2010-11 Undergraduate Index A-Z
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| Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days of Week | Multiple Standings | Start Quarters |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
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Adolescent Literature
Terry Ford |
Course | FR - SRFreshmen - Senior | 4 | 04 | Day | SuSummer | Adolescent literature differs from children's literature to meet the developmental needs of middle and high school ages. Participants will learn about adolescent literature in an historical perspective, young adult development in reading, and genres with representative authors and selection criteria. Participants will read and critique a variety of genres, developing a knowledge base of a variety of current authors, themes, and classroom uses. Course credits contribute to minimum coursework expectations for teaching endorsements in middle level humanities and secondary English/Language Arts. | Terry Ford | Mon | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | ||||
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Art, Culture, and Spirit
Hirsh Diamant consciousness studies cultural studies education literature somatic studies visual arts Signature Required: Winter |
Program | FR - SRFreshmen - Senior | 4, 8, 12 | 04 08 12 | Evening and Weekend | FFall | WWinter | All human societies and cultures express their relationship to spirit through art. Art is the earliest and most enduring expression of humanity. For community and the individual, art can be a practice of connecting with higher consciousness and with the spirit. In today's global community it is important to understand art of other cultures and by so doing to awaken art within oneself while learning to understand the "other." All children naturally understand the importance of art and are creating art constantly in their play. All children are artists and all can paint, play, sing, and dance. Children also have an instinctive sense of right and wrong. In the modern, industrial world these natural abilities often become suppressed and lost. Modern educators need to be confident in their own artistic abilities and grounded in their own moral core; they need to be trained in communication across cultures and able to support children's healthy development. The students in this half-time, interdisciplinary program will immerse themselves in study and practice of art and in cultural experiences that are vastly different from the Western dominant culture by studying Native American, Muslim, Hebrew, and Chinese cultures. Students will make art, study myths and world religions as they have been shaped by cultures and landscapes of the past, and examine cultural and ethical norms. Students will also examine cultural influences and pressures of today's global society and will investigate the importance of preserving and developing cultural, artistic, and ethical traditions. Students will engage in traditional academic study such as reading, writing, and seminars and will also engage in art making, meditation, community events, and the practice of Tai Ji. Students will participate in their community's spiritual practices and will cultivate their own spiritual, meditative, ethical, and artistic life. In addition to classroom study, students will participate in mediation retreats and will go on field trips to explore art and spiritual resources in the community. In winter quarter students will be able to work on community service projects, in schools, and on Native American reservations. Students will also have the option to travel to China in March of 2011 to study in important Daoist, Buddhist, and Confucian centers. Students who wish to participate in this travel option should register for either 4 credits (just the trip) or 12 credits (8-credit program plus the trip). | community, culture, and consciousness studies; art; education; literature; and writing. | Hirsh Diamant | Wed Thu Sat Sun | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||
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Ceremony: Relating Hospitably to the Land
Yvonne Peterson, Gary Peterson, David Rutledge and Raul Nakasone Native American studies communications community studies education environmental studies leadership studies sustainability studies writing Signature Required: Spring |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | WWinter | SSpring | 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 learner-centered 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. Yvonne Peterson will offer theory-to-praxis workshops to support the particular academic needs of first and second-year participants. We ask participants to take a personal stake in their educational development. Within the program's spirituality and community theme and subjects, learners will pay special attention to what individual and group work they plan on doing, how they plan to learn, how they will know they learned it, and what difference the work will make in their lives and within their communities. Learners will be encouraged to assume responsibility for their choices. Faculty and learners together will work to develop habits of worthwhile community interaction in the context of the education process and liberation. We 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. Learners will develop individual projects (with an academic focus on ceremony, hospitality and community in close relationship to the land) to 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. 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 the fall, participants will state research questions. In late fall and winter, individually and in small study groups, learners 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 projects and prepare for a public presentation. The last part of spring will be entirely dedicated to presentations. Depending on their individual projects, learners will develop, use and explore some of the following areas: Bloom's Taxonomy; the theory of multiple intelligence; curriculum development, assessment and instruction and Choice Theory; expectations of an Evergreen graduate and the five foci; quantitative reasoning; self- and group-motivation; and communication (to include dialogue, e-mail, resources on the Web and our moodle site). They will also develop skills in creating interactive Web pages, blogs and documentaries, as well as iMovie editing and presentations using PowerPoint or YouTube. | education, social sciences, the arts, multicultural studies, social work, human services and the humanities. | Yvonne Peterson Gary Peterson David Rutledge Raul Nakasone | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||
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Children's Literature
Jon Davies |
Course | FR - SRFreshmen - Senior | 4 | 04 | Day | SuSummer | To prepare for a reading endorsement or to understand more about children's literature, participants will engage in readings and workshops that address literacy and informational books for children from birth to age 12. Topics include an examination of picture and chapter books, multicultural literature, literature from a variety of genres, and non-fiction texts across a range of subject matter. Course credits contribute to minimum coursework expectations for teaching endorsements in reading and elementary education. | Teaching, education, further studies in children's literature | Jon Davies | Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
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Children's Literature: Special Topics
Carolyn Dobbs |
Course | FR - SRFreshmen - Senior | 4 | 04 | Day | SuSummer | This class focuses on modern fantasy and multicultural genres. Multicultural will include African American, Native American, Hispanic/Latino/a, and Asian American writers and illustrators. The class is predominantly online. | Children's Literature and teaching | Carolyn Dobbs | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | ||||
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Constructing the Individual/Deconstructing Education
Laura Citrin and Leslie Flemmer |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | WWinter | How do kids learn about our social world? How are individuals constructed to be members of society? In an interdisciplinary exploration of social constructionism and socialization, with a primary focus on the interconnections between developmental psychology, social psychology, education, and learning theory, we will examine how children develop as individuals in their social-cultural context. We will explore a range of changes that shape early learning-advancement in motor skills, cognitive development, language acquisition, moral stages, and emotional growth-with an interest in how these are historically and culturally interpreted and patterned. We will consider education as a complex field of knowledge and practice intertwined with psychological theories about the self and society. The contradictions of creating critically minded individuals in the context of assessment-based educational institutions will offer a productive realm of inquiry into the philosophy, purpose, and structure of educational systems. Specifically, we will look at the institutional mechanisms and psychological processes for teaching kids how to be "good" members of society-individualistic, competitive, and "civilized"-via parenting and formal education. We will also explore radical pedagogical approaches and social psychological theories that understand individuals as enmeshed within dominant relations of power. We will have weekly films, lectures, workshops, and seminars, as well as opportunities to observe educational contexts in the community. Some of the theorists we will read and study include Albert Bandura, Jean Piaget, Carol Gilligan, Sandra Bem, Lev Vygotsky, Paulo Freire, Peter McLaren, Barbara Rogoff, and Henry Giroux. | psychology, education, social work, and social justice. | Laura Citrin Leslie Flemmer | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | |||
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Cornerstone Seminar
Hirsh Diamant |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | WWinter | For beginning, continuing and returning students, this class will reawaken the joy, adventure and wonder of learning. Students will learn about human development, identify their educational goals and create an academic plan of study. Students will explore the five foci of the Evergreen curriculum: personal engagement in learning, interdisciplinary study, collaboration with faculty and peers, bridging theory and practice, learning across significant differences. Students will participate in a 3-day Tai Ji workshop. Tai Ji is an ancient health, movement, meditation system of centering. | Hirsh Diamant | Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | ||||
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Cornerstone Seminar
Hirsh Diamant |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | FFall | For beginning, continuing and returning students, this class will reawaken the joy, adventure and wonder of learning. Students will learn about human development, identify their educational goals and create an academic plan of study. Students will explore the five foci of the Evergreen curriculum: personal engagement in learning, interdisciplinary study, collaboration with faculty and peers, bridging theory and practice, learning across significant differences. | Hirsh Diamant | Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||||
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CSI: Re/Defining Crime
Anthony Zaragoza |
Course | FR - SRFreshmen - Senior | 4 | 04 | Day | SuSummer | We'll examine how crime is defined, who defines it, who's labeled a criminal, and who receives what punishment. We'll discuss meanings of “justice,” social justice, and criminal justice. We'll address questions about how justice is carried out and could be served: Why is there a disparity in investigation and incarceration between white-collar and blue-collar criminals? Is economic inequality a crime against democracy? Are environmental catastrophes crimes? Who are the criminals? Finally, we'll explore the tools need to indict such “criminals.” | social work, education, political economy, criminal justice, journalism, media, community organizing, political science, environemental studies, public administration, law and public policy, sociology | Anthony Zaragoza | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
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Decolonization in Communities: Thinking Globally, Reflecting Locally
Jon Davies and Savvina Chowdhury community studies economics education field studies gender and women's studies |
Program | FR - SRFreshmen - Senior | 8, 12, 16 | 08 12 16 | Day | SSpring | This program builds on Imperialism, a full-time fall/winter program that examines the unequal relations of power purveyed through the discourse of neoliberal globalization. Students interested in examining resistance to neocolonialism are invited to explore the prospects for decolonization in the context of the Puget Sound area through this one-quarter full-time program. Working in conjunction with community-based institutions, schools, advocacy groups, veteran's rights groups and other non-profit organizations, Decolonization in Communities will examine resistance strategies such as popular education, immigrant rights advocacy, gay/lesbian/transgender advocacy and community-based economics. What strategies are employed by these institutions to counter the effects of oppression along the lines of gender/race/class/sexual orientation? How have neoliberal policies affected the economy in the Puget Sound area? How has neoliberalism affected public education and what community-based initiatives are contesting the commodification of education? The eight-credit classroom component for this program will focus on decolonization, education, globalization, feminist economics and political economy. For the other eight credits, students will complete a 20-hour-per-week internship related to program themes. This program is open, without faculty signature, to qualified and motivated students who wish to examine these program themes in a local community setting. | community-based social action, economics, education, gender and women's studies, law, politics, non-profit organizations and social services. | Jon Davies Savvina Chowdhury | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||
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Doing Thinking: Working Wood, Crafting Ideas
Gillies Malnarich and Daryl Morgan aesthetics art history cultural studies education sociology visual arts |
Program | SO - SRSophomore - Senior | 8 | 08 | Evening and Weekend | FFall | WWinter | What do we know about how people learn "something" well? What is the relationship between thinking and doing, between the work of the mind and the work of the hand? Why does working through "the hard parts" move us closer to the elusive nature of mastery? How do novices become experts and apprentices turn into artisans? We will explore these questions in a learning environment which intentionally cross-fertilizes workshop and classroom learning experiences. The practice of begins with conceptualizing something and understanding its purpose. We choose a shape, size and structure; we select the material from which to make it; we assemble tools appropriate to the task. But, to actually make the object we must possess the necessary skills. requires a similar level of discipline: the process is as imaginative, intentional, and skill-based as . Intellectual work turns into tools for analysis. invites us to re-conceptualize our understanding of tools as instruments of both the hand and the mind as we address the program's overarching questions. Throughout the program, we will develop both our abilities to make things of consequence from wood and our abilities to work with ideas that matter in the world and that are worth understanding. | education and art-related fields. | Gillies Malnarich Daryl Morgan | Mon Wed Sat | Sophomore SO Junior JR Senior SR | Fall | ||
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Foundations of Literacy
Jon Davies |
Course | FR - SRFreshmen - Senior | 4 | 04 | Day | SuSummer | To prepare for a reading endorsement or to understand more about literacy development, participants will engage in readings and workshops that address the major theories of language and learning regarding the development of best instructional practices for literacy instruction. In addition, the course will explore the relationship of first and second language acquisition to learning, as well as how oral language supports print literacy development. Course credits contribute to minimum coursework expectations for a teaching endorsement in reading. | Jon Davies | Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | ||||
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Gateways: Popular Education, the Arts, and Activism
Chico Herbison African American studies American studies community studies cultural studies education Signature Required: Fall |
Program | SO - SRSophomore - Senior | 16 | 16 | Day | FFall | WWinter | SSpring | This program is part of the Gateways for Incarcerated Youth program. A fundamental principle of Gateways is 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. The program works 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 Evergreen 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, the Evergreen students will deepen their understanding of the theory and practice of popular education. Students in this program will have the opportunity to reflect on how they themselves 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 assessing the 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 visit one of two institutions for a cultural diversity and equality workshop, and a 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. In preparation for the workshop, each week the Evergreen students will meet to organize the workshop’s activities. We will also take time each week to reflect on the previous workshop to assess how 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 also exploring cultural diversity and continually working to foster a space committed to equality. We will begin fall quarter with an examination of the history, forms, and functions of popular education. We then will explore the complex ways in which popular education intersects with the arts and how that intersection has been, and continues to be, often at the heart of both personal activism and social movements. In winter and spring quarters, we will continue to deepen our understanding of the intersections among popular education, the arts, and activism, culminating in a capstone project and presentation at the end of spring quarter. Building on our experiences, reflections and studies, each quarter 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. Students should expect to spend approximately 11 hours per week in class on campus and 5 hours per week off campus (including time at, and travel to and from, the institutions). | cultural studies, the humanities, the arts, education, law, community work, social work, and American studies. | Chico Herbison | Sophomore SO Junior JR Senior SR | Fall | ||
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Gateways: Writing Imprisonment, Writing Freedom
Chico Herbison cultural studies education writing Signature Required: Summer |
Program | SO - SRSophomore - Senior | 6, 12 | 06 12 | Day | SuSummer | Gateways offers Evergreen students the opportunity to be peer learners with incarcerated young men in a medium/maximum-security institution. Through co-facilitated workshops, discussion, faculty presentations, and film screenings, students will explore—primarily through reading and writing creative literature—issues of race/ethnicity, class, gender, power, and the many meanings of imprisonment and freedom in U.S. history and society. Guided by the theories and practices of popular education, Evergreen students and incarcerated youth will collaborate on a variety of projects as they sharpen their critical thinking, reading, and writing skills. Students may register for either 6 or 12 credits, but must commit to the full 10 weeks of class. Program demands will be adjusted according to the number of credits for which students are registered: if 6, students will visit Green Hill on Wednesdays; if 12 credits, students will visit Green Hill on Wednesdays and Thursdays. | education, the humanities, writing, law, juvenile justice, social work, community work | Chico Herbison | Tue Wed Thu | Sophomore SO Junior JR Senior SR | Summer | |||
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Geometry
Neal Nelson |
Course | FR - SRFreshmen - Senior | 4 | 04 | Day | SuSummer | This class is an introduction to both Euclidean and non-Euclidean geometry suitable for teachers or others interested in gaining a deeper understanding of mathematics, mathematical proof, and the historical and conceptual evolution of geometrical ideas. The course will concentrate on problem solving and the development of mathematical skills, particularly proofs, with the goal of understanding the major conceptual developments in the history of geometry. Class activities will be primarily reading, problem solving, and discussion with lectures as needed. | geometry, mathematics education | Neal Nelson | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
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Grammar in Context
Emily Lardner |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | SuSummer | Do you know what sounds right in writing but lack the right terms? Does grammar make you nervous? This class will help you master conventions of Standard Edited American English. We start with brief autobiographical writings, unearthing existing beliefs about grammar, then develop a shared understanding of what “Standard Edited American English” is. Most important, you’ll develop strategies for using SEAE to your advantage. Class time consists of lively study and practice. All writers welcome. | teaching, grammar studies, expository writing | Emily Lardner | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
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How All Students Learn: Supporting Diverse Learners
Terry Ford |
Course | FR - SRFreshmen - Senior | 4 | 04 | Day | SuSummer | This class will help participants deepen their understanding of the learning process and the relationships of schooling and social justice. Essential questions guiding the class are: 1) What is learning? 2) What is culture? 3) How do culture and language relate to community, schooling, learning and academic achievement? Through engaging in a coordinated studies curriculum encompassing the needs of diverse learners in multicultural settings, we will consider the latest research on how the function and role of the brain, culture, and language development influence learners. Included will be topics such as culturally responsive teaching, teaching for diversity and social justice, and anti-bias education. Learning Goals: Participants will deepen their understanding of the interdependence of the brain, culture, and language development on the academic achievement of all learners. | teaching, community-based work, curriculum development, further studies in education | Terry Ford | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
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Imperialism
Zahid Shariff, Savvina Chowdhury and Jon Davies cultural studies economics education gender and women's studies literature political science |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | WWinter | By the time the First World War broke out in 1914, the vast majority of the societies of Asia, Africa, the Middle East and the Americas had been radically transformed through their encounters with the imperial powers of modern Europe. Colonial rule imposed through military conquests, political subjugation and the exploitation of human and natural resources was facilitated by religious, scientific, as well as cultural discursive practices that legitimized colonialist aspirations. How did the experiences of colonization affect colonized societies? What effects did colonialism have on the colonizers themselves? What lasting effects of imperial subjugation continue to impact relations between the former colonial powers and postcolonial states in the 21st century? This two quarter program explores these kinds of issues from the perspective of the peoples of Asia, Africa, the Middle East and the Americas as a way to understand the complexities of the world in which we live. We are interested in unpacking the discursive practices of both the colonial past and the neo-colonial present. Through our study of history, literature and political economy, we will examine the ways in which European ideologies, traditions, and scientific knowledge were used to legitimize the formation of empire in the past and continue to re-inscribe asymmetrical relations of power today under the guise of modernity, progress and global economic development. The program will explore the forms of resistance that arose in the historical colonial contexts, as well as those that mark the postcolonial experience as nations continue to contest manifestations of imperial power today. Frequently, the lenses of orientalism, modernity, and capitalism will guide our study of these encounters as we also consider prospects of meaningful decolonization. | education, history, international relations and organizations, law, literature, non-profit organizations, political economy, politics, and postcolonial studies. | Zahid Shariff Savvina Chowdhury Jon Davies | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | |||
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Language and Power
Susan Fiksdal education gender and women's studies international studies language studies law and public policy linguistics writing Signature Required: Winter |
Program | FR - SRFreshmen - Senior | 12 | 12 | Day | FFall | WWinter | What are the connections between language and power? To what extent does language have the power to shape the way we think? How do our attitudes about language affect us and those around us? Should the US have a national law declaring English an official language? Does it matter if languages die? This program will explore these questions and others from the perspective of sociolinguistics. Fall quarter we will focus on major concepts in sociolinguistics and the structure of language to provide context for a study of creoles, gender, dialects, and disappearing languages. Winter quarter we will continue our study of sociolinguistic principles, focusing on metaphor and language choice in the courts and in the classroom and the question of bilingualism in both institutional contexts. You can expect to learn sociolinguistic principles through texts, workshops, and seminars, and you will learn qualitative research approaches of discourse analysis and ethnography. There will be weekly writing as well as short research projects and an exam each quarter. This program is designed primarily for students taking a language in addition to the program, and it is excellent preparation for Language Matters, a spring quarter program. | communications, education, gender studies, law, and linguistics. | Susan Fiksdal | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | |||
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Language, Literature, and the Schools
Lester Krupp Signature Required: Spring |
Program | SO - SRSophomore - Senior | 8, 12 | 08 12 | Evening and Weekend | WWinter | SSpring | As external pressures on schools increase—through such forces as standardized testing and public accountability—many people concerned about education would argue that we have lost sight both of the active learning of the individual student and of the social conditions in which our school systems exist. This program will explore the question: In what ways can an understanding of language, learning, and creativity clarify our vision of the education of children? Focusing primarily on language and the literary arts, this program will examine the psychological, social, and philosophical foundations of language development; the teaching of writing within constructivist pedagogy; literature and literary theory as they relate to all levels of elementary and secondary education; and the historical tensions between philosophy of education and educational practice in the past century. Students will also participate in weekly writing groups as one way to observe closely the interaction between language, writing, and learning. In spring quarter, we will draw together these strands in studying the current political struggles between traditional and constructivist education, with particular attention to the teaching of writing and literature in the schools and to arts education in general. In addition, students will conduct classroom observations (in elementary or secondary classrooms) and/or significant reading-research projects on topics in language, literature, the arts, and public education. The 12-credit option will enable students to meet specific requirements for Washington State teacher certification. Students may earn the additional four credits in any of the following areas: children’s literature, adolescent literature, multicultural literature, or language skills/structure. (Please note that only 2-3 choices will be available each quarter.) Students will earn these credits through participating in a weekly small-group seminar and completing significant independent work in coordination with the curriculum of the 8-credit core of the program. | teaching, child development, and writing. | Lester Krupp | Mon Wed Sat | Sophomore SO Junior JR Senior SR | Winter | ||
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Linguistics for Teachers and Writers
Richard McKinnon |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | SuSummer | Do you work intimately with language every day but would like to have a better understanding of the nuts and bolts? This course will take you under the hood and give you the foundation you'll need to learn, teach, or create language. We'll also look at the process of reading and its relationship to spoken language. | Richard McKinnon | Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | ||||
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Math for Elementary Teachers
Sheryl Shulman |
Program | FR - SRFreshmen - Senior | 4, 8 | 04 08 | Day | SuSummer | This 8-week program is for individuals interested in learning the mathematics required for an elementary education teaching certificate. We will cover topics in problem solving, sets, fractions, algebra, statistics, mathematical reasoning and proof, geometry, number and operation, mathematical representation, and mathematical communication. Students registering for 4 credits will study geometry and statistics. | mathematics, teaching | Sheryl Shulman | Mon Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
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Multicultural Literature
Gail Tremblay |
Course | FR - SRFreshmen - Senior | 4 | 04 | Day | SuSummer | This course will explore American literature with a multicultural perspective and examine works, novelists, and poets. Works will include Leslie Marmon Silko's , Joy Harjo's , Benjamin Alire Saenz's , Victor Hernandez Cruz's , Toni Morrison's , Colleen McELroy's , Peter Bacho's , and Alan Lau's . | teaching literature, cultural studies | Gail Tremblay | Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
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Research in Literacy
Jon Davies |
Course | FR - SRFreshmen - Senior | 4 | 04 | Day | SuSummer | To prepare for a reading endorsement or to understand more about literacy research, participants will engage in readings and workshops that address qualitative and quantitative research regarding the development of best instructional practices for literacy instruction. In addition, the course will explore the research base for accommodating the developmental, cultural, and linguistic differences of learners. Course credits contribute to minimum coursework expectations for a teaching endorsement in reading. | Teaching and education | Jon Davies | Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
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Senior Seminar: Reflections on Becoming Educated
Gillies Malnarich |
Course | SR ONLYSenior Only | 4 | 04 | Evening | SSpring | If you are completing your Evergreen undergraduate work, wondering what comes next, and thinking about how you got where you are now, this course will give you time to reflect on your education. We will think about the connections between our academic work and its context, both to us as individuals and to our communities. We will meet to discuss common reading, to share reflections, and to write. Be prepared to share your “best work” with others, to comment on especially influential books, and to write multiple drafts of a summative self-evaluation. The final project will be a polished piece of reflective writing that may be included in your transcript. | Gillies Malnarich | Tue | Senior SR | Spring | ||||
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Special Education: Assessment
Susan Pittman Signature Required: Fall |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | FFall | This course covers the central competencies in special education assessment. It provides a basic knowledge of the purposes, implementation and interpretation of formal and informal assessments. Participants gain an understanding of how to administer, score, interpret and report on formal and informal assessments, and analyze the accessibility and appropriateness of assessments for students with disabilities to determine the effectiveness of Individual Education Plans, and modifications and accommodations to general curriculum. Students are required to complete five 6-hour classes and 36 hours of practicum. | Teaching, education, further studies in education | Susan Pittman | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||||
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Special Education: Behavior and Classroom Management
Susan Pittman Signature Required: Winter |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | WWinter | This course will cover classroom management and behavior management techniques with special education students. Participants will explore the types of diversity in the classroom and working effectively with diverse learners. They will discuss various classroom management models and identify best practices for effective teaching and learning in individual, small group and large group settings. Assignments will include designing a learning environment that encourages participation and a daily routine that facilitates behavior management. Participants will also look at federal, state and local guidelines and laws regarding behavior management and discipline in the schools. They will learn to recognize students who are at-risk for violent behaviors and research behavior techniques for decreasing undesirable behaviors and increasing positive behaviors. Social skills, self-advocacy and self-management for the behavior disorder student will be covered. Students will be required to complete five 6 hour classes and 36 hours of practicum experience. | Teaching, education, further studies in education | Susan Pittman | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | ||||
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Special Education: Professional Seminar
Susan Pittman Signature Required: Summer |
Course | FR - SRFreshmen - Senior | 4 | 04 | Day | SuSummer | This course is the concluding experience for the 24 credit coursework on the Special Education endorsement competencies. It examines current special education research with an emphasis on best practices. Additional topics include: effective skills in communicating and collaborating with parents, paraeducations and professionals: early childhood special education trends and curriculum; transition planning between education settings and into a post-secondary environment; and use of technology in special education. | special education | Susan Pittman | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
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Student Empowerment Through Critical Pedagogy
Leslie Flemmer |
Course | FR - SRFreshmen - Senior | 4 | 04 | Day | SuSummer | This course introduces students to the theory and the practice of critical pedagogy, an approach to teaching and learning that moves instruction beyond the transmission of content. Critical pedagogy promotes the practice of freedom, collaboration, justice, and community. In this course, students will investigate theoretical perspectives around alternative, critical, and radical education through the writings of Paulo Freire, bell hooks, John Dewey, and Joan Wink. We will connect our theoretical explorations with practical teaching applications from grades K-12. The course will operate as a learning community with all members embracing the role of both the teacher and learner. This class will include workshops, seminars, in-class teaching practices, reflective journaling, and small-group work as well as critiques and presentations of the readings. | Leslie Flemmer | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | ||||
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Student Originated Studies: Art, Education, and Human Development
Hirsh Diamant |
SOS | SO - SRSophomore - Senior | 8 | 08 | Evening and Weekend | SSpring | This SOS is ideal for students who want to deepen their studies in Art, Education, and Human Development and to apply these studies in the community. In the first week of the quarter, each student will submit, on-line, their project proposal as an Individual Study Contract (via my.evergreen.edu) and then complete that project during the quarter. This proposal will be designed with input from the faculty member. All students enrolled in the program will also participate in two credits of readings, classes and on-line assignments in collaboration with other students. A weekly class meeting will include seminars, workshops organized by staff, faculty, and students, and opportunities to share learning and project work. Weekly on-line posts will highlight students' progress and learning. Students must attend and participate in all weekly sessions. | education, arts, cultural studies | Hirsh Diamant | Wed | Sophomore SO Junior JR Senior SR | Spring | |||
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Student Originated Studies: Center for Community-Based Learning and Action
Therese Saliba African American studies Native American studies anthropology communications community studies cultural studies economics education environmental studies gender and women's studies history international studies law and government policy law and public policy leadership studies media studies outdoor leadership and education queer studies sociology sustainability studies Signature Required: Spring |
SOS | FR - SRFreshmen - Senior | 16 | 16 | Day | SSpring | community or youth organizing; community development; economic, racial, and gender justice; education; immigrant rights; international solidarity and International Studies; popular education; public policy; sociology; and queer studies. | Therese Saliba | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | |||||
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Student Originated Studies: Community Based Learning, Practice and Theory
Peter Bohmer African American studies American studies anthropology community studies cultural studies economics education gender and women's studies government health history international studies law and government policy law and public policy leadership studies media studies political science sociology Signature Required: Fall |
SOS | SO - SRSophomore - Senior | 16 | 16 | Day | FFall | This is an opportunity for serious, responsible and self-motivated students to create their own courses of study and research which should include working with the broader community. Prior to the beginning of the quarter, interested students or student groups need to consult with the faculty about their proposed projects. The faculty sponsor will support student research, learning and practice in a cluster of areas linking economic justice and global justice with local, national and global social movements. There will be especially strong support for students developing projects that are connected to local communities, groups and organizations. Although students will register for this program, you will be primarily doing independent study and/or an internship. I will host this Student Originated Studies (SOS) through Evergreen's Center for Community Base Learning and Action (CCBLA). The CCBLA will serve as the center and support for this study-for learning about, engaging with and contributing to community life in the region. Students, through individual or group projects, will be able to link with social movements, non-profits, community groups, and economic and social justice organizations that focus on the issues listed above. I have substantial knowledge of and experience with local organizations, and experience working with students across the curriculum who are interested in learning through community based research, learning and activism. So does the CCBLA! We will meet weekly, either as the entire group or as subgroups interning at similar organizations or studying similar issues. At these meetings, there will be relevant presentations and workshops as well as time for problem-solving and sharing learning and experiences. During week 10, each student will make a presentation to the entire group on what he or she havs learned. | anarchism, anti-poverty, anti-racism, anti-war, building social movements, community or youth organizing, community development, economic justice, education, healthcare, homelessness and affordable housing, immigrant rights, international solidarity, labor, Latin American studies and solidarity, law, Marxism, political economy, popular economics, popular education, public policy, sociology, and unemployment. | Peter Bohmer | Sophomore SO Junior JR Senior SR | Fall | ||||
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Student Originated Studies: Community Development
Russell Fox agriculture community studies education environmental studies law and public policy sustainability studies Signature Required: Winter |
SOS | JR - SRJunior - Senior | 16 | 16 | Day and Evening | WWinter | This SOS is ideal for students with community-based internships related to their previous studies. For community-based projects that are not internships, groups of students working together will be given priority (see Prerequisites and Faculty Signature requirements for additional information). All students enrolled in the program will also participate in two credits of readings, classes and on-line assignments in collaboration with other students. A weekly class will include seminars, workshops organized by staff and faculty working at the Center for Community-Based Learning and Action, and opportunities to share internship and project work. Weekly on-line essays will explore topics relevant for students interested in land use planning, community development and social change work. The faculty will also meet regularly with smaller groups of students who are working on similar community issues--such as local agriculture, housing and homelessness, education or social services. Russ Fox has extensive knowledge of local organizations and resources, particularly in Thurston County, as well as experience working with students from across the curriculum who are interested in integrating and applying their learning through community-based research, learning and activism. Currently, his research and community activism work is focused on the viability and sustainability of local agriculture. While priority will be given to juniors and seniors, freshmen and sophomores may be admitted if proposing an internship or if they are part of a group project. | planning, community development, non-profit management, environmental studies, education, social work or public policy | Russell Fox | Thu Thu | Junior JR Senior SR | Winter | |||
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Student Originated Studies: Managing for a Healthy Work Environment - Tribal and Non-Profit Agencies
Gary Peterson Native American studies business and management cultural studies education gender and women's studies history law and public policy leadership studies political science sociology writing Signature Required: Winter |
SOS | FR - SRFreshmen - Senior | 16 | 16 | Evening and Weekend | FFall | WWinter | This fall and winter SOS welcomes students who plan to work for tribal government or non-profit agencies. Our work will focus on developing healthy relationships between Tribal Councils or boards of directors and administrators. We will examine mission statements, policies, and procedures and how their implementation affects relationships in the workplace and services to client populations. Students will learn about the dynamics of service delivery, reverberations of historical oppression in recipient communities, power relationships, community needs, and other effects on the work environment and services. Students will hear lectures from managers who utilize healthy management skills and tools and they will visit organizations that have a history or operating on the Relational World View, and other models, to maintain organizational balance. They will learn how gossip, rumors, cliques, etc., can undermine organizational health. Students will research and write about culture, organizational culture, identity, goal setting and other elements of organizational functioning. They will learn about the importance of financial and organizational reporting. They will research organizational services, early childhood development for example, that operate within Tribal and Non-Profit agencies. Meeting times will be scheduled to facilitate working students, evenings and weekends. Guest lectures will be presented by Yvonne Peterson. For students interested in continuing Spring quarter, Gary Peterson will offer Individual Learning Contracts or Internships. | early childhood education, tribal/non-profit management, education, human resources, native american studies, political science, communications, cultural competence, and information technology. | Gary Peterson | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | |||
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Student Originated Studies: Two-Dimensional Art
Lisa Sweet Signature Required: Spring |
SOS | SO - SRSophomore - Senior | 16 | 16 | Day | SSpring | This SOS is designed for students who are considering professions in the visual arts or arts education at any level, and who want to join a community of committed visual artists. Ideal candidates for this program will be interested in doing advanced work that links theory with practice. Significant writing and research focused on some aspect of art. Students will design their own projects, complete research, write papers appropriate to their artistic inquiry, share their research through presentations, work intensively in the studio together, produce a significant thematic body of work, and participate in demanding critiques. | 2D studio arts, contemporary visual theory, and art education. | Lisa Sweet | Sophomore SO Junior JR Senior SR | Spring | ||||
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Student Originated Studies: Working Across Dimensions (2D and 3D)
Lisa Sweet Signature Required: Spring |
SOS | SO - SRSophomore - Senior | 16 | 16 | Day | SSpring | This SOS is designed for students who are considering professions in the visual arts or arts education at any level, and who want to join a community of visual artists. Ideal candidates for this program will be interested in doing advanced work that addresses both object and image—working across 2-D and 3-D practices—and significant writing and research focused on some aspect of art. Students will design their own projects, complete visual research and write papers appropriate to their artistic inquiry, share their research through presentations, work intensively in the studio together, produce a significant thematic body of work, and participate in demanding weekly critiques. The group will meet together weekly for technical demonstrations, student and faculty lectures, guest artist talks, critiques and field trips. | 2D and 3D studio arts and art education. | Lisa Sweet | Sophomore SO Junior JR Senior SR | Spring | ||||
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Toward Becoming a Teacher (A)
Lester Krupp |
Course | JR - SRJunior - Senior | 4 | 04 | Evening | FFall | Many idealistic, well-intentioned new teachers find themselves frustrated by their early experiences in public schools and soon leave public education entirely. This frustration is not inevitable. This course, taught by an Evergreen graduate with more than 30 years’ experience teaching in public schools, will explore the skills needed to become a passionate, powerful teacher in the 21st century. We will investigate some of the inevitable struggles—both political and personal—that teachers encounter in public schools today, and we will hear how passionate teachers overcome those tensions. This course may be of particular interest to upper-division students who are considering careers in education, but will also interest any student who wishes to look closely at issues in public education today. As part of this course, students who plan to apply to the Master in Teaching program can begin the classroom observations required for application. | Lester Krupp | Mon | Junior JR Senior SR | Fall | ||||
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Toward Becoming a Teacher (B)
Lester Krupp |
Course | JR - SRJunior - Senior | 4 | 04 | Evening | FFall | Many idealistic, well-intentioned new teachers find themselves frustrated by their early experiences in public schools and soon leave public education entirely. This frustration is not inevitable. This course, taught by an Evergreen graduate with more than 30 years’ experience teaching in public schools, will explore the skills needed to become a passionate, powerful teacher in the 21st century. We will investigate some of the inevitable struggles—both political and personal—that teachers encounter in public schools today, and we will hear how passionate teachers overcome those tensions. This course may be of particular interest to upper-division students who are considering careers in education, but will also interest any student who wishes to look closely at issues in public education today. As part of this course, students who plan to apply to the Master in Teaching program can begin the classroom observations required for application. | Lester Krupp | Thu | Junior JR Senior SR | Fall | ||||
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Tribal Administration and Management
Gary Peterson Native American studies business and management community studies cultural studies economics education government history law and public policy leadership studies philosophy political science sociology writing Signature Required: Spring |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | WWinter | SSpring | Tribal administration presents unique challenges for policy makers, administrators and employees. This course is designed to provide a framework for understanding the dynamic relationships that must be mastered in order to effectively provide needed services in tribal communities. Students will learn about upheaval in tribal communities and how that affects efforts to manage governmental affairs today.A Native American concept, the Relational World View Model, will be the foundation for understanding tribal management. Learning to maintain workplace balance for individual workers and policy makers, creating a healthy work environment, will be the goal of the program. The concept of a "good spirit" will be a guiding principle in framing that goal. Students will learn the language of culture and organizational culture.Targeted students will include tribal employees, community members, elected officials, planners, etc. Classes will be held in tribal communities evenings and in intensive weekend sessions every third week. Expert tribal, state, and federal administrators, private business operators, community members, employees, and others will engage students in seminars about services in their communities. | administration, management, supervision, planning board/staff relations, human services, social work, and cultural competence. | Gary Peterson | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||
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Undergraduate Research in Environmental Studies with N. Nadkarni
Nalini Nadkarni ecology education environmental studies Signature Required: Fall Winter Spring |
Research | JR - SRJunior - Senior | V | V | Day | FFall | WWinter | SSpring | Nalini Nadkarni | Junior JR Senior SR | Fall | ||||
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Undergraduate Research in Scientific Inquiry with C. Coughenour
Christopher Coughenour Signature Required: Fall Winter Spring |
Research | SO - SRSophomore - Senior | V | V | Day | FFall | WWinter | SSpring | Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. 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. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (geology) invites students to research sediment dynamics of intertidal areas of south Puget Sound estuaries. The mudflats of the southern inlets within Puget Sound offer accessible natural laboratories in which interested students can study and learn some of the methods of physical estuarine science. This research may be approached from several perspectives, depending on the student's background and interests. One possiblity is to analyze sediment transport and depositional dynamics, whereby flow conditions and sedimentation are closely monitored over a period of weeks or months. Another option would be to analyze the sediment budget of the south Sound and attempt to discern seasonal variation in sediment transport and, perhaps, sediment texture. Either of the outlined options could be related to environmental/ecological analyses with further inspection of mineral/nutrient transport or other methods developed with the student. | geology. | Christopher Coughenour | Sophomore SO Junior JR Senior SR | Fall | ||
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Undergraduate Research in Scientific Inquiry with D. Bopegedera
Dharshi Bopegedera Signature Required: Fall Winter Spring |
Research | SO - SRSophomore - Senior | V | V | Day | FFall | WWinter | SSpring | Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. 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. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (chemistry) would like to engage students in two projects: 1) quantitative determination of metals in the stalactites formed in aging concrete using ICP-MS and 2) science and education. Students who are interested in learning about the ICP-MS technique and using it for quantitative analysis will find the first project interesting. Students who have an interest in teaching science and who have completed general chemistry with laboratory would be ideal for the second project. We will work with local teachers to develop lab activities that enhance the science curriculum in local schools. | Dharshi Bopegedera | Sophomore SO Junior JR Senior SR | Fall | |||
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Veteran Educational Transition Strategies (VETS)
Bobbie McIntosh |
Course | FR - SRFreshmen - Senior | 4 | 04 | Day | FFall | The VETS course is designed for active duty military, veterans, and dependents who are beginning their college lives at Evergreen. The goal is to assure that the student will get the most out of his or her educational experience, and the focus is on the transition from deployment to post deployment life. We will explore skills for success in academics, work, home life, and other settings; strategies for balancing work, family, and educational demands; and techniques for managing the stress related to military service and combat. We will reflect on theories and skills related to community-building and interpersonal relations. Students will have the option to connect with an Evergreen Veteran Mentor, and each student will leave with a toolbox of skills for success at Evergreen and beyond. | All areas of Evergreen learning. | Bobbie McIntosh | Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | |||
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VETS Seminar
Bobbie McIntosh |
Course | FR - SRFreshmen - Senior | 2 | 02 | Day | SSpring | The Veteran Education Transition Strategies (VETS) course is designed as a place for active duty military, veterans, and dependents to reflect on their educational experiences at Evergreen while also pursing specific academic goals. We will explore skills for success in academics, work, home life, and other settings; strategies for balancing work, family, and educational demands; and techniques for managing the stress related to military service and combat. Spring will provide further opportunities to reflect on political theories and social change skills related to community-building and interpersonal relations. Students will have the option to connect with Evergreen's veteran mentor program. Each student will leave with a toolbox of skills for success at Evergreen and beyond. | All areas of Evergreen learning. | Bobbie McIntosh | Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | |||
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VETS Seminar
Bobbie McIntosh |
Course | FR - SRFreshmen - Senior | 2 | 02 | Day | WWinter | The Veteran Education Transition Strategies (VETS) course is designed as a place for active duty military, veterans, and dependents to reflect on their educational experiences at Evergreen while also pursing specific academic goals. We will explore skills for success in academics, work, home life, and other settings; strategies for balancing work, family, and educational demands; and techniques for managing the stress related to military service and combat. The focus for winter will be again on the transition from deployment to post deployment life but we will also discuss the reasons around why western nations go to war. Each student will have the option of building a personal journal, learning writing techniques for managing the stress related to military service and combat and build relationship with other veterans on campus. These skills related to community-building and interpersonal relations will be part of a clear segment of gaining Evergreen veteran mentoring skills. Each student will leave with a toolbox of skills for success at Evergreen and beyond. | All areas of Evergreen learning. | Bobbie McIntosh | Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | |||
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Visual Literacies
Hirsh Diamant |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | SSpring | Visual literacy skills enhance communication, advance learning, and expand thinking. They are essential for effectively navigating today's social and cultural environment. In this course we will explore Western and non-Western art while focusing on how we see, how we learn, and how visual information can be used generally in communication and specifically in education. Our study will be enhanced by weekly art and media workshops which will include work with digital photography, video, iMovie, and presentation software. | Hirsh Diamant | Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||
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Why Teach? Understanding Education and the Social Conditions of Schooling
Grace Huerta and Leslie Flemmer |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | SSpring | Why do people want to enter the fray of education? In what ways does teaching require courage? What qualities must one have to be aneffective teacher in today’s political climate? “Good” teaching is often represented through countless instructional practices, but reflective teachers share a number of special qualities: they are intellectually present in the classroom; they are profoundly engaged with their students, the diverse community and social world in which they live; and, they are willing to confront the complex web of institutional policies and standards that seek to measure their effectiveness. Through an examination of the historical and social conditions that influence teaching today, we will fill in the backstory of education with an analysis of the intersections of race,class, ethnicity, gender, language and learning. By focusing on various pedagogical tools, this program will explore education through the contemporary frameworks of critical pedagogy, sociocultural theory, and multicultural education. With an analysis of what sustainable institutional and classroom practices help teachers become successful learning partners with their students, we will establish how educators can be critical and constructive, notcritical and cynical. These educational conceptswill be analyzed through readings, group collaboration, workshops, lectures,multimedia and seminars. Students will lead discussions, complete reflective writing activities, conduct teaching demonstrations, and create a community ethnography project. Potential texts to bestudied in the program include: Rose’s ; Zeichner & Liston’s ; Darder, et.al’s ; Orosco & Orosco’s, ; hook’s ; Alexie’s ; Cho’s ; and Ravitch’s . | cultural studies, education, law and public policy. | Grace Huerta Leslie Flemmer | Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | |||
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With Liberty and Justice for Whom?
Barbara Laners, Arlen Speights, Erin Ceragioli, Anthony Zaragoza, Dorothy Anderson, Mingxia Li, Artee Young, Paul McCreary, Tyrus Smith, Gilda Sheppard and Peter Bacho biology community studies ecology education environmental studies health history law and public policy leadership studies mathematics media studies political science sociology sustainability studies writing |
Program | JR - SRJunior - Senior | 16 | 16 | Day | FFall | WWinter | SSpring | The faculty and students will embark upon a thorough study of the origins and current status of justice in American society. From an interdisciplinary perspective, we will consider various definitions and theories of justice, review the way justice is carried out in different settings and historical periods and examine the possibility of achieving truly just social institutions. Topics to be considered include: social and environmental justice, just political and economic systems, criminal justice, just healthcare and educational access, representations of justice in media, as well as concepts of equity, fairness and equality. By the end of the academic year we will be able to offer concrete recommendations as to the steps necessary to achieve justice for all in our society. The theme for quarter is . We will lay the foundation for the rest of the year, both substantively and in terms of the tools necessary to operate effectively in the learning community. We will explore the concept of justice as it is explicated in theory, history and practice. The concept will be analyzed from both the perspectives of the legal system and moral teachings. In seminars, we will read and analyze texts dealing with issues that have historically raised questions of whether justice was achieved. Students will examine their personal experiences with justice issues by constructing an autobiographical memoir. Our work will be supplemented with a series of courses designed to assure literacy with words, numbers and images. Students will have the opportunity to hone their skills in critical reasoning, research and the use of multimedia and computers. quarter's theme is . We will look at specific contemporary societal issues in justice viewed from a variety of institutional perspectives, most notably justice in education, health care, law, science, government and politics. Students will investigate specific justice issues of interest with the purpose of identifying a particular problem, defining its dimensions, determining its causes and establishing action plans for its remedy. In the , the theme will progress to This final quarter will be devoted to the design and implementation of projects aimed at addressing the issues of injustice identified in the winter quarter. Seminar groups will combine their efforts to undertake actual programs aimed at assisting the community in righting a current injustice or providing greater justice for the community. The projects may take the form of educational events, publications, multimedia presentations or art installations, to help the community find higher levels of justice. Courses will assist in the successful implementation and evaluation of the student group activities. | advocacy, art and art history, bioethics, biology, community development, counseling, critical thinking, composition, education, environmental science, history, law and public policy, literature, mathematics and statistics, multimedia and arts production, organizational leadership, political economy, public administration, public health, research methodology, quantitative reasoning, social sciences, social work, and sustainability. | Barbara Laners Arlen Speights Erin Ceragioli Anthony Zaragoza Dorothy Anderson Mingxia Li Artee Young Paul McCreary Tyrus Smith Gilda Sheppard Peter Bacho | Junior JR Senior SR | Fall |