriate corrective action. The code also defines the role of the grievance
officer and describes the processes for informal conflict resolution, grievances and appeals procedures.
The Student Conduct Code is available at www.evergreen.edu/policies/governance.htm.
campus grievance office at ext. SOS2.
More information is available from the
The policy on sexual harassment is available from the Equal Opportunity-Office, LIB 3103, 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.
Evergreen's Social Contract 1103
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. Becausethe 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
individual or group.
of the campus by an
Evergreen has the right to prohibit individuals and groups from using its name, its financial or other resources, and its facilities for
commercial or political activities.
PROHIBITION
AGAINST DISCRIMINATION:
There may be no discrimination at Evergreen with respect to race, sex, age, handicap, sexual orientation, religious or political belief, or
national origin in considering individuals' admission, employment or promotion. To this end the college has adopted an affirmative action
policy approved by the state Human Rights Commission and the Higher Education Personnel Board. Affirmative action complaints shall be
handled in accordance with state law, as amended (e.g., Chapter 49.74 RCW; RCW 28B.6.100; Chapter 251-23 WAC).
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.
104 I Campus Regulations
Campus Regulations
Because Evergreen is a state institution, we must meet state and county responsibilities.
ALCOHOLIC
BEVERAGES
No liquor is allowed on campus or in campus facilities unless a banquet permit has been issued by the State Liquor Control Board.
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 drug-free residences.
USE OF COLLEGE PREMISES
Evergreen's facilities may be used for activities other than education as long as suitable space is available, adequate preparations are
made and users meet eligibility requirements.
Arrangements for conferences or group gatherings by outside organizations are made through Conference Services, CAB 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 alumni-sponsored 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 nonprofits 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.
FIREARMS
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.
PETS
Pets are not allowed on campus unless under physical control by owners. At no time are pets allowed in buildings. Stray animals will be
turned over to Thurston County Animal Control.
BICYCLES
Bicycles should be locked in parking blocks 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.
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.
Index 1105
Index
A
Academic Advising
Academic Standing Policy
Access Services for Students with Disabilities
Accreditation
Administration
Advanced Research in Environmental Studies
Aguilar-Wells, Michelle
American Stories
Andean Roots: Language and Cultural Landscape
Arney, Bill
Art of Conversation
Art Worlds
Astronomy & Cosmologies
Athletics and Recreation
Atoms, Molecules and Reactions I:
Quantum Mechanics and Inorganic Chemistry
Atoms, Molecules and Reactions II: Advanced Organic
Chemistry and Instrumental Methods of Analysis
Atoms, Molecules and Reactions III:
Thermodynamics, Kinetics and Materials Chemistry
Aurand, Susan
Awakening the Dreamer, Pursuing the Dream
100
91
100
4
96
29
35, 70
30
30
78
31
31
32
100
32
33
33
37
34
B
Bailey, Marianne
Barlow, Clyde
Bastaki, Maria
Benson-Ouaziena, Marcella
Beyond the Binary in Science and the Arts
The Biology and Ecology of Fishes
Board of Trustees
Bohmer, Peter
Bopegedera, Dharshi
Brabban, Andrew
Bruner, Bill
Buchman, Andrew
Butler, Paul
40
33, 79
29, 53, 70
60
34
35
96
39,67
32,43,79
63, 79
75
65,68
81
C
Campus Map
108
Campus Regulations
104
Career Development Center
100
Cedar and Oak: Early Maritime Trade in the Pacific Northwest 35
Center for Mediation Services
100
Chandra, Arun
77
Chin-Lee. Gerardo
29
Chowdary, Krishna
54
Chowdhury, Savvina
67
Climate Solutions
36
Cloninger, Sally
69
Cole, Rob
36, 43
Coleman, Scott
50
Community-Based Research: Knowledge in Place
36
Community College Degrees
86
Computer Science Foundations
37
Consciousness, Art and Matter
37
~~~
Coontz, Stephanie
Counseling and Health Centers
~~
81
101
Credit Limit
90
Cultural Landscapes: Sustainability, Power, and Justice
38
Culture, Text and Language
10
Current Economic and Social Issues:
39
Explanations, Action and Solutions
37,41,79
Cushing, Judy
Cycle Makers and Cycle Breakers: Transitional Studies
39
D
Dark Romantics
Data and Information: Quantitative Ecology
Davis, Stacey
Democracy and Free Speech
Dirks, Clarissa
Diversity and Community
Dorman, Peter
Drawing Outside the Lines
Drop or Change a Program
40
41
40
41
54,80
99
39, 72
42
89
E
Eamon, Kathleen
58, 65
Earth Matters: Geology and Chemistry
43
Earth Stewards: Sustainable Living in a Threatened World
43
Ecological Agriculture
44
Energy Systems and Climate Change
44
Enrollment Process
89
Environmental Studies
12
Equality and the Constitution
45
Equal Opportunity
4
Evans, Lara
31
Evergreen Center for Educational Improvement
98
Evergreen State College Labor Education & Research Center 98
Evergreen Tutoring Center
100
Expectations of an Evergreen graduate
97
Expressive Arts
14
Eye of the Story
46
F
Faculty
Feddersen, Joe
Fiber Arts
Fiksdal, Susan
Financial Aid
First Peoples' Advising Services
Fischel, Anne
Fischer, Dylan
Forensics and Criminal Behavior
Foundations of Health Science
Francis, Kevin
Freeman, George
92
66
46
31
101
101
38
29,48
46
47
50,51,76
60
G
Gateways: Popular Education and Political Economy
Gaul, Karen
The Generative Self: Theory and Artistic Practice
Genes to Ecosystems
Goldberger, Ariel
Gomez, Jose
Gould, Amy
Graduate Studies
Graduation Requirements
Greece and Italy: An Artistic and Literary Odyssey
Grodzik, Walter Eugene
Growing Up: Stories, Scripts, and Performance
47
57
48
48
67
41,45,69
78
83
91
49
74,77
50
1061 Index
M
H
49
Haft,Robert
Madness and Creativity:
Hahn, Jeanne
51,53
Making Change
Hamon,
48. 74
Mandeberg,
Matthew
Hardiman,
Joye
68
Margolin,
The Psychological
59
Link
60
Happen
82
Jean
59
Carrie
71
Harrison,
Lucia
31
Marr, David
Hastings,
Rachel
30
Master in Teaching
Hayes, Ruth
42
Master of Education
Health and Human Development
50
Master of Environmental
Henderson,
29
Master of Public Administration
83
34.68
48
Mathematical
Order of Nature
60
Mathematical
Origins
61
Systems
Martha
Herbison,
Heying,
Chico
Heather
83
in Curriculum
History and Philosophy
of Biology:
Life and Consciousness
50
Mathematical
History and Philosophy
of Biology:
Mass Extinction
51
McAvity, David
59
McCarty, Magdalene
Hitchens,
David
I
India: Politics of Dance, Dance of Politics
Individual
Study: Fiber Arts, Installation,
51
Non-Western
History. Native American
Studies, Creative
Poetry, and Multicultural
American
Individual
Study: Legislative
Regulatory
Agencies
Writing,
Literature
52
Zoology.
Individual
Study: Psychology
Individual
Study: Topics in Political
Ecology, Evolution
to Natural
Zoology
39
33.54.80
62
Don
37
Mission Statement
97
Models
62
of Motion
63
to Organism
Morisato,
53
Moruzzi,
Caring Enough to Venture
56
Harumi
67
Lawrence
58
Mullins, Greg
Multicultural
and Entomology
Ireland
Counseling:
An Innovative
53
Music and the Environment
54
N
54
Nadkarni,
Nalini
55
Nakasone,
Raul
Native American
J
64
Model
65
29.76
72
and World
Indigenous
Peoples Studies
50
Jang. Rose
Cinema,
Culture,
Literature,
56
Society and Language
64
Jun, Heesoon
K
Kennedy,
34
Cynthia
KEY Student
Support
101
Services
34. 53
Khanna. Mukti
Kozick, Stephanie
50
Krafcik, Patricia
59
L
20
63,80
Neitzel, James (Jim)
Japan Today: Japanese
64
48.80
Donald
Science:
Life, the Universe, and Everything
Invertebrate
83
52
53
Studies
61
61.72.80
Money's Value, Soul's Worth:
6
to Environmental
of Life
Mediaworks
Mosqueda,
India and U.S. History
Introduction
Lydia
83
Studies (MES)
52
Economy, Globalization,
Internships
Introduction
McKinstry,
Molecule
and Environment
Study: Ornithology,
Paul
Middendorf,
Processes,
Individual
Contemporary
Art
McCreary,
83
and Instruction
56. 58
Nelson. Alice
Nelson, Lin
29. 36. 53
Nelson, Neal
37.60.80
71.78
Niva. Steve
Northwest
Indian Applied
Notification
and Deposit
98
Research Institute
84
o
The Obscure
Object
65
of Desire
Olson, Toska
46
Ornithology
66
p
59
Lassen, Gerald
Latin American
56
Short Story
Learning
Resource Center
Leverich,
Bob
100
75. 82
57
Life of Things
39
Li, Mingxia
Literature
and the Cultural
of Democracy
Politics
in Chile and Brazil
Longino,
Looking
Education
and Cultural
Center
Lucas-Jennings,
Cheri
Peterson, Yvonne
64
Pizarro, Nelson
Planning
and Curricular
5.29
Options
66
Plein Air
Police Services
58
Political
29.54.74.79
America
35
72
Sarah
58
98
John
Backward:
44
Pedersen,
67
Poetics and Performance
Logopoesis
Longhouse
Paros, Mike
in the Twentieth
Century
Economy
101
and Social Movements:
Popular Music and Literature
59
44. 52
67
Race, Class and Gender
Pougiales,
68
in the 1960s
30
Rita
Practice of Sustainable
Agriculture
Principles That Guide
Evergreen's
Prior Learning from Experience
Public Service At Evergreen
68
Educational
Programs
97
6
98
Index 1107
Q
T
Quantitative
and Symbolic
Reasoning
100
Center
Tacoma Program
21
Technical Writing
R
Temperate
Rains, Frances V.
73,82
Ready Camera One
69
Record Keeping
90
Reece, Andrew
49
Religion
69
and the Constitution
Reservation
Based Community
Residency
Determined
70
Program
87
Status
Residential
and Dining
Retention
101
Services
84
of Records
Risk Assessment
in Environmental
The Roots of Terrorism
Rosemeyer,
71
Policy
44
Martha
Rutledge,
72
David
Saliba, Therese
38
Scheuerell,
30
Steve
Schofield,
63, 80
Paula
Schrager, Sam
46,65
Schwartz, Leonard
58, 67
84
To Learn, To Perform, To Teach
77
Transcending
78
Transcript
Government
Information
100
Setter, Terry
Shakespeare's
Sheppard,
86
Transfer of Credit
86
Transforming
the Art of War:
From Clausewitz
to Al-Oaida and Beyond
Tremblay, Gail
Tropical
78
46,52
Rainforests
79
U
America
Gilda
of Undergraduate
Washington's
Washington
State Institute
Sean
55
Williamson,
Women's
Elizabeth
Native American
Working
Young, Artee
72
Z
57
Zaragoza, Tony
73
Zay, Julia
101
100
Student
Affa irs
Student
and Academic
Student
Conduct
Student
Originated
Software
Student
Originated
Studies: Advanced
Student
Originated
Studies: New Dimensions
Student
Originated
Studies:
Performance,
101
Services
102
Code
Theatre,
Originated
Mathematics
Support
73
74
Natural History
74
In Visual Art
74
Dance and Technical Theatre
Studies: Topics in Social Sciences,
and Computer
75
Science
75
Projects: Land and Sky
6
Study Abroad
Styring, Alison
Sugiyama,
Masao
Summer Quarter
Sunderman,
Sweet, Lisa
Rebecca
29,52,66,74,79
73, 75
86
33,46,80
42,48
82
Y
Spirituality:
Activities
82
82
18
Student
in the 20th Century
100
in Stone
Americans
Women
Small
Written
72
77
Studies:
102
of Self-Interest
to be Heard: A History of Japanese
81
Williams,
Society, Politics, Behavior and Change
Struggling
81
98
39
Center
The Eyes of the Unknown
98
38
Writing
Stein, Eric
for Public Policy
What's Love Got to Do With It?
43, 82
in Social Behavior
Education
Rivers and Streams
64
39
and Cooperation
61
Center for Improving
Sarah
30
The Dynamics
Walter, Brian
Washington
Williams,
Smith, Matthew
Social Dilemmas:
W
71
Smith, Tyrus
Social Contract
79
Ted
47
Smurr, Robert
Inquiry
Whitesell,
73,80
Sheryl
Research in Scientific
34
Simon, Benjamin
Studio
84
Transfer Applicants
the Quality
16
Inquiry
Services and Resources
Student
77
29,54,76
To Apply for Admission
Undergraduate
5
Shulman,
76
Production
51
Roy, Ratna
Scientific
76
Rainforests
Theatre Intensive: Theatre
Thuesen, Erik V.
70
Health
and U.S. Foreign
in the 21 st Century
Zita, EJ
39
47
62
32,44,80
108 I Campus Map
•
DRIFTWOOD RD.
Weaving
Studio
{t
EVERGREEN
Organic (})
Farmhouse
To Cooper Point Rd.
&Gty(enler-+
.a
IT
Arts
Arts Annex
IT
Intercity Transit Bus Stops
LH
Lecture Halls
CAB
College Activities Building
LAB I
Arts and Sciences
LIB
Library
COM
Communications
LAB II
Arts and Sciences
SEM I
Seminar I
CRC
Recreation Center
LC
Longhouse
SEM II
Seminar II
The Evergreen State College Catalog Production Team
Editing:
Ann Mary Ouarandillo,
Database
Nancy Smith, Tom Womeldorff
Creator & Coordinator:
Luke Bowerman
Design:
Alyssa Parker '06
Photography:
Carlos Javier Sanchez '97 and Evergreen Photo Services
Cover photo by Katherine Turner, inside cover Artswalk
at night photo by Carlos Javier Sanchez '97. Inset photos
by Carlos Javier Sanchez '97, Paul Reynolds '09 and Photo
Services.
This Catalog could not have been produced without
the ideas and contributions of dozens of staff and faculty
members across campus.