2013-14 Undergraduate Index A-Z | The Evergreen State College

Undergraduate Index A-Z

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Olympia

Title	Offering	Standing	Credits	Credits	When	F	W	S	Su	Description	Preparatory	Faculty	Days	Multiple Standings	Start Quarters	Open Quarters
A Sense of Wonder Hirsh Diamant and Nancy Parkes communications cultural studies education environmental studies literature natural history sustainability studies writing	Program	SO–SRSophomore–Senior	12	12	Evening and Weekend	F 13 Fall	W 14Winter			Students in this interdisciplinary program, which continues from Fall quarter, will learn how to cultivate a “sense of wonder” while building skills as writers, activists, artists, and interdisciplinary scholars. Our work will combine theory and practice as we delve into the rich areas of literature, cultural studies, writing, creative arts, contemplative practice, natural history, and environmental/outdoor education. We will explore how we develop roots to the natural world and explore themes related to natural history literature, the Pacific Northwest, and global multicultural traditions that have intimate connections to place, family, education, and artistic practice. At the core of our inquiry will be the questions: What enlivens culture? What motivates change? Working from a rich, interdisciplinary perspective, we will study what it means to be rooted to place and how place connects us to a deep sense of purpose and meaning through word and image, language and tradition, stories and activism, and education and scholarship. Highlights of Winter quarter will include a three day Lunar New Year and Tai Ji celebration and Community Service work in areas of students’ interests.		Hirsh Diamant Nancy Parkes	Mon Wed Sat	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Abnormal Psychology Susan Cummings psychology	Course	SO–SRSophomore–Senior	4	04	Evening			S 14Spring		This course is designed to help students examine abnormal and normal behavior and experience along several dimensions. These dimensions include the historical and cultural influences in Western psychology, current views on abnormality and psychological health, cultural differences in the approach and treatment of psychopathology, and the role of healthy habitat in healthy mind. Traditional classification of psychopathology will be studied, including theories around etiology and treatment strategies. Non-traditional approaches will be examined including the role of eco-psychology in abnormal psychology. This course is a core course, required for pursuit of graduate studies in psychology.		Susan Cummings	Mon	Sophomore SO Junior JR Senior SR	Spring	Spring
Academic Writing at Evergreen Emily Lardner education writing	Course	FR–SRFreshmen–Senior	4	04	Evening	F 13 Fall				Evergreen students are expected to demonstrate integrative, independent, and critical thinking—that's one of the six expectations for graduates. Most often, students demonstrate their thinking in writing. The purpose of this course is to help you develop skills as a writer and thinker in academic programs across the curriculum. We will focus on critical components of academic writing, including skills related to working with ideas found in other writers' texts, whether those texts are books or articles or take some other form. We will explore preconceptions you have about what good writers do, investigate conventions for writing across academic fields, and practice a lot of writing. All levels welcome.		Emily Lardner	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
The Adaptive Meaning of the Musical Mind Andrea Gullickson and Bret Weinstein biology music	Program	FR–SRFreshmen–Senior	16	16	Day			S 14Spring		Humans are unique products of adaptive evolution. Our most remarkable evolutionary features are associated with our overwhelmingly cultural brains, far more flexible and dynamic than the brains of any other creature on earth. But this level of uniqueness creates a problem in the quest to understand ourselves. How are we to comprehend human characteristics that have no parallel, and little precedent, elsewhere in the biota?Of all the unique cultural attributes of humans, music is uniquely perplexing. It exists in every culture, is a significant feature of nearly every human life. Music is produced by both males and females. It can be made with tools as elaborate as a piano, or as sparingly as with a single human voice. It is both collaborative and solitary. It can be enjoyed as a participant or spectator. And music is powerful—reaching into our deepest emotional core where it has the capacity to trigger profound responses, often with zero associated narrative content.This program will confront this deepest evolutionary mystery full force, and on its own terms. We will cultivate an appreciation and comprehension of the structure, meaning and effect of music as we address the evolutionary mechanisms that must have produced it. We will strive as a learning community to experience music’s full glory and mystery, while we grapple rigorously with it as an evolutionary phenomenon. Weekly program activities will include reading, focused listening, workshops, lectures and seminars. Together we will approach program content in a manner that is accessible to students with little background in these areas, while still challenging those with prior experience.		Andrea Gullickson Bret Weinstein		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Adolescent Literature Terry Ford education literature	Course	FR–SRFreshmen–Senior	4	04	Day				Su 14 Full Summer	While children's literature meets the developmental needs of children grades K-6, adolescent literature meets the developmental needs of middle and high school ages (grades 6-12). 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	Summer
Advanced Audio Recording and Production Techniques I, II, III Terry Setter media arts music Signature Required: Fall Winter Spring	Course	JR–SRJunior–Senior	4	04	Day and Evening	F 13 Fall	W 14Winter	S 14Spring		This is a year-long long sequence of advanced audio production courses designed to support students who are interested in recording and producing music. Students will become familiar with advanced multitrack audio production techniques, their various applications, history, and aesthetics. Time will be spent each quarter developing the students’ ability to listen critically and providing instruction and exercises in the use of the advanced audio recording studio. In fall, students will train to pass the related proficiency test and develop an understanding of the technical and aesthetic history of audio production. Topics and activities will include basic acoustics; microphone design and placement; the use of compressors, limiters, and console block diagrams; and the theory of digital audio recording, with a strong emphasis on Digidesign’s Pro Tools software. In winter, students will be provided with increasingly advanced instruction and exercises in the use of recording technologies with an emphasis on Pro Tools software, a number of plug-ins, and the creation of mixes, including those for inclusion in the Evergreen Student CD Project. Topics and activities will include techniques for recording a rock band, mixing techniques, and applications of various signal processors. In spring, students will work to create well-balanced, innovative tracking and mixing. There will be an emphasis on mastering techniques and a field trip to four of Seattle’s most active recording studios. The courses do not cover music production from electronic sources.		Terry Setter	Thu	Junior JR Senior SR	Fall	Fall Winter Spring
Advanced Programming Languages Sheryl Shulman computer science	Program	SO–SRSophomore–Senior	8	08	Day				Su 14 Full Summer	This class will focus on developing programming techniques in a variety of programming languages. Possible languages include C, C++, Java, Haskell, ML, and OCAML. This is an opportunity to explore languages in more depth, increase you expertise in programming, prepare for more advanced work, and increase the depth and breadth of your programming background. In connection with the practical programming component we will also read papers on programming language design, emphasizing recent language innovations such as generics, multi-paradigm languages, the introduction of lambda terms and their role, and higher-order programming.	Computer Science	Sheryl Shulman	Tue Thu	Sophomore SO Junior JR Senior SR	Summer	Summer
Advanced Research in Environmental Studies Dylan Fischer, Abir Biswas, Lin Nelson, Erik Thuesen, Alison Styring and Gerardo Chin-Leo agriculture botany community studies ecology environmental studies geography geology health hydrology law and government policy marine science zoology Signature Required: Fall Winter Spring	Program	JR–SRJunior–Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring		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. studies in nutrient and toxic trace metal cycles in terrestrial and coastal ecosystems. Potential projects could include studies of mineral weathering, wildfires and mercury cycling in ecosystems. Students could pursue these interests at the laboratory-scale or through field-scale biogeochemistry studies taking advantage of the Evergreen Ecological Observation Network (EEON), a long-term ecological study area. Students with backgrounds in a combination of geology, biology or chemistry could gain skills in soil, vegetation and water collection and learn methods of sample preparation and analysis for major and trace elements. 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. 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 EEON project (academic.evergreen.edu/projects/EEON). See more about his lab's work at: academic.evergreen.edu/f/fischerd/E3.htm. 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. studies birds. Current activity in her lab includes avian bioacoustics, natural history collections and bird research in the EEON. Bioacoustic research includes editing and identifying avian songs and calls from an extensive collection of sounds from Bornean rainforests. Work with the natural history collections includes bird specimen preparation and specimen-based research, including specimens from Evergreen's Natural History Collections and other collections in the region. Work with EEON includes observational and acoustic surveys of permanent ecological monitoring plots in The Evergreen State College campus forest. 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 environmental stress and climate change. 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. Please go to the catalog view for specific information about each option.	botany, ecology, education, entomology, environmental studies, environmental health, geology, land use planning, marine science, urban agriculture, taxonomy and zoology.	Dylan Fischer Abir Biswas Lin Nelson Erik Thuesen Alison Styring Gerardo Chin-Leo		Junior JR Senior SR	Fall	Fall Winter Spring
Advanced Research in Environmental Studies with A. Biswas Abir Biswas ecology environmental studies field studies Signature Required: Fall Winter Spring	Research	JR–SRJunior–Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring				Abir Biswas		Junior JR Senior SR	Fall	Fall Winter Spring
Advanced Research in Environmental Studies with A. Styring Alison Styring ecology environmental studies field studies Signature Required: Fall Winter Spring	Research	JR–SRJunior–Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring				Alison Styring		Junior JR Senior SR	Fall	Fall Winter Spring
Advanced Research in Environmental Studies with D. Fischer Dylan Fischer ecology environmental studies field studies Signature Required: Fall Winter Spring	Research	JR–SRJunior–Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring			plant ecology and physiology, field ecology, restoration ecology	Dylan Fischer		Junior JR Senior SR	Fall	Fall Winter Spring
Advanced Research in Environmental Studies with E. Thuesen Erik Thuesen marine science zoology Signature Required: Fall Winter Spring	Research	JR–SRJunior–Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring				Erik Thuesen		Junior JR Senior SR	Fall	Fall Winter Spring
Advanced Research in Environmental Studies with G. Chin-Leo Gerardo Chin-Leo environmental studies marine science Signature Required: Fall Winter Spring	Research	JR–SRJunior–Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring				Gerardo Chin-Leo		Junior JR Senior SR	Fall	Fall Winter Spring
Advanced Research in Environmental Studies with L. Nelson Lin Nelson community studies environmental studies health Signature Required: Fall Winter Spring	Research	JR–SRJunior–Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring				Lin Nelson		Junior JR Senior SR	Fall	Fall Winter Spring
Advanced Writer's Workshop Nancy Parkes communications literature writing	Program	SO–SRSophomore–Senior	12	12	Evening and Weekend			S 14Spring		This 12-credit program, Advanced Writer's Workshop, is designed for 15 students who already have a foundation in writing fiction and/or creative non-fiction. Through our writing, reading and review of film as a medium, we will examine and practice the craft of creating rich characters, vibrant scenes, and crisp dialogue. During spring quarter, students will produce one memoir-based piece, a short story or novel chapter, and a “student choice” writing block. We will concentrate on the craft of revision with each section of writing. Students should also expect to spend significant additional time critiquing peer work outside the classroom.		Nancy Parkes	Mon Wed Sat	Sophomore SO Junior JR Senior SR	Spring	Spring
African Language: Wolof Amadou Ba	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 14 Session II Summer	Wolof is a language spoken in Senegal, West Africa. This class is an introduction to the Wolof language, culture and tradition. The class will put an emphasis on oral expression giving ample opportunities for student interaction through drills, exercises and role plays. Students will learn greetings, family relationships, and expressions for basic needs, as well as how to get by linguistically and culturally in various situations. Students will study the basic grammatical structure of the Wolof language and vocabulary.This class is appropriate for students who are interested in studying linguistics, learning a new language or traveling to West Africa.		Amadou Ba	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Afro-Brazilian Dance (A) Janelle Campoverde dance	Course	FR–SRFreshmen–Senior	2	02	Weekend	F 13 Fall				Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Afro-Brazilian Dance (A) Janelle Campoverde dance	Course	FR–SRFreshmen–Senior	2	02	Weekend		W 14Winter			Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Afro-Brazilian Dance (B) Janelle Campoverde dance	Course	FR–SRFreshmen–Senior	2	02	Weekend	F 13 Fall				Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Afro-Brazilian Dance (B) Janelle Campoverde dance	Course	FR–SRFreshmen–Senior	2	02	Weekend		W 14Winter			Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Against All Odds: The Black Experience Kabby Mitchell and Joye Hardiman African American studies American studies cultural studies dance gender and women's studies history literature music	Program	SO–SRSophomore–Senior	16	16	Day			S 14Spring		How did Black men and women, of many different cultures and ages, succeed against all odds? How did they move from victim to victors? Where did they find the insurmountable courage to deconstruct and reconstruct their lives? In this program, students will participate in an inquiry-base exploration of the efficacy, resiliency and longevity of the lives and legacies of selected Black men and women from Ancient Egypt to contemporary times. Our exploration will use the lenses of Ancient Egyptian studies, African, African-American and Afro-Disaporic history, dance history, media and popular culture to investigate the lives of these men and women lives, their historical, cultural and spiritual contexts and legacies.The class will have a variety of learning environments, including lectures and films, workshops, seminars and research groups. All students will demonstrate their acquired knowledge, skills and insights about the mis-education/re-education process through a quarter -long reflective journal project , a mid -quarter contextual research project; and an end-of-the-quarter final paper and a collaborative performance about the journey from mis-education to education and those factors that allow one to retain their humanity in spite of horrific dehumanizing attempts.		Kabby Mitchell Joye Hardiman	Tue Tue Tue Wed Wed Wed Thu Thu Thu	Sophomore SO Junior JR Senior SR	Spring	Spring
Algebra to Algorithms Rik Smoody computer science mathematics philosophy of science	Program	FR–SRFreshmen–Senior	16	16	Day			S 14Spring		Computers are a driving force of our modern world and increasingly influence our lives. Mathematics and mathematical models lay at the foundation of modern computers; furthermore, we increasingly rely on mathematics as a language for understanding the natural world, such as complex climate models that predict major changes in weather patterns world wide over the next 50 years. Mathematics and computational thinking enable people as citizens to make good decisions on a wide range of issues from interpreting the evidence for climate change to understanding the potential impacts of technology; as such, they are an integral part of a liberal arts education. In this program, we will explore connections between mathematics, computer science, the natural sciences and graphic arts.We will develop mathematical abstractions and the skills to express, analyze and solve simple problems in the sciences and the arts and explore how to program interesting visual shapes using simple geometry. Class sessions include seminars, lectures, problem-solving workshops, programming labs, problem sets and seminars with writing assignments. The emphasis will be on fluency in mathematical and statistical thinking and expression along with reflections on mathematics and society. Topics will include concepts of algebra, algorithms, programming and problem solving, with seminar readings about the role of mathematics in education, the sciences and society.This program is intended for students who want to gain a fundamental understanding of mathematics and computing before leaving college or before pursuing further work in the sciences or the arts.		Rik Smoody		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Algebraic Thinking Vauhn Foster-Grahler mathematics	Course	FR–SRFreshmen–Senior	4	04	Day	F 13 Fall				Algebraic Thinking develops problem-solving and critical-thinking skills by using algebra to solve context-based problems. Problems are approached algebraically, graphically, numerically, and verbally. Topics include linear, quadratic, and exponential functions, right-triangle trigonometry, and data analysis. Collaborative learning is emphasized.		Vauhn Foster-Grahler	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Alternative Photographic Processes Julia Zay art history visual arts	Program	FR–SRFreshmen–Senior	8	08	Day				Su 14 Session II Summer			Julia Zay	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Alternatives to Capitalist Globalization Steven Niva and Peter Bohmer international studies political economy political science Signature Required: Winter	Program	SO–SRSophomore–Senior	16	16	Day	F 13 Fall	W 14Winter			It is easier to criticize contemporary capitalism for its failures than to develop feasible alternatives and a strategy to get there. We will explore and critically analyze diverse social movements and visions that seek to create more just global and national societies. International institutions such as the WTO, IMF and World Bank promote “free market” and “free trade” capitalist globalization which open up countries to multinational corporations and impose Western development models. In the past few decades, many alternative visions have developed within the global justice movement and have been renewed through more recent “occupy” and anti-austerity movements in Europe (Greece and Spain), the United States and the Global South. They draw upon historical precedents and alternatives to capitalism, from anti-colonial and socialist movements to the new left, situationist and anarchist movements after 1968.We will analyze existing capitalist globalization and current U.S. capitalism and then look at how diverse social movements and thinkers have formulated alternative visions for creating just, liberatory, democratic and sustainable societies. We will explore different and sometimes clashing alternatives to national and global capitalism that have developed around the world. These will include those influenced by socialist, Marxist, anarchist, anti-authoritarian, ecological, feminist and perspectives emanating from the Global South. We will research and evaluate case studies of existing and possible alternatives from Cuba, Venezuela, Argentina, Bolivia, and those derived from cooperatives, intentional communities, participatory socialism and eco-feminist alternatives in the U.S. and elsewhere. We will analyze alternatives to NAFTA and other “free trade” agreements such as ALBA, and global visions of equity and justice, including climate justice. We will also look at strategies, ideologies and visions of alternative societies in the “occupy” and other current movements.The program will include a focus on theoretical debates over strategies and goals of movements, including debates about the role of states, the limitations of reforms, insurrectionist visions and the role of pre-figurative strategies and of creating alternative communities that bypass political institutions. We will pay special attention to the conditions facing women in their changing roles in the global system of production and consumption, ecological concerns and the struggles of indigenous peoples for survival and self-determination.Students will engage these topics and case studies through lectures, seminar discussion, group projects, films and guest speakers. Our activities will include theoretical reading, analytic and critical thinking about the strengths and weaknesses of various approaches, and imagining and formulating fresh views of the facts and possible futures of capitalist globalization.		Steven Niva Peter Bohmer		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
American Families: Historical and Sociological Perspectives Stephanie Coontz American studies cultural studies gender and women's studies history sociology	Program	FR–SRFreshmen–Senior	8	08	Weekend			S 14Spring		This program explores changes in the social construction and cultural expectations of family life and intimate relations, from colonial times to the present. We begin by delving into the very different values and behaviors of colonial families and then trace changes in love, marriage, parenting, and family arrangements under the influence of the American Revolution and the spread of wage labor. We study the gender and sexual norms of the 19th century, including variation by race and class, then examine the changes pioneered in the early 20th century. We discuss the rise of the 1950s male breadwinner family and then follow its demise from the 1960s through the 1980s. We end the quarter by discussing new patterns of partnering and parenting in the past 30 years,Readings will be challenging, and there will be frequent writing assignments. All students are expected to complete all assignments and participate in workshops and seminar discussions. Credit depends upon consistent attendance and preparation and a demonstrated mastery of the subject matter.This class is excellent preparation for graduate work or professional employment in history, sociology, law, American studies, social work, and psychology. It provides needed context and background for people working in the social services or education.	sociology, history, family studies, research, social work, teaching, family law and counseling.	Stephanie Coontz	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
American Frontiers, Homelands, and Empire Zoltan Grossman and Kristina Ackley American studies Native American studies community studies cultural studies education geography history international studies Signature Required: Winter	Program	FR–SOFreshmen–Sophomore	16	16	Day	F 13 Fall	W 14Winter			Students will explore the juxtaposed themes of Frontier and Homeland, Empire and Periphery and the Indigenous and Immigrant experience. We will use historical analysis (changes in time) and geographic analysis (changes in place) to critique these themes, and will turn toward cultural analysis for a deeper understanding of race, nation, class and gender. We will take as our starting point a critique of Frederick Jackson Turner’s “Frontier Thesis”—that the frontier is "the meeting point between savagery and civilization"—as a racist rationale for the colonization of Native American homelands. We will consider alternative histories of Anglo-American expansion and settlement in North America, with interaction, change, and persistence as our unifying themes.We will study how place and connection is nurtured, re-imagined and interpreted, particularly in Indigenous and recent immigrant communities. We will connect between the ongoing process of "Manifest Destiny" in North America and subsequent overseas imperial expansion into Latin America, the Pacific and beyond. The colonial control of domestic homelands and imperial control of foreign homelands are both highlighted in recent patterns of recent immigration. These patterns involve many "immigrants" who are in fact indigenous to the Americas, as well as immigrants from countries once conquered by the U.S. military. The American Empire, it seems, began at home and its effects are coming back home and will be contested again.In fall quarter, we will track the historical progression of the frontier across North America and overseas and the territorial and cultural clashes of immigrant and colonized peoples. We will hear firsthand the life stories of local individuals and communities to understand their narratives of conflict, assimilation, resistance and survival. In the winter quarter, we will look at contemporary case studies that show the imprint of the past in the present and how 21st-century North American communities (particularly in the Pacific Northwest) are wrestling with the legacies of colonization, imperialism and migration. In particular, we will examine the overlapping experiences of Native Americans and recent immigrants, and Indigenous territories and migrations that transgress or straddle the international border as defined by "Homeland Security. This program offers ideal opportunities for students to develop skills in writing, research, and analysis.		Zoltan Grossman Kristina Ackley	Tue Wed Fri	Freshmen FR Sophomore SO	Fall	Fall Winter
American Frontiers, Homelands, and Empire Kristina Ackley and Zoltan Grossman American studies Native American studies community studies cultural studies education geography history international studies	Program	FR–SOFreshmen–Sophomore	16	16	Day			S 14Spring		Students will explore the juxtaposed themes of Frontier and Homeland, Empire and Periphery and the Indigenous and Immigrant experience. We will use historical analysis (changes in time) and geographic analysis (changes in place) to critique these themes, and will turn toward cultural analysis for a deeper understanding of race, nation, class and gender. We will take as our starting point a critique of Frederick Jackson Turner’s “Frontier Thesis”—that the frontier is "the meeting point between savagery and civilization"—as a racist rationale for the colonization of Native American homelands. We will consider alternative histories of Anglo-American expansion and settlement in North America, with interaction, change, and persistence as our unifying themes.We will study how place and connection is nurtured, re-imagined and interpreted, particularly in Indigenous and recent immigrant communities. We will connect between the ongoing process of "Manifest Destiny" in North America and subsequent overseas imperial expansion into Latin America, the Pacific and beyond. The colonial control of domestic homelands and imperial control of foreign homelands are both highlighted in recent patterns of recent immigration. These patterns involve many "immigrants" who are in fact indigenous to the Americas, as well as immigrants from countries once conquered by the U.S. military. The American Empire, it seems, began at home and its effects are coming back home and will be contested again.We will track the historical progression of the frontier across North America and overseas and the territorial and cultural clashes of immigrant and colonized peoples. We will hear firsthand the life stories of local individuals and communities to understand their narratives of conflict, assimilation, resistance and survival. In particular, we will examine the overlapping experiences of Native Americans and recent immigrants, and Indigenous territories and migrations that transgress or straddle the international border as defined by Homeland Security. This program offers ideal opportunities for students to develop foundational skills in writing, research, and analysis.		Kristina Ackley Zoltan Grossman		Freshmen FR Sophomore SO	Spring	Spring
American Sign Language I, II, III (A) Beth Schoenberg language studies	Course	FR–SRFreshmen–Senior	4	04	Day	F 13 Fall	W 14Winter	S 14Spring		The fall quarter introduction to American Sign Language uses conversational methods to introduce basic knowledge about American Sign Language and deaf people. Emphasis is upon acquisition of both language comprehension and production skills as well as Deaf culture and history with the goal that students be able to communicate with cultural competence. The course begins with visual readiness activities, then uses meaningful conversational contexts to introduce vocabulary, grammar, and culturally appropriate behaviors. Basic fingerspelling skills will also be practiced. Students will be invited to participate in local Deaf community events. In winter quarter we will focus on building mastery of American Sign Language grammar skills, increasing vocabulary, and gaining a deeper knowledge and appreciation of Deaf culture. Spontaneous, interactive use of American Sign Language is stressed through discussion of events and activities, and the student will continue study of information related to everyday life experiences of deaf Americans and deaf people elsewhere in the world. Students will be invited to participate in local Deaf community events. In spring quarter we will focus on grammatical features such as spatialization, directionality, and non-manual components. Intensive work in vocabulary development, receptive skills, production of narratives (storytelling), and continued study of Deaf culture are stressed. Students will be expected to participate in local Deaf community events.		Beth Schoenberg	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
American Sign Language I, II, III (B) Beth Schoenberg language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 13 Fall	W 14Winter	S 14Spring		The fall quarter introduction to American Sign Language uses conversational methods to introduce basic knowledge about American Sign Language and deaf people. Emphasis is upon acquisition of both language comprehension and production skills as well as Deaf culture and history with the goal that students be able to communicate with cultural competence. The course begins with visual readiness activities, then uses meaningful conversational contexts to introduce vocabulary, grammar, and culturally appropriate behaviors. Basic fingerspelling skills will also be practiced. Students will be invited to participate in local Deaf community events. In winter quarter we will focus on building mastery of American Sign Language grammar skills, increasing vocabulary, and gaining a deeper knowledge and appreciation of Deaf culture. Spontaneous, interactive use of American Sign Language is stressed through discussion of events and activities, and the student will continue study of information related to everyday life experiences of deaf Americans and deaf people elsewhere in the world. Students will be invited to participate in local Deaf community events. In spring quarter we will focus on grammatical features such as spatialization, directionality, and non-manual components. Intensive work in vocabulary development, receptive skills, production of narratives (storytelling), and continued study of Deaf culture are stressed. Students will be expected to participate in local Deaf community events.		Beth Schoenberg	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Andean Roots: Language and Cultural Landscape Rachel Hastings and Steven Scheuerell agriculture cultural studies environmental studies geography international studies language studies linguistics study abroad sustainability studies Signature Required: Winter	Program	FR–SRFreshmen–Senior	12, 16	12 16	Day	F 13 Fall	W 14Winter	S 14Spring		This is a yearlong interdisciplinary program that incorporates sociolinguistics, geography, history, cultural ecology, global change, biocultural diversity conservation, food systems and sustainable development studies to explore how societies evolve and survive in relation to their environment and a globalizing world. Our studies are based on the belief that 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.The academic program consists of two phases. The first phase over fall quarter will focus on program themes using texts, lectures, workshops, film, writing and local field trips. Fall quarter the program will be offered for 12 credits to provide students with the option to separately register for an appropriate Spanish language course. Selection for the second phase over winter and spring quarters will be based upon criteria including successful completion of fall quarter work, demonstrated readiness for study abroad and Spanish language ability. In winter and spring, students will be full time in the program, which will be offered for 16 credits per quarter. Winter quarter will begin with 5 weeks of travel preparations and intensive study on Peru, followed by a 15-week study abroad experience in the Cusco region of the Peruvian Andes that incorporates intensive Spanish or Quechua language study, regional travel, seminars, urban and rural home stays and independent research or service learning with local organizations. At the end of the independent project period, we will reconvene for final student presentations and evaluation conferences in the Sacred Valley near Cusco.As the former Incan capital, and home to vibrant cultures and immense biodiversity, the Cusco region of Peru offers immersion in the study of biocultural diversity and how the preservation of linguistic diversity is related to the preservation of traditional ecological knowledge, biodiversity and local food systems. While in Peru, we will continue language and cultural studies while experiencing regional initiatives to preserve cultural landscapes and indigenous knowledge systems in the midst of development pressure. Given the region's rich history, knowledge systems, architecture, agriculture, weaving, ceramics and music, we will ask how is knowledge transferred across generations and between communities, and how can traditional knowledge be maximized in sustainable development projects? As we address these academic questions, our own experiences will also lead us on to consider on a more individual level how learning another language and traveling abroad can increase our understanding of culture and what it means to fit into place.		Rachel Hastings Steven Scheuerell		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Animal Behavior and Zoology Heather Heying anthropology biology natural history philosophy of science study abroad zoology Signature Required: Winter	Program	JR–SRJunior–Senior	16	16	Day		W 14Winter	S 14Spring		What do animals do, how do they do it and why? In this two-quarter-long investigation of animal behavior, a continuation of Genes and Evolution in fall quarter, students will answer these questions through extensive use of the scientific literature, in-depth discussions of the evolutionary and ecological theories fundamental to the study of behavior, independent research projects and several weeks in the field, including a multi-week trip to tropical ecosystems in Ecuador.Animals hibernate, forage, mate, form social groups, compete, communicate, care for their young and so much more. They do so with the tools of their physiology, anatomy, and, in some cases, culture, for reasons having to do with their particular ecology and evolutionary history. In this program, we will begin with a review of animal diversity, and continue our studies of behavior from both a theoretical and an empirical perspective. Students will be expected to engage some of the complex and often contradictory scientific predictions and results that have been generated in this field through lectures, workshops and take-home exams, as well as undertake their own, intensive field research. Some topics covered in this program will include mating systems, territoriality, female mate choice, competition, communication, parental care, game theory, plant/animal interactions and convergent evolution. Several readings will focus on one group of animals in particular: the primates, including Continuing the focus on theory and statistics begun in Genes and Evolution, we will travel to Ecuador to study the differences and similarities between the neotropics and the Pacific Northwest, focusing on the animals and their behavior. Particular attention will be paid to the herpetofauna (amphibians and reptiles) that live in lowland rainforests. In spring quarter, having studied the methods, statistics and literature frequently used in behavioral research, students will generate their own hypotheses and go into the field to test them through extensive, independent field research. This work might be in Ecuador or the Pacific Northwest. Students will return to campus for the last two weeks of spring quarter to complete their data analysis and present their research.		Heather Heying		Junior JR Senior SR	Winter	Winter
Anthrozoology Michael Paros anthropology biology philosophy of science physiology psychology zoology Signature Required: Winter	Program	FR–SRFreshmen–Senior	16	16	Day		W 14Winter			Why do humans keep pets and at the same time raise animals for food? What are the psychological and moral complexities that characterize our relationships with animals? What is the impact of human–animal interactions on the health and well-being of people and animals? How do we assess the relative welfare of animals under a variety of circumstances? Anthrozoology is the interdisciplinary study of human (anthro) and animal (zoo) interaction. This topic of inquiry will be used to study general biology, zoology, anthropology and philosophy. Through field trips, guest speakers, reading, writing and discussion, students will become familiar with the multiple and often paradoxical ways we relate to companion animals, animals for sport, zoo animals, wildlife, research animals and food animals. We will use our collective experiences, along with science-based and value-based approaches, to critically examine the ever-changing role of animals in society.We will begin the quarter by focusing on the process of animal domestication in different cultures from an evolutionary and historical perspective. Through the formal study of animal ethics, students will also become familiar with different philosophical positions on the use of animals. Physiology and neuroscience will be used to investigate the physical and mental lives of animals while simultaneously exploring domestic animal behavior. Students will explore the biological basis and psychological aspects of the human-animal bond. Students will then study the science of animal welfare and complete a final project in which they will apply their scientific and ethical knowledge to a controversial and contemporary animal welfare question.Students will be expected to read primary literature in such diverse fields as animal science, ethology, neurobiology, sociobiology, anthropology and philosophy. Student success in this program will depend on commitment to in-depth understanding of complex topics and an ability to combine empirical knowledge and philosophical reflection.		Michael Paros		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Applied Biology and Chemistry Paula Schofield and Andrew Brabban biology chemistry Signature Required: Spring	Program	SO–SRSophomore–Senior	16	16	Day			S 14Spring		The aim of this program is to apply fundamental knowledge and theories of biology and chemistry to practical, real world situations. The application of biology and chemistry has huge impacts on our society, particularly influencing our economy and quality of life. Cutting edge techniques and processes are continually being developed by biologists and chemists to produce the medicines, chemicals and materials we use daily. Products include pharmaceuticals—from synthetic drugs to gene therapies—used to prevent disease and cure illness; biocompatible materials for use in the medical field; fossil-fuel derived synthetic polymers (plastics, fibers, rubbers, etc.); and modern "green" or "sustainable" materials that include biodegradable polymers. These products are widely used by the general public, as well as in a wide array of industries and professions: agriculture, sports, health-care, law enforcement, the military, automotive, food, etc.We will focus on the practical applications of modern biology and chemistry, studying both small and large molecules, natural and synthetic. Based significantly in the laboratory, students will learn the theoretical principles and relevant lab and instrumentation techniques needed to synthesize, isolate and analyze small molecules and macromolecules. We will examine small biological molecules as well as organic molecules, moving to important biological macromolecules (DNA, RNA, proteins) and synthetic polymers (plastics, fibers, biodegradable polymers, green materials). Theory and techniques of molecular cloning, protein biochemistry, biocatalysis and transgenics will be emphasized, as well as synthesis and characterization of relevant organic molecules, polymers and green materials. Seminars on technical literature and student presentations will be significant components of the program. We will also discuss the professional biologist's and chemist's relationship with industry, government and universities, and examine employment opportunities for biologists and chemists. Students will be evaluated based on their laboratory techniques, laboratory reports, class presentations and homework assignments.		Paula Schofield Andrew Brabban		Sophomore SO Junior JR Senior SR	Spring	Spring
Approaches to Sustainability Rob Cole community studies environmental studies sustainability studies	Program	FR–SOFreshmen–Sophomore	16	16	Day	F 13 Fall				Sustainability - what does it mean? Sustainability for whom? Consumption, social stratification, increased indebtedness, and environmental destruction are existing hallmarks of ‘civilization.’ Many of our current cultural, social and economic systems are unsustainable. This program will explore different visions of sustainability that offer alternatives to the dominant industrial/corporate model. We will examine approaches taken by different groups of people, in differing circumstances, to forge a more just, equitable and sustainable future that doesn’t outstrip the regenerative capacity of our ecosystem.In particular, we will compare and contrast two major approaches to sustainability; that of The Natural Step, and that of ‘transition communities.’ We will explore how these visions address equity and justice in the face of climate change, social stratification and ecosystem degradation. We will examine metrics and indicators of sustainability, and various measures of the regenerative capacity of the planet. We will survey a wide array of actions individuals and groups can take to foster a future that is more sustainable and more equitable and just for both human and other species.Through workshops, readings, films, personal audits and seminar discussions, students will engage a variety of sustainability concepts and approaches. They will learn skills useful in assessing actions that foster sustainability, and they will explore the habits of mind so essential to taking action in the twenty-first century.		Rob Cole	Mon Tue Wed Fri	Freshmen FR Sophomore SO	Fall	Fall
Arabic for Beginners Steven Niva	Program	FR–SRFreshmen–Senior	8	08	Day				Su 14 Session I Summer	This five week intensive summer program introduces students to both written Arabic and basic conversational Arabic in order to provide the foundations for further study in the Arabic language. Students will learn basic phrases, vocabulary and grammar used in conversational Arabic and learned how to use it in informal situations. Students will also learn to read and write modern standard Arabic used in written publications and materials, with an emphasis on learning the alphabet, reading and writing words and basic grammar. In the final week of the program, students will bring together their learning from both colloquial and written Arabic learning for review and final projects. The program is organized around a series of texts, exercises and assignments, including several class presentations and a final presentation.		Steven Niva	Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Architectural Design Studio Anthony Tindill architecture	Program	FR–SRFreshmen–Senior	8	08	Day				Su 14 Full Summer	Architectural Design Studio will introduce students to intensive architectural design practices and principles. This program will be studio based and students will investigate and apply their ideas about buildings and architecture through comprehensive design projects. Students will participate in conceiving, designing and presenting their projects in an open class forum. They will learn best design practices and develop their own design process. Students in this program will gain experience in idea generation, application of architectural theory and principles, design development, design drawing and presentation practices. Other topics explored may include concepts of structural design, architectural history, and interior design theory. Key Texts may be Norbert Lechner, Andrea Oppenheimer Dean and Francis Ching,		Anthony Tindill	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Art and Narrative in Response to Place Rebecca Chamberlain and Gail Tremblay cultural studies literature sustainability studies visual arts writing	Program	FR–SRFreshmen–Senior	16	16	Day			S 14Spring		How does place affect the worldview and visions of writers, poets, artists, storytellers, and filmmakers from diverse cultures in the Americas? How can we develop an ecological and ethical identity that shapes culture and place through creative and artistic practice? As we study art history, natural history, and the natural world, we will use these questions to explore our connections to the earth and place through analysis and creation of poems, essays, and multimedia art projects. Through observations of the natural world, we will cultivate our ability to heighten sensory perceptions and gain insights that feed metaphors, images, and imagination. As we examine the way in which our relationships to words, images, myths, cultural teachings, stories, and the arts enhance our understanding, we will reflect on the strategies we need to address environmental education, activism, and the ecological challenges and health of our planet.Readings include essays by American Transcendentalists like Thoreau, Emerson, and Fuller, and natural history writers and eco-poets such as Leslie Marmon Silko, Terry Tempest Williams, Linda Hogan, Alice Walker, Mary Austin, John Muir, Rachel Carson, Gary Snyder, David Abrahm, Pablo Neruda, Eric Chock, and other diverse writers. Field trips and workshops include hikes, natural history observations, writing, a trip to Mt Rainier, and visits to museums, cultural, and arts events like the “Procession of the Species,” and the “Cascadia Poetry Festival.” We will work to develop practices of close observation of the natural world to fuel creativity. The quarter’s work will include the creation of art, poetry, personal essay, and a creative journal that allows us to refine our observations of local places, and to sketch and develop concepts for use in our artistic practice. Students of different skill levels will work on improving their writing and editing abilities so they can write and work towards publication. They will create multimedia art installations on campus and in the community, submitting proposals for one individual art project, and one group collaborative artistic project, and preparing the works for public presentation by the end of Spring quarter.Assignments: Writing includes a personal essay about place, a series of ten poems, and a creative journal. Art includes an individual multimedia installation and a group multimedia installation. Each student is responsible for presenting one of the projects on which they worked, in a community setting. Note: This class was formerly called Creativity and Diversity in American Culture: Art and Narrative in Response to Place. You can review fall and winter quarters at:		Rebecca Chamberlain Gail Tremblay	Tue Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
The Art and Science of Entomology Emilie Bess biology ecology environmental studies field studies natural history	Course	FR–SRFreshmen–Senior	4	04	Weekend				Su 14 Session II Summer	From parasites to pollinators, insects have shaped human society from the beginning. explores our intimate relationships with the bugs that we rely on and the bugs that we fear, the central role that insects play in our biosphere, and the unique adaptations that have led to their unparalleled diversity. This class introduces students to insect diversity and ecology, field techniques, and specimen preservation. Each full-day session includes outdoor field work. We learn to draw insects, emphasizing the importance of careful observation of morphology and behavior as learning tools. We also discuss the influence of insects on pop culture and modern society. Graphic arts, such as graphic story telling (e.g. comics), design of insect costumes, and other visual learning tools are integrated into student projects.		Emilie Bess	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Art for Art Therapists Gail Tremblay health psychology visual arts	Course	FR–SRFreshmen–Senior	4	04	Day				Su 14 Session I Summer	This course is designed to explore art projects that can be used in therapeutic settings with patients and clients. It will include readings and films about art used as therapy along with hands-on art projects that explore a variety of media. Students will be required to create at least five works of art using various media and to write a summary at the end of the summer session that explores what they have learned.	art therapy	Gail Tremblay	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Art of Helping Mary Dean sociology	Course	FR–SRFreshmen–Senior	4	04	Evening	F 13 Fall				Doing well while doing good is a challenge. Whereas some kind of help is the kind of help that helps, some kind of help we can do without. Gaining wisdom to know the paths of skillful helping of self and others is the focus of this four-credit course. We will explore knowing who we are, identifying caring as a moral attitude, relating wisely to others, maintaining trust, and working together to make change possible.		Mary Dean	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Art Since 1500 Olivier Soustelle art history	Course	FR–SRFreshmen–Senior	4, 6	04 06	Day				Su 14 Session I Summer	This class surveys world art history since 1500 from the Renaissance to the 20th century. We will focus on paintings, sculpture, architecture and the decorative arts in Europe, North America, and Asia. Credit possible in either art history or world cultures/civilizations. Students earn 4 credits during two weeks of intensive class meetings, June 23 to July 3, 2014. Students enrolled for 6 credits will then have the remainder of the summer session to research and write essays, with faculty guidance. This is a companion class to "Europe Since 1500."		Olivier Soustelle	Mon Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Arts and the Child: Early Childhood Hirsh Diamant education visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening	F 13 Fall				All children enjoy singing, painting, and dancing, yet as we grow up this natural ability becomes suppressed and often lost. This sequence of courses will reach out to the inner child in students and provide opportunities to support children in need of care and education in the community. Lectures, studio arts, research, field trips and volunteer work with children in the community will develop students’ competency as artists, parents, and educators. The course will examine practices of self-cultivation from Eastern and Western perspectives. The fall course is designed with a focus on children of preschool age. Courses in winter and spring will focus on the elementary years and allow students to pursue further projects.Credit will be awarded in arts and human development.		Hirsh Diamant	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Arts and the Child: Elementary School Hirsh Diamant education visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening		W 14Winter			All children enjoy singing, painting, and dancing, yet as we grow up this natural ability becomes suppressed and often lost. This sequence of courses will reach out to the inner child in students and provide opportunities to support children in need of care and education in the community. Lectures, studio arts, research, field trips and volunteer work with children in the community will develop students’ competency as artists, parents, and educators. The course will examine practices of self-cultivation from Eastern and Western perspectives. The winter course is designed with a focus on children in their elementary years. An additional course in spring will allow students to pursue further projects.Credit will be awarded in arts and human development.		Hirsh Diamant	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Arts and the Child: Student Projects Hirsh Diamant education media arts visual arts	SOS	FR–SRFreshmen–Senior	4	04	Evening			S 14Spring		This opportunity for student-originated studies is designed for students who have taken one or both of the courses in fall and winter quarters and wish to further pursue the topics of those courses. In the first week of the quarter, each student will submit their project proposal and then complete that project during the quarter. This proposal will be designed with input from the faculty member.All students will also participate in readings, classes, and on-line assignments in collaboration with other students. A weekly class meeting will include seminars, workshops, 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.		Hirsh Diamant	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Asian/American: Japanese Americans in the Pacific Northwest Chico Herbison and Frances V. Rains American studies cultural studies history literature	Program	SO–SRSophomore–Senior	16	16	Day	F 13 Fall				“The rain feels heavy/on the gray sidewalks of America.” —James Masao Mitsui, Japanese American poet of the Pacific Northwest Embedded among the bricks of the Japanese American Historical Plaza—part of a picturesque waterfront park in Portland, Oregon—are thirteen granite and basalt stones. Engraved on those “story stones” are poems that, in harmony with the overall design of the plaza itself, help illuminate the tragedies and triumphs of Japanese in Oregon. Along with their counterparts in Washington State, communities of Oregon Nikkei (Japanese emigrants and their descendants, including “war brides” and a “mixed-race” population) have helped define—historically, culturally, and in other ways—the Pacific Northwest. Yet, their story is not well known, either nationally or here in this place of “rain and gray sidewalks.”This program will explore the rich, but still frequently overlooked, history and culture of Nikkei, from their first arrival in this country, through the traumatic events of the World War II period, and beyond. Although we will examine the overall experience of Nikkei in the United States, our particular focus will be on those in the Pacific Northwest. Accompanying us on our interdisciplinary journey will be historical studies, oral testimony, fiction and poetry, photographs and film, and music, among other texts and tools. We will immerse ourselves in topics such as the earliest Japanese immigration; the 19th- and 20th-century struggles against discrimination and exclusion; the World War II internment experience (including an examination of the resistance movement in the internment camps, and the legendary exploits of Nikkei soldiers in both theaters of the war); the post-war efforts by Nikkei to reassemble their lives and, for some, to seek redress and reparations; the saga of Japanese “war brides” (women who married U.S. servicemen in Occupied Japan and eventually migrated stateside); and the world of “mixed-race” Nikkei.Each student will read a series of seminar books and articles related to program topics and themes; participate in weekly seminars and write weekly seminar papers; participate in workshops; and screen and critically analyze films. In addition, there will be field trips to Pacific Northwest locations with Nikkei historical and cultural connections. Finally, students will complete substantial, individual research projects and make summative presentations of their work. This program was formerly entitled Nikkei in the Pacific Northwest: "We carry strength, dignity and soul."		Chico Herbison Frances V. Rains	Mon Mon Wed Thu Thu	Sophomore SO Junior JR Senior SR	Fall	Fall
Asian/American: Pop Culture Crosscurrents Chico Herbison American studies cultural studies	Program	JR–SRJunior–Senior	16	16	Day		W 14Winter			—Blue Scholars, Seattle hip-hop duo (from “Evening Chai”) From Bruce Lee to Harold & Kumar, henna to hip-hop, bulgogi to pho, manga to , Asians and Asian Americans have left an indelible imprint on U.S. popular culture. As eloquently noted by Mimi Thi Nguyen and Thuy Linh Nguyen Tu, “[f]ew of us are immune to popular culture’s intimate address or to its pleasures and affirmations, frustrations and denials” ( ). It is, indeed, that lack of immunity and a restless hunger to understand those “pleasures, affirmations, frustrations, and denials” that will sustain us on our 10-week journey. We will begin the quarter with two fundamental questions—“What is an Asian American?” and “What is popular culture?"—that will lead us to (1) an exploration of the major historical, cultural, social, and political contours of the Asian American experience, and (2) an immersion in critical theoretical perspectives on culture in general, and popular culture in particular. We will devote the remainder of the quarter to an examination of the complex, and frequently vexed, ways in which Asians and Asian Americans have been represented in U.S. popular culture and, more importantly, how members of those communities have become active of popular culture. Our approach, throughout the quarter, will be interdisciplinary, multilayered, and transgressive in its insistence on an intertextuality that moves beyond the commonly interrogated categories of race, gender, and class. Students will read selected fiction, poetry, comics and graphic novels, scholarly articles, and other written texts. There will be weekly screenings and analysis of documentaries and a range of fiction films, such as martial arts films and anime. We will also explore Asian American popular culture in music, photography and other visual art, bodies, and cuisine. Students will participate in weekly seminars and workshops, submit short weekly writing assignments, and produce a final project that will help them refine both their expository and creative nonfiction writing skills. Field trips may include visits to Pacific Northwest locations with Asian/Pacific Islander historical and cultural connections, and to off-campus film, music, and other venues.		Chico Herbison	Tue Tue Thu Thu Fri	Junior JR Senior SR	Winter	Winter
Astronomy and Cosmology: Stars and Stories Rebecca Chamberlain astronomy education field studies literature philosophy of science writing	Program	FR–SRFreshmen–Senior	8	08	Day, Evening and Weekend				Su 14 Session II Summer	This class is focused on fieldwork and activities designed for amateur astronomers and those interested in inquiry-based science education, as well as those interested in exploring mythology, archeo-astronomy, literature, philosophy, history, and cosmological traditions. Students will participate in a variety of activities from telling star-stories under the night sky to working in a computer lab to create educational planetarium programs. We will employ qualitative and quantitative methods of observation, investigation, hands-on activities, and strategies that foster inquiry based learning and engage the imagination. Through readings, lectures, films, workshops, and discussions, participants will deepen their understanding of the principles of astronomy and refine their understanding of the role that cosmology plays in our lives through the stories we tell, the observations we make, and the questions we ask. We will participate in field studies at the Oregon Star Party as we develop our observation skills, learn to use binoculars, star-maps, and navigation guides to identify objects in the night sky, and operate 8” and 10” Dobsonian telescopes to find deep space objects. We will camp in the desert and do fieldwork for a week.		Rebecca Chamberlain		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Atoms, Molecules and Reactions Rebecca Sunderman chemistry Signature Required: Winter Spring	Program	SO–SRSophomore–Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring		In previous chemistry work, you learned what the atomic orbital shapes were. In this program, you will explore how we know their shape. In previous chemistry work, you learned what a conductor was. In this program, you will examine the solid-state structural characteristics that indicate a material is a potential conductor. You will explore the "But why?" of chemistry by examining topics in thermodynamics, quantum mechanics, kinetics and materials chemistry. Many of the topics require a strong mathematical foundation and comfort with calculus applications.In the lecture component, faculty will present the laws of thermodynamics, enthalpy, entropy, chemical potential, phase diagrams, Gibbs free energy, reaction spontaneity, solid-state structure, solid-state bonding theories, point group symmetry, applications of symmetry, transition metal complexes, materials synthesis, Maxwell relations, the Schrodinger equation, atomic and molecular energy levels, electronic structure of atoms and molecules, unimolecular kinetics, biomolecular kinetics and current kinetic theories.During fall quarter, students will participate in physical chemistry and materials chemistry laboratory experiments. The laboratory component in the winter will train students to use and to explain the theory of several instruments for chemical analysis. In the spring, students will focus on enhancing skills in experimental design and research methods with the incorporation of team research projects surrounding a historical experiment in chemistry. In addition, emphasis will be placed on the development of technical writing skills and on interpretation and integration of issues pertaining to chemistry and society.		Rebecca Sunderman		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Audio Recording I, II, III Zenaida Vergara media arts Signature Required: Fall Winter Spring	Course	SO–SRSophomore–Senior	4	04	Evening	F 13 Fall	W 14Winter	S 14Spring		This year-long sequence of courses introduces the subject of audio production and its relation to modern media. Fall quarter will focus on analog mixers and magnetic recording with some work in digital editing. Main topics will include field recording, digital audio editing, microphone design and application, analog multi-track recording, and audio console signal flow. Winter continues this work while starting to work with computer-based multitrack production. Additional topics will include acoustics, reverb, and digital effects processing. In spring, additional topics will include sound design for film with sync sound production for dialogue, Foley, sound effects, and music composition. There will also be an interview-style production meant for radio broadcast. In each quarter, students will have weekly reading assignments and weekly lab assignments outside of class time.		Zenaida Vergara	Wed	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Autobiography Steve Blakeslee literature writing	Program	SO–SRSophomore–Senior	8	08	Evening		W 14Winter	S 14Spring		"Could a greater miracle take place," writes Henry David Thoreau, "than for us to look through each other's eyes for an instant?" This two-quarter program will approach autobiography (literally, "self-life-writing") as a powerful way to make sense of human experience, particularly in times, places, and social and political settings that differ from our own. In seminars, students will delve into the rich and intricate issues of memory, authority, persona, and truth that face every self-portraying writer. In "writing marathons," they will learn to write freely and fearlessly about their memories, thoughts, and emotions. Finally, students will develop substantial memoir-essays of their own.	humanities and education.	Steve Blakeslee	Mon Wed	Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Avian Research and Monitoring Methods: Winter Bird Ecology Alison Styring biology ecology environmental studies field studies mathematics natural history zoology	Program	JR–SRJunior–Senior	16	16	Day		W 14Winter			Birds are considered important indicators of habitat quality and are often the focus of conservation-oriented research, restoration, and monitoring. A variety of field and analytical methods commonly used in bird monitoring and avian research will be covered. Theory will be applied to practice in the field and lab where students will develop skills in fieldwork, data management, and statistical analysis. Students will demonstrate their learning through active participation in all class activities; a detailed field journal; in-class, take-home, and field assignments; and a final project. An understanding of avian natural history is important to any successful project, and students without a working knowledge of the common birds in the South Puget Sound region are expected to improve their identification skills to a level that will allow them to effectively contribute to class efforts both in the field and in class.		Alison Styring		Junior JR Senior SR	Winter	Winter
Awakening the Leader Within Dariush Khaleghi business and management	Course	FR–SRFreshmen–Senior	4	04	Weekend				Su 14 Session II Summer	Great leadership begins with self-transformation and awakening the leader within. Our world is fragile and can no longer sustain poor and unethical leadership. Remaining a bystander is not an option for us anymore. There is an urgent need for conscious and principled leaders who are driven by a set of universal values, a strong moral compass, and a deep desire to build a global society and a sustainable world. This course provides students with a chance to examine their passion for change, formulate their vision and mission, and build leadership capacity to enable others to take action. Students in this course will have the opportunity to reflect, collaborate, and learn through individual and group activities including self-evaluation, cases, seminars, and team projects.		Dariush Khaleghi	Fri Fri Sat Sat Sun Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Ballet Jehrin Alexandria dance	Course	FR–SRFreshmen–Senior	2	02	Evening		W 14Winter			In this course, students will learn fundamentals of ballet and gain greater physical flexibility and coordination. In addition, we will practice floor barre, developmental movement therapy, Pilates and visualization exercises, and learn to apply them to achieve heightened awareness of self through movement both in and outside class.		Jehrin Alexandria	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Ballet (A) Jehrin Alexandria dance	Course	FR–SRFreshmen–Senior	2	02	Evening	F 13 Fall				In this course, students will learn fundamentals of ballet and gain greater physical flexibility and coordination. In addition, we will practice floor barre, developmental movement therapy, Pilates and visualization exercises, and learn to apply them to achieve heightened awareness of self through movement both in and outside class.		Jehrin Alexandria	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Ballet (A) Jehrin Alexandria dance	Course	FR–SRFreshmen–Senior	2	02	Evening			S 14Spring		In this course, students will learn fundamentals of ballet and gain greater physical flexibility and coordination. In addition, we will practice floor barre, developmental movement therapy, Pilates and visualization exercises, and learn to apply them to achieve heightened awareness of self through movement both in and outside class.		Jehrin Alexandria	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Ballet (B) Jehrin Alexandria dance	Course	FR–SRFreshmen–Senior	2	02	Day	F 13 Fall				In this course, students will learn fundamentals of ballet and gain greater physical flexibility and coordination. In addition, we will practice floor barre, developmental movement therapy, Pilates and visualization exercises, and learn to apply them to achieve heightened awareness of self through movement both in and outside class.		Jehrin Alexandria	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Ballet (B) Jehrin Alexandria dance	Course	FR–SRFreshmen–Senior	2	02	Day			S 14Spring		In this course, students will learn fundamentals of ballet and gain greater physical flexibility and coordination. In addition, we will practice floor barre, developmental movement therapy, Pilates and visualization exercises, and learn to apply them to achieve heightened awareness of self through movement both in and outside class.		Jehrin Alexandria	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Basque Language, Culture and the Mondragon Cooperatives Amaia Martiartu community studies cultural studies economics history international studies language studies political economy study abroad	Course	FR–SRFreshmen–Senior	4	04	Weekend			S 14Spring		The Basque Country is an ancient country the size of the Puget Sound region that sits between France and Spain. In this class we will explore Basque history, culture, and socio political movements including the Basque conflict. We will immerse ourselves in the prehistoric Basque language (Euskera) and learn about Mondragon, the largest worker owned industrial cooperative system in the world. Music, literature, art and gastronomy will be experienced and discussed in the class led by a native Basque from Mondragon.		Amaia Martiartu	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Be Wilder: Writing from Wilderness John Schaub literature outdoor leadership and education sustainability studies writing	Program	FR–SRFreshmen–Senior	8	08	Day and Evening				Su 14 Session II Summer	Many cultures have a tradition of teachers and students spending time in wilderness. We’ll let wilderness work in us, inspire us and help immerse us in writing. Carrying our own food and shelter brings focus, and opens new viewpoints on sustainability. We’ll study and live Leave-No-Trace ethics as we paddle to Squaxin Island and backpack at Mts. Rainier, St. Helens and the Olympics. We’ll seminar, write and engage in peer review, with ongoing faculty feedback.This all-level program could be orientation for incoming students, and a chance for anyone to engage deeply with writing, and/or produce a finished publishable manuscript.Students who wish to extend work into the other session for additional credit may do so through individual learning contracts.		John Schaub	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Bella Bella or Bust - 2014 Yvonne Peterson, Michelle Aguilar-Wells and Gary Peterson Native American studies community studies cultural studies education government history political science sociology	Program	FR–SRFreshmen–Senior	16	16	Day and Weekend	F 13 Fall	W 14Winter	S 14Spring		How does a group of indigenous people from different countries: (1) create an activity to reclaim ancient knowledge? (2) develop communication strategies in the 21 century to build a foundation to support gatherings numbering in the thousands? (3) relate tribal governance/rights to state agreements and understandings? (4) appraise economic impacts on local/regional economies when a Tribe hosts a canoe journey destination? and, (5) how does one move to allyship with indigenous people and begin preparation for the historic journey from coastal villages of Northwest Washington to Bella Bella in British Columbia, Canada? Evergreen has a history of providing community service coordinated with the Center for Community-Based Learning and Action (CCBLA) to Tribes during the canoe journeys. This program expands the venture by researching the canoe journey movement, understanding Treaty rights and sovereignty, economic justice, cultural preservation, and the social economic, political and cultural issues for present day Tribes participating in the 2014 canoe journey to Bella Bella. As a learning community, we’ll pose essential questions and research the contemporary phenomenon of the tribal canoe journeys to get acquainted with Tribes and Canoe Families and the historic cultural protocol to understand Native cultural revitalization in the Pacific Northwest and British Columbia.Upper-division students will have the option to engage in service learning volunteer projects and program internships during winter and spring quarters. All students will participate in orientation(s) to the program theme and issues, historic and political frameworks, and work respectfully with communities and organizations. Participation in this program means practicing accountability to the learning community and to other communities, interacting as a respectful guest with other cultures, and engaging in constant communication with co-learners.		Yvonne Peterson Michelle Aguilar-Wells Gary Peterson	Mon Tue Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Black and White Photography: Summerwork Bob Haft aesthetics visual arts	Program	FR–SRFreshmen–Senior	8	08	Day				Su 14 Session I Summer	Summerwork is an intensive, hands-on program for students of all skill levels wishing to learn the basics of the 35mm camera (or larger format), darkroom techniques, aesthetics, and a short history of photography. Expect to shoot at least 20 rolls of film for full credit. A final project involves production of a book of photographs; each student will receive a copy at quarter’s end. Emphasis is placed on learning to see as an artist does, taking risks with one’s work, and being open to new ideas.		Bob Haft		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Bodies and Music in Motion Andrea Gullickson and Robert Esposito cultural studies dance history music somatic studies Signature Required: Winter	Program	FR–SOFreshmen–Sophomore	16	16	Day	F 13 Fall	W 14Winter			How do our experiences in the performing arts impact our understanding of and relationship to our environment? How can music and dance be used to transform lives? This two-quarter, core program will focus on the study of music and dance as powerful methods for both exploring and expressing our experiences in the world. Throughout the program we will examine fundamental concepts of music and dance and consider cultural and historical environments that influence the development of and give meaning to the arts. Our work with progressive skill development will require physical immersion into the practices of listening, moving, dancing and making music. Theory and literature studies will require the development of a common working vocabulary, writing skills, quantitative reasoning, and critical thinking skills.Weekly activities will include readings, lectures, seminars and interactive workshops, which will provide the basis for focused consideration of the ways in which our relationship with sound and motion impact our daily lives. Weekly in-program performance workshops will provide opportunities to gain first-hand understanding of fundamental skills and concepts as well as the transformative possibilities that exist through honest confrontation of challenging experiences. Weekly writing workshops and assignments will encourage thoughtful consideration of a broad range of program topics with a particular emphasis on developing an understanding of the power and importance of bringing one’s own voice into the conversation.This balanced approach to the development of physical craft, artistry and intellectual engagement is expected to culminate in a significant written and performance work each quarter.		Andrea Gullickson Robert Esposito	Mon Tue Wed Thu	Freshmen FR Sophomore SO	Fall	Fall Winter
Botany: Plants and People Frederica Bowcutt botany economics environmental studies field studies gender and women's studies history natural history writing Signature Required: Winter	Program	SO–SRSophomore–Senior	16	16	Day	F 13 Fall	W 14Winter			This two-quarter program allows students to learn introductory and advanced plant science material in an interdisciplinary format. The program is suitable for both advanced and first year students who are looking for an opportunity to expand their understanding of plants and challenge themselves. Students will learn about plant anatomy, morphology and systematics. Lectures based on textbook readings will be supplemented with laboratory work. The learning community will explore how present form and function informs us about the evolution of major groups of plants such as mosses, ferns, conifers and flowering plants. Students will get hands-on experience studying plants under microscopes and in the field. To support their work in the field and lab, students will learn how to maintain a detailed and illustrated nature journal. Instruction will be given in the history and practice of botanical illustration.A central focus of the program is people's relationships with plants for food, fiber, medicine and aesthetics. Economic botany will be studied through seminar texts, films, and lectures that examine agriculture, forestry, herbology and horticulture. Students will examine political economic factors that shape our relations with plants. Through economic and historical lenses, the learning community will inquire about why people have favored some plants and not others or radically changed their preferences, for example considering a former cash crop to be a weed. Readings will examine the significant roles botany has played in colonialism, imperialism and globalization. Students will also investigate the gender politics of botany. For example, botany was used to inculcate "appropriate" middle and upper class values among American women in the 19th century. Initiatives to foster more socially just and environmentally sustainable relations with plants will be investigated.In winter, students will write a major research paper on a plant of their choosing. Through a series of workshops, they will learn to search the scientific literature, manage bibliographic data and interpret and synthesize information, including primary sources. Through their research paper, students will synthesize scientific and cultural information about their plant.		Frederica Bowcutt	Mon Tue Wed Fri	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Breaking Ground 2013-14 Yvonne Peterson Native American studies communications education law and public policy political science	Program	FR–SRFreshmen–Senior	16	16	Day		W 14Winter			Johnson Charles, Jr., Lower Elwha Klallam This program is intended for students wishing to analyze a modern day dilemma: American Indians have standing in their land, cultural protocols, and legal relationships with the U.S. Government; the State of Washington wants/needs to repair a bridge and provide jobs; and local community people plan to develop a waterfront. Students will use the text , related print/non-print documents, the case study and interview WSDOT employees and Lower Elwha Klallam tribal members to formulate cross-cultural communication models. Students will build an academic foundation in law and public policy as they move from theory to praxis using the following texts: , , and . We are interested in providing an environment of collaboration in which faculty and learners will ask essential questions, identify topics of mutual interest and act as partners in the exploration of those topics. Learners will be exposed to research methods, the politics of ethnographic research, interview techniques, writing workshops, and educational technology. Students will effectively use Bloom’s Taxonomy, develop essential questions, and commit to Paul’s 35 Elements of Critical Thinking. Students will also use the expectations of an Evergreen graduate and the five foci as a guide to their development. Students will have the opportunity to improve their skills in self- and group-motivation as well as communication (including dialogue, email, resources on the Web and our moodle site).Students (in groups) will propose, undertake and evaluate a three-week ethnographic interview project to understand how student groups have formed on campus and the politics of their existence. Students will present their academic project during week ten.		Yvonne Peterson		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Building Resilient Communities Joli Sandoz and Gillies Malnarich community studies sociology	Program	FR–SRFreshmen–Senior	12	12	Evening and Weekend	F 13 Fall	W 14Winter	S 14Spring		"Placing yourself in the changing world is a worldchanging act," writes Edward C. Wolff, researcher and specialist in the natural history of global change. In Building Resilient Communities we will learn the integrative skills needed to influence and adapt to change as we consider selected social and ecological paradoxes facing us and future generations. Program participants will have multiple opportunities to develop the habits of mind of analytic, creative, and resilient thinkers who take the time to formulate problems before seeking solutions and who work with others to create life-affirming choices. Clear and thoughtful writing and opportunities to develop personal perspectives on cultivating a culture of resilience and community-building across significant differences will be essential components of our work together. Throughout the program, we will place ourselves in the swirl and mix of complex problems. Program participants will discover hidden dimensions of the "familiar" as we rely on close observation and current qualitative and quantitative research to help us first envision and then move toward communities in which all people thrive. Research in winter quarter will deepen our understanding of the challenges facing local communities and how government, non-profit organizations, and the "public" engage with them. Spring work will focus on dynamic community-building, including planning, decision-making, and collaborative action. Students in spring will also work through a complex problem of their choice, integrating theory and practice. In all program efforts, we will be especially attentive to the following lines of inquiry and their implications: how best to address inequities and complexity within community-building efforts, how to gather and use public information to serve the common good, and how to steer present change into a sustainable future.		Joli Sandoz Gillies Malnarich	Mon Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Business and Management Strategies for the Private and Public Sectors Theresa Aragon and Lee Lyttle business and management	Program	JR–SRJunior–Senior	16	16	Weekend	F 13 Fall	W 14Winter	S 14Spring		This year-long, weekend-intensive, business and management program will assess business, management, and leadership in both the public and private sectors. We will explore these in the context of contemporary technological advances and globalization and will examine organizations and governmental agencies within their economic, political, and social environment. Organizational development and management strategies will be analyzed in terms of current and future utility and the delivery of the public good. Traditional elements of management such as decision making, strategic planning, organizational behavior, human resources, and conflict management are incorporated throughout the program. Application of theory and enhancement of critical thinking will occur through problem solving and case study analyses. Assignments will place a heavy emphasis on developing analytical, verbal, written, and electronic communication skills through dialogue, seminars, critical essays, training modules, research papers, and formal presentations. Managerial skills will be developed through scenario building, scripting, role-play, and case development among other techniques.Winter quarter will focus on strategic management theory, policy analysis, and developing the ability to plan and execute a strategic plan. Learning objectives will include developing an understanding of basic finance, economic, and strategic management concepts. Skill development objectives will include the ability to utilize analytical tools to assess a company’s or agency’s performance and to develop recommendations to ensure continued success in either sector. Spring quarter will focus on applying managerial skills and strategic management concepts and analytical tools in the workplace through internships. Selected concepts in change management and managing people will be analyzed in terms of their utility in the workplace. Learning objectives will include developing an understanding of change management and of managing people. Skill development objectives will include the ability to critique and apply people and change management concepts in the public or private sector workplace.Students will be accepted in the program for winter quarter with signature approval of the faculty.		Theresa Aragon Lee Lyttle	Sat Sun	Junior JR Senior SR	Fall	Fall Winter
Business Economics and Finance: Global Thuy Vu business and management communications economics international studies political economy	Course	FR–SRFreshmen–Senior	4	04	Evening			S 14Spring		Success in international business and community development requires a certain level of proficiency in international trade, globalization, and intercultural communication. This course provides basic knowledge and skill training for potential entrepreneurs and managers in the areas of international business, communications, and finance. This course focuses on the international and community development aspect of business management, namely international trade, marketing, intercultural communication, globalization, and international organizations.Students in this course are expected to complete 10 hours of community service or in-service learning with a local business or community-based organization.		Thuy Vu	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Business Economics and Finance: Macro Thuy Vu business and management economics government international studies	Course	FR–SRFreshmen–Senior	4	04	Evening		W 14Winter			Success in business and community development requires a certain level of proficiency in economics, finance, and management. This course provides basic knowledge and skill training for potential entrepreneurs and managers in the areas of government public policies, business cycles, and community development. This course focuses on the macro aspect of business economics and management, namely macroeconomics, fiscal and monetary policies, national accounting, money and banking systems, and business organizational development.Students in this course are expected to complete 10 hours of community service or in-service learning with a local business or community-based organization.		Thuy Vu	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Business Economics and Finance: Micro Thuy Vu business and management communications economics leadership studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 13 Fall				Success in business and community development requires a certain level of proficiency in finance, economics, and management. This course provides basic knowledge and skill training for potential entrepreneurs and managers in the areas of business management, economics, and finance. This course focuses on the micro aspect of business management, namely business planning, microeconomics, business finance, fund raising, and human resource management.Students in this course are expected to complete 10 hours of community service or in-service learning with a local business or community-based organization.		Thuy Vu	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Business, Finance and Strategy Glenn Landram business and management	Program	FR–SRFreshmen–Senior	16	16	Day			S 14Spring		Would you like to better understand the business world? This program will provide the analysis and reasoning for the conduct and understanding of business and finance in today’s world. We will focus on contemporary business issues, as well as offer an introduction to strategy, personal finance and investing. We will examine the financial challenges faced by smaller businesses, entrepreneurs and individuals, and what it takes to be effective in our current economic environment. There will be workshops, lectures, films, guest speakers and student-led sessions. Readings from daily newspapers such as the Wall Street Journal, magazines such as the Economist and Kiplinger’s, and texts such as by Thomas Friedman and by Jim Collins will increase student familiarity with current business topics and help students develop the skills to organize and analyze business, economic and financial information. Strategies for effectively presenting quantitative information will also be covered. Students will compete in an advanced business simulation in teams. The simulation will require substantial student research, including analysis of quantitative and qualitative data. Students will emerge from the simulation with improved teamwork skills, as well as a greater understanding of financial statement analysis, competitive strategy, marketing, operations, and business economics.		Glenn Landram		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Business Foundations Allen Jenkins business and management leadership studies	Program	FR–SRFreshmen–Senior	8, 12	08 12	Evening and Weekend	F 13 Fall	W 14Winter	S 14Spring		The Business Foundations program provides a functional overview of all phases of business, including ownership, marketing, personnel, accounting, finance, managerial controls, leadership, and the relationship of business to the ethical, economic, and social environment in which it operates. Business Foundations provides students a window on global business: how the global marketplace operates and how a country’s customs, politics, and ethnicity affect business. The program is designed for business and non-business degree seeking students, current and future entrepreneurs, or anyone who wants a practical foundation in business. Winter’s studies will focus on Financial and Managerial Accounting Fundamentals. As the program continues in the spring quarter, students will continue to study finance, do independent study, and learn through a four-credit internship.Each quarter's specific topics are designed as foundations for students with no prior academic business background. The instructor will strive to teach the program in an engaging manner, using a mix of uncluttered reading materials, conversational language, and humor to introduce students to the essentials of business and management without sacrificing rigor or content. We will use a real-world focus to illustrate fundamental concepts and employ case studies of companies whose products and services are familiar.The intent of the program is to provide a theoretical framework for the realities of starting, managing, and growing a small to medium size business. Our goal is for students to gain insight into the operational, legal, financial, ethical, and practical challenges associated with running a business. We will explore how organizations are legally and financially defined, what is unique about them, and the advantages and disadvantages of each type. The program uses seminar, case studies, simulations, guest speakers, discussions, assignments, self-study, and an internship to integrate classroom knowledge with current best practices, protocols, and cultural aspects of doing business in today's global, diverse economies.		Allen Jenkins	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
The Business of Art: Earning a Living as an Artist Andrew Buchman, Doreen Swetkis and Zoe Van Schyndel business and management economics field studies music theater visual arts	Program	SO–SRSophomore–Senior	16	16	Day	F 13 Fall	W 14Winter			This program is a tour of social forces that shape our arts communities, including cultural, organizational, managerial, financial and historical. By examining art, music and theatre worlds, we will discover structures that help foster vibrant artistic communities. We will meet business and nonprofit leaders (often artists themselves) who bring artists and art lovers together. Artistic entrepreneurs with business savvy, as we will see, often make the art world go 'round.The program is designed for students with a strong interest in making a living as an artist, musician or performer, operating in the nonprofit art world, or making a career in creative industries, and bridging the conventional gaps between creativity, business sense and social engagement. Each quarter's work will include an optional week of travel and study an art center in the United States: to New York City during the fall and Los Angeles during the winter. Students unable to travel to these cities can pursue related studies in Seattle and Portland.The program will combine studies of the arts, business and nonprofit administration and management through a rich mix of critical and creative projects, such as analyzing a local arts business or nonprofit organization. An artist who understands the principles of a well-run business and can deal effectively with contracts, grants and negotiations, we'll find, is likely to gain more artistic and professional freedom. Business people who understand and care about the arts, we'll discover, can build careers that include doing good as well as doing well. Organizations built around art forms can help support local cultures and create sustainable manufacturing ventures, too.The nonprofit arts community encompasses a broad range of artistic endeavors such as summer arts camps and festivals, art and music therapy, community theaters, arts foundations and after-school arts programs. For-profit and nonprofit organizations are different, and we want to make sure students gain knowledge of the vast range of ways they can make a living in and around the arts.By the end of the program we expect you to be able to think creatively about ways to connect your own artistic and wage earning work, have an impact on organizations in communities you care about, acquire first-hand knowledge of a diversity of successful arts initiatives, and communicate effectively in the language of business and nonprofit administration.		Andrew Buchman Doreen Swetkis Zoe Van Schyndel		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Calculus 2 and 3 Allen Mauney astronomy chemistry mathematics physics	Program	FR–SRFreshmen–Senior	8	08	Day				Su 14 Session II Summer	This program focuses on integral and multi-variable calculus. The definite integral will be motivated by calculating areas and defined in terms of limits. The connection between differential and integral calculus will be made via the FTC. All basic techniques of integration will be studied with emphasis on using definite integrals to answer questions from geometry and physics. Polar and parametric functions and series will be briefly covered. Vectors, gradients, and multiple integrals will be the focus of the second half of the class. There is a significant online component to the class. Calc 1 is required.		Allen Mauney	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Calculus I, II (A), III (A) Vauhn Foster-Grahler mathematics	Course	FR–SRFreshmen–Senior	4	04	Day	F 13 Fall	W 14Winter	S 14Spring		This year-long sequence of courses will provide a rigorous treatment of the procedures, concepts, and applications of differential and integral calculus, multi-dimensional space, sequences, and series. This year-long sequence is appropriate for students who are planning to teach secondary mathematics or engage in further study in mathematics, science, or economics. In particular we will cover applications of differentiation including related rates and optimization and of integration including area, arc length, volume, and distribution functions. We will gain a deep understanding of the analytical geometry of lines, surfaces, and vectors in multi-dimensional space and engage in a rigorous treatment of sequences and series. Throughout the year, we will approach the mathematics algebraically, graphically, numerically, and verbally. Student-centered pedagogies will be used and collaborative learning will be emphasized. If you have questions about your readiness to take this class, please contact the faculty.		Vauhn Foster-Grahler	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Calculus II (B) Allen Mauney mathematics physics	Course	FR–SRFreshmen–Senior	4	04	Evening		W 14Winter			This class continues the calculus sequence after Calculus I. The main focus of the class will be on applications of the integral, especially on problems from the physical sciences. The definite integral will be defined intuitively as the area under a curve and rigorously as the limit of partial sums. Techniques of anti-differentiation including u-substitution, parts, trigonometric integrals, trigonometric substitutions, and partial fraction decompostition will be thoroughly covered. Additional topics will include polar coordinates and parametric functions.		Allen Mauney	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Can Science Help Me?...To Be Better? Bill Arney and Michael Paros biology philosophy philosophy of science physiology psychology sociology	Program	FR–SRFreshmen–Senior	16	16	Day	F 13 Fall				Most of you are in school because you want to live a better life; many of you probably think about what it might mean to live a good life. Is a good life one full of pleasure and devoid of suffering? A moral life? A long and healthy life? Of course, it is possible that the good life cannot be defined at all and simply has to be lived and attended to. Let's start with the premise that most of our reliable, useful knowledge comes from science. Scientists work according to philosophically sound methodologies, which include commitments to impersonal inquiry and trying, always, to find the data most likely to defeat their favorite hypotheses; they work in open communities of other scientists, all of whom are obligated to be vigilantly critical of their colleagues' work; they generally qualify their claims to knowledge based on the limitations of their methodologies and their understandings of the probabilities of their claims being incorrect. But can science help us to be , to live a good life? Some think that science can help us recognize, even define, our values, and we will explore this possibility from the perspectives of neuroscience, brain evolution, psychology, social science and philosophy. Some say that science can never answer questions of morality or what it means to live a good life, or even a better life; something more is necessary, they say. Reading and written assignments, faculty presentations and deliberate discussions with vigilantly critical colleagues will assist students in an independent inquiry about how science can help a person live better with regard to some question of critical concern to the investigator(s). This program explores the power and limitations of scientific inquiry. Students should be able to imagine themselves discussing neurotransmitters and the moral life in the same sentence, but they should know that any education aims, finally, to help them know themselves.		Bill Arney Michael Paros	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Caribbean Cultural Crossings Tom Womeldorff and Alice Nelson cultural studies economics history international studies literature political economy	Program	FR–SRFreshmen–Senior	16	16	Day	F 13 Fall				In the late 1700s, Europeans saw the Caribbean as one vast sugar plantation controlled by French, English, Spanish and Dutch colonial powers. The insatiable need for labor decimated local populations who were replaced by millions of African slaves and, after emancipation, indentured labor from East India and China. Historically, this represents the largest forced mixing of cultures in the world; the result was a host of new Caribbean identities, all developing in the context of the political, economic and ideological structures imposed by Europeans. Today, the identities and cultural expressions of all Caribbean peoples continue to be shaped by the colonial legacy and the rise of post-colonial consciousness. Thinkers like José Martí (" América"), Aimé Césaire ( ), and Frantz Fanon ( ) exposed the negative effects of colonial subjugation and envisioned liberatory processes of social change. Despite the region's shared colonial and post-colonial legacies, a sense of a common Caribbean identity should not be exaggerated. As Jean Casimir writes, the Caribbean is simultaneously united and divided. A Guadeloupian may be more connected psychologically and physically to Dakar, or even Paris, than she is to Puerto Rico. Out of this intense forced mixing of cultures, what forms of identity emerged and continue to emerge? Is there such a thing as a Caribbean culture, or are identities complex amalgams that defy easy categorizations such as Caribbean, Dominican American, creole Martinican, Afro-Cuban, East-Indian Trinidadian? What are the factors that make the identities of each island's peoples similar and in what ways do they defy categorization--even on a single island? How have cultural movements such as and the "New World baroque" contributed to the construction of Caribbean identities and post-colonial consciousness? These will be the questions at the center of this program. We will begin with an exploration of the colonial legacy with close attention to the political and economic forms central to extracting sugar profits from land and laborers. We will explore the impact of diverse political statuses such as independence (e.g., Jamaica), complete incorporation with the motherland (Martinique) and more nebulous forms in between (Puerto Rico). We will explore the symbioses and tensions between these political and economic issues and cultural movements. Finally, we will investigate how migration and globalization continue to play a major role in shaping local realities. Throughout the quarter, we will examine our own positionality with relation to these questions, asking: How can we study about, learn from, and engage across cultural differences in non-dominating ways? Readings will range from fiction and poetry to history and political-economic analysis. In addition to shared readings, lectures and films, each student will engage in synthesis work and a small project. The latter will be on a topic of the student's choosing, such as cultural expression through music and art, political status, religious syncretism, post-colonial literature, globalization, or migrant identities abroad.		Tom Womeldorff Alice Nelson		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Ceramics: Expressive Portraits Aisha Harrison visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 14 Session I Summer	In this all levels course we will work on capturing an expression/presence with a portrait bust. Our goal will be to make a fairly realistic bust using photographs or a mirror as a basis for the sculpture. With a variety of helpful three dimensional aides, handouts, and demos, students will learn the planes of the face, the basic anatomy of the head and neck, and will work to sculpt the features to give the bust a sense of presence. We will use a basic solid building construction method utilizing a steel pipe armature. We will consider textural, fired, and cold surface treatments to finish the pieces.		Aisha Harrison	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Ceramics: Form and Function Aisha Harrison visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening		W 14Winter			In this class students will explore the sculptural and design potential of functional ceramic forms. Topics discussed will include elements of design, historical and cultural significances of functional forms, and integration of surface and form. Techniques will include wheel throwing, alteration of thrown forms, piecing parts to make complex or larger forms, and creating hand-built accoutrements.		Aisha Harrison	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Ceramics: Form and Function Aisha Harrison visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening	F 13 Fall				In this class students will explore the sculptural and design potential of functional ceramic forms. Topics discussed will include elements of design, historical and cultural significances of functional forms, and integration of surface and form. Techniques will include wheel throwing, alteration of thrown forms, piecing parts to make complex or larger forms, and creating hand-built accoutrements.		Aisha Harrison	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Ceramics: Sculpting the Human Form Aisha Harrison visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening			S 14Spring		In this class students will sharpen their observation skills by rendering the human form using a live model. Topics discussed will include the ethics of using the human form in art, determining if a figure is needed in a work, and the implications of using a partial or whole body. Skills covered include construction of armatures, sculpting around an armature with solid clay, hollowing and reconstruction, and techniques for sculpting problematic areas like heads, hands, and feet. A variety of surface options will also be covered including fired and room temperature glaze.		Aisha Harrison	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Children's Literature Jon Davies education literature	Course	FR–SRFreshmen–Senior	4	04	Day				Su 14 Session II Summer	To understand the field of children’s literature, participants will engage in readings, discussions, written analyses, and workshops that will address literary and informational texts for children from birth to age 12. Topics include an examination of picture and chapter books, multicultural literature, literature in a variety of genres, non-fiction texts across a range of subjects, introducing literature into elementary classrooms, and censorship. : For members of the class who are licensed teachers or who intend to become licensed teachers, The Evergreen State College offers this course as one of five courses that leads to a Washington State reading endorsement. The other courses are Instructional Methods in Literacy and Assessment in Literacy (offered in summer 2014) and Foundations of Literacy and Research in Literacy (offered in summer 2015).		Jon Davies		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
China: A Success Story? Rose Jang and David Shaw business and management cultural studies economics literature theater	Program	FR–SRFreshmen–Senior	16	16	Day	F 13 Fall				In the fall of 2012, China’s 18th Communist Party Congress selected the current generation of Chinese political leaders, moving China into the next chapter of its 3,000-plus years of political history.Today, China’s economic power continues to grow, and its rise globally has drawn increasing attention. Many developing countries are viewing the China model as an alternative to the Western experience of economic growth and middle class prosperity. However, China is faced with many internal and external challenges. Challenges like these have repeatedly threatened China’s social stability in the past. In the extreme case, they might alter its current ideological foundations, potentially undercutting the premises of the China “success story.”This introductory China studies program will focus on China's present situation as a modern state and global power evolved from a lengthy and complicated cultural development over centuries. Within the time constraint of a quarter, we will examine China from selective angles and subject matters suggesting recurrent cultural patterns and distinct national characteristics. In the social sciences, we will touch on China’s geography, political structure and economic and business systems, including sustainability and environmental issues. From the humanities perspective, we will look at prominent examples of China’s religion, philosophy, arts and literature. All these issues are potentially interrelated, leading to a more coherent set of inquiries into the myth or reality of China’s current image of success.Students will be exposed to multiple topics and issues through weekly readings, lectures, discussions and workshops. They will also conduct a research project on a China-related topic of their own choice. This research project will provide them with opportunities to develop skills in research methods and academic writing. The program will introduce the fundamentals of Chinese language and linguistics through program studies but does not contain an independent Chinese language study component.		Rose Jang David Shaw		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
China: Business, Economy, Society, Sustainability David Shaw business and management economics international studies leadership studies political economy sociology sustainability studies Signature Required: Spring	Program	FR–SRFreshmen–Senior	16	16	Day		W 14Winter	S 14Spring		This China studies program will take an in-depth look at modern China through the perspective of the social sciences, building on readings and issues discussed in the fall program However, any student with an interest in China or East Asian studies should be able to join the program in winter or spring quarter and succeed in their studies. Our overriding goals are to understand today's China as a vital global power, while critically exploring the lingering influence of its rich yet strife-torn cultural past on behavior and decisions made at the national, institutional and individual levels. Building on our shared texts and themes, students will do independent research individually or in small groups, becoming experts in a particular facet of Chinese business, economy. society and/or sustainability. Our work will also extend beyond uniquely Chinese experiences into topics on which the future of Asia, the global economy and our small planet depend, including the natural environment, paths to ecological, social and economic sustainability and strategies to redress economic inequalities and social dislocations. China's environmental history, its rural-urban dynamic and its economic development will also serve as core threads through both quarters of study. During winter quarter, we will study ancient Chinese texts (in translation), as well as popular and academic articles, books, films and documentaries on China, particularly those exploring and reinterpreting ancient themes. Chinese philosophy, comprised of the primary "Three Teachings" of Confucianism, Daoism and Buddhism, will inform our study of Chinese culture. Sun Tzu's will introduce us to one of the world's oldest sources of strategic thought and Chinese concepts of leadership. Other topics likely to be covered include China’s trade and travel with the outside world, the Chinese diaspora, China's contact and interactions with foreign powers and its industrialization and political transformations from an imperial dynasty to a republic to a Communist state. Spring quarter we will focus on present-day China. We will examine China's current image as a dynamic economic powerhouse and “global factory” and as an enigmatic political player internationally. We will also look at its internal, problematic quests for domestic harmony, a well-functioning legal system and a truly civil society.In both quarters, we will meet in seminar, workshop and lecture settings. Weekly readings from books, popular media (newspapers, magazines) and academic journal articles should be expected for seminar and workshop. A peer-review approach will be taken in a Writing and Research Workshop to complement individual or small-group efforts on their research projects. Regular film and documentary viewings will build a closer familiarity with Chinese culture and society. Finally, in spring quarter, students will make an individual presentation on a book they have read and critically reviewed on their own. Another student completing the same reading will provide feedback on the presentation based on their reading of the book. This should expand the range of perspectives covered beyond the readings assigned to the entire class.Separate enrollment in Chinese language courses is strongly encouraged as a complement to this program. This program would also serve as good preparation for students who plan to travel to China via independent learning contracts or subsequent study abroad programs.		David Shaw		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Chinese, Advanced Beginning I Lin Crowley language studies	Course	FR–SRFreshmen–Senior	4	04	Evening		W 14Winter			This course is designed for students who have some prior experience in Chinese language and know the use of Chinese pinyin system. The course will begin with a review and assessment from which the starting points for new learning will be determined. The emphasis is placed on continued introduction of standard Mandarin Chinese listening comprehension, speaking, reading and writing, with special attention to the building of useful vocabularies through interactive practice and small group activities. Learning activities may also include speaker presentations and field trips. The class is fast-paced with use of internet and computerized software to accelerate the learning. Chinese history and culture will be included as it relates to each language lesson. The course is highly recommended for those who want to take part in the summer Chinese travel study program.		Lin Crowley	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Chinese, Advanced Beginning II Lin Crowley language studies	Course	FR–SRFreshmen–Senior	4	04	Evening			S 14Spring		This course is designed for students who have some prior experience in Chinese language and know the use of Chinese pinyin system. The course will emphasize on continued introduction of standard Mandarin Chinese listening comprehension, speaking, reading and writing, with special attention to the building of useful vocabularies through interactive practice and small group activities. Learning activities also include speaker presentations and field trips. The class is fast-paced with use of internet and computerized software to accelerate the learning. Chinese history and culture will be included as it relates to each language lesson. The course is highly recommended for those who want to take part in the summer Chinese travel study program.		Lin Crowley	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Cinematography: Crafting the Moving Image David Cramton communications media arts media studies moving image visual arts	Program	FR–SRFreshmen–Senior	8	08	Evening				Su 14 Session I Summer	What makes a beautiful image? What images best tell a story? What separates phone vids from ? We will watch films, seminar around films, and create our own moving images. We will cover the art, technology and technique of the moving image. We will study how lighting, composition, and camera placement all affect and reflect the story, characters and landscapes that we capture. We will spend a significant amount of time working with cameras and watching our own creations as a group, plus a few field trips to Seattle and/or Portland to look at the tools and resources used by professional image creators.		David Cramton	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Cities, Sustainability and Foreign Policy Jennifer Gerend and Steven Niva community studies international studies law and public policy political science sustainability studies	Program	FR–SOFreshmen–Sophomore	16	16	Day			S 14Spring		Does the way we live—in suburbs, malls and automobiles—shape the foreign policy conducted in our name? Can we change our foreign policy by living differently?Our program will explore these questions through the prism of American foreign policy in the Middle East. The program will examine how the suburbanized and automobile dependent culture of the United States after World War II was made possible by American involvement in the Middle East to secure access to cheap and plentiful oil, particularly through our close alliances with oil-rich regimes. This ongoing involvement has been central to the rise of anti-American sentiment and the resultant wars in the Middle East during the past decade. While some have called for a new foreign policy which supports democracy, this program will also explore the question of whether a new domestic policy—one focused on shifting our way of living from suburbia to more walkable, dense and sustainable ways of urban living--may also be a necessary element of a new foreign policy. How do we create ways to live that reduce our dependency on access to non-renewable resources and support for repressive regional governments? What do sustainable and walkable cities look like? Should urban planning be a key element of foreign policy? Where do these decisions get made, and how can residents help shape their communities?Students will be introduced to the history and practice of U.S. foreign in the Middle East as well as central issues in the history and theory of U.S. urban planning and development. We will read texts, watch films and hear guest speakers who will address these issues, as well as write papers and engage in discussion and debates.		Jennifer Gerend Steven Niva		Freshmen FR Sophomore SO	Spring	Spring
Climate Change and Sustainability in the Fiji Islands Brittany Gallagher climate change environmental studies geography study abroad	Course	JR–GRJunior–Graduate	2, 4	02 04	Day, Evening and Weekend				Su 14 Session II Summer	The Republic of Fiji is a collection of 322 islands in the South Pacific Ocean, home to about 858,000 people. Although Fijians have done little to exacerbate the problem of global climate change, they and their neighbors in the South Pacific are among the first people on the planet to experience its effects. Issues Islanders currently face include coral bleaching, threats to mangroves and other nearshore ecosystems, rising sea levels, and declining terrestrial biodiversity, including the loss of important endemic species.MES students traveling to Fiji will observe firsthand how the Fijian government, NGOs, and everyday people address the effects of climate change; from adaptation activities at a local level to lobbying the international community through regional partnerships with other Small Island Developing States (SIDS).The social, cultural, and political dimensions of these complex environmental issues will be explored through visits to coastal and inland villages, government offices, NGOs, and the University of the South Pacific (USP). Students will visit major environmental sites on Viti Levu, Fiji’s largest island, including two national parks and other private reserves. Guest speakers from USP and various governmental and non-governmental organizations will visit or host our group in their offices to speak about island biodiversity, geography, political economy, and community development. Religion in Fiji is an important and complex beast: students will have the opportunity to visit the most famous Hindu temple in the country, attend village church services, and learn about Islam in Fiji. We will spend several days at an “eco-resort” in the Mamanuca islands, snorkeling on healthy and degraded reefs and engaging in mangrove conservation activities. Students will also spend several nights in rural villages for an immersive experience alongside Fijians and expatriates working on community development initiatives. Academic credit will be awarded in Pacific Island Sustainability for either two or four credits. Four credits will be awarded for those participating in the trip, keeping a detailed field journal, writing a summary of the experience, and researching and writing a paper on a topic of island sustainability. Two credits will be awarded for participating in the field trip, maintaining a field journal, and writing a summary of the experience. All students are required to write a self-evaluation for the instructor.Students are encouraged to contact the instructor by emailing well prior to May 1 to express interest in the course, arrange travel, and indicate topic areas of interest to be explored during the trip.More practical information will be shared during three pre-trip on-campus meetings, to be arranged at the convenience of the student cohort. , has a background in international development and sustainability. She is a Returned Peace Corps Volunteer and former Rotary International Ambassadorial Scholar. She lived in Suva, Fiji while earning a graduate certificate at the University of the South Pacific, where she studied geography and biodiversity protection. Her research at USP focused on the intersections of religion and ecology in the region and the associated mix of social and environmental policy and local and national levels. At Evergreen, where she earned her MES degree, she was a graduate research associate who coordinated education programs for the Sustainability in Prisons Project and she focused her thesis research on the effects of science and sustainability education on prison inmates.		Brittany Gallagher			Summer	Summer
Clinical Psychology: The Scientist-Practitioner Model George Freeman and Terry Ford cultural studies education leadership studies psychology	Program	SO–SRSophomore–Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring		In 1949, clinical psychologists defined a model of graduate training called The Boulder Model, also known as the scientist-practitioner model. The model asks that students' training include research and clinical skills to make more informed and evidence-based decisions regarding treatment. Using this model of the scientist-practitioner, students will co-design a course of study in clinical psychology. The intention of this program is to prepare students at the levels of theory and practice for further study and work in the fields of education and human services. Each quarter will examine multicultural themes regarding race, gender, sexual orientation, class, religious identity and ability/disability. Students will be required to begin a two-quarter long, 15 hour/week internship winter quarter in the fields of education and social services. Constructing a research project may be an option if students prefer research to the internship. Fall quarter, students will engage in a study of the history and systems of psychology and its application to clinical settings and schooling, quantitative and qualitative research methods, multicultural studies and investigate regionally-based internships in preparation for winter and spring quarter placements. Winter quarter's focus on personality theory and psychopathology establishes the two foundational areas of study particular to clinical and counseling psychology and applied settings such as educational settings. We will examine the Three Forces of psychology: psychodynamic theory, behaviorism and humanistic psychology. Students will also begin their self-identified internships for winter and spring quarters in an area of the social services or an educational setting. These theories will serve to inform the experience of the internships and anchor students' practical learning in the latest findings and theories. Students may opt for independent literature-based reviews with faculty approval.Our final quarter will be dedicated to an exploration of theory to practice through communication skills practicum and graduate and employment opportunities. Students will continue their internships started winter quarter through spring quarter.Variable credit options are available to students participating in internships.		George Freeman Terry Ford	Mon Tue Fri	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
College Physics Krishna Chowdary physics	Program	FR–SRFreshmen–Senior	8	08	Day				Su 14 Session II Summer	This algebra-based physics course introduces fundamental topics in physics including kinematics, dynamics, energy, momentum, and conservation laws. We will focus on conceptual understanding, problem solving, and lab work. The course will provide a solid foundation for those working toward careers in medicine, engineering, the life sciences, or the physical sciences. We will cover material traditionally associated with the first half of a year-long introductory physics course.		Krishna Chowdary	Mon Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Community-Based Research: Social and Environmental Justice Lin Nelson community studies environmental studies sustainability studies	Program	FR–SRFreshmen–Senior	16	16	Day		W 14Winter	S 14Spring		This program is an exploration of how to do Community-Based Research (CBR) and develop meaningful documentation in relation to community needs and challenges. Our focus will be on the social and environmental justice issues that are part of community life and that become the focus of the work of community-based organizations and social movements. A key feature of this two-quarter program will be grounded approaches with community groups. We’ll be working actively with Evergreen’s Center for Community-Based Learning and Action (CCBLA) to learn about the pressing needs in our region and to shape and sharpen our research skills and approaches. Some of the groups we will likely connect with include Parents Organized for Welfare and Economic Rights (POWER), People for Puget Sound (on environment and sustainability), Fertile Ground (community sustainability), Garden-Raised Bounty (community agriculture and food justice), Stonewall Youth (on the rights of youth and the LGBTQ community) and Teen Council of Planned Parenthood, among others.Central to our work, especially in winter quarter, will be an examination of the history, philosophy, debates and strategic modes of CBR—which is also called “participatory research,” “popular education” and “action research.” Readings and resources will draw from academics who work with communities in initiating or supporting research; at the same time, we’ll learn from community organizations about research they launch and how they work with faculty, staff and students in colleges and universities. CBR as a social movement in the U.S. and internationally will be the grounding for our efforts. Our reading will be drawn from the growing literature on CBR: key ideas and frameworks, cross-cultural and cross-national approaches, methods and skills, and vivid case material. We will sustain a persistent examination of ethics, community rights and co-learning and collaboration. Winter quarter will focus on exploring the literature and resources, learning with area organizations, posing and launching projects. Spring quarter will shift to more of a community base, with substantial fieldwork, community documentation and participation, project review and planning for future applications.Some important skills that will be developed include project design and development, interviewing and questionnaire design, researching public/government documents, participant-observation and creative approaches to documentation and presentation. We’ll be working to link our projects with compelling social, political and ecological issues and to place our work in regional to international contexts. There will be a strong focus on “give back” to the community and working with and contributing to the resource base of the CCBLA. Students will come away from the program with ideas, experiences and skills that should be helpful to them if they’re interested in future work in social justice, community organizing, environmental protection and environmental justice, public health, fieldwork, social analysis and documentation.		Lin Nelson	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Computer Science Foundations Neal Nelson, Paul Pham, Sheryl Shulman and Richard Weiss computer science mathematics Signature Required: Winter Spring	Program	FR–SRFreshmen–Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring		The goal of this program is for students to learn the intellectual concepts and skills that are essential for advanced work in computer science and beneficial for computing work in support of other disciplines. Students will have the opportunity to achieve a deeper understanding of increasingly complex 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 the context of the liberal arts and compatible with the model curriculum developed by the Association for Computing Machinery's Liberal Arts Computer Science Consortium.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 the computer architecture supporting high level languages and 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.We will explore these themes throughout the year through lectures, programming labs, workshops, and seminars.	computer science, education and mathematics.	Neal Nelson Paul Pham Sheryl Shulman Richard Weiss		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Computers and Cognition Ab Van Etten computer science consciousness studies	Program	FR–SRFreshmen–Senior	8	08	Weekend			S 14Spring		What types of problems can be solved by computers? How do humans and computers differ in the types of problems they can solve? What is the future of computing, and will computers evolve an intelligence that includes what we would define as human thought? Can computers learn or create on their own? This program will explore the basics of computer science, how computers work, and their possibilities and limits. The program will include basic programming in Javascript, Web development, introductory computer electronics, and other computer science topics. We will contrast this with human cognition. We will then look at how computers will likely affect the way we live, work, and relate in the future. In seminar we will explore the issues surrounding machine vs human consciousness and strong artificial intelligence.		Ab Van Etten	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Conflict Management Lori Blewett communications leadership studies	Course	FR–SRFreshmen–Senior	2	02	Evening and Weekend				Su 14 Session II Summer	This course will introduce students to core concepts and theoretical frameworks that enhance our ability to analyze and successfully manage conflict. It will include skill building and communication practice aimed at expanding our conflict negotiation repertoire and our capacity for collaborative problem-solving.		Lori Blewett	Mon Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Conquest East, Conquest West: Comparative "Manifest Destinies" Thomas Rainey and John Baldridge anthropology cultural studies ecology geography history political economy	Program	SO–SRSophomore–Senior	8	08	Evening and Weekend		W 14Winter	S 14Spring		This interdisciplinary program offers comparative study of the Russian conquest of northern Eurasia (Siberia) and the Euro-American conquest of North America. It will explore the impact of what environmental historian Alfred Crosby calls "ecological imperialism" on native populations, economic development of the nations based on the exploitation of natural and agricultural resources, the ecological consequences of this exploitation, and the successes and failures of conservation efforts in Russia east of the Urals and in the United States west of the Mississippi. It will also consider the religious, economic, and social motivations and apologias for the ecological conquests. During the winter quarter, the program will examine these two world historical examples of ecological expansion and its consequences from 1600-1900; during the spring quarter, the program will explore the course and legacy of these conquests in the twentieth century as well as the current ecological state of these two continent-wide environments. Students can expect to read and write about bio-geographical, environmental-historical, ethnographic, natural historical, demographic, and political economic texts focusing on the western United States and on northern Eurasia. Personal and fictional accounts as well as films will also be used to enhance understanding of the environmental, economic, and social consequences of conquest. During the spring quarter, students can also expect to research and write short environmental histories of local areas in Western Washington. Credit will largely be in environmental history, bio-geography, and political economy.		Thomas Rainey John Baldridge	Tue Thu	Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Cons, Swindlers and Cheats Zoe Van Schyndel business and management	Program	FR–SRFreshmen–Senior	16	16	Day			S 14Spring		Despite access to all sorts of information, people continue to be conned, swindled and cheated out of their hard-earned money. Is it really true anyone can be conned? How can we protect ourselves and our communities against cons who by their very nature make situations seem reasonable and socially compelling.This program is an overview of various schemes and trickery that fraudsters employ in the financial world and elsewhere. From the original Charles Ponzi and his schemes in the early 1900’s to the current day massive affinity fraud perpetrated by Bernie Madoff, we will look at the schemers and their victims. If an investment sounds too good to be true, it probably is—but the success of real-life swindlers shows how often this simple advice is ignored. We will explore what makes investors and others reach for the fool’s gold of seemingly foolproof and lucrative investment opportunities. We will also look at the psychology of fraudsters and try to determine what makes them operate outside the normal laws of society.The program is designed for students with a strong interest in finance and investments or those interested in what drives the most basic of human instincts, greed. Spotting a con requires us to think critically about situations and to find a balance between trusting and self-preservation. By the end of the program we expect you to be able to think creatively about ways to protect yourself and society from fraudsters.		Zoe Van Schyndel		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Consuming Cultures Karen Gaul, Rita Pougiales and Julie Russo American studies anthropology community studies cultural studies history media arts media studies political economy sustainability studies	Program	FR–SRFreshmen–Senior	8, 16	08 16	Day	F 13 Fall	W 14Winter	S 14Spring		In , the historian William Leach writes, “Whoever has the power to project a vision of the good life and make it prevail has the most decisive power of all.” Since the early 20th century, the pleasures of consumption have dominated prevailing visions of the good life in the United States. Innovations in mass production and mass media went hand in hand to link pleasure and prosperity with acquiring the latest commodities. Leisure has also been central to those pleasures, often in the form of tourism, fashion and entertainment, as people consume not only goods but experiences and ideas about what it means to be successful and happy. This program is an inquiry into these features of American consumer culture, particularly the values of convenience and authenticity that characterize the objects and desires it produces and exchanges.Students in this program will study the history and logic of U.S. consumer culture. We will consider the forces that have shaped each of us into consumers in this capitalist society, from representation and ideology to material and technological development. Sustainability will be a critical lens for our inquiry, as we consider the raw materials, labor and waste streams inherent in goods and in cultural experiences. Life cycle analysis of objects—from their origins in nature to their presence on retail shelves, personal spaces, garbage bins and landfills—will help us build a broader context for understanding the materiality with which we all engage every day.Our historical arc will be sweeping: from hunter-gatherers nearly two million years ago, to the origins of animal and plant domestication, to the formation of colonial settlements which created unprecedented challenges and opportunities, to the modern era. We will explore the patterns of resource use, social inequality and relative sustainability. We will examine how habits of conservation, thrift and re-use that were endemic to pre-modern societies transformed in tandem with the unprecedented energies of industrialization. We will investigate the theory and economics of post-industrial capitalism to better understand the impact of new media and technologies on the ways we produce and consume in the present day. We will also examine how curiosity about foreign and mysterious cultures in the context of globalization paved the way for tourism in which cultural authenticity is a central attraction. We will study the relationship between consumption and sustainability, pursuit of the good life through self-help and imported cultural practices such as yoga and meditation, between entertainment industries and communication networks, advertising and buying habits, spending money and self-worth. These contexts will enable us to destabilize and interrogate notions of what feels "normal" in the ways we engage as consumers today, including as consumers of knowledge in increasingly digitized institutions of higher education.Students will have the opportunity to examine ingrained routines of daily life, become conscious of the origins and meanings of their own habits and desires, and thereby become critical thinkers and actors in consumer culture. Our activities will include reading, writing papers and participating in seminar discussions on program topics, learning ethnographic research methods, experimenting with multimodal and collaborative work, viewing relevant films and participating in field trips. In fall quarter, we will build foundational skills and introduce key concepts and themes; winter quarter students will begin to develop their own research agenda; and in spring quarter, they can apply theory to practice in research and/or community-based projects. Spring quarter readings emphasize responses to consumer culture through alternative practices and collectives. Texts on on intentional communities include by Juliet Schor, by Karen Litfin, , and . Texts on virtual communities include by Fred Turner, by Lawrence Lessig, and selections from the anthology Digital Labor. These and related topics comprise an 8 credit academic block taught on Tuesdays and Wednesdays. Students enrolling for 16 credits should be prepared to engage in substantial independent learning or work in the community (faculty can structure or guide this piece for new students). One option is a media production intensive that includes a series of technical workshops and a collaborative project. Program learning activities include: seminar responses and essay assignments, field trips, digital media workshops, yoga and awareness practices. Field trips may include Procession of the Species, visits to Fertile Ground, NW Ecobuilders Guild, the Arbutus School, and intentional communities in the PNW, and/or a tour of tiny homes.		Karen Gaul Rita Pougiales Julie Russo		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Contemporary Furniture Design I, II Daryl Morgan visual arts Signature Required: Spring	Course	FR–SRFreshmen–Senior	4	04	Evening		W 14Winter	S 14Spring		This two-quarter sequence of courses is for those interested in exploring their own creative potential through the lens of twentieth-century furniture design. We will focus our inquiry on influential designers and makers representing the Arts and Crafts movement, the International Style, Art Deco, Mid-Century Modern, the Craft Revival movement, and others. Using the work of these artisan designers as inspiration, students will construct a piece of furniture of their own design.		Daryl Morgan	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Core Ballet and Contemporary Dance Immersion Jehrin Alexandria dance	Course	FR–SRFreshmen–Senior	4	04	Day				Su 14 Session I Summer	modern dance.		Jehrin Alexandria	Mon Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Cornerstone: Foundations for Success Frances V. Rains education	Course	FR–SRFreshmen–Senior	4	04	Evening			S 14Spring		For beginning and returning students, this 4-credit class is designed to strengthen your skills of critical thinking and learning across significant differences. Through readings, seminar discussions, lectures, workshops and student leadership, students will enhance personal engagement with learning, launch their own Academic Statement, and hone skills of self evaluation, as well as experience different types of written assignments.		Frances V. Rains	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Cornerstone: Foundations for Success Frances V. Rains education	Course	FR–SRFreshmen–Senior	4	04	Evening		W 14Winter			For beginning and returning students, this 4-credit class is designed to strengthen your skills of critical thinking and learning across significant differences. Through readings, seminar discussions, lectures, workshops and student leadership, students will enhance personal engagement with learning, launch their own Academic Statement, and hone skills of self evaluation, as well as experience different types of written assignments.		Frances V. Rains	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Creating Community and Health Through Gardens Marja Eloheimo botany community studies field studies health	Program	FR–SRFreshmen–Senior	8	08	Day				Su 14 Session I Summer	In this 8-credit summer program, we will explore ways in which various types of gardens can contribute to community and health. We will spend much of our time outdoors, visiting medicinal, ethnobotanical, reservation-based, and urban food forest gardens, and engaging in hands-on and community-service learning experiences. We will also consider themes related to sustainability, identify plants, learn herbal, and horticultural techniques, and develop nature drawing, and journaling skills. We will deepen our understanding through readings, lecture/discussions, and seminars as well as projects and research. This program is suitable for students interested in environmental education, community development, health studies, plant studies, sustainability, ethnobotany, and horticulture.		Marja Eloheimo	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Creating Dangerously: Experiments in Feminist and Diaspora Art Therese Saliba and Naima Lowe cultural studies gender and women's studies international studies literature media arts moving image	Program	FR–SOFreshmen–Sophomore	16	16	Day	F 13 Fall	W 14Winter	S 14Spring		"Dangerous creations" emerge out of adverse political conditions and embody new creative strategies and possibilities. This program will explore how writers, media makers, artists and community activists use experimental modes of address to challenge dominant narratives and formal structures, and to confound notions of "the real." With an emphasis on multiculturalism, identity and especially African and Arab Diasporas, this program will examine the histories of slavery, colonialism and Empire and how art, media and literature have been used as tools of both conquest and resistance. We will draw on theoretical tools to analyze the "politics of representation" in popular media, including critiques of Orientalism, the Africanist presence and the gaze. And we will explore how diasporic communities, particularly feminists of color, "talk back" to these representations—by creating dangerously. That is, how do these artists use experimental forms to challenge fixed notions of individual and communal identity, as well as the consumerist system of media and literary production?Through the study of diasporic cultural production, African and Arab American literature and film, Third World Cinema and queer and feminist film theory, we intend to foster critical thinking about race, class and gender identities, and how they are negotiated. We will also explore how certain models of cultural-mixing, hybridity, and border-crossing have created a dispersal of identities and strategic possibilities for solidarities and connections across community struggles.In fall and winter quarters, students will learn to read cultural texts, including film, visual art and literature, to understand the relationships of people and communities, their sense of identity and possibilities for solidarity across differences. Students will develop skills in visual and media literacy, creative and expository writing, analytical reading and viewing, literary analysis, and the terminologies and methodologies of cultural and gender studies, film history and theory. Through workshops, students will also learn a range of community documentation skills, including photography, video, interviewing and oral history. In spring, students will have the opportunity to work on in-depth independent projects in autobiographical representations either through moving image or narrative writing. With faculty guidance and small group workshops, students will write proposals, conduct research and engage in critique groups to produce a major individual or colloborative creation.	visual studies, film studies, cultural studies, literary studies, African-American studies, Arab/Middle East studies, gender studies, community organizing and advocacy, and education.	Therese Saliba Naima Lowe		Freshmen FR Sophomore SO	Fall	Fall Winter
Creating Dangerously: Advanced Studies Naima Lowe and Therese Saliba African American studies cultural studies gender and women's studies media studies writing Signature Required: Fall Winter	Program	JR–SRJunior–Senior	16	16	Day and Evening	F 13 Fall	W 14Winter	S 14Spring		This is an opportunity for a small number of Junior-Senior students with a strong background in one or a combination of the following: visual art, art history, literature, creative writing, media theory, cultural studies, critical race studies, or feminist studies. Students with this background will participate in all of the activities and readings of , but also be asked to complete longer and more in-depth assignments and a large-scale project that will be developed over the course of the year. These students will also act as peer mentors for the Freshman-Sophomore students in the class, and will have opportunities for ongoing critique on projects with program faculty. In addition, advanced students will be required to take a year-long, 2-credit sequence in Critical and Cultural Theory offered one evening a week by Greg Mullins.		Naima Lowe Therese Saliba		Junior JR Senior SR	Fall	Fall Winter
Creativity and Diversity in American Culture: Art and Narrative in Response to Place Gail Tremblay and Rebecca Chamberlain cultural studies literature visual arts	Program	FR–SRFreshmen–Senior	16	16	Day	F 13 Fall	W 14Winter			How does culture affect the worldviews and visions of writers, artists, storytellers, and filmmakers? How does place affect culture? We will explore these questions and connections through careful reading and analysis of literature, film, and art history which reflects a multicultural perspective. As students of diversity in American culture, we will examine the way in which place, and migration from place, shapes cultural production of texts and art, as well as how our connection to the natural world affects creativity.Over the course of the year we will study works by a diverse group of writers, artists, and filmmakers, including African American, Native American, Asian American, European American, Chicano, Latino writers, and other cultures. We will take field trips to museums and cultural events. Guest speakers from diverse communities will share their perspectives about their practice as writers, artists, and scholars. Workshops in writing, composition, poetry, and art will provide the opportunity to develop a creative practice and create art, poetry, and various forms of narrative. All students will work on improving their academic and writing skills so by the end of the program they can write and work towards publication. Fall quarter, we will study works by a diverse group of American writers, artists, and filmmakers, beginning with Linda Hogan's novel, A multi-day field trip to the Makah Nation in Neah Bay, on the northwest tip of the Olympic Peninsula will allow us to study the artifacts from Ozette, a village on the Pacific Coast buried by a mud slide during the 17th century, some of whose artifacts carbon date from the 1500s. We will meet with contemporary artists, and cultural experts, from the Makah Nation and learn about their relationship to place. We will also study works by African American, Chicano, Jewish American, Armenian American, and Arab American writers and filmmakers. Students will explore the role of art, film, literature, storytelling, and filmmaking as they begin their own artistic practice. They will participate in workshops on creating narrative and visual art and will write weekly synthesis essays that reflect on texts and integrate the various materials we are studying. Winter quarter, students will continue to explore creative works and anthologies by diverse writers, including texts by a variety of Asian Americans, European Americans, and other Native Nations and cultural groups. We will also continuie our study of the works of diverse artists and filmmakers. In addition to field trips and workshops on poetry and art, students will write two five-page expository essays and one ten-page research paper. Students will continue to participate in creative workshops and complete two creative projects that grow out of our work over the past two quarters. They will present their creative projects for their classmates and friends on campus.	literature, education, art, and cultural studies.	Gail Tremblay Rebecca Chamberlain	Mon Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Crime & Punishment (online) Jose Gomez law and government policy law and public policy political economy political science sustainability studies	Program	FR–SRFreshmen–Senior	12	12	Day, Evening and Weekend				Su 14 Full Summer	This program will take a critical look at controversial issues in the criminal justice system, including police misconduct and interrogation, mandatory minimum sentencing, decriminalization of marijuana and prostitution, needle exchange programs, the insanity defense, children tried as adults, privatization of prisons, and physician-assisted suicide. It will be taught via the Internet through a virtual learning environment (Moodle or Canvas), a chat room for live webinars, and e-mail. A one-time face-to-face orientation will take place 7:00 to 9:30 pm on Monday, June 23. Contact instructor for alternate arrangements for the orientation.		Jose Gomez		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Critical Anthropology: Investigating the Transnational World Rita Pougiales anthropology community studies cultural studies economics field studies international studies political economy	Program	FR–SRFreshmen–Senior	8	08	Day				Su 14 Session I Summer	The processes of economic and political globalization reshape and undermine the lives of people and communities throughout the world. Some anthropologists have turned their attention to the effects of globalization on traditional and modern societies, attempting to bring to light the full complexities and consequences of these transnational practices. For example, Joao Biehl develops an argument linking global economic activity in Brazil to what he calls the development of "zones of social abandonment" in most urban settings. Anthropologists conduct their studies through research, which involves gathering data, over long periods of time, as both "participant" and "observer" of those they are studying. Doing ethnographic research is simultaneously analytical and deeply embodied. This program includes an examination of ethnographic research methods and methodologies, a study of varied theoretical frameworks used by anthropologists today to interpret and find meaning in data, and an opportunity to design an ethnographic project of interest. Students will read and explore a range of ethnographic studies that reveal what an anthropologist—whom Ruth Behar calls a "vulnerable observer"—can uncover about the lives of people today, and advocate on their behalf.		Rita Pougiales	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Critical Thought and Social Consciousness through Film Michelle Aguilar-Wells consciousness studies media studies	Program	FR–SRFreshmen–Senior	16	16	Day			S 14Spring		-Laura Bickford, Oscar nominated producer of "Traffic" Film can revolve around complex issues found in society and offer different perspectives on human and societal behavior. Students in the all level class will view and analyze a minimum of 20 films from the big screen, small screen, and documentary categories. The class will be divided into four topical areas: race relations, corporate influence and impacts, LGBT community issues, and a miscellaneous category. Examples of films that may be included are: Crash, Milk, American History X, Wall Street, Grand Torino, 4 Months, 3 Weeks, 2 Days, Traffic, Two Spirits, and How to Survive a Plague. Students will review critiques of the films, participate in seminars, use organizing techniques to identify concepts, and review competing and historical perspectives. In addition, students will analyze each film’s individual perspectives, techniques, and impacts. Students will produce reflections and/or film analysis, a final term paper that is a comparative analysis within one of the categories, deep reflective questions for each film, and research work associated with each film category. They will learn to apply critical modes of questioning to issues in their own communities. They will understand the meaning of social consciousness and the value of significant dialogue. Students should be prepared to enter into difficult discussions with civility and respect. Students can expect to examine their own beliefs in light of differing perspectives. Students can expect to receive credit in film analysis, critical thought, and social consciousness or justice. : students in this program must be prepared to view films that offer controversial subject matter and perspectives and may be rated R.		Michelle Aguilar-Wells	Mon Tue Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Cultivating Voice: A Writing Tutor's Craft Sandra Yannone education writing Signature Required: Spring	Course	FR–SRFreshmen–Senior	2	02	Day			S 14Spring		This course combines a seminar with a practicum to prepare students to become peer tutors at Evergreen's Writing Center on the Olympia campus. In seminar, we will explore tutoring theories, examine the role of a peer tutor and develop effective tutoring practices. In the practicum, students will observe peer tutoring and graduate to supervised tutoring. The course also will address working with unique populations of learners. Students considering graduate school in related fields will benefit from this course.		Sandra Yannone	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Culture as History Susan Preciso and Mark Harrison American studies history literature media studies Signature Required: Winter	Program	SO–SRSophomore–Senior	8, 12	08 12	Evening and Weekend	F 13 Fall	W 14Winter	S 14Spring		What is culture and how does it inform our understanding and interpretation of history? As we explore this question, students will study works of fiction, film, visual art and history to determine how our culture shapes our ideas about past and present realities. Each quarter students will incorporate quantitative methods to enrich and explain aspects of American culture. We’ll look at cultural products, from high art to popular culture with a particular focus on film and literature, to see how they reflect and shape our ideas about who and what we are. Our study will be organized around three turbulent decades in American history.During Fall Quarter, we considered the post-Civil War years, including Reconstruction and western expansion. From dime novels to Hollywood westerns, we examined how deeply we are shaped by 19 and 20 century frontier ideology. Money and technology—capitalism and the railroads—also drove westward migration. We analyzed the tensions around race and class as they figure in film, novels, and popular culture.Winter quarter, we will move to the 1930s. How did the Great Depression and the policy created to deal with that crisis change the way we see government? What was the impact of two great migrations—from the dust bowl states to the West, and from the agricultural South to the industrial north—on American society? In such a time of hardship and deprivation, how did the Golden Age of Hollywood reflect our cultural realities through genre films, such as the screwball comedy, the musical, and the gangster film?In the spring, we’ll focus on the 1950s and ‘60s and how upward—and outward—mobility informed who and where we are today. The Civil Rights Movement and the Vietnam War transformed the country. Cars, freeways, and the rise of the suburbs re-shaped the cultural landscape, and television expanded the scope of mass media and popular culture.Our work will include critical reading of books and films. Students will be expected to learn about schools of cultural criticism, using different approaches to enrich their analyses. They will be expected to participate in seminar, lectures, workshops, and library research and to attend field trips to local museums and live theater performances.The thread of mathematics runs through the tapestry of everything we’ll study in Culture as History. Often times, in a non-math/science interdisciplinary program, even though the threads are there, they are never seen but lay hidden. In Culture as History, we’ll work to pull some of these threads forward – to brighten the image and sharpen the focus of the topics we’ll study. The mathematical threads that we choose to pull forward will be carefully chosen to gently enhance the image. Through collaborative learning, the mathematical topics we’ll engage with include quantitative literacy (reading and interpreting information), graph theory (How far is it to New York?), and other topics as appropriate.		Susan Preciso Mark Harrison	Mon Wed Sat	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Current Economic and Social Issues: Explanations, Actions and Solutions Peter Bohmer American studies economics political economy political science sociology	Program	FR–SOFreshmen–Sophomore	16	16	Day			S 14Spring		The outcome of current social and economic problems will shape the future for us all. This program focuses on analyzing these problems and developing skills to contribute to debates and effective action in the public sphere. We will address major contemporary issues such as national and global poverty and economic inequality, immigration, incarceration, climate change, and war. U.S. economic and social problems will be placed in a global context. We will draw on sociology, political science, economics and political economy for our analysis, with particular attention to dimensions of class, race, gender, and global inequalities.We will analyze the mainstream and alternative media coverage of current issues and of the social movements dealing with them. We will build our analyses using data-driven descriptions, narratives of those directly affected, and theories that place issues in larger social and historical contexts. Students will be introduced to competing theoretical frameworks for explaining the causes of social problems and their potential solutions (frameworks such as neoclassical economics, liberalism, Marxism, feminism, and anarchism). We will study how social movements have actively addressed the problems and investigate their short- and long-term proposals and solutions as well as how they would be addressed in alternative economic and social systems.We will choose the specific issues to be investigated in the program as spring 2014 approaches, so that our study will be as relevant as possible. For each topic examined, we will combine readings with lectures, films, and workshops, along with guest speakers and possible field trips as appropriate to observe problems and responses first hand.Students will write short papers on each of the social problems we analyze. In addition, you will study in more depth and report on one of the economic or social issues we are studying.		Peter Bohmer	Tue Wed Fri	Freshmen FR Sophomore SO	Spring	Spring
Dance of Life: Creative Process in Motion Robert Esposito aesthetics dance linguistics somatic studies theater visual arts	Program	FR–SRFreshmen–Senior	16	16	Day			S 14Spring		How can dance serve as a central metaphor for the holistic organization and transformation of personal life experience into aesthetic objects expressing the dynamic connectivity of self, world, and others? Using an expressive arts therapy model, movement study will be integrated with work in writing, drawing, and music in this multidimensional modern dance program exploring an integrative approach to choreography. It will involve disciplined physical and intellectual study, including weekly dance composition homework assignments.Studio activities will include progressive study in Nikolais/Louis dance technique, theory/improvisation, composition, and performance. Readings, self-inventories, and seminars in the philosophy and psychology of the creative process, designed to broaden and enhance the student’s palette of creative choice, will explore factors such as self-image, linguistics, cultural and educational conditioning, and multiple learning styles. In solo and group collaboration, students will workshop formal craft elements of composition, such as shape, space, time, and motion. Workshops will use various media to draw and integrate content from students’ life experiences and/or past interdisciplinary study in order to create original multimedia work. Compositions will be shared in weekly performance forums that include faculty and student-centered critique and analysis.Texts will be used to explore the development of dance and movement therapy, draw distinctions between art and psychology, and explore the creative and therapeutic effects of the expressive arts. Seminar discussions will emphasize critical analysis in order to situate texts, art, film, and student work in historical and sociocultural contexts. Writing assignments will balance creative, analytical, and research styles, with a comparative overview of linguistic and communications theory. The program culminates with a Week 10 studio recital of selected student work.		Robert Esposito	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Dark Romantics Marianne Bailey, Olivier Soustelle, Shaw Osha (Flores), Bob Haft, Judith Gabriele and Stacey Davis aesthetics art history cultural studies history international studies language studies literature philosophy study abroad visual arts writing	Program	SO–SRSophomore–Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring		... ...—Hölderlin, "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 19th- and early 20th-century Europe, and their tenuous but fruitful dialogue with mainstream 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.The 19th century was an era of immense political change spanning revolutions, empires and finally the establishment of democracy at home, just as European imperialism spread across Africa and Asia. 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 class roles, 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. 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, 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 attempted to express the inexpressible through their art. Yet Mallarmé, 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.In spring quarter, students may pursue individual research/creative projects on campus or may 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.In this program, 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 history, art history or writing and literature. We expect strong interest and background in humanities, and considerable self-discipline and motivation. The workload, including French language study, will be substantial and rigorous. Students will work in interdisciplinary all-program sessions and assignments, as well as choose one of three possible seminar groups. These emphasize: 1) literature and philosophy, 2) history, and 3) photography and visual arts, practice and theory.		Marianne Bailey Olivier Soustelle Shaw Osha (Flores) Bob Haft Judith Gabriele Stacey Davis		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
The Design of Computational Things Paul Pham computer science Signature Required: Spring	Program	FR–SRFreshmen–Senior	12, 16	12 16	Day			S 14Spring		What is computer science, who is it for, and can it combine with art, design, and engineering to help us be more free? What is the relationship of computation to human socialization, physical embodiment, psychology, play, intelligence, or gender? This program addresses these questions through four interrelated threads: (1) Massively Multi-language Computer Programming (MMCP), (2) Software Anthropology, (3) Arduino Robotics, and (4) Seminar and Speaker Series. Each thread has a concrete but open-ended goal, which students will pursue in small groups documented with an online journal.In MMCP, students will learn a programming language of their own choice in a self-directed way and help jointly develop software for an interactive online storybook to teach computer science. Each week, a student group will help prepare a lesson to teach the rest of the class. In Software Anthropology, students will study communities centered around technology including makerspaces, software companies, and schools. They will actively provoke social interaction with other Evergreen programs. The end goal of this thread will be organizing a sustainable Evergreen computer club. In Arduino Robotics, students will learn the basics of computer architecture and system design by using the Arduino electronics platform to control small robots. In the Seminar and Speaker Series, students will hear from a variety of Evergreen alums with careers in technology. In addition, they will help organize the logistics of the speakers' visit.One or more of the above threads will be shared with the programs "Computer Science Foundations" and "Student-Originated Software." Students wishing to prepare for "Computability and Language Theory" in 2014-2015 may take a 12-credit version of this program and the Discrete Math thread from "Computer Science Foundations." The final goal of the overall program is a single creative work to which all students will contribute. It will be part ethnography and part how-to manual to recreate a future program in a similar spirit.The program is designed to be self-bootstrapping, vastly exploratory, and evolving, with all students actively participating in ongoing activity planning. It is perfect for responsible, self-motivated students who can tolerate confusion, excitement, boredom, joy, and the gradual formation of new insights. No previous computer science background is required, only a strong desire to improve and not give up.Activities will include field studies, long hikes, movable feasts, guest lectures, studio time, seminar discussions, student presentations, lively group discussions, silent reading parties, watching films and TED talks, giving peer feedback and critiques, and meetings with the instructor.Possible texts include "Design Patterns" by Gamma, Helm, Johnson, and Vlissides; "The Design of Everyday Things" by Donald Norman; "Anathem" by Neal Stephenson; "Logicomix" by Apostolos Doxiadis, Christos H. Papadimitriou, Alecos Papadatos; "Thinking with Type" by Ellen Lupton; and "Artificial Knowing: Gender and the Thinking Machine" by Alison Adam.		Paul Pham	Mon Mon Tue Tue Tue Wed Thu Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Developing Management Skills Cynthia Kennedy business and management	Program	FR–SRFreshmen–Senior	8	08	Weekend				Su 14 Session I Summer	This weekend-intensive program is designed for students who either are, or plan to be, in the position of managing their own work groups, heading up large companies, starting businesses that change society, managing the world's most important non-profits, or serving in government. The program will introduce basic language, concepts, tools, and problem-framing methodologies that are needed to develop management skills. We will focus on a variety of themes from motivating others, team-building, developing self-awareness, and communicating supportively to leadership, decision-making, understanding power and influence, and solving problems creatively.		Cynthia Kennedy	Fri Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Discovering the Unknown Russia Elena Smith cultural studies geography history literature	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 14 Session I Summer	This course attempts to inspire a better understanding of today's Russia and the people of Russia through a study of their history, literature, arts, and culture. Everyone who has an interest in exploring Russia beyond the stereotypes of mainstream headlines or history textbooks is welcome. The students will be introduced to certain dramatic events of Russian history through film, literature, and personal experiences of the Russian people. Besides the traditional academic activities, the students will have hands-on experiences of Russian cuisine, song, and dance. Armed with an open mind and lead by a passionate native Russian professor, you should find Russia irresistibly attractive, and learn to appreciate the similarities of Russian and American cultures.		Elena Smith	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Discrete Math Brian Walter mathematics	Course	FR–SRFreshmen–Senior	4	04	Day				Su 14 Session I Summer	In this course, we'll study standard topics in discrete mathematics, including: logic and proof; sets, relations, and functions; combinatorics; basic probability; and graph theory. Along the way, we'll focus on skills and techniques for problem-solving. This is an excellent course for teachers and future teachers, people wanting to broaden their mathematical experience beyond algebra, and students considering advanced study in mathematics and/or computer science.		Brian Walter	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Doing Research: Addressing Topics That Matter Emily Lardner and Allen Mauney education environmental studies mathematics sustainability studies writing	Program	FR–SRFreshmen–Senior	8	08	Evening		W 14Winter	S 14Spring		The skills to design and conduct effective research—defined as systematic inquiry-- are essential components of a liberal arts education and professional work. In this program, students will develop strong writing, critical reading, and statistical reasoning skills applicable to a variety of fields. The program is organized around two core assumptions: first, that research is more about thinking than doing, and second, that good research uses appropriate methods to support claims and communicate results effectively. In winter quarter, we will use the broad topic of climate change—understanding it, preparing for it, and adapting to it—as a shared focus for developing research skills. Students will focus on aspects of climate change that connect with their previous and future studies, or their current interests. Students will build skills through active-learning workshops, hands-on data collection and analysis, and critical analysis of online and print media reports. We will discuss research articles from a variety of fields, noting what makes some articles effective and others less so. In the second quarter of the program, students will be invited to identify their own topics for investigation, and continue to develop research tools and methods.The goal of the program is to help students become good researchers—good at asking and answering questions about complex topics in systematic ways. We expect that students will come to the program with a variety of backgrounds—from little or no experience with quantitative reasoning and statistics to some background, and from limited writing experience to lots of it. Successful students in this program will be intellectually curious and keen to become better at asking and answering good questions.		Emily Lardner Allen Mauney	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Dramatic Fiction: Settings, Scenes and Subtext Eddy Brown cultural studies literature writing Signature Required: Spring	Program	SO–SRSophomore–Senior	16	16	Day			S 14Spring		In what situations, milieus, and other kinds of settings do characters find or put themselves? How and why did they get there? How do they then behave? What habits, values, self-identity paradigms, world views, conscious and unconscious needs, goals and fears drive them and affect or determine their actions and decisions? The answers to these key questions help authors to create compelling, rounded characters in realistic settings, dramatized through vivid, engaging scenes with meaningful subtexts, in stories that are surprising yet convincing. With that in mind, this class will explore these and other narrative design elements in service of students constructing their own short fiction prose narratives.Students will also be given the guidance and tools for analyzing existing literary texts. Along with reading, discussing and writing about selected published materials, students will consider and practice spontaneous and experimental modes of story development, as well as apply some established cinematic and classical dramatic paradigms for story structure and development.Typical program activities will include writing exercises, story drafting, self-editing, small- and large-group peer activities including writing critiques, and weekly seminars on assigned readings. The major project will be a short story that has undergone revision through several drafts.In general, students will explore and practice story crafting, writing as a process, fiction genres, and literary analysis, and are expected to be active, consistently engaged members of a learning community.		Eddy Brown	Tue Fri	Sophomore SO Junior JR Senior SR	Spring	Spring
Drawing Marathon Shaw Osha (Flores) aesthetics art history visual arts	Course	FR–SRFreshmen–Senior	4	04	Day				Su 14 Session I Summer	This intensive drawing program runs for two weeks. Open to all levels, this immersive drawing class will address the importance of drawing as a language integral to all visual art and as a way to understand one's experience in the world. Primarily, we will study the figure as a dynamic structure in space and mark making as a process of investigation. There will be some reading and writing as well as critiques. The Drawing Marathon will push artists to a new level of working.		Shaw Osha (Flores)	Mon Tue Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Drawing Practices: Figurative Studies Judith Baumann visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening		W 14Winter			This course focuses on the traditional life-drawing practices of observing and drawing the human figure from live models. Students will use a variety of media ranging from graphite to gouache as they learn to correctly anatomically render the human form. Homework assignments will supplement in-class instruction and visual presentations. Several readings will also be given throughout the quarter. While previous drawing experience is not required, it is recommended.		Judith Baumann	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Drawing Practices: Foundations Judith Baumann visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening	F 13 Fall				This course is an introduction to principles and techniques in drawing. Students will gain a working knowledge of line, shape, perspective, proportion, volume, and composition. Using both wet and dry media, students will experiment with the traditions of hand-drawn imagery. Students will work toward the development of an informed, personal style, aided by research of various artistic movements and influential artists. Students will be required to keep a sketchbook throughout the quarter and complete drawing assignments outside of studio time. Presentations on the history and contemporary application of drawing will contextualize studio work. A final portfolio of completed assignments is due at the end of the quarter.		Judith Baumann	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Earth Matters: Geology and Chemistry Dharshi Bopegedera and Abir Biswas chemistry environmental studies field studies geology Signature Required: Winter	Program	FR–SRFreshmen–Senior	16	16	Day	F 13 Fall	W 14Winter			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. The study of lab and field sciences through rigorous, quantitative, and interdisciplinary investigations will be emphasized throughout the program. We expect students to finish the program with a strong understanding of the scientific and mathematical concepts that help us investigate the world around us.In the fall quarter we will study fundamental concepts in Earth science such as geologic time, plate tectonics, and earth materials supported by explorations into the atomic structure and bonding. We will focus on skill building in the laboratory with the goal of doing meaningful field and lab work later in the year. Winter quarter will focus on Earth processes such as nutrient cycling and climate change supported by the study of stoichiometry, chemical equilibria, acid-base chemistry, and kinetics. Quantitative reasoning and statistical analysis of data will be emphasized throughout the program and students will participate in weekly geology and chemistry content-based workshops focusing on improving mathematical skills. Opportunities will be available for field work and to explore topics of interest through individual and group projects.		Dharshi Bopegedera Abir Biswas		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
East-West Psychology: Destructive Thought/Emotion Jamyang Tsultrim philosophy psychology	Course	FR–SRFreshmen–Senior	4	04	Weekend	F 13 Fall				Are destructive emotions innately embedded in human nature? Can they be eradicated? A growing body of Western research has examined these and other questions through the perspectives of Eastern psychology and philosophy which view destructive emotions, perceptions, and behaviors as the primary source of human suffering. To alleviate this suffering, Eastern psychology has developed a rich and varied methodology for recognizing, reducing, transforming, and preventing these destructive forms of mind and emotion. After examining the nature and function of the afflictive mind/emotions, students will choose one emotion to study in-depth and develop effective East/West interventions to transform this emotion/state of mind.		Jamyang Tsultrim	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
East-West Psychology: Insightful Thought/Emotion Jamyang Tsultrim philosophy psychology	Course	FR–SRFreshmen–Senior	4	04	Weekend		W 14Winter			In what ways do our constructive emotions/perceptions enhance our ability to see reality? Are there effective methods for training the mind to cultivate positive thought/emotions? Students will analyze the nature of constructive emotion/thoughts, their influence on our mental stability and brain physiology, and methodologies for influencing and improving mental development and function. Students will explore the correlation between mental training of the mind and physiological changes in the brain. We will also examine the nature of the genuine happiness from Eastern and Western psychological models of mind/emotion as well as from a traditional epistemological model of cognition based on Indo-Tibetan studies.		Jamyang Tsultrim	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Ecological Agriculture: The Science and Policy of Food Systems Martha Rosemeyer, Sarah Williams and Thomas Johnson agriculture botany ecology environmental studies geography history international studies sustainability studies Signature Required: Winter Spring	Program	SO–SRSophomore–Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring		Spring emphasis: We will study agroecology, traditional agriculture and permaculture in a tropical context. Seminar will focus on international “sustainable development” and its contradictions, successes and challenges. As a final project, students will apply their knowledge of tropical crops and soils to create a farm plan in a geographic area of their choice. This would be excellent preparation for an internship abroad and/or Peace Corps.		Martha Rosemeyer Sarah Williams Thomas Johnson		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Ecological and Environmental Economics Ralph Murphy economics environmental studies political science	Program	JR–SRJunior–Senior	16	16	Day			S 14Spring		This upper division social science program examines the methods and applications of ecological and environmental economics for environmental problem solving. The major goal of the program is to make students familiar and comfortable with the methodologies, language, concepts, models, and applications of ecological and environmental economic analysis. The program does not assume an extensive background in economics; therefore it begins by quickly reviewing selected micro economic principles. We will study the models used in natural resource management, pollution control approaches , and sustainability as an empirical criterion in policy development. We will explore externalities, market failure and inter-generational equity in depth. Examples of case studies we will evaluate include: natural resources in the Pacific Northwest; management and restoration of the Pacific Salmon stocks and other marine resources; energy issues including traditional, alternative, and emerging impacts from hydraulic fracturing (fracking), coal trains and climate change; selected issues of environmental law; wetland and critical areas protection and mitigation; and emerging threats such as ocean acidification and low oxygen zones. We also will develop a detailed consideration of the theory and practice of benefit cost analysis. The program concludes by critically evaluating the strengths and weaknesses of using ecological and environmental economics to develop solutions to environmental problems.Program activities include lectures, seminars, research and methods workshops, possible field trips, quizzes, exams, and a research paper assignment. Attendance and thorough preparation for class is a critical requirement for success in this program.		Ralph Murphy	Tue Wed Thu Fri	Junior JR Senior SR	Spring	Spring
Ecology of Flight Alison Styring biology ecology environmental studies field studies natural history zoology	Program	FR–SRFreshmen–Senior	8	08	Day				Su 14 Session I Summer	Flight is one of the most fascinating phenomena in nature. It has evolved independently numerous times across several groups of animals. This program will investigate the evolution of flight and its ecological consequences. We will gain experience with standard methods for studying flying animals as we conduct biodiversity surveys at several field sites in the Olympia area. During the course of this program, we will learn key biological, ecological, and conservation concepts relating to flying organisms as well as field, analytical, and laboratory methods associated with the study of biodiversity. As a group, we will produce comprehensive inventories for key taxa (birds, dragonflies, and butterflies) at ecologically important field sites. This is a field-intensive program, and students an expect to spend time in the field Tuesdays-Thursdays. Early morning work will occur 1-2 mornings per week, starting as early as dawn (ca. 5:15 a.m.)		Alison Styring	Mon Tue Wed Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Ecology of Grazing and Grasslands in the Pacific Northwest Michael Paros agriculture biology ecology Signature Required: Spring	Program	FR–SRFreshmen–Senior	16	16	Day			S 14Spring		This field-based program will provide students with the fundamental tools to manage livestock and grasslands by exploring the ecological relationships between ruminants and the land. We will begin the quarter learning about the physiology of grasses and their response to grazing and fire. Practical forage identification, morphology and production will be taught. Ruminant nutrition, foraging behavior, and digestive physiology will be covered as a precursor to learning about the practical aspects of establishing, assessing and managing livestock rotational grazing operations. We will divide our time equally between intensive grazing and extensive rangeland systems. Classroom lectures, workshops and guest speakers will be paired with weekly field trips to dairy, beef, sheep and goat grazing farms. There will be overnight trips to Willammette Valley where we will study managed intensive grazing dairy operations and forage production, and Eastern Washington/Oregon where students can practice their skills in rangeland monitoring and grazing plan development. Other special topics that will be covered in the program include: co-evolutionary relationships between ruminants and grasses, targeted and multi-species grazing, prairie ecology and restoration, riparian ecosystems, controversies in public land grazing, interactions between wildlife and domestic ruminants, and perennial grain development.		Michael Paros		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Ecopsychology Susan Cummings psychology	Course	FR–SRFreshmen–Senior	2	02	Evening				Su 14 Session II Summer	Mind and nature are inseparable. The natural world is not outside of us or separate from us, but it us. Ecopsychology is an exciting emerging perspective that explores the connection between psychological and ecological health. Many of our psychological ills and our addictions are directly related to our lack of awareness and our perceived disconnection from our natural origins. The very destruction of our habitat is an expression of this lack of connection to the ground of our being. There are many emerging approaches to deal with this, such as the greening of playgrounds, nature-based therapy, architecture that aims to connect us with a healthy habitat, and the exploration of our assumptions. We will explore the historical and cultural influences underlying and leading up to this perceived separation from nature, cultural differences in perspectives, assumptions in psychology, the connections between pathology and this perceived separateness from nature, and the role of connectedness with nature in child development. We will also explore the role of innovation, creativity and Active Hope in ecopsychological healing. Students will review the literature, engage in experiential activities and projects, and brainstorm solutions. Depending on the weather, we may spend sometime outdoors.		Susan Cummings	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Ecotourism and Adventure Travel in a Threatened Biosphere David Phillips business and management environmental studies geography international studies language studies literature media studies outdoor leadership and education sustainability studies	Program	SO–SRSophomore–Senior	16	16	Day	F 13 Fall				This interdisciplinary 16-credit program focuses on ecotourism, culture-based tourism and adventure travel. Ecotourism offers wildlife and nature experiences in protected habitats and pristine areas. Participative tourism is based on visits to traditional rural communities where travelers share in the daily lives of unique host cultures. Adventure travel involves endurance sports and high-skill challenges in natural settings. Ecotourism is often touted as a contributor to the conservation of ecosystems and wildlife habitats, and to economic development in rural communities. We explore the history, outcomes and future potential of ecotourism in different parts of the world.We study historic travel accounts and the literature of travel, changing modes of tourism, including solo travel and the global trend toward leisure travel. Creative writing and storytelling allow students to share their own travel experiences and goals. Travel media and journalism, books, films and the internet provide sources for discussion and writing, and topics for research.We study current theory of ecotourism, including policy and case studies, and acquire tools for critical analysis. Students study the ecotourism market, including planning, management, operations, and project outcomes. Sustainability criteria for ecotourism is a key topic. We study impacts of culturally-focused “participative” travel in developing countries, and the relationship of tourism to environmental changes. Students’ weekly essays, journals and narratives serve to elaborate on diverse topics and the learning process.The program includes a Spanish language component. Students are encouraged to study the language for the full 16 credits (or to take another foreign language or elective course, as a 12-credit option).Students collaborate in groups or work individually to design and present models for ecotourism and adventure travel. Term projects can focus on business development, operations, outdoor safety and environmental education, travel writing, eco-lodge design, photography, travel films, internet and other media, applied research in tourism, or other related areas of interest.Guest speakers relate their experiences in the adventure travel and ecotourism businesses. Day-long outdoor experiences and multi-day class trips add an experiential component to the program, and films and videos round out our learning about ecotourism and adventure travel.		David Phillips	Mon Wed Fri	Sophomore SO Junior JR Senior SR	Fall	Fall
Education and Empowerment-Understanding Critical Race Theory and Qualitative Research Grace Huerta and Leslie Flemmer African American studies community studies cultural studies education field studies gender and women's studies language studies law and public policy	Program	SO–SRSophomore–Senior	16	16	Day	F 13 Fall	W 14Winter			Are educators challenged to meet the needs of diverse learners in the public schools? While scholars generate research to illuminate the lived experiences of marginalized students, why are such findings missing from educational policy, curriculum development and teacher practice today? As we strive to make connections between critical race theory and schooling, we argue that the voices of diverse populations are necessary for a thorough analysis of the educational system.In order to pursue these essential questions, our program will interrogate how dominant theories of learning and knowledge are often legitimized without regard for race, class, culture and gender. Critical race theory (CRT) provides a framework to consider multiple perspectives specific to history, diaspora, language and power. Through these perspectives, we will analyze diverse ways of knowing that inform new systems of educational policy and teacher praxis. This work will be useful for those students considering graduate school in educational policy, qualitative research and teacher preparation.Through the fall and winter, we will practice qualitative methods to describe and analyze diverse perspectives through our community service in the schools and field research. Student teams will conduct their own project and learn how to: 1) identify a research problem and question; 2) select qualitative research methods (i.e. participant observation, counter-narratives and oral history) to answer their question and prepare a human subjects application; 3) complete a literature review; 4) collect, code and analyze data; and, lastly; 5) write and present their research findings to targeted audiences.Over the course of this program, students will develop analytical skills to identify how CRT frameworks inform institutional practices. Program participants will meet with educators, advocates and students to analyze the various theories at play in various sites of study, as well as in the classroom. In order to demonstrate their understanding of CRT and qualitative research, students will complete a formal paper for possible conference submission, a policy brief or grant proposal, and recommendations to present to community stakeholders.		Grace Huerta Leslie Flemmer	Mon Tue Thu	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Education for Life Bill Arney education	Program	FR–SRFreshmen–Senior	16	16	Day		W 14Winter			—T. S. Eliot, “Two Choruses from the Rock” Education is not schooling. Schooling is for fish and maybe for getting a job. Life is not living. Living is what you have to make or, to some, everything that happens between birthing and dying. What could “Education for Life” mean? We’ll read some sages, all of them our contemporaries, who seem to have wisdom enough to offer an answer. Annie Dillard muses on God that, “Sometimes, en route, dazzlingly or dimly, he shows an edge of himself to souls who seek him, and the people who bear those souls, marveling, know it, and see the skies carousing around them, and watch cells stream and multiply in green leaves.” We’ll see where comes from and where it leads. Alain de Botton says it is possible to build new institutions to “generate feelings of community,” “promote kindness,” to help us “surrender some of our counterproductive optimism,” to “achieve perspective through the sublime and the transcendent,” and to do it without ethical codes, religions, morality and all the other trump cards that, while they might help us live, distract us from life. We’ll see. Wendell Berry believes that we can disentangle ourselves from a science that tells us everything worth knowing about a world that is one grand mechanism or, more recently, a total system, and from an economy where value means only price. He thinks we can recover the old virtues of living together not on the Earth but on the land and must do so “motivated by affection, by such love for a place and life that [we] want to preserve it and remain in it.” We’ll see. Charles Bowden asks, “How can a person live a moral life in a culture of death?,” and answers, by saying Yes to all of life. There are other sages who might help us claw our way back up T. S. Eliot’s slippery slope to our future. We’ll find some.		Bill Arney		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Energy Policy Laurance Geri	Course	JR–GRJunior–Graduate	4	04	Evening and Weekend				Su 14 Session I Summer	Cheap energy from fossil fuels has been essential to the US political economy and social system. But concern about climate change is forcing a global rethinking of energy systems and the public policies governing the energy sector. This course will provide an introduction to the many dimensions of energy, including sources, technologies, energy markets, and the economic, social, national security and environmental implications of energy use. We will examine how public policy is crafted in the energy sector in the U.S., other countries, and at the global level, with a focus on policies that hasten the adoption of renewable energy.		Laurance Geri	Fri Sat Sun		Summer	Summer
Energy Systems and Climate Change EJ Zita agriculture environmental studies physics sustainability studies Signature Required: Spring	Program	SO–SRSophomore–Senior	16	16	Day		W 14Winter	S 14Spring		This interdisciplinary program will study how energy is harvested and transformed, used or abused by humans. We will explore interactions between natural systems and human systems to understand global changes currently affecting the Earth System. What is the evidence, what are the consequences, and what can be done about global warming? How can we find our personal roles in addressing challenges facing Earth and its inhabitants?We will study solutions ranging from renewable energy to sustainable farming and (insert your idea here). Our approach is based in natural science, with an emphasis on critical thinking. This challenging and rewarding two-quarter program will include lectures and workshops by faculty and guest lecturers; seminars on books and articles; inquiry-based writing and peer feedback; qualitative and quantitative reasoning and problem solving; and hands-on research projects in spring, to engage our inquiry and learning together.In winter, our plans include research planning for students interested in more advanced studies in Spring. Every student will write several short inquiry-based essays, and will respond to peers' writing, in addition to face-to-face seminars. Small teams of your choice will meet at least twice weekly to discuss readings and prepare for class together. Students will make presentations in class on current topics of interest, and teams will facilitate discussions. No mathematical or technical design texts or prerequisites are required in winter quarter. Our efforts in spring will include more challenging quantitative work, including research projects. Every student will write several short inquiry-based essays, and will respond to peers' writing, in addition to face-to-face seminars. Students will build on quantitative problem solving begun together in the classroom. Small teams of your choice will meet weekly to discuss readings and prepare for class together. Students will do research projects, make presentations in class and at regional meetings, and write research reports. Research projects typically range from greenhouse gas reduction projects to sustainable energy, agriculture, building, or urban planning. Upper division credit will be available in spring quarter only.		EJ Zita	Tue Thu	Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Entrepreneurship and Economic Development John Filmer American studies business and management communications economics government history law and public policy leadership studies political economy Signature Required: Winter	Program	SO–SRSophomore–Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring		How are organizations managed? What skills and abilities are needed? Organizations, fail or succeed according to their ability to adapt to fluid legal, cultural, political and economic realities. The management of organizations will play a seminal role in this program, where the primary focus will be on business and economic development. Management is a highly interdisciplinary profession where generalized, connected knowledge plays a critical role. Knowledge of the liberal arts/humanities or of technological advances may be as vital as skill development in finance, law, organizational dynamics or the latest management theory. An effective leader/manager must have the ability to read, comprehend, contextualize and interpret the flow of events impacting the organization. Communication skills, critical reasoning, quantitative (financial) analysis and the ability to research, sort out, comprehend and digest voluminous amounts of material characterize the far-thinking and effective organizational leader/manager.This program will explore the essentials of for-profit and non-profit business development through the study of classical economics, free market principles, economic development and basic business principles. Selected seminar readings will trace the evolution of free market thinking in our own Democratic Republic. Critical reasoning will be a significant focus in order to explicate certain economic principles and their application to the business environment. You will be introduced to the tools, skills and concepts you need to develop strategies for navigating your organization in an ever-changing environment. Class work will include lectures, book seminars, projects, case studies, leadership, team building and financial analysis. Expect to read a lot, study hard and be challenged to think clearly, logically and often. Texts will include by Thomas Zimmerer by Thomas Sowell, by M. Neil Browne and Stuart Keeley, and by John A. Tracy. A stout list of seminar books will include , by Hayek, by Thomas Paine and by DeToqueville. In fall quarter, we will establish a foundation in economics, business, critical reasoning and the history of business development in the United StatesWinter quarter will emphasize real life economic circumstances impacting organizations. You will engage in discussions with practitioners in businesses and various other private sector and government organizations. You will be actively involved in research and project work with some of these organizations and it will provide an opportunity to investigate and design exciting internships for the spring quarter.In spring quarter, the emphasis will be on individual projects or internships. Continuing students will design their own curriculum. This will require students to take full responsibility for their learning, including a bibliography, the design of the syllabus, and learning schedule. The faculty sponsor merely acts as an educational manager and not as a tutor. In-program internships provide a different opportunity to apply prior learning but in this case, with the intent of developing applied skills and people skills rather than focusing solely on advanced study or research.		John Filmer	Mon Wed Fri	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Environmental Challenges and Solutions Ted Whitesell environmental studies sustainability studies	Program	FR–SRFreshmen–Senior	12	12	Day				Su 14 Full Summer	–	ecological restoration, sustainable agriculture, conservation, resource management, environmental health, climate impacts analysis, environmental justice, environmental advocacy, environmental education, and much more!	Ted Whitesell	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Environmental Education Jean MacGregor environmental studies	Course	JR–GRJunior–Graduate	4	04	Evening				Su 14 Session I Summer	It is widely agreed that an environmentally literate and concerned citizenry is crucial to environmental quality and long-term sustainability—but how and where is environmental and sustainability literacy fostered? And where environmental education occurs, is it effective? This class will explore the history, philosophical underpinnings, and current trends in environmental and sustainability education for both youth and adults, in both formal sectors (schools and colleges) and non-formal ones. This class will provide a theoretical and practical introduction to the field of environmental education and interpretation. It will be useful to those of you who are interested in environmental teaching as a career, or to those whose environmental work might involve education or outreach components. There will be an all-day field trip on Saturday, July 12. Students should expect to pay a $15 entrance fee. is a Senior Scholar at the Washington Center for Improving the Quality of Undergraduate Education at The Evergreen State College. She directs the Curriculum for the Bioregion Initiative, a faculty and curriculum development initiative, whose mission is to prepare undergraduates to live in a world where the complex issues of environmental quality, community health and wellbeing, environmental justice, and sustainability are paramount. The Curriculum for the Bioregion initiative involves hundreds of faculty members at colleges and universities throughout Washington State. Prior to work at Evergreen, she helped develop the environmental studies program at Warren Wilson College near Asheville, North Carolina. Earlier in her career, she developed and/or evaluated environmental education programs for both youth and adults at nature centers and science museums, and in various outdoor and wilderness learning settings.		Jean MacGregor			Summer	Summer
The Epic and The Everyday Ulrike Krotscheck and Caryn Cline classics cultural studies literature media arts media studies moving image visual arts writing	Program	FR–SRFreshmen–Senior	16	16	Day	F 13 Fall	W 14Winter			Must quotidian always be associated with humdrum? Rather, it is perhaps the quotidian—the everyday, the banal—that, in the long run, heroically ensures the survival of the individual and the group as a whole. -Michel Maffesoli, An “epic” is generally defined as a poem or narrative of considerable length, which explores grand themes such as a hero’s journey, or the origin myth of a country or peoples. As an adjective, “epic” refers to something that is larger than life and often extra-ordinary. By contrast, the “everyday” is flatly defined as ordinary and is often seen as boring, trivial, and lacking in grandeur. Yet, the “everyday” has a rich creative history and garners remarkable attention in contemporary art, spiritual practices, and other areas of study and praxis. Our lives are made up of both the epic and the everyday; both are integral components of the human experience. And the tension that exists between the two is rich territory for insight and imagination.This program interrogates how the essence of the epic enters the everyday and how the quotidian gives meaning to the epic.We will juxtapose the exploration of the “epic” as a literary form with the exploration of the “everyday” as a creative practice that engages experiments in text, sound, and image. We will conduct these explorations through readings, film screenings, analyses, lectures, workshops, seminars, and by developing discovery strategies rooted in the creative practices of writing nonfiction and of crafting video essays.During fall quarter students will read ancient Greek epic poetry, myth, and tragedy. These works tap deeply into the human condition, and they explore our most persistent and universal questions, such as the concepts of destiny, power, morality, mortality, and the (in-)evitabilty of fate. As we analyze the grand questions raised by epic texts we will also consider if or how we encounter such themes in everyday life. Conversely, we will examine how everyday life may intersect with epic-scale experiences and insights.To facilitate these considerations students will develop a daily writing practice and craft a variety of creative nonfiction essays—meditative, lyrical, personal, and hybrid forms—and we will factor into our studies exemplars that engage thematically with the everyday. Fall quarter explorations will move off the page to incorporate sound and image as tools for creative and critical inquiry. Students will take a series of electronic media workshops and gain hands-on experience with audiovisual scriptwriting, audio recording, photography, and video editing. Fall quarter will conclude with students applying their creative writing skills and electronic media competencies in collaboratively crafted video essays that blend students' literary works with audio and images to explore the realm between the epic and the everyday.During winter quarter we will deepen our investigations into the epic and the everyday through additional readings and analyses of classic Greek texts and by furthering our audiovisual inquiries. One goal of this quarter will be to advance students’ understanding of various film and adaptation theories to put into practice in their individual work. Winter quarter will conclude with rigorous individual projects that encompass a research paper on sources and methods of adaptation, and an independently made video essay.This is a full-time program emphasizing classical Greek literature and media arts, creative and critical practice, collaborative learning, and individual accountability. Expect assignments to be process-driven, highly structured, and challenging. Students are expected to participate fully in all program activities, and to work about 40 hours per week including class time. If you’re eager to blend the study of Ancient Greek literature with experiments in media arts, then this program is for you.		Ulrike Krotscheck Caryn Cline		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Essentials of Energy: Economics, Politics, Ethics Howard Schwartz economics environmental studies political science	Course	FR–SRFreshmen–Senior	4	04	Evening			S 14Spring		Our interest in Essentials of Energy is learning about what it means to make the "right" energy choices. The first part of the course will cover the energy resources that are currently available. These include oil, natural gas, coal, nuclear, and many kinds of renewable energy. We will study the availability of each (How much is there? How is it obtained? What does it cost?), their advantages and disadvantages, and their environmental consequences. We will then be in position to study policy: what mix of energy resources should we have? While we will look at the policies of other countries and the international politics of energy, our focus will be on current US policies and how to evaluate options for change. Since policy is created and implemented through politics we will then spend much of the class looking at how political and governmental institutions (and the cultures they are embedded in) produce energy policies. For the United States, we will focus on climate change, conservation and renewable energy. Internationally, we will look at how the international oil trade affects different countries in different ways. For some countries oil enables modernizations and a rising standard of living while for other it is a "resource curse" which stifles development and enhances corruption.		Howard Schwartz	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Ethnobotany Grows in the Garden - Late Summer Intensive Marja Eloheimo Native American studies botany health natural history	Course	FR–SRFreshmen–Senior	4	04	Day				Su 14 Session II Summer	During this weeklong intensive, students will spend time in the Longhouse Ethnobotanical Garden at Evergreen learning to identify, care for, and use native, edible, and medicinal plants in late summer. Students will participate in workshops, carry out projects, and engage in daily nature journaling, reading, and writing. Plan to spend much of your time outdoors.		Marja Eloheimo		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Europe Since 1500 Stacey Davis history	Program	FR–SRFreshmen–Senior	4, 6, 8	04 06 08	Day				Su 14 Session I Summer	This class surveys the social, cultural, political, intellectual, and religious history of Europe since 1500, including the Reformation, the Dutch Republic, 18th-century Enlightenment and absolutism, the French Revolution, 19th-century imperialism and industrialization, the Russian Revolution, the two World Wars, and decolonization. Social, gender, and intellectual topics will be stressed. Students earn 4 credits during two weeks of intensive class meetings, June 23 to July 3, 2014. Students enrolled for 6 or 8 credits will then have the remainder of the summer session to research and write essays, with faculty guidance. This is a companion class to "Art Since 1500."		Stacey Davis	Mon Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
The Evergreen Singers Marla Elliott music	Course	FR–SRFreshmen–Senior	2	02	Evening	F 13 Fall				The Evergreen Singers is a continuing choral ensemble of The Evergreen State College community. No auditions are required. We will learn the basics of good voice production and rehearse and perform songs from a range of musical idioms. Members of the Evergreen Singers need to be able to carry a tune, learn their parts, and sing their parts with their section. This class requires excellent attendance and basic musicianship skills.		Marla Elliott	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
The Evergreen Singers Marla Elliott music	Course	FR–SRFreshmen–Senior	2	02	Evening			S 14Spring		The Evergreen Singers is a continuing choral ensemble of The Evergreen State College community. No auditions are required. We will learn the basics of good voice production and rehearse and perform songs from a range of musical idioms. Members of the Evergreen Singers need to be able to carry a tune, learn their parts, and sing their parts with their section. This class requires excellent attendance and basic musicianship skills.		Marla Elliott	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
The Evergreen Singers Marla Elliott music	Course	FR–SRFreshmen–Senior	2	02	Evening		W 14Winter			The Evergreen Singers is a continuing choral ensemble of The Evergreen State College community. No auditions are required. We will learn the basics of good voice production and rehearse and perform songs from a range of musical idioms. Members of the Evergreen Singers need to be able to carry a tune, learn their parts, and sing their parts with their section. This class requires excellent attendance and basic musicianship skills.		Marla Elliott	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Evolution and Ethics Stephen Beck and Karen Hogan biology environmental studies philosophy	Program	SO–SRSophomore–Senior	12	12	Evening and Weekend	F 13 Fall	W 14Winter			This program will investigate the relationship between philosophical ethics and evolutionary biology. In winter quarter we will further develop our understanding of evolutionary theory and of ethics. Central questions for winter quarter will include: Is the imperative of evolutionary fitness, defined as individual reproductive success, consistent with ethical behavior? Has our evolutionary history as social animals given us an intrinsic sense of moral concern for others? What, if any, are our ethical obligations to near and distant others, to family and to strangers, to other species, and to ecosystems and global ecology? In that context, we’ll develop an understanding of the ways in which ethics can be consistent with a naturalistic conception of the world and an understanding of the fundamental biological processes of life and of the evolution, diversity, and relationships among different forms of life on Earth.		Stephen Beck Karen Hogan	Tue Wed Sat	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Experience Japan Tomoko Hirai Ulmer cultural studies language studies	Program	FR–SRFreshmen–Senior	8	08	Day, Evening and Weekend				Su 14 Session I Summer	Experience Japan is an intensive, in-country program that gives students first-hand experience of contemporary Japanese culture, society and language. During the three-week program you will live and take classes at Tamagawa Universty in Tokyo, engage in activities with Tamagawa students, meet local residents, conduct research on a topic of your choice and go on field trips in the Tokyo area. Classes at Tamagawa University are regular bilingual classes on Japanese culture and society. Extra-curricular activities and field trips will be arranged according to your research topic and interests, and will include visits to Tokyo's historically and culturally significant sites and nearby towns such as Kamakura. Admission is open to all students regardless of language ability. Interested students should contact faculty via email at ulmert@evergreen.edu and attend an explanatory meeting either on Wednesday, April 2 or Friday, April 4. The past participants will be there to answer your questions as well.		Tomoko Hirai Ulmer		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Fabrication of Form in Metal Bob Woods visual arts	Course	SO–SRSophomore–Senior	4	04	Evening		W 14Winter			This studio course presents the opportunity for intermediate to advanced work in metal fabrication as applied to furniture, lighting, and sculptue. Modern to contemporary artists' work will be investigated. Students will do drawings, build models, and complete a final project of their own design.		Bob Woods	Thu	Sophomore SO Junior JR Senior SR	Winter	Winter
Fiction Laboratory Steven Hendricks literature writing	Program	FR–SOFreshmen–Sophomore	16	16	Day			S 14Spring		In this introductory literary arts program, we’ll investigate the tradition of experimental literature by treating literary experiments—our own included—as creative research into the possibilities of language and narrative. The alphabet, the language, the myriad tropes and formulae for literary expression and the archetypal patterns that haunt our stories: we will view these as a vast table of elements that can be combined and synthesized into new substances: new genres, prose forms, syntax, strategies for reading and making meaning...new reasons to write. Our own creative work will provide a rigorous testing ground for literary ideas. Student writing will be examined by faculty and peers on a regular basis with half a mind toward developing one's craft, and the other half toward investigating, for its own sake, the complex relationship between reader, text and writer. Program seminars will emphasize a lineage of exceptional exceptions: novels and short fiction of the last half century by writers who have taken careful stock of shifts in literary and cultural theory. Lectures will introduce students to analytic reading practices, literary criticism and theory. Throughout the program, we'll practice rich and extended reading of just six book-length works (along with short ancillary texts). Thus, just three pairs of authors will shape our studies: (Pair 1) Virginia Woolf and Samuel Becket;(2) Italo Calvino and Harry Mathews; and (3) Thalia Field and Ben Marcus. Each pair will comprise the focal point for a three week unit; each unit will include an in-class exam. Students enrolled in the program should be prepared to read the range of challenging texts, practice the art of writing in the spirit of experimentation and play, conduct independent research into complex questions relevant to program texts and themes, and participate actively in program seminars, workshops and critiques. Interested students should study the program schedule carefully, as there will be extensive in-class work, as with a studio-based program; in our case, studio practice means writing, reading and critique.		Steven Hendricks	Tue Wed Thu Fri	Freshmen FR Sophomore SO	Spring	Spring
Fiction Laboratory: Advanced Studies Steven Hendricks literature writing Signature Required: Spring	Program	JR–SRJunior–Senior	16	16	Day			S 14Spring		This is an opportunity for advanced students of writing and literature to participate in a small, focused group of like-minded students while also contributing actively to the learning of peers who are beginning their study of writing and literature.		Steven Hendricks		Junior JR Senior SR	Spring	Spring
Fictive Certainties Leonard Schwartz aesthetics philosophy writing	Program	FR–SRFreshmen–Senior	16	16	Day	F 13 Fall	W 14Winter			In this two-quarter program we will read contemporary fiction, poetry, and essays as well as several theoretical texts that pertain to our central inquiries: What kind of knowledge do we encounter in fiction and poetry? What is the relation between the artifice of form and the experience of truth? In what way is the factual (that which we take to be given) also artefactual (that which has been made)? By what powers and strategies do poetry and fiction convey truths?Fall quarter will develop the coordinates of the inquiry via reading, writing, and visitors; winter extends the inquiry into our own writings. Required texts include poetry by modernists such as Ezra Pound, Wallace Stevens, and Gertrude Stein; and poetry and prose by Robert Duncan (from whom we take our course title) much of which was written in response to the generation of modernists who preceded him. The required texts are extremely diverse formally, but share overlapping preoccupations with memory and amnesia; metaphysics and transformation; realism and perception; and ethics and poetics.Fall quarter will be reading-intensive and comprised of seminars on the required texts; a range of writing exercises aimed towards generating material; and opportunities to hear and dialogue with visiting writers. In this quarter students will learn literary critical vocabulary and close reading skills. Winter quarter will involve an extended writing project and intensive writing workshops in small groups in which we will utilize the skills learned in the first quarter towards critiquing and revising student writing.		Leonard Schwartz		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Field Ecology Dylan Fischer and Alison Styring biology ecology environmental studies field studies natural history zoology Signature Required: Spring	Program	JR–SRJunior–Senior	16	16	Day			S 14Spring		This program is designed to provide a premier hands-on experience on learning how to conduct field science in ecology at the advanced undergraduate level. We will focus on group and individual field research to address patterns in ecological composition, structure and function in natural environments. Students will participate in field trips to local and remote field sites and they will be expected to develop multiple independent and group research projects. During the second week of the quarter, the program will be divided into two smaller groups: a Northwest Science group and a Grand Canyon Plants group. A small group of 20 students will participate in a two-week trip to the Grand Canyon, which will include a four-day backpacking excursion and several day trips where we will conduct individual and group research related to plant ecology. Students will be selected for the Grand Canyon experience based on their application and interest. Students in the Northwest Science group will focus on research in ornithology and Northwest ecosystems with associated workshops in research methods.We will work as a community to develop and implement field projects based on: 1) workshops that will train students in rapid observation and field data collection; 2) participation in large multi-year studies in collaboration with other universities and agencies; and 3) student originated short- and long-term studies. Students will focus on field sampling, natural history and library research to develop workable field data collection protocols. Students will implement observation- and hypothesis-driven field projects. We will then learn to analyze ecological data through a series of workshops on understanding and using statistics. Students will demonstrate their research and analytical skills via writing and presentation of group and individual research projects. Student manuscripts will be "crystallized" through a series of intensive, multi-day paper-writing workshops at the end of the quarter. Students will also give public presentations of their research work in a final research symposium.Specific topics of study will include community and ecosystem ecology, plant physiology, forest structure, ecological restoration, riparian ecology, fire disturbance effects, bird abundance and monitoring, insect-plant interactions, disturbance ecology and the broad fields of bio-complexity and ecological interactions. We will emphasize identification of original field research problems in diverse habitats, experimentation, data analysis, oral presentation of findings and writing in journal format.		Dylan Fischer Alison Styring		Junior JR Senior SR	Spring	Spring
Field Plant Taxonomy Frederica Bowcutt botany ecology field studies natural history Signature Required: Spring	Program	FR–SRFreshmen–Senior	16	16	Day			S 14Spring		This program fosters the skills needed for field work in the fields of floristics and plant ecology particularly vegetation studies. Students will learn how to use Hitchcock and Cronquist's , a technical key for identifying unknown plants. We will spend time in the field and laboratory discussing diagnostic characters of plant families. Seminar readings will be focused on floristics, biogeography and vegetation ecology. Students will learn how to collect and prepare herbarium specimens and apply this knowledge to a collaborative research project. Students will also learn about herbarium curation.A multi-day field trip to the Columbia River Gorge will give students an opportunity to learn about Pacific Northwest plant communities in the field, including prairies, oak woodlands and coniferous forests. Students will be expected to maintain a detailed field journal and will be taught basic botanical illustration skills to support this work. Through the field trip, students will learn qualitative vegetation sampling methods and how to analyze their observations. The field trip is required.Students who successfully complete the course will earn 16 units of upper-division science credit in field plant taxonomy, vegetation ecology of the Pacific Northwest, and floristic research.		Frederica Bowcutt		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Fields of Green Zoe Van Schyndel	Program	FR–SRFreshmen–Senior	8	08	Day and Weekend				Su 14 Session I Summer			Zoe Van Schyndel	Thu Fri Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Fields of Green, Part Two Zoe Van Schyndel business and management sustainability studies	Course	FR–SRFreshmen–Senior	4	04	Day and Weekend				Su 14 Session II Summer			Zoe Van Schyndel	Fri Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
The Fine Art of Handmade Animated Film Devon Damonte media arts moving image visual arts	Program	FR–SRFreshmen–Senior	8	08	Day				Su 14 Session I Summer	In direct animation, a century-old camera-less form, artists use painting, scratching and myriad techniques not recommended by manufacturers to animate on motion picture film. It is an analog art offering experiential escape from increasingly digital visual cultures. In this intensive hands-on class students will practice numerous methods of direct animation including darkroom hand-processing, and invent their own techniques to create lots of footage in a short time, while studying genre masters like Len Lye, Norman McLaren, and Barbel Neubauer. Final culminating projects will explore analog and digital methods for publicly presenting students' work in a grand, celebratory projection performance extravaganza.		Devon Damonte	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Fire and Water: The Sun, Oceans and Atmosphere in Climate Change Gerardo Chin-Leo and EJ Zita astronomy biology ecology environmental studies marine science physics	Program	SO–SRSophomore–Senior	16	16	Day	F 13 Fall				The Earth’s atmosphere and oceans are affected by human activities, by the Sun and by geologic activity. Over many millions of years, the Earth has experienced wide fluctuations in climate, from ice ages to very warm periods. Earth is currently experiencing an unusually rapid warming trend, due to anthropogenic (human-caused) changes in atmospheric composition. Historically, a major factor determining global climate has been the intensity of the Sun's energy reaching the Earth. However, climate changes cannot be explained by variations in solar radiation alone. This program will examine some of the major interactions between the Earth and Sun, atmosphere and oceans.Interactions between oceans and atmosphere affect the composition of both, and oceans impact global climate by redistributing the Sun's energy. Changes in ocean circulation help explain climatic changes over geologic time, and marine microorganisms play a major role in the cycling of gases that affect climate (e.g., CO2 and dimethylsulfide). What is the evidence for causes of contemporary global warming? What are expected consequences? What can be done? What about proposed schemes to engineer solutions to global warming, such as the sequestration of anthropogenic carbon into the deep sea? We will study diverse and interconnected physical, chemical, geological and biological processes. This requires a basic understanding of biology and chemistry as well as facility with algebra and ability to learn precalculus.Students will learn through lectures, workshops, laboratories and seminars, often using primary scientific literature. Students will do significant teamwork and may research questions that they are particularly interested in. We will have weekly online assignments, so students should be comfortable using computers and the Internet.		Gerardo Chin-Leo EJ Zita		Sophomore SO Junior JR Senior SR	Fall	Fall
The Formation of the North American State Jeanne Hahn history international studies political economy political science	Program	JR–SRJunior–Senior	16	16	Day	F 13 Fall				This program will examine the movement of the North American colonies in their separation from Britain to the emergence of the United States through the election of 1800. It will investigate the conflict, including social, racial and class divisions, and the distinctly different visions of the proper social, economic, and political system that should predominate in the new nation. Much conflict surrounded the separation of the settler colonies from Britain, including a transatlantic revolutionary movement, development of slave-based plantations and the birth of capitalism. Capitalism was not a foregone conclusion. We will study this process and pay close attention to the Articles of Confederation and the framing of the Constitution; in addition, we will investigate the federalist and anti-federalist debates surrounding the new framework, its ratification, and the political-economic relations accompanying the move from one governing structure to the other. This program will require close and careful reading, engaged seminar participation and considered, well-grounded writing. Enrolling students are expected to have completed some college-level work in the social sciences and history.		Jeanne Hahn		Junior JR Senior SR	Fall	Fall
French, Beginning I, II, III Judith Gabriele language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 13 Fall	W 14Winter	S 14Spring		This year-long sequence of courses in French emphasizes mastery of basic skills through a solid study of grammatical structures and interactive oral activities. Students work on all four language skills: listening, speaking, reading and writing. Classes use immersion style learning and are conducted primarily in French. Students develop accurate pronunciation, build a useful vocabulary, work regularly in small groups and learn to develop conversational skills. Classes are lively and fast-paced with a wide variety of fun, creative activities with music, poetry, videos, role play, and use of Internet sites. Winter quarter themes focus on poetry and fables, regional French traditions, cuisine, and contemporary issues in France. Spring quarter focuses on themes from the Francophone world along with continued grammatical study. Students learn from viewing films from Francophone countries and reading a small book of legends and tales from these countries. Through oral reading and discussions in French, students expand skills in vocabulary proficiency, accurate pronunciation, fluidity, and situational role-plays based on the legends. Throughout the year, students use the Community Language Laboratory to accelerate their skills.		Judith Gabriele	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
French, Intensive Marianne Bailey language studies	Program	FR–SRFreshmen–Senior	8	08	Day				Su 14 Session II Summer	This course is appropriate for beginners and for low and high intermediate students who wish to improve oral proficiency. All instruction is in French. The summer is the perfect time to concentrate on French language. This course offers basic communicative skills, both structures and vocabulary, which allow you to function comfortably in French speaking areas. It is also excellent for past students of French who want to gain oral fluency. Be prepared to work hard both in class and outside class and to learn more French than you might imagine possible in a short five weeks.		Marianne Bailey	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
French, Intermediate I, II, III Judith Gabriele language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 13 Fall	W 14Winter	S 14Spring		This year-long sequence of courses in French is designed to reinforce, practice, and build upon previous skills. All classes are conducted in French. They are fast paced, interactive, and focus on continued review of grammatical structures, conversational skills with native speakers, discussion of short videos, music, poetry, Francophone themes, and Internet news clips. Students are expected to use French in discussions, increase their reading and writing skills through study of selected literary excerpts. Winter quarter focuses on theater, reading plays and performances of short scenes from them. In spring, students work with a selection of films and a short novel. Through focus on in-depth discussions of French identity, history, and culture, students learn to analyze, compare, and write about aspects of film increasing their acquaintance with media vocabulary.		Judith Gabriele	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
From the Fire: The Art and Science of Ceramics Dharshi Bopegedera and Susan Aurand art history chemistry visual arts	Program	FR–SOFreshmen–Sophomore	16	16	Day			S 14Spring		In this program, we will explore how artistic and scientific inquiries can lead to a better understanding of ceramics, a material that has been in human use since antiquity. We will study the principles of chemistry that will enable us to understand the properties of ceramics, which is an exceptional medium for creative expression. In the studio, students will learn basic hand-building techniques and gain an introduction to slips, stains, glazes and the firing process. We will also explore the basics of the chemistry of clay bodies, glaze formation and reduction versus oxidation firing. Program activities will include lectures, workshops, seminars, studios and labs. We expect everyone to create original artworks in ceramics and participate in lab experiences that will enrich their understanding of this material that has evolved with human history. No prior ceramics or chemistry experience is necessary.	arts and sciences.	Dharshi Bopegedera Susan Aurand		Freshmen FR Sophomore SO	Spring	Spring
The Fungal Kingdom Noelle Machnicki biology ecology field studies natural history	Program	JR–SRJunior–Senior	16	16	Day	F 13 Fall	W 14Winter			Fungi. What are they? Where are they and what roles do they play in terrestrial ecosystems? How do they get their energy? How do they grow? What do they taste like? How do they interact with other organisms? During this two-quarter long program we will answer these and other questions about fungi. Fall quarter will cover the fundamentals of fungal biology, ecology, diversity and systematics, with an emphasis on the musrhoom-forming fungi of the Pacific Northwest. Students will learn to describe and identify fungi using morphological and microscopic techniques and utilize a variety of taxonomic keys. Students will participate in a quarter-long project to curate their own collections of herbarium-quality mushroom specimens and learn to identify local mushroom species on sight. Several multi-day field trips and day trips will provide students with an opportunity for collecting specimens and studying the natural history of western Washington. During winter quarter, we will explore the diversity other groups of fungi and and study fungi through the lens of forest ecology. Forest ecosystems rest on a foundation of fungi, and students will read the primiary scientific literature to learn about the pivotal roles fungi play as mutualists to plants and animals, as nutrient cyclers, disease-causing agents, and indicators of environmental change. Lab work will focus on advanced methods and examining taxonomically-challenging groups of fungi. Students will also learn about museum curation by organizing and accessioning the class mushroom collection for submission into the Evergreen herbarium. Students will engage in a two-quarter-long group research project relating to fungi. Research topics may include ecology or taxonomy-focused lab and field studies, cultivation or herbarium research. During fall quarter, students will participate in research and writing seminars and quantitative skills workshops to inform their research. Each group will prepare a concise research proposal including a thorough literature review and a pilot study exploring the most appropriate data collection and analysis methods for answering their research questions. During winter quarter, students will conduct research experiments in the field and/or lab, analyze their data and write a research paper outlining their results.		Noelle Machnicki	Mon Mon Tue Thu Thu	Junior JR Senior SR	Fall	Fall
Gateways: Popular Education Elizabeth Williamson education Signature Required: Fall Winter	Program	SO–SRSophomore–Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring		This program offers Evergreen students the opportunity to co-learn with individuals incarcerated in a maximum-security institution for juvenile males. It is high stakes work that demands consistent engagement—approximately 10-12 hours a week in class and 4-6 hours a week at the institution (including travel time). The learning of students enrolled in this program fuels and is fueled by the learning of the incarcerated students.A fundamental principle of the Gateways program is that every person has talents given to them at birth and valuable experiences that can contribute to our shared learning. It is our job as human creatures to encourage each other to search out and develop our passions and gifts. These values are manifested in the practices of popular education, which will serve as both the process and the content of our work. Our goal is to create an environment in which each person becomes empowered to share their knowledge, creativity, values and goals by connecting respectfully with people from other cultural and class backgrounds. All students will wrestle with topics in diversity and social justice alongside other subjects chosen by the incarcerated students—the main feature of popular education is that it empowers those seeking education to be the local experts in shaping their own course of study.Popular education works through conscientization, the ongoing process of joining with others to give a name to socioeconomic conditions, to reflect critically on those conditions, and thereby to imagine new possibilities for living. In order to do this work successfully, students will practice learning how to meet other learners "where they are at" (literally, in order to better understand the conditions that put some of us in prisons and others in colleges). Students will also develop or hone their skills in contextualizing and analyzing socioeconomic phenomena. Most importantly, students will learn that solidarity does not mean "saving" other people or solving their problems—it means creating conditions that allow them to articulate those problems through genuine dialogue and supporting them as they work toward their own solutions. Program participants will have the opportunity to reflect on how different individuals access and manifest their learning as they gain experience in facilitating discussions and workshops. In the process of collectively shaping the Gateways seminar, they will also learn how to organize productive meetings and work through conflict. Each quarter, students will take increasing responsibility for designing, implementing and assessing the program workshops and seminars. Throughout the year we will seek to expand our collective knowledge about various kinds of relative advantage or privilege while continually working to create a space that is welcoming and generative for all learners.High stakes community-based work requires trust, and trust requires sustained commitment. This program requires that all participants be ready to commit themselves to the program for the entire academic year.		Elizabeth Williamson		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Gateways: Popular Education Elizabeth Williamson cultural studies education law and public policy leadership studies political economy	Program	FR–SRFreshmen–Senior	4, 8, 16	04 08 16	Day and Evening				Su 14 Full Summer			Elizabeth Williamson	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
General Biology Clarissa Dirks biology	Program	FR–SRFreshmen–Senior	8	08	Day				Su 14 Session II Summer	Living systems will be studied on the molecular, cellular, and organismal level. Topics that will be covered include, but are not limited to, biomolecules, cell structure and function, genetics, gene expression and regulation, evolutionary biology, biodiversity, introduction to ecology, plant and animal physiology, and the scientific method. The lab component will reinforce concepts and ideas explored in lectures, readings, and workshops. Some components of our work will take us outside to do field surveys and learn about the ecosystem and habitats around us. This biology course is excellent preparation for students interested in taking more advanced life science courses or for future work in environmental science.		Clarissa Dirks	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
General Chemistry I with Lab Rebecca Sunderman chemistry	Program	FR–SRFreshmen–Senior	8	08	Day				Su 14 Session I Summer	We will begin the study of general chemistry by exploring the structure of the atom and the nature of the chemical bond and then proceed towards an understanding of molecular geometry. This will lead us to discussions of the periodic table, chemical reactions, stoichiometry, and properties of gases. Issues of chemistry and society will also be discussed and incorporated. In the laboratory we will work to develop the skills needed to be successful in a chemistry lab. In particular we will focus on measurements, solutions, and possibly some spectroscopy. This is part one of a two course sequence, that together cover one year of general chemistry with lab.		Rebecca Sunderman	Mon Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
General Chemistry II with Laboratory Hilary Palevsky chemistry	Program	FR–SRFreshmen–Senior	8	08	Day				Su 14 Session II Summer	This course is designed to offer the equivalent of the second half of a year-long course in general chemistry. The topics to be presented will include thermochemistry, properties and physical changes of matter, solution chemistry, kinetics, thermodynamics, chemical equilibrium, acid-base chemistry, and aqueous equilibria. Additional topics in electrochemistry, nuclear chemistry, and coordination chemistry may be presented if time permits. Course activities will include lectures, small-group problem-solving workshops, and laboratories. Laboratory work will build upon the skills learned in General Chemistry I, and provide hands-on experience with additional methods relevant to the topics presented in lecture. This is part two of a two course sequence, that together cover one year of general chemistry with lab.		Hilary Palevsky	Mon Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
General Chemistry with Laboratory Sequence I, II, III Tapas Das chemistry	Course	FR–SRFreshmen–Senior	6	06	Evening	F 13 Fall	W 14Winter	S 14Spring		Chemistry is the foundation for everything around us and relates to everything we do. These courses provide the fundamental principles of general chemistry. They also provide the prerequisites for advanced chemistry offerings as well as various studies: science, liberal arts, health, agriculture, engineering, and medicine. These courses include a mandatory laboratory component as an integral part of the course. This is the first course in a year-long general chemistry sequence. Topics covered in fall quarter include unit conversions, electron structures, and chemical bonding. Laboratory experiments will be carried out to complement the course materials. General Chemistry II builds upon material covered in General Chemistry I. Topics covered in winter quarter include thermochemistry, chemical kinetics, chemical equilibria, and acid-base equilibria. Course has a mandatory laboratory component.		Tapas Das	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Genes and Evolution Donald Morisato and Heather Heying biology field studies zoology	Program	JR–SRJunior–Senior	16	16	Day	F 13 Fall				The theory of evolution is the cornerstone of modern biology, unifying disciplines as diverse as molecular genetics and behavioral ecology. Evolution provides an explanation for the extraordinary biological diversity on this planet. What is the best way to study this process—by focusing on the mechanisms producing genetic variation, by looking at modern organisms for evidence of past evolutionary forces or by generating theory that fits with what we already know? At what level does natural selection act—on genes, on organisms, or on groups of organisms? This program will present and discuss some of the big ideas in evolution and at the same time, examine how we, as scientists, with distinct processes and cultures, approach these questions. We will study several aspects of microevolution—the change that occurs within populations, over time spans that are directly observable by humans—and spend time in the field early in the quarter as a class. Our microevolutionary focus will be animal behavior and students will work in pairs on field-based projects throughout the quarter, while regular workshops in statistics will allow students to conduct their own analyses on their data. On a parallel track, we will consider some of the genetic processes underlying this evolutionary change. We will begin with classical Mendelian genetics and move on to a formal treatment of population genetics and analysis of complex traits. We will be undertaking a laboratory project using . This upper-division science program will have an intensive workload, including reading the primary literature and carrying out experimental work in the laboratory and in the field. Student learning will be assessed by problems sets, writing assignments, statistics workshops and exams.		Donald Morisato Heather Heying		Junior JR Senior SR	Fall	Fall
Geometry Neal Nelson education mathematics	Course	FR–SRFreshmen–Senior	4	04	Day				Su 14 Session I Summer	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. The course is suitable for middle and secondary math endorsements.		Neal Nelson	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
German, Beginning I, II, III Marianne Hoepli language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 13 Fall	W 14Winter	S 14Spring		Komm und lern Deutsch! This year-long sequence of courses for beginning German students will cover basic grammatical concepts, vocabulary, and conversation. Students will develop basic skills in speaking, reading, translating, and writing standard high German. Students will also learn about culture, traditions, and customs of the German people, new and old. Through involvement in children’s stories, music, and activities in the language laboratory, students will also become familiar with idiomatic expressions. By the end of the year, students will improve their oral skills to the point of discussing short films and modern short stories and learning how to write a formal letter, a resumé, or a job application. Classes will use a communicative method and will move quickly toward being conducted primarily in German.		Marianne Hoepli	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Global Water Paul Pickett community studies environmental studies political economy	Course	FR–GRFreshmen–Graduate	2, 4	02 04	Evening				Su 14 Session I Summer	The United Nations has declared the access to affordable, clean water to be a human right. Yet around the world billions of people cannot exercise this right. In addition, people in the developing world often face challenges of drought, floods, and degradation of aquatic ecosystem services. This class explores the challenges of water in developing countries, emerging issues, and potential solutions. Issues to be explored include Integrated Water Resource Management, governance, privatization, gender equality, social justice, climate change, water security, and appropriate technology.Graduate students (4 credits) and undergraduate students (2 credits) will explore these topics during the first session. Undergraduate and graduate students will participate in the weekly classroom sessions, read from weekly assignments, and do a research project which will include a final paper and presentation. Graduate students will also write weekly assignments on the readings, and will do a more in-depth, graduate-level research topic with a more extensive final paper. , has worked in water resources engineering for over three decades. His career focus has been on water quality, hydrology, water supply, watershed functions, and climate change. He received a Bachelor of Science in Renewable Natural Resources from the University of California at Davis in 1984, and a Masters of Engineering in Environmental Civil Engineering from U.C. Davis in 1989. Since 1988 he’s worked for the Washington Department of Ecology as an environmental engineer. From 2001 through 2012 he served as an elected Commissioner for the Thurston Public Utility District, a water utility with about 3,000 customers in five counties. He has taught at Evergreen since 2009, and also occasionally writes feature articles for local publications. He lives with his wife on acreage in rural Thurston County, along with cats, chickens, blueberries, fruit trees, noxious weeds, and mud.		Paul Pickett			Summer	Summer
Government In An Evolving Democracy Artee Young American studies government law and government policy law and public policy political science	Program	FR–SRFreshmen–Senior	12	12	Day				Su 14 Full Summer	The defining question for this program is: What good is government? Why do we pay for “government” and what does it give “Us?” Why does Washington State have the most regressive tax structure in the United States and the second highest national college tuition rate? How are Washington state laws related to vehicle licensing permits as connected with the voter Initiative process?” Why do western states have an Initiative process? How do United States Supreme Court rulings effect ideas, policies and laws about gender, marriage, gun control, education and media? What is infrastructure and how does state-level investment in construction differ from tht invested in human-delivered social/educational services? Why are roads, bridges and dams mentioned in the media only when they fail? How do gun laws like “Stand Your Ground” relate to the criminal justice system? Why are food, clothing, shelter and water so expensive? What is the role of both state and Federal government in: Food production? Housing? Privacy? Water? Health? Education? This course provides students with theoretical and pragmatic knowledge about how government and democratic systems function in the United States and in the State of Washington. The approach to this body of information focuses on national, state, and local branches of government. Themes include, but are not limited to, federalism, states' rights, and citizens' participatory governance and individual rights. In addition to the text, students are required to read assigned U. S. Supreme Court and Washington State cases. Students are expected to write short papers and maintain a journal on the reading assignments for preparation to participate in class discussions. Students will work in groups to complete a final project. The program also includes field trips to the Temple of Justice in Olympia as well as visits with self-selected state representatives and/or local officials in Washington State. Credit may be awarded in civics, government and political science. Parts of the curriculum may also contribute to minimum coursework expectations for various teaching endorsements.		Artee Young	Mon Wed Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Graduate Writing Seminar Emily Lardner	Course	JR–GRJunior–Graduate	2	02	Evening				Su 14 Summer	Writing in professional graduate level programs requires clear, concise, and systematic ways of communicating your ideas. The goal of this course is to provide students with opportunities to add new ways of writing to their current repertoires and thereby enhance their analytic thinking skills. Specific writing tasks will come from the graduate programs. Students will develop portfolios of work, including ongoing reflective assessments about ways to manage their writing/thinking processes. Moodle will be used for practicing and sharing drafts; on campus work will focus on interactive workshops; and all students will meet individually with the instructor for customized coaching on their work.		Emily Lardner	Wed		Summer	Summer
Grammar in Context Emily Lardner education writing	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 14 Session I Summer			Emily Lardner	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Grant Writing Sylvie McGee	Course	JR–GRJunior–Graduate	4	04	Evening				Su 14 Full Summer			Sylvie McGee	Tue		Summer	Summer
Grant Writing and Fundraising: Ideas to Realities Don Chalmers writing	Course	FR–SRFreshmen–Senior	2	02	Weekend			S 14Spring		This course will introduce students to the fundamentals of grant writing and fund raising. After an orientation to contemporary philanthropy and trends, students will learn how to increase the capacity of an organization to be competitive for grants and other donations. We will share ways to plan realistic projects, identify promising funding sources and write clear and compelling components of a grant, based either on guidelines for an actual funder or a generic one. Working individually or in small groups, students will develop their project idea, outline the main components of a grant and prepare a brief common application.	Non-profit grantwriting and fundraising; government resource development.	Don Chalmers	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Grant Writing and Fundraising: Ideas to Realities Don Chalmers writing	Course	FR–SRFreshmen–Senior	2	02	Weekend	F 13 Fall				This course will introduce students to the fundamentals of grant writing and fund raising. After an orientation to contemporary philanthropy and trends, students will learn how to increase the capacity of an organization to be competitive for grants and other donations. We will share ways to plan realistic projects, identify promising funding sources and write clear and compelling components of a grant, based either on guidelines for an actual funder or a generic one. Working individually or in small groups, students will develop their project idea, outline the main components of a grant and prepare a brief common application.	Non-profit grantwriting and fundraising; government resource development.	Don Chalmers	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Grant Writing and Fundraising: Ideas to Realities Don Chalmers writing	Course	FR–SRFreshmen–Senior	2	02	Weekend		W 14Winter			This course will introduce students to the fundamentals of grant writing and fund raising. After an orientation to contemporary philanthropy and trends, students will learn how to increase the capacity of an organization to be competitive for grants and other donations. We will share ways to plan realistic projects, identify promising funding sources and write clear and compelling components of a grant, based either on guidelines for an actual funder or a generic one. Working individually or in small groups, students will develop their project idea, outline the main components of a grant and prepare a brief common application.	Non-profit grantwriting and fundraising; government resource development.	Don Chalmers	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Green Materials: Arts, Science, and Construction Robert Leverich, Gretchen Van Dusen, Robert Knapp and Anthony Tindill architecture environmental studies sustainability studies visual arts	Program	FR–SRFreshmen–Senior	16	16	Day	F 13 Fall				In a world full of man-made stuff, what does it mean to be a maker of things? How does what you make, the materials you choose, and how you shape them define and speak for you, as an individual, and as part of a culture or community, or an environment? What’s been handed to you, and what will you hand on? This is a foundational program for those who are drawn to envisioning and making things, from art and craft to architecture and environments, and who are open to thinking about that work as both creative self-expression and responsive engagement with materials, environments, and communities. It’s a serious introduction to studio-centered creative work – each student will be part of a working studios to focus on individual and group 3D projects that address art, craft, and construction challenges at a variety of scales, with supporting work in drawing, design, and fabrication skills, materials science, environmental history and ideas, and sustainable practices. Collaboratively, we will engage this work as art, science, expression, and service, challenging such distinctions and looking for commonalities of approach and meaning. Book possibilities include Pallasmaa: Cooper: ; Berge, Steele: Rothenburg: Engaged students will leave this program with new drawing, design, and building skills, experience with design as a multidisciplinary approach to complex problems, deeper understanding of materials and their environmental and social impacts, and fuller awareness of how the arts and architecture can shape environments and communities in ways that are ethical, beautiful, and sustainable. This program is preparatory for that follows in Winter and Spring quarters.		Robert Leverich Gretchen Van Dusen Robert Knapp Anthony Tindill		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Green Materials: Craft and Construction Robert Leverich and Anthony Tindill architecture sustainability studies visual arts Signature Required: Winter	Program	FR–SRFreshmen–Senior	16	16	Day		W 14Winter	S 14Spring		This program builds on ideas and skills introduced in Green Materials: Arts, Science, and Construction in the Fall. It focuses on craft and construction at different scales, from details and furnishings to building systems and construction methods. Each student will be part of a working studio to focus on individual and group 3D projects that address design and construction challenges, with supporting work in drawing, fabrication skills, building science, environmental history and ideas, and sustainable practices. We will engage this work as art, science, expression, and service, challenging such distinctions and looking for commonalities of approach and meaning.Detail projects – furniture, hardware, built-ins, lighting, and other building details - will explore craft and sustainability through smaller scaled work with wood, metals, composites, and repurposed materials – where some of the most creative craft work is being done today. Work at this scale is where one literally gets in touch with a building, so issues of ergonomics, comfort, usability, and equal access will come to the fore. We’ll focus on wood and wood products in the winter quarter and metals in the spring quarter, introducing basic skills in each area. Construction projects will address materials at the scale of sustainable building. Energy is a primary concern: currently buildings account for 42% of U.S. energy use, larger even than transportation and industrial energy use. New design and construction – or even better, renovating and retrofitting - can reduce that energy use in the future, even with an increase in numbers of buildings. We will consider emerging technologies that enhance energy efficiency, design strategies that reduce the overall energy needs of a building, and the impact of current sustainable building movements. Projects at both scales will emphasize informed use of materials – their benefits and their environmental, social, and economic impacts, and skillful use of tools and techniques, to design and build wisely. Lectures, workshops, and seminars will address themes common to both craft and construction: the history of environmental art and design, structure principles, ethics, beauty, community and sustainability. Likely books include: (Adamson), (Walker), (Lechner),and (Lovins). Engaged students will gain new skills in drawing, design, craft, and construction as sustainable practices, and the ability to speak for that work effectively through, graphics, writing, and public presentations.		Robert Leverich Anthony Tindill		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Group Development: Bringing Systems Thinking to the Task Kathy Kelly business and management community studies leadership studies	Course	SO–SRSophomore–Senior	4	04	Weekend	F 13 Fall				Systems theory offers a holistic approach to group development, along with a framework for identifying leverage points for improving group performance. Whether for senior managers in large businesses or agencies or for members of volunteer community organizations, systems thinking provides a vantage point to better understand group dynamics and useful tools to develop a group's capacity to work together effectively. Following an introduction to systems theory, students will explore key concepts when applied to cases in their own experiences and in cases presented in class. Resources include Peter Senge, Margaret Wheatley, Otto Scharmer, Linda Booth Sweeney, Ron Heifetz, and others.		Kathy Kelly	Sat	Sophomore SO Junior JR Senior SR	Fall	Fall
Health vs. Wealth Mary Dean health sustainability studies	Course	FR–SRFreshmen–Senior	4	04	Evening			S 14Spring		We will explore the intersection where valued health care meets paid health care. In the health care arena, good intent is plagued by paradox and can yield under-funding and a mismatch with initial intent. Paradoxes and costs haunting prevention, access, and treatment will be reviewed. The books and aid our journey as will the video series, "Remaking American Medicine", "Sick Around the World," and "Sick Around America". We will consider the path of unintended consequences where piles of dollars are not the full answer to identified need.		Mary Dean	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
History and Systems in Psychology Susan Cummings psychology	Course	SO–SRSophomore–Senior	4	04	Evening	F 13 Fall				The purpose of this course is to provide an overall view of the emergence of psychology as a field, its historical roots, its evolution within a broader sociocultural context, and philosophical currents running throughout this evolution. Attention will be paid to the interaction of theory development and the social milieu, the cultural biases within theory, and the effect of personal history on theoretical claims. This course is a core course, required for pursuit of graduate studies in psychology.		Susan Cummings	Mon	Sophomore SO Junior JR Senior SR	Fall	Fall
How to Do Things with Words: poiesis and praxis Eirik Steinhoff literature writing	Program	FR–SRFreshmen–Senior	16	16	Day	F 13 Fall	W 14Winter			This intensive introductory critical and creative writing program will investigate the relation between and , between making in language and taking action . We will do this by studying the ways in which the arrangements of our words influence the shapes of our thought and vice versa. The objective is to better comprehend the material consequences and political upshots of the choices we make with the language we use both on and off the page. We will read (and sometimes write) poetry and fiction and drama, in order to sharpen our alertness to the operation of a variety of verbal tactics and strategies. But the primary form in which we conduct our experiments, both as readers and as writers, will be that old stand-by, the essay. Our effort shall be to re-animate this form, prying it free from any knee-jerk reflexes, worn-out proficiencies, and straight-up allergies we might have by reconnecting ourselves to the form’s roots in the French word for “attempt,” , as one of the essay’s progenitors, Michel de Montaigne, will so helpfully remind us. The wager here is that the essay itself is a kind of laboratory, a space in which experiments in language can be composed, where new forms of thought may be invented, and new actions and practices persuasively proposed. Our reading will be organized around a handful of case studies designed to expose us to various ways of doing things with words in relation to particular subject matter. These will allow us to build our toolkit together as readers and writers, and they will prepare us to branch out into areas of research we will conduct on our own as the program proceeds. Authors to be consulted range from philosophers to poets to scientists to fiction writers, such as Hannah Arendt, Anne Carson, Charles Darwin, and Franz Kafka. Case studies to be considered are likely to include: metamorphosis, metaphor, tricksters, slogans chanted in Tahrir Square, the commodity form, pencils, cargo containers, the placebo effect, LCD screens, and how to think in an emergency. The short of it is this: we’ll be reading and writing (and re-writing) a lot, both in class and out of it, on the page and on the screen. No experience necessary, some assembly required, all students welcome. But whoever you are, be sure to bring a notebook and a good pen to our first class. The only way to do this right is by writing.		Eirik Steinhoff		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Human Rights and Wrongs: Literature, Film, Theory Greg Mullins literature media studies Signature Required: Winter	Program	JR–SRJunior–Senior	16	16	Day and Evening	F 13 Fall	W 14Winter			Human rights law is encoded in the spare language of treaties, but human rights practice comes alive in the materiality of daily life. After a quick tour of human rights law, we will devote our energies in this program toward understanding how human rights accrue force and meaning insofar as they are embedded in cultural practice and specifically, in cultural practices of representation. Our inquiry will be guided by these questions: How do human rights frameworks prevent or redress human wrongs (including atrocities such as torture and genocide)? What leads some people to abuse human rights and other people to respect them? How are human rights struggles pursued using modes of visual and textual representation? What role do cultural forms such as film, literature and public memorials play in either fostering or hindering respect for human rights?The program is designed for students who wish to advance their skills in literary criticism and visual analysis; both literature and film are at the center of the work. The first five weeks of fall quarter will be devoted to legal and philosophical definitions of human rights. We will study critiques of rights from the major ideological camps and students will establish their own assessment of the viability of rights approaches to atrocity and injustice. The second five weeks of fall quarter and six weeks of winter quarter will be devoted to studying works of fiction, films (both feature and documentary), photographs and public memorials that all, in their own ways, attempt to tell human rights stories or open fresh critiques of human rights work. The balance of the winter quarter work will be research projects that result in either a traditional research essay or a more practical implementation of the theory students have learned.Field study will take us, in one day, to memorial parks in Tacoma and Bainbridge Island. A typical week's work will include a film screening, a short lecture followed by discussion and seminars. Students will write weekly one-page papers, two six-page essays in each quarter, an academic statement, a research prospectus fall quarter and a 15- to 20-page research paper (or its equivalent) winter quarter. Students joining fall quarter need not have prior knowledge of human rights, but substantive prior work in literary criticism and/or film criticism and theory will be helpful. Students who wish to join in winter quarter, please note the signature requirement.		Greg Mullins		Junior JR Senior SR	Fall	Fall Winter
Hybrid Music I, II, III Peter Randlette music Signature Required: Fall Winter Spring	Course	SO–SRSophomore–Senior	4	04	Evening	F 13 Fall	W 14Winter	S 14Spring		This year-long series of courses is intended for the musician interested in exploring compositional experimentation with analog and digital synthesis technology and computer applications. In fall, the course will focus on analog synthesis techniques, studio production, and the creation of musical pieces with a focus on new options presented by this compositional environment. Winter will focus on building pieces from techniques of synthesis introduced in fall quarter and learning new digital synthesis techniques, different controllers and sequencers, signal processing, and surround 5.1 production skills. Techniques will include use of percussion controllers, synthesizer voice editing, sample based applications, and plug-in signal processing. In spring, students will develop pieces based on design problems using combinations of computer-based and analog resources covered in prior quarters. New material will include acoustic/electronic sound source integration, mastering techniques, object-oriented voice construction, and advanced production methods. Each quarter, students will complete projects, attend weekly seminar/lecture/critique sessions, use weekly studio times, and maintain production journals.		Peter Randlette	Tue	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Immigration Law and History of the U.S. Southern Border Arleen Sandifer government history law and government policy law and public policy	Course	FR–SRFreshmen–Senior	4	04	Evening and Weekend				Su 14 Session I Summer	In its first words on the subject of citizenship, Congress in 1790 restricted naturalization to ‘white persons.’ [T]his racial prerequisite to citizenship endured for over a century and a half, remaining in force until 1952. From the earliest years of this country until just a generation ago, being a "white person" was a condition for acquiring citizenship.” -- Ian Haney Lopez, , 1. Most people do not realize that the notion of the United States as a “white” majority nation is largely a construction of law. In this course, we examine how our understanding of immigration history and law changes if we shift our view from Ellis Island in New York’s harbor to the U.S. southern border. We’ll examine the current landscape of immigration law and policy and restrictionist and immigrant-rights movements. We’ll critically analyze how concepts of race are embedded in immigration law and policy and how those embedded concepts drive the current debates on immigration reform. Students will build some basic legal skills through reading and researching important cases and laws. We’ll look at the historical context within which immigration issues relating to the southern U.S. border have arisen and continue to be defined. We will examine current controversies about immigration, immigrant workers, labor movements, and the varied ways communities respond to the most recent immigration boom.Major areas of study include: U.S. history, immigration history, immigration law, politics, American studies, and critical race theory. This course is preparatory for careers and future studies in history, law, labor organizing, government and politics.		Arleen Sandifer	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Imperialism Jon Davies and Zahid Shariff education history political economy writing	Program	SO–SRSophomore–Senior	16	16	Day		W 14Winter			By the time the First World War broke out in 1914, the imperial powers of modern Europe had radically transformed the vast majority of the societies of Asia, Africa, the Middle East and the Americas. Religious, scientific and discursive practices that legitimized colonial aspirations facilitated colonial rule imposed through military conquests, political subjugation and the exploitation of human and natural resources. How did the experiences of imperialism affect colonized societies? What effects did imperialism have on the imperialists themselves? What lasting effects of imperial subjugation continue to impact relations between the former colonial powers and postcolonial states in the 21st century?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 legitimized the formation of empire and continue to re-inscribe asymmetrical relations of power today under the guise of modernity, progress and global economic development.We will explore these issues through readings, lectures, films, as well as weekly papers, a well-developed research paper, and a presentation of that paper's findings to the class.		Jon Davies Zahid Shariff	Mon Tue Thu	Sophomore SO Junior JR Senior SR	Winter	Winter
Independent Readings in the French Revolution Stacey Davis history philosophy political science	Program	FR–SRFreshmen–Senior	4, 6, 8	04 06 08	Day				Su 14 Full Summer	Students will work independently, studying the social, political, gender, and intellectual trajectories of the French Revolution from 1789 through the Terror and the Napoleonic Empire. To understand the origins of the Revolution, students will read philosophy and political theory from Enlightenment authors like Voltaire, Rousseau, and Montesquieu. Students will share a reading list in common and have the option to meet periodically for book discussions as a group and with the faculty member. Since this is an independent readings course, students enrolled at different credit levels will read different texts and write different numbers of essays. Students enrolled for more than 4 credits will complete a library research paper on one aspect of the Enlightenment or the French Revolution.		Stacey Davis	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Individual Study: Political Economy, Globalization, Contemporary India, Historical Capitalism, Internships Jeanne Hahn Signature Required: Spring	Contract	SO–SRSophomore–Senior	16	16	Day			S 14Spring		Invividual studies and Insternships offer opportunities for advanced students to create their own course of study and research. I will sponsor student research and reading in political economy, U.S. history, various topics in globalization, historical capitalism, and contemporary India. Prior to the beginning of the quarter, interested individual students or small cluster groups must consult with Jeanne about their proposed projects or course of study. The project/study is then described in an Independent Learning Contract.		Jeanne Hahn		Sophomore SO Junior JR Senior SR	Spring	Spring
Individual Study: East-West Psychology Ryo Imamura anthropology communications consciousness studies cultural studies education environmental studies field studies health history international studies music philosophy psychology religious studies sociology somatic studies sustainability studies Signature Required: Spring	Contract	SO–SRSophomore–Senior	16	16	Day			S 14Spring		This is an opportunity for sophomore, junior and senior students to create their own course of study and research, including internship, community service, and study abroad options. Before the beginning of spring quarter, interested students should submit an Individual Learning or Internship Contract to Ryo Imamura, which clearly states the work to be completed. Possible areas of study are Western psychology, Asian psychology, Buddhism, counseling, social work, cross-cultural studies, Asian-American studies, religious studies, nonprofit organizations, aging, death and dying, deep ecology and peace studies. Areas of study other than those listed above will be considered on a case-by-case basis.		Ryo Imamura		Sophomore SO Junior JR Senior SR	Spring	Spring
Individual Study for Summer Various Evergreen Faculty	Contract	SO–SRSophomore–Senior	2, 4, 6, 8, 12, 14, 16	02 04 06 08 12 14 16					Su 14 Summer	There are several faculty in many areas of study available to sponsor both individual learning and internship learning contracts for the summer. To view available summer faculty by areas of study please go to .Please note for summer contracts:For more information about planning individual and internship learning contracts, call the Academic Advising Office at (360) 867-6312 or visit .		Various Evergreen Faculty		Sophomore SO Junior JR Senior SR	Summer	Summer
Individual Study: Humanities and Social Sciences Bill Arney Signature Required: Spring	Contract	FR–SRFreshmen–Senior	16	16	Day			S 14Spring		Individual Study offers opportunities for students to pursue their own courses of study and research through individual learning contracts or internships. Bill Arney sponsors individual learning contracts in the humanities and social sciences. All students, including first-year students and transfers, ready to do good work are welcome to make a proposal to Bill Arney. 12-16 variable credit options are available.		Bill Arney		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Individual Study: Japanese Culture, Literature, Film, Society and Study Abroad Harumi Moruzzi cultural studies international studies language studies literature moving image study abroad Signature Required: Spring	Contract	SO–SRSophomore–Senior	16	16	Day			S 14Spring		This Individual Study offers two options for students: (1) to continue their studies of Japanese literature, culture and society, in the form of Individual Learning Contracts, and (2) to continue their Japanese language and culture studies by studying abroad in Japan. This Individual Study also offers opportunities for students who are interested in creating their own courses of study and research, including study abroad. Possible areas of study are Japanese studies, cultural studies, literature, art and film. Interested students should first contact the faculty via email ( at least 2 weeks before the Academic Fair for spring quarter.		Harumi Moruzzi		Sophomore SO Junior JR Senior SR	Spring	Spring
Individual Study: Political Economy, Political Science, Social Sciences, Social Justice Lawrence Mosqueda international studies law and public policy political economy Signature Required: Fall	Contract	SO–SRSophomore–Senior	16	16	Day	F 13 Fall				This Individual Learning Contract can be a specific in-depth topic or an internship that the student has already researched and begun to get approval from an outside agency. A group of students can also work together and develop a reading list and timetable for completion of a group project. Students can also contact Evergreen's Center for Community-Based Learning and Action for projects that may fit into the parameters of this description. Students should contact the faculty before the fall of 2013. The best time to contact the faculty is at the Academic Fair in spring 2013. Students interested in a self-directed project, research or internship in political economy or political science should contact the faculty by email at .		Lawrence Mosqueda		Sophomore SO Junior JR Senior SR	Fall	Fall
Individual Study: Water Law, Cultural Studies and the Arts Cheri Lucas-Jennings American studies aesthetics agriculture community studies cultural studies ecology environmental studies field studies gender and women's studies government health hydrology international studies law and public policy media arts political economy political science sustainability studies visual arts writing Signature Required: Fall	Contract	SO–SRSophomore–Senior	16	16	Day and Evening	F 13 Fall				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.This faculty welcomes internships and contracts in the areas of the arts (including acrylic and oil painting, sculpture, or textiles); water policy and hydrolic systems; environmental health; health policy; public law; cultural studies; ethnic studies; permaculture, economics of agriculture; toxins and brownfields; community planning, intranational relations.This opportunity is open to those who wish to continue with applied projects that seek to create social change in our community; artists engaged in creative projects and those begining internship work at the State capitol who seek to expand their experience to public agencies and non-profit institutions; and to those interested in the study of low income populations and legal aid.		Cheri Lucas-Jennings		Sophomore SO Junior JR Senior SR	Fall	Fall
Individual Study/Internships: Business, Management, Non-Profits, Seaport & Maritime Studies, and International Trade John Filmer business and management economics maritime studies Signature Required: Spring	Contract	SO–SRSophomore–Senior	16	16	Day			S 14Spring		There is no classroom! Individual Learning Contracts require students to take full responsibility for their own learning, including a bibliography, the design of the syllabus, and learning schedule. The faculty sponsor merely acts as an educational manager and not as a tutor. Individual Learning Contracts traditionally offer students an opportunity to do advanced study in areas that are not usually possible through regular programs or courses at Evergreen and in which they already have established skills and/or background. Internships provide a different opportunity to apply prior learning but in this case, with the intent of developing applicable skills and people skills rather than focusing solely on advanced study or research.John welcomes the opportunity to work with students interested in maritime studies including history, geography, sociology, literature and navigation and the technology of sailing vessels. He also can prove of great value to students interested in business and non-profit development, organizational management, project management, international business, financial analysis, international trade, maritime commerce, economics, intermodal transportation and seaport management. John also sponsors business and non-profit internships, legislative internships and internships with state and federal government agencies, port authorities, maritime and merchant marine firms, freight forwarders and other private sector organizations, including banks and financial houses.		John Filmer		Sophomore SO Junior JR Senior SR	Spring	Spring
Inside Language Diego de Acosta communications language studies linguistics	Program	FR–SRFreshmen–Senior	16	16	Day		W 14Winter	S 14Spring		This two-quarter program explores the fascinating world of languages. What do you know when you know a language? How do you get that knowledge? Are there properties that all languages share? How do languages change over time? Why are half of the world's languages now under threat of extinction? How are communities held together or torn apart by the languages they speak?We will consider these questions and others through the lens of linguistics. Topics to be examined for winter include: phonetics, phonology, morphology, language change, the history of English and English dialects, key issues facing multilingual communities and language planning. In spring, topics will include: syntax, semantics, pragmatics, first language acquisition, language and gender and linguistic politeness. We will look at well-known languages and lesser-known languages and discover why they matter in our lives today. Through the course of the program students will learn a variety of conceptual and empirical techniques, from analyzing speech sounds to interpreting the rationale behind current language policy.This program will be an intensive examination of topics requiring a significant amount of reading as well as regular problem sets and essays.Students interested in taking a language course alongside this program can arrange to take this program for 12 credits.		Diego de Acosta		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Interrogating Emotions Laura Citrin and Anne de Marcken (Forbes) gender and women's studies literature media studies moving image psychology sociology writing Signature Required: Winter	Program	SO–SRSophomore–Senior	16	16	Day	F 13 Fall	W 14Winter			What are emotions, sentiments, and feelings? What functions do they serve, both for the individual and for society? In this full-time, two-quarter program, we will use social pyschology, scientific research, creative writing, and literary and film analysis as methods of inquiry into the ways that emotions are connected with cultural ideologies and assumptions. We will study the ways emotions are expressed, avoided, embraced, and rejected according to complex display rules that vary across and within cultures based on gendered, raced, and classed social norms. Underlying all of this discussion will be an analysis of the ways that power operates on and through us to get under our skin and into what feels like our most personal possessions: our emotions. If we read between the lines, what is the subtext of our cultural narratives about fear, love, guilt, anger…? We will look to literature and film for examples of dominant and alternative narratives, and we will experiment with creative writing—fiction, nonfiction, and hybrid forms—as both a mode of expression and a method of inquiry: a way of looking under the surface of our habitual reactions and cultural norms.Fall QuarterWe'll survey the "big six" emotions: anger, sadness, happiness, disgust, surprise and fear, as well as the socio-moral emotions like embarrassment, contempt, shame, and pride. We will also discuss the field of positive psychology and its analysis of the positive emotions (e.g., joy, hope, interest, love) and the role they play in what positive psychologists refer to as "the good life." We will consider published psychology research and literature from the field of social psychology, and students will design, propose and lay the groundwork for Winter Quarter research projects. Through analysis of films and literary and critical texts, students will consider how stories convey, evoke, and manipulate our emotions. They will develop fluency with critical terminology and concepts related to narrative, literary and cinematic theories. Through creative writing assignments and workshops, students will cultivate facility with elements of narrative discourse such as scene, summary, description, exposition, and dialogue.Winter QuarterOur interrogation of emotions will continue winter quarter with greater focus on independent, in-depth, and finely-crafted work. In addition to continued reading, screening and discussion of literary, critical and research-based texts, students will conduct the primary research projects approved during Fall Quarter, and will work to develop a portfolio of creative work representative of their inquiry. Winter quarter is an opportunity to participate first-hand in knowledge production within the interdisciplinary domain of affect studies, and to engage directly in the contemporary critical/creative discourse as art-makers.The interrogation of emotions in this program will occur via readings, screenings, lectures, research and creative writing workshops, and student-led seminars. Designed as a two-quarter program, the Fall Quarter will lay the foundation for more in-depth work in Winter. We strongly encourage students to enroll who are interested in sustained inquiry.		Laura Citrin Anne de Marcken (Forbes)		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Introduction to Electronic Music I, II, III Ben Kamen music Signature Required: Fall Winter Spring	Course	SO–SRSophomore–Senior	4	04	Evening	F 13 Fall	W 14Winter	S 14Spring		In this year long sequence, students will explore the creative use of the music technology labs. Original compositions will be the primary goal of the course work, with clear technical learning objectives for each assignment. Reading and listening will provide a historical and theoretical context for the creative work. Fall quarter will focus on the operation of mixers, tape machines, and analog synthesizers, looking to the work of early electroacoustic composers for inspiration. In the winter, students will begin working with the computer as a compositional tool, creating sound collages and compositions using MIDI to control hardware and software instruments. The spring quarter will focus on electronic music in performance and the development of independent projects.		Ben Kamen	Tue	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Introduction to Environmental Studies Amy Cook and Ralph Murphy biology ecology economics environmental studies government political economy	Program	FR–SOFreshmen–Sophomore	16	16	Day	F 13 Fall	W 14Winter			This program is designed to serve as a foundation for advanced programs in Environmental Studies. It will survey a range of disciplines and skills essential for environmental problem solving from both a scientific and social science perspective. Specifically, we will study ecological principles and methods, aquatic ecology, methods of analysis in environmental studies, the political and economic history of environmental policy making in the United States, micro-economics and political science. This information will be used to analyze current issues and topics in environmental studies.In fall quarter, we will study ecology with a focus on aquatic systems. We will examine the major physical and chemical characteristics of aquatic environments, the organisms that live in these environments and the factors controlling the species diversity, distribution and growth of aquatic and terrestrial organisms. These scientific issues will be grounded in the context of politics, economics and public policy. During fall quarter we will examine, from the founding era to the present, how the values of democracy and capitalism influence resource management, the scope and limitations of governmental policymaking, regulatory agencies and environmental law. Understanding the different levels (federal, state, local) of governmental responsibility for environmental protection will be explored in depth. Field trips and case studies will offer opportunities to see how science and policy interact in environmental issues. During fall quarter, we will develop an introduction to research design, quantitative reasoning and statistics.In winter, the focus will shift to a more global scale. We will examine in depth several major challenges for the early 21st century; forest and fish resources, global warming and marine pollution. These are three related topics that require an understanding of the science, politics and economics of each issue and how they interact with one another. Globalism, political and economic development and political unrest and uncertainty will be discussed within each topic as well as how these macro-level problems overlap one another. During winter quarter, micro-economics will be studied as a problem solving tool for environmental issues as well as an introduction to environmental economic analysis.The material will be presented through lectures, seminars, labs, field trips/field work and quantitative methods (statistics) and economics workshops. Labs and field trips will examine the organisms that live in aquatic systems, measure water quality and study local terrestrial habitats. Quantitative methods workshops will present the use of computers to organize and analyze data. Microeconomic principles and methods will provide the foundation for environmental economic analysis.		Amy Cook Ralph Murphy		Freshmen FR Sophomore SO	Fall	Fall Winter
Introduction to Natural Science James Neitzel, Mario Gadea and Kristopher Waynant biology chemistry physics	Program	FR–SRFreshmen–Senior	12, 16	12 16	Day	F 13 Fall	W 14Winter	S 14Spring		This introductory-level program is designed for students who are prepared to take their first year of college-level science using an interdisciplinary framework. This program offers an integrated study of biology, chemistry, and physics that serves as an introduction to the concepts, theories and structures which underlie all the natural sciences. Our goal is to equip students with the conceptual, methodological and quantitative tools that they will need to ask and answer questions that arise in a variety of disciplines using the models and tools of chemistry, biology, and physics. . Students will also gain a strong appreciation of the interconnectedness of biological and physical systems, and an ability to apply this knowledge to complex problemProgram activities will include lectures and small-group problem-solving workshops, where conceptual and technical skills will be developed. There will be a significant laboratory component--students can expect to spend at least a full day in lab each week, maintain laboratory notebooks, write formal laboratory reports and give formal presentations of their work. Biology laboratories in this program will include participation in the SEA-PHAGE program coordinated by the Howard Hughes Medical Institute and the use of bioinformatics tools on a bacteriophage genome. We will make extensive use of mathematical modeling in all program activities.Seminar will enable us to apply our growing understanding of scientific principles and methodology to societal issues such as genetic testing and engineering or the causes and effects of climate change. In addition to studying current scientific theories, we will consider the historical, societal and personal factors that influence our thinking about the natural world. Students will be exposed to the primary literature of these sciences and develop skill in writing for diverse audiences. During spring quarter, students will have the opportunity to design and carry out their own laboratory investigations, the results of which they will present in talks and papers at the end of the quarter.All laboratory work and approximately one half of the non-lecture time will be spent working in collaborative problem-solving groups. It will be a rigorous program, requiring a serious commitment of time and effort. Overall, we expect students to end the program in the spring with a solid working knowledge of scientific and mathematical concepts, and with the ability to reason critically and solve problems.Students completing this program will have covered material equivalent to one year of general biology and general chemistry, with a significant amount of physics.		James Neitzel Mario Gadea Kristopher Waynant		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Introduction to Still Life Painting Bruce Thompson	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 14 Session II Summer			Bruce Thompson	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Introduction to Teaching ESL Grace Huerta	Program	FR–SRFreshmen–Senior	8	08	Day				Su 14 Session II Summer	This program introduces students to the theories, research and pedagogies specific to teaching English language learners (ELLs) in adult and K-12 classroom settings. We will explore the role of family and community in the language acquisition process and identity formation among ELLs. Also, we will analyze how history, political climate, and educational policies impact the quality of schooling of ELLs receive. By using Washington state’s K-12 English Language Development standards and the TESOL (Teachers of English to Speakers of Other Language) standards for adult ELLs, we will engage in curriculum planning, teaching and assessment strategies.		Grace Huerta	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Ireland in History and Memory Sean Williams cultural studies history study abroad Signature Required: Fall	Program	JR–SRJunior–Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring		This yearlong 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 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 return to Ireland for the 20th century and into the present.Most weeks will include lectures, seminars, small group work, songs, play reading out loud, instrumental music practice, poetry, and a film. Short pre-seminar papers will be required to focus your attention on each week's texts. In fall quarter, three 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. Students will learn to cook Irish food for a food-and-music gathering once each quarter.Every student is expected to work intensively with the Irish-Gaelic language all year; no exceptions. Our work will include frequent lessons and short exams in grammar and pronunciation, as well as the application of those lessons to Gaelic-language songs and poetry. If you cannot handle Gaelic study or do not take it seriously, do not sign up for this program. Similarly, you will be expected to learn to sing and play Irish music on a musical instrument if you cannot already play one. We will practice this music each week, and we will be bringing musical instruments to Ireland.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 four weeks improving their language skills, learning traditional skills (singing, dancing, poetry writing, drumming, tin whistle playing, weaving, knitting) and exploring the region, which is rich in archaeological features like standing stones and dolmens. Students will also have the opportunity to spend two weeks doing individual learning in Ireland; that project will become part of their final work. Upon their return at the end of May 2014, 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.		Sean Williams	Mon Tue Wed Thu	Junior JR Senior SR	Fall	Fall
Irish Language and Song Sean Williams language studies music	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 14 Session I Summer			Sean Williams	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Issues in Clinical and Counseling Psychology George Freeman psychology	Program	FR–SRFreshmen–Senior	8	08	Day				Su 14 Session II Summer	This program explores the central personality theories from a traditional perspective as well as a nontraditional perspective. We examine the relationship of personality theories to abnormal behavior and develop an understanding of the DSM classification system and other diagnostic methods. We use an on-line Canvas site to facilitate discussions of the texts and other pertinent issues. We use films to reinforce the theoretical and practical concepts we’re learning.Although the program is structured for a combined 8 credits, students wanting to complete only the abnormal psychology credits or the personality theory credits separately may register for only 4 credits.		George Freeman	Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Jane Austen and Contemporary Culture Trevor Speller gender and women's studies literature writing	Program	FR–SRFreshmen–Senior	8	08	Day				Su 14 Session I Summer	It seems that contemporary audiences cannot get enough Jane Austen. Some two hundred years after her novels were written, they continue to be filmed, adapted, and discussed. Why do we keep rewriting Austen’s work? How should we understand what Austen had to say about mating, marriage, and material success? How should we understand what she had to say about women and writing? How do we maintain those values in our society – and what might that mean for us? To answer these questions, we will read Austen’s novels alongside contemporary interpretations of her work. For example, students will compare with or with , or with , all the while considering the impact of Jane Austen on our contemporary culture.		Trevor Speller	Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Japan Today: Studies of Japanese History, Literature, Cinema, Culture, Society and Language Harumi Moruzzi and Tomoko Hirai Ulmer cultural studies history international studies language studies literature moving image Signature Required: Winter	Program	FR–SRFreshmen–Senior	16	16	Day and Evening	F 13 Fall	W 14Winter			Japan is a vital, energetic and dynamic country which has been constantly reinventing and revitalizing itself even in the midst of gargantuan natural disasters, while struggling to maintain a sense of cultural and social continuity from the long lost past. Meanwhile, the conception and image of Japan, both in Japan and throughout the West, has varied widely over time, mostly due to Japan’s changing political and economic situation in the world. In the late 19th century, when Japan re-emerged into Western consciousness, Lafcadio Hearn, the Greek-Irish-American writer who later became Japanese, thought of Japanese society and its people as quaintly charming and adorable. In contrast, Americans in the 1940s viewed Japan as frighteningly militaristic and irrational. The French philosopher/semiotician Roland Barthes was bewitched and liberated by Japan’s charmingly mystifying otherness during his visit in 1966, when Japan began to show its first sign of recovery from the devastation of the WWII. The Dutch journalist Karel Van Wolferen was disturbed by the intractable and irresponsible system of Japanese power in 1989, when the Japanese economy was viewed as threatening to existing international power relations. These examples show how Japan has been viewed by Westerners in the past. The idea and image of Japan is highly dependent on the point of view that an observer assumes and that history makes possible.This full-time interdisciplinary program is devoted to understanding contemporary Japan, its culture and its people, from a historical point of view. We will study Japanese history, literature, cinema, culture and society through lectures, books, films, seminars and workshops, including study of Japanese language embedded in the program. Three levels of language study (1st-, 2nd- and 3rd-year Japanese) will be offered for 4 credits each during the fall and winter quarters.In the fall quarter, we will explore the cultural roots of Japan in its history. In the winter quarter, we will examine Japan after 1952, when the Allied occupation ended. Special emphasis will be placed on the examination of contemporary Japanese popular culture and its position in economic and cultural globalization. Students who are interested in experiencing Japan in person can take Japanese language classes in Tokyo through Harumi Moruzzi’s Individual Study: Japanese Culture, Literature, Film, Society, and Study Abroad in spring quarter.		Harumi Moruzzi Tomoko Hirai Ulmer		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Japanese, Advanced Beginning I, II, III Tomoko Hirai Ulmer language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 13 Fall	W 14Winter	S 14Spring		This year-long sequence covers the second year of Japanese language studies. Students must be familiar with basic verb forms and elementary kanji letters. Students will build on previous skills and learn new grammar and vocabulary so they can function in a variety of situations. Classroom activities include presentations, watching film and TV clips, and discussion. Students will continue their kanji studies at their own levels in small groups. Japanese culture and life will be discussed throughout the course. The class is conducted primarily in Japanese.		Tomoko Hirai Ulmer	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Japanese, Beginning I, II, III Tomoko Hirai Ulmer language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 13 Fall	W 14Winter	S 14Spring		This year-long sequence covers the first year of Japanese language studies. Students will learn how to function in Japanese in everyday situations by learning useful expressions and basic sentence structures. Both hiragana and katakana letters as well as elementary kanji characters will be introduced. Japanese culture and life will be discussed throughout the course.		Tomoko Hirai Ulmer	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Japanese Culture: from Tea to Anime Tomoko Hirai Ulmer cultural studies history	Course	FR–SRFreshmen–Senior	4	04	Evening			S 14Spring		This is an introductory course on Japanese history and culture. We will focus on a popular visual art form, and the way of tea), a centuries-old composite art. These two art forms draw from the same wellspring of Japanese culture and are both present in contemporary Japan. We will examine Japanese history, worldviews, folklore, aesthetic sensitivity, performing arts and hero/heroine archetypes through readings, lectures, seminar discussion and student presentations. This course will help you appreciate ’s stories and artistic expressions that you might otherwise overlook or misinterpret. You can start as an expert, fan or complete novice of and tea but you will deepen your understanding of these two artistic genres through your participation in this class.		Tomoko Hirai Ulmer	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Japanese, Third Year I, II Tomoko Hirai Ulmer language studies	Course	FR–SRFreshmen–Senior	4	04	Day and Evening	F 13 Fall	W 14Winter			This course is for students who have taken two years of college-level Japanese. Students will review important grammar, increase their vocabulary and strengthen their reading and writing skills. The class is ideal for students who are preparing for the Japanese Language Proficiency Test. Students will improve their overall proficiency through a variety of activities such as watching film/TV clips, discussion, and presentations. Japanese culture and life will be discussed throughout the course. The class is conducted primarily in Japanese.		Tomoko Hirai Ulmer	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Labor Economics for Non- Economists Tomas Mosquera economics	Course	FR–SRFreshmen–Senior	4	04	Evening		W 14Winter					Tomas Mosquera	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Language Counts Richard Weiss and Diego de Acosta computer science linguistics mathematics	Program	FR–SRFreshmen–Senior	16	16	Day	F 13 Fall				This program links together computer science and linguistics through the written forms and grammars of languages. First, we’ll consider writing: what do the world’s alphabets, syllabaries and pictographic writing systems tell us about the structure of human languages? Are some writing systems particularly appropriate for some languages, or is it possible to represent any language with any writing system? Ciphers deliberately conceal information without removing it. What does cryptography tell us about the nature of information?Second, we’ll look at the grammars of human and computer languages. The syntax of a computer language can be described precisely, while human languages have exceptions. Yet there have been many attempts to model human language with computers, and to create ways for computers to “read” and “listen” to human languages. To what extent have automatic translation programs and Internet search engines been successful? Why is it that humans can handle ambiguity, but computers have such a difficult time?Major topics of the programStudents will participate in lectures, seminar, labs and workshops on linguistics, programming and computation. They will be evaluated on quizzes, exams, papers and programs.		Richard Weiss Diego de Acosta	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Latin American Women Writers Alice Nelson cultural studies gender and women's studies literature	Program	FR–SOFreshmen–Sophomore	16	16	Day			S 14Spring		In recent decades, Latin America has become well known beyond its borders for compelling, politically urgent and aesthetically vibrant literary works. Contemporary writings by Latin American women, increasingly available in English translation, challenge preconceptions about gender and sexuality in the region, while also addressing critical issues of politically motivated violence, collective memory, intersecting oppressions, language, spirituality, democratization and social change. This program seeks to foster greater understanding of the region and its diverse peoples and perspectives. Writers will include Gloria Anzaldúa (U.S.), Rosario Castellanos (Mexico), Ana Lydia Vega (Puerto Rico), Rigoberta Menchú (Guatemala), Daisy Zamora (Nicaragua), Conceição Evaristo (Brazil), Cristina Peri Rossi (Uruguay), Luisa Valenzuela (Argentina) and Pía Barros (Chile), among many others.We will read novels, poetry, short stories and testimonials by Latin American (indigenous, mestiza, Afro-Latina) women writers, focusing on legacies of colonialism, authoritarianism and neoliberalism, as well as projects for contesting recent histories. We will situate our literary analysis within the historical and political events that shape Latin American women’s texts, and examine their critique of masculinist narratives that justify domination and exclude women’s voices. We will also view films by and about women, and examine women's and feminist movements in the region. Students will write literary analyses and some creative work, and will conduct research on a writer of their choice. Through this study, students will consider the impact of political, economic and cultural forces on Latin American women's lives and literary production, while also examining literary and film representations as sites of resistance.		Alice Nelson		Freshmen FR Sophomore SO	Spring	Spring
Latin American Women Writers (Advanced Option) Alice Nelson cultural studies gender and women's studies literature Signature Required: Spring	Program	SO–SRSophomore–Senior	16	16	Day			S 14Spring		This is an opportunity for a small number of advanced students with a strong background in one or a combination of the following: Latin American or postcolonial studies, feminist or gender studies, literature, creative writing, film studies, or critical race studies. Students with this background will participate in all of the activities and readings of the program, but also be asked to complete longer and more in-depth assignments and a larger-scale project developed over the course of the quarter.		Alice Nelson		Sophomore SO Junior JR Senior SR	Spring	Spring
Latin I, Intensive Ulrike Krotscheck classics language studies	Program	FR–SRFreshmen–Senior	8	08	Day				Su 14 Session I Summer	Are you interested in learning the language of Virgil, Caesar, and Cicero? Are you a scientist or incipient medical professional who needs more experience with the etymology of your field's vocabulary? Would you like an introduction to the vocabulary and grammatical structure of Romance languages? Or do you struggle with English grammar? If any of these apply to you, you should take this introduction to Latin! This course provides an introduction to the Classical Latin language, that is, the language of the later Roman Republic and the earlier Roman Empire—the language of authors like Cicero, Virgil, Horace, Ovid, and Tacitus. It also prepares one to read Medieval, Renaissance, or Ecclesiastical Latin texts. The principle objective of the course is the development of your ability to read ancient Latin texts as well as you can, as soon as you can. Another considerable benefit is a greater understanding of the vocabulary, grammar, and syntax of related languages, including the prominent spoken languages in the United States, English and Spanish, as well as French and Italian. You will also improve your grasp of the specialized languages of the sciences, law, and philosophy; as such, Latin is a great way to prepare for law school or medical school. Last, but not least, you will acquire the unmistakable sophistication, ,and seductive wit that distinguish the student of the Classics. This intensive summer course constitutes roughly 1/2 of a traditional 3-quarter or two-semester first – year Latin course. At its completion students should have a solid grounding in basic Latin vocabulary, forms, and syntax, and with some additional study, they will soon be able to read texts of moderate difficulty with the help of a dictionary and grammar.		Ulrike Krotscheck	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Law and Outlaw: Personal Identity and Social Control in the United States Julianne Unsel and Artee Young African American studies American studies Native American studies community studies economics history visual arts writing Signature Required: Winter Spring	Program	JR–SRJunior–Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring		As currently measured by the United Nations' Human Development Index, the United States has one of the highest standards of living in the world. Average life expectancies, educational levels, and annual incomes place even poor Americans among the most privileged people on earth. Even so, there are gross inequalities inside the U.S. Factors of personal identity, including race, class, and gender, predict with uncanny precision the range of life choices available to any given individual. The U.S. has the highest incarceration rate in the world. Cities are rife with violence, the political system is polarized and corrupt, and personal lives of rich and poor are marked by addiction, excess, apathy, and want. This program questions how this has happened: How do the personal identities and everyday lives of a people come together to shape social, economic, and political conditions in a nation like the United States? How do such conditions, in turn, shape individual identities and lives? What institutions have framed and enforced these conditions over time? What institutions currently sustain them? How do diverse Americans understand and react to these conditions? What can we do to make things better now? To find answers, we will focus on two institutions fundamental to personal identity and social control in the American present and past – law and commerce. We will examine how property law and the criminal justice system in particular have shaped American history, how history has shaped them, and how both have managed personal identities through social control.In fall quarter, we will study the diverse array of social, economic, and political relationships that developed in the U.S. from settlement to the end of slavery. In winter, we will examine changes in relationships from the closing of the western frontier through the present. In spring, we will place our own lives in proximate context with exploration of contemporary theories of personal identity and social control. In all quarters, we will make a visual study of "the outlaw" as a trope both romanticized and reviled in American folklore and popular culture. We will also place U.S. economic development into a general global context. Interdisciplinary readings will include legal studies, legal history, social and economic history, critical race studies, visual studies, and feminist theory. Classes will include discussion seminars, writing workshops, lectures, student panel presentations, library study periods, and occasional film screenings.Program assignments will help us grow in the art and craft of clear communication and well-supported argumentation. They will include critical reading, academic writing, research in peer-reviewed literature, and public outreach and speaking. A digital photography component will explore "the outlaw" through visual expression. In spring, internship opportunities and individualized learning plans will bring program themes to social outreach agencies and groups in our local community.This program will offer appropriate support to all students ready to do advanced work. Activities will support student peer-to-peer teaching, personal responsibility for learning and achievement, contemplative study habits, and intensive skills development. Transfer students are welcome.		Julianne Unsel Artee Young		Junior JR Senior SR	Fall	Fall Winter Spring
Leading Through Change Steven Johnson	Course	SO–SRSophomore–Senior	4	04	Evening and Weekend		W 14Winter			It's been said, "The only thing constant is change." In this course, students will be exposed to different theories on how to develop and implement processes and procedures to successfully lead through that change while continuing to support both organizational goals and the people around you.		Steven Johnson	Fri Sat	Sophomore SO Junior JR Senior SR	Winter	Winter
Liberty, Equality, Authority: Modern Political Philosophy Stephen Beck philosophy political science	Program	SO–SRSophomore–Senior	8	08	Evening and Weekend			S 14Spring		Individual liberty and equality among all people are the ideals that drive nearly all modern political philosophy. These ideals raise for us the problem: By what right does any government have power over people? What could constitute legitimate political authority ? In this program, we will read classics of modern political pihlosophy, including works by Hobbes, Locke, Rousseau, Marx, and Mill, as well as some contemporary sources that extend as well as challenge the views of earlier thinkers. Students will also engage in research into contemporary political issues in connection with a political theory we study. Credit will be awarded in political philosophy.		Stephen Beck	Wed Sat	Sophomore SO Junior JR Senior SR	Spring	Spring
Lifespan Developmental Psychology Carrie Margolin psychology	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 14 Session II Summer	This course will focus on milestones of human development from conception through death. We will consider the nature of physical, cognitive, and psychosocial development throughout the lifespan, addressing major theories and current research that explain how and why developmental change occurs. Some practical topics to be explored will include child rearing, learning disorders, adolescent rebellion, adult midlife crisis, and care giving for elderly parents. This course serves as a prerequisite for upper-division work and graduate school admission in psychology, education, and health care.	psychology, social services, health care, education	Carrie Margolin	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Living Well: Anthropology and Sustainability Karen Gaul	Program	FR–SRFreshmen–Senior	8	08	Day				Su 14 Session II Summer	What can we learn from past and current cultures about how to best live on this planet? How have people throughout time met their basic needs, and what systems appear to be more sustainable? What are your own goals for sustainable living today? From foraging cultures of the past, to off-the-grid communities or urban neighborhoods of today, we will explore cultural approaches to life that demonstrate prudent use resources while maintaining thriving, healthy communities. Readings will include ethnographic studies of various cultural groups, as well as how-to guides for contemporary sustainable living. The program will include field trips to local communities where students can interact with people building intentional sustainable communities. Student work will include careful reading, reflection and critical analysis based on program materials. Students will design and craft their own ethnographic studies focusing on topics of their choice. Additionally, a service component will enable us to connect to local initiatives, and help build community partnerships. We will spend some portion of each week in a community partnership setting.Students will build vocabularies, analyses, and hands-on skills in the fields of both anthropology and sustainability.		Karen Gaul	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Madness and Creativity: The Psychological Link Patricia Krafcik, Evan Blackwell and Carrie Margolin art history cultural studies literature psychology visual arts	Program	FR ONLYFreshmen Only	16	16	Day	F 13 Fall	W 14Winter			What is creativity? Is there a relationship between states of mind and a fertile imagination? 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? Many of the world's greatest writers, artists and thinkers have been known to struggle with conditions classified as abnormal by psychologists. We will explore these conditions and their impact on creativity, searching further for any special links between certain kinds of abnormal psychological conditions and the drive to create.Our interdisciplinary program is not intended to serve as therapy, but rather is a serious study of psychology, literature, the arts, imagination and the creative impulse. We will approach our questions through various modes of inquiry. Through an in-depth study of abnormal psychology, we will learn to identify and understand a number of conditions. We will investigate modern art history and its fascination with the art produced by individuals reputed to be cultural "outsiders," such as folk art, art of the insane, art brut and self-taught artists. Through this study we will explore how societies form a group identity which is established in relation to some designated "other." Our readings combine art theory with psychological case studies by writers such as Sacks and Ramachandran and with imaginative literature by Gogol, Dostoevsky, Poe, Kafka, Plath, Gilman and many others that all describe abnormal psychological conditions. We will respond to our readings by channeling the imagination with a variety of creative projects. Finally, we will also study the normal mind and how it functions in both mundane and creative ways.In both quarters of our program students will discuss assigned readings in seminars, will engage in active writing exercises and in rigorous two-dimensional and thre-dimensional visual art work in ceramics, mixed-media sculpture, collage, and drawing. Assignments may include research papers, poster projects, creative writing, performances and visual arts projects. Weekly films and discussions of these films will enhance our examination of the uses or influence of psychological conditions in the creation of literature, art and music. Guest speakers will provide additional workshops and lectures in various artistic modalities. In fall term we will take field trips to the Tacoma Art Museum and the Museum of Glass, and our work that term will prepare students to undertake a culminating project in winter term. In all our activities, students will have ample opportunities to explore their own creativity and imagination.		Patricia Krafcik Evan Blackwell Carrie Margolin		Freshmen FR	Fall	Fall Winter
Making Meaning--Teaching English Language Learners in K-12 Classroom and International Settings Grace Huerta cultural studies education field studies international studies linguistics	Program	FR–SRFreshmen–Senior	4, 16	04 16	Day			S 14Spring		The intent of this 16-credit program is to undergraduate students to the foundational theories, research and pedagogies specific to teaching English language learners (ELLs) in adult and K-12 classroom or international settings. Students will examine how such conditions as history, political climate, school policies and program models impact the access and quality of education ELLs receive. Students will then focus on the study of language as a system with an emphasis on three important aspects of ELL pedagogy: a) literacy development, b) academic language/content area instruction, and, c) assessment of language proficiency and performance. Students will analyze the central theories, structures and conventions presented in functional linguistics and language acquisition research. With this knowledge base, students will design literacy curriculum and instructional strategies that align with Washington’s K-12 English language development and Common Core standards and competencies, or the TESOL (Teaching of English to Speakers of Other Languages) standards for adult ELLs.Next, students will explore methods for content-area teaching (i.e. math, science, social studies) and formative and summative assessments specific to the Common Core and four language domains: listening, speaking, reading, and writing, as well as the four developmental levels of language proficiency: pre-production, beginner, intermediate and advanced. Students will also learn the principles of backward design lesson planning, analyze instructional tasks for ELLs, provide ELLs opportunities for comprehensible input (receptive language instruction) and comprehensible output (productive language instruction); and offer content-area lesson demonstrations for peer feedback. A field experience, in which students will tutor ELLs in a bilingual school setting one day a week, is a required component of the "Making Meaning" program.Lastly, students will conduct a case study in which they will interview and examine the philosophy and experiences of a professional ELL educator. By analyzing the interrelationship between language learning and communities of practice, students will consider how ELLs' sociocultural experiences influence the language acquisition process.Students taking the 4-credit option will join the rest of the program during our review of language acquisition theories and will use that knowledge to design curriculum, instructional and assessment strategies for English language learners (ELLs). Students will also explore the underlying assumptions that impact language learning and how such assumptions can be addressed through the Washington state K-12 ELL and/or TESOL (Teachers of English to Speakers of Other Languages) standards.		Grace Huerta	Mon Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
The Making of Global Capitalism, 1500-1914 Jeanne Hahn	Program	JR–SRJunior–Senior	16	16	Day		W 14Winter			Working together in a seminar format, students and faculty will establish an historical, theoretical, and analytical understanding of the birth of capitalism in the crisis of 16th century European feudalism, its rise and consolidation in the late 18th and 19th centuries, the development of the global political economy, and its first structural crisis accompanied by a major burst of imperial expansion in the late 19th century. We will find this topic to be steeped in controversy. Capitalism has transformed the world materially, socially, and ecologically. We will consider the interrelationships among these three categories as capitalism developed and changed through its formative period. Major analytical categories will be imperialism, colonialism, and globalism, the accompanying ecological transformations, and the rise of social classes in support of a resistance to these developments. We will study the rise of liberalism in its historical context, as well as its counterparts, conservatism and socialism. Understanding the trajectory, deep history and logic of historical capitalism will provide students the insights and tools necessary to assess the current historical moment. The program will require close and careful reading and discussion as well as considered and well-grounded writing. Our work will be conducted at an upper-division level, so students should have significant experience in close analytical reading, critical thinking and research writing.		Jeanne Hahn		Junior JR Senior SR	Winter	Winter
Mammals and Birds in the Landscape Peter Impara and Dina Roberts biology ecology environmental studies geography law and public policy natural history zoology Signature Required: Winter	Program	JR–SRJunior–Senior	16	16	Day	F 13 Fall	W 14Winter			How do we manage the habitat of mammals and birds, especially endangered species, in the Pacific Northwest? Mammals and birds are intelligent, complex animals that often have very specific habitat needs for successful living and reproduction. They interact in very elaborate ways with members of their species, other species, and with the landscape as a whole. A detailed understanding of habitat needs and how these habitats are distributed across the landscape is crucial to managing landscape to ensure future survival of particular species.This upper-division program will focus on examining and analyzing the habitat needs of specific species. Students will learn, develop and apply an intricate interdisciplinary suite of knowledge and techniques that include spatial analysis, ecological modeling, integration of scientific, legal and political information, and computer tools such as Geographic Information Systems (GIS) to develop habitat conservation plans for threatened and endangered species as listed under the Endangered Species Act of 1973.Students will learn about the natural history of specific mammals and birds of the Pacific Northwest and other regions. Habitat analysis will be conducted at the landscape scale, integrating the disciplines of landscape ecology with wildlife habitat analysis, wildlife biology, and habitat conservation planning. A final two-quarter project will be to develop and present a formal habitat conservation plan (HCP) for a threatened or endangered Pacific Northwest mammal or bird. Students will be required to understand and apply legal concepts associated with the Endangered Species Act of 1973 (as amended) as well as develop an understanding of stakeholders’ concerns and related issues surrounding resource users that may or may not come into conflict with the conservation of their selected species.Lectures will cover the areas of landscape ecology, wildlife habitat analysis, wildlife biology, evolution, and habitat conservation planning. Guest speakers will present recent case studies and approaches to conservation planning. Field trips to locations where wildlife management and conservation are occurring will expose students to methods of habitat assessment, conservation and restoration.		Peter Impara Dina Roberts		Junior JR Senior SR	Fall	Fall Winter
Managing and Leading: For the Common Good (A) Dariush Khaleghi business and management leadership studies	Course	FR–SRFreshmen–Senior	4	04	Evening			S 14Spring		We are leading and managing in times of complexity, ambiguity, and change that require a new and more integrated approach to management development. This course is part of a year-long sequence of courses focusing on leadership, human capital, and organizational management. Designed to help students gain fundamental knowledge and competencies to develop themselves as leaders with a mission to serve the common good, this course teaches students critical concepts and skills in leadership development through activities including cases, videos, class activities, and team projects.		Dariush Khaleghi	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Managing and Leading: For the Common Good (B) Dariush Khaleghi business and management leadership studies	Course	FR–SRFreshmen–Senior	4	04	Evening			S 14Spring		We are leading and managing in times of complexity, ambiguity, and change that require a new and more integrated approach to management development. This course is part of a year-long sequence of courses focusing on leadership, human capital, and organizational management. Designed to help students gain fundamental knowledge and competencies to develop themselves as leaders with a mission to serve the common good, this course teaches students critical concepts and skills in leadership development through activities including cases, videos, class activities, and team projects.		Dariush Khaleghi	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Managing and Leading: Organizations Dariush Khaleghi business and management leadership studies	Course	FR–SRFreshmen–Senior	4	04	Evening		W 14Winter			We are leading and managing in times of complexity, ambiguity, and change that require a new and more integrated approach to management development. This course is part of a year-long sequence of courses focusing on leadership, human capital, and organizational management. Designed to help students gain fundamental knowledge and competencies to create sustainable organizations, this course will lead students through an investigation of leadership concepts and practices using a simulation, including real life and interactive scenarios, virtual role plays, cases, class and group activities and discussions.		Dariush Khaleghi	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Managing and Leading: Self Dariush Khaleghi business and management leadership studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 13 Fall				We are leading and managing in times of complexity, ambiguity, and change that require a new and more integrated approach to management development. This course is part of a year-long sequence of courses focusing on leadership, human capital, and organizational management. Designed to help students gain fundamental knowledge and competencies to create sustainable organizations, this first course teaches students critical concepts and skills in leadership development through activities including self-evaluation questionnaires, cases, class activities, and team projects.		Dariush Khaleghi	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Mapping for Change John Baldridge geography	Course	FR–SRFreshmen–Senior	4	04	Evening		W 14Winter			Maps are powerful tools for understanding the relationships between people and place. They have been used to divide and unite, to expose environmental problems, to plan for peace, and to prepare for war. If a picture is worth a thousand words, a map might be worth millions.In this course, students will learn the basics of Geographic Information Systems (GIS) for the production of digital maps using computer software. We will study the elements of good cartographic design and apply those elements to produce meaningful maps with a purpose. The first half of the quarter will be spent developing fundamental skills with GIS software. The second half of the quarter will culminate in a project to produce a series of maps that illustrate a social or environmental problem, and which could be used to advocate for a change in policy or raise public awareness about an issue.		John Baldridge	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Mapping for Change John Baldridge geography	Course	FR–SRFreshmen–Senior	4	04	Evening			S 14Spring		Maps are powerful tools for understanding the relationships between people and place. They have been used to divide and unite, to expose environmental problems, to plan for peace, and to prepare for war. If a picture is worth a thousand words, a map might be worth millions.In this course, students will learn the basics of Geographic Information Systems (GIS) for the production of digital maps using computer software. We will study the elements of good cartographic design and apply those elements to produce meaningful maps with a purpose. The first half of the quarter will be spent developing fundamental skills with GIS software. The second half of the quarter will culminate in a project to produce a series of maps that illustrate a social or environmental problem, and which could be used to advocate for a change in policy or raise public awareness about an issue.		John Baldridge	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Marine Biology of the Pacific Northwest Gerardo Chin-Leo biology marine science	Program	FR–SRFreshmen–Senior	8	08	Day				Su 14 Session I Summer	This program introduces principles of marine biology focusing on the marine life and marine habitats of the Pacific Northwest coast. We will study the environment, taxonomy, adaptations, and ecology of marine organisms as well as the major oceanographic features of the northwest coast. There will be various field trips including a camping trip to the Olympic Peninsula and possibly a sailboat trip.		Gerardo Chin-Leo	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Marine Life: Marine Organisms and Their Environments Gerardo Chin-Leo and Erik Thuesen environmental studies field studies marine science	Program	JR–SRJunior–Senior	16	16	Day		W 14Winter	S 14Spring		This program focuses on marine life, the sea as a habitat, relationships between the organisms and the physical/chemical properties of their environments, and their adaptations to those environments. Students will study marine organisms, elements of biological, chemical and physical oceanography, field sampling methods with associated statistics and laboratory techniques. Throughout the program, students will focus on the identification of marine organisms and aspects of the ecology of selected species. Physiological adaptations to diverse marine environments will be also be emphasized. We will study physical features of marine waters, nutrients, biological productivity and regional topics in marine science. Concepts will be applied via faculty-designed labs/fieldwork and student-designed research projects. Data analysis will be facilitated through the use of Excel spreadsheets and elementary statistics. Seminars will analyze appropriate primary literature on topics from lectures and research projects.The faculty will facilitate identification of student research projects, which may range from studies of trace metals in local organisms and sediments to ecological investigations of local estuarine animals. Students will design their research projects during winter quarter and write a research proposal that will undergo class-wide peer review. The research projects will then be carried out during spring quarter. The culmination of this research will take the form of written papers and oral presentations of the studen't work during the last week of spring quarter.	marine science, environmental science and other life sciences.	Gerardo Chin-Leo Erik Thuesen		Junior JR Senior SR	Winter	Winter
Marx and the Critical Imagination: Politics, Literature, and Philosophy Kathleen Eamon aesthetics literature philosophy political economy political science writing	Program	FR–SRFreshmen–Senior	8	08	Day				Su 14 Session I Summer	We will begin with a short, intensive study of Marx's early work and selections from , vol. 1 and track the themes raised there in a number of political-theoretical, literary-critical, and philosophical schools of thought, as well as reading a number of literary works that instantiate, provide materials for, or challenge these approaches. Our theoretical texts may be from Lukács, Bloch, Benjamin, Adorno, Althusser, Raymond Williams, Žižek, and Jameson, and our literary texts might include Flaubert, Melville, Poe, Sebald, and Kluge.		Kathleen Eamon	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Mathematical Systems Brian Walter literature mathematics philosophy philosophy of science Signature Required: Winter Spring	Program	SO–SRSophomore–Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring		This program is built around intensive study of several fundamental areas of pure mathematics. Covered topics are likely to include abstract algebra, real analysis, set theory, combinatorics and probability.The work in this advanced-level mathematics program is quite 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 for 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, philosophical, and cultural 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? What are the connections between mathematics and art? What are the connections between mathematics and literature?This program is designed for students who intend to pursue graduate studies or teach in mathematics and the sciences, as well as for those who want to know more about mathematical thinking.		Brian Walter		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Mathematics for Elementary and Middle School Teachers Sara Sunshine Campbell education mathematics	Program	JR–SRJunior–Senior	8	08	Day				Su 14 Full Summer			Sara Sunshine Campbell	Tue Tue Thu	Junior JR Senior SR	Summer	Summer
Matter and Motion Clyde Barlow and Neil Switz chemistry mathematics physics Signature Required: Winter Spring	Program	FR–SRFreshmen–Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring		Modern science has been remarkably successful in providing understanding of how natural systems behave. Such disparate phenomena as the workings of cell-phones, the ways in which we detect supermassive black holes in the galactic core, the use of magnetic resonance imaging in the diagnosis of disease, the effects of global carbon dioxide levels on shellfish growth, and the design of batteries for electric cars are all linked at a deeply fundamental level. This program will introduce you to the theory and practice of the science behind these and other phenomena, while providing the solid academic background in mathematics, chemistry, and physics necessary for advanced study in those fields as well as for engineering, medicine, and biology.We will integrate material from first-year university physics, chemistry, and calculus with relevant areas of history and scientific literature. The program will have a strong laboratory focus using computer-based experimental control and analysis to explore the nature of chemical and physical systems; this work will take place in a highly collaborative environment. Seminars will provide the opportunity to explore the connections between theory and practice and will provide opportunities to enhance technical writing and communication skills. The program is intended for students with solid high-school level backgrounds in science and mathematics, but the key to succeeding will be a commitment to work, learn, and collaborate.		Clyde Barlow Neil Switz		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Media Artists Studio Laurie Meeker media arts media studies moving image Signature Required: Fall Winter	Program	JR–SRJunior–Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring		This is a program for advanced media students who want to continue to build their skills in media history, theory and production with the support of a learning community. It is designed for students who have already developed some expertise in media production, have academic experience with media history/theory and wish to work on advanced media projects involving research, development, production and exhibition. It provides students with the opportunity to produce yearlong media projects based on individual or collective interests developed out of previous academic projects or programs. Each student or team of students will do extensive pre-production planning and research for a media project to be completed by the end of the academic year. One or two-quarter projects are also possible, but must include research, design, production and editing appropriate to the academic schedule. Students who are interested in one or more of the following are invited to join this learning community of media artists: experimental film and digital video production, media history/theory, documentary, sound design, writing, photography, installation and contemporary art history.The focus of this program is on the development of each student's personal style and creative approach to working with moving images and sound. During the fall, students will engage in a period of idea development, research and reflection, including a 2-3 day retreat for concentrated work. Interdisciplinary research will inform students’ creative work, and will result in a research paper, annotated bibliography and presentation to the group. Grant writing workshops will result in student proposals for individual or collaborative media projects. Fall quarter will also involve opportunities for students to expand their media skills through workshops, exercises and a collaborative project. In particular, cinematography workshops will deepen student understanding of light, exposure and image quality in the 16mm format. Students will also work in teams of 3-4 to develop experimental projects that will enhance their collaborative skills and production experience. Students will also conduct research into new and old media technologies, presenting their findings to the group.During winter quarter, the focus will shift from idea development to the production phase. Students will acquire all their images and production elements for their projects, which could involve production work off campus for an extended period. Students are encouraged to think creatively and broadly about their subject matter and will be able to propose media projects that may require travel to other areas of the United States during the winter production phase. The critique process will be a central focus for the learning community during winter and spring, requiring students to participate regularly in the critical analysis of one another’s creative work. Winter research projects will explore contemporary media artists who have made special contributions to the development of experimental media practice and have attempted to push the technological as well conceptual boundaries of the moving image. Audio production workshops will be offered to expand student expertise with sound design and technology. Students will be encouraged to decide as a group on additional workshops in Web design and online media practices and will choose texts for winter and spring seminars.During spring quarter, each student will complete post-production work, develop a media artist website, explore ways to sustain their work as media artists and participate in a public screening of their work.		Laurie Meeker		Junior JR Senior SR	Fall	Fall Winter
Media Internships Naima Lowe, Ruth Hayes, Julia Zay, Anne Fischel, Laurie Meeker and Peter Randlette media arts media studies moving image Signature Required: Fall	Contract	JR–SRJunior–Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring		The Electronic Media internships provide opportunities for in-depth learning of a variety of media skills and concepts. They require a year-long commitment for fall, winter and spring quarters. Interns enroll for 12-16 credits per quarter with room for a 4-credit part-time class or other academic components. Interns work 30 to 40 hours a week and are paid 15 to 19 hours a week, depending on credit distribution. The intern's primary responsibilities are focused on supporting instruction, maintenance and administration for specific labs, facilities and production needs under the supervision of the staff. The interns meet weekly as a group to share skills, collaborate on projects, and to facilitate working together on productions and cross training between areas. All interns will be working in the Center for Creative and Applied Media, the rebuilt HD video and 5.1 surround audio production studios. For specific descriptions of the internships, please refer to .		Naima Lowe Ruth Hayes Julia Zay Anne Fischel Laurie Meeker Peter Randlette		Junior JR Senior SR	Fall	Fall
Medical Assisting, A Practical Approach Barbara Krulich and Elizabeth McHugh Signature Required: Fall	Course	SO–SRSophomore–Senior	2, 4	02 04	Day and Evening	F 13 Fall	W 14Winter	S 14Spring		This nine-month pre-medical practicum designed for students who are interested in careers in health and medical care allows students to work closely with health care professionals in a clinical setting. During the academic year, students will receive the credits and training necessary to become licensed in the state of Washington as health care assistants. See for more information.		Barbara Krulich Elizabeth McHugh		Sophomore SO Junior JR Senior SR	Fall	Fall
Metalworking Bob Woods visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening		W 14Winter			This course is an introduction to the tools and processes of metal fabrication. Students will practice sheet-metal construction, forming, forging, and welding, among other techniques, while accomplishing a series of projects that encourage student-centered design.		Bob Woods	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Metalworking (A) Bob Woods visual arts	Course	FR–SOFreshmen–Sophomore	4	04	Evening	F 13 Fall				This course is an introduction to the tools and processes of metal fabrication. Students will practice sheet-metal construction, forming, forging, and welding, among other techniques, while accomplishing a series of projects that encourage student-centered design.		Bob Woods	Tue	Freshmen FR Sophomore SO	Fall	Fall
Metalworking (B) Bob Woods visual arts	Course	JR–SRJunior–Senior	4	04	Evening	F 13 Fall				This course is an introduction to the tools and processes of metal fabrication. Students will practice sheet-metal construction, forming, forging, and welding, among other techniques, while accomplishing a series of projects that encourage student-centered design.		Bob Woods	Thu	Junior JR Senior SR	Fall	Fall
Mindbody Medicine Mukti Khanna consciousness studies health psychology	Program	FR–SRFreshmen–Senior	4, 8	04 08	Day, Evening and Weekend				Su 14 Session II Summer	Mind-body Medicine focuses on the applications of sociocultural, psychosocial, and behavioral knowledge relevant to health and wellness. The course will explore historical foundations of mind-body medicine in addition to clinical practices including energy psychology, qigong, expressive arts therapy, somatic practices and mindfulness. Questions to be explored include "What practices are emering at the creative edge of healthcare?" and " How are healthcare providers preparing themselves to work in an integrative healthcare system?" Students have the option of doing additional health project work and theoretical readings for an additional 4 credits.		Mukti Khanna	Wed Fri Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Mindfulness Psychology: Contemplative Clinical Science Jamyang Tsultrim philosophy psychology	Course	FR–SRFreshmen–Senior	4	04	Weekend			S 14Spring		This course will emphasize mindfulness psychology as a clinical tool as well as a method of professional self-care. Recent research has proven the effectiveness of mindfulness training to treat conditions such as stress and pain, addictions, chronic depression, anxiety, eating disorders, and other health conditions. Students will explore the similarities and differences between Mindfulness Psychology and Western Cognitive-Behavioral Therapy and gain practical skills to help alleviate the psychological suffering of others while maintaining emotional balance and professional ethics. Students will have opportunities for personal practice, observational learning, and the development of counseling skills through role-play, reading, and discussion.		Jamyang Tsultrim	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Modernity and its Discontents Kathleen Eamon and Trevor Speller aesthetics literature philosophy political economy political science	Program	JR–SRJunior–Senior	16	16	Day	F 13 Fall	W 14Winter			.—Theodor Adorno, How and why do we think about “modernity”? What do we mean when we say we are thinking about it? This program will largely be an investigation of modernity as it appears in and behind those discourses produced by and about its forces. These are questions that will lead us primarily into the realms of philosophy, political theory and political economy, sociology and literature.Along the way, we will try on a number of definitions of and arguments about what constitutes modernity, both in the sense of its causes and effects as well as its historical extension. Here are some of the questions we might ask:This program is designed for upper-division students interested in developing and refining their ability to work with complex historical texts and important ideas. An important part of our work will be to help one another develop the skills needed through seminar conversations, close reading sessions, writing workshops and individual and group projects and presentations. We will offer a 14-credit option to students of foreign language.		Kathleen Eamon Trevor Speller		Junior JR Senior SR	Fall	Fall Winter
Molecule to Organism Lydia McKinstry and Clarissa Dirks biochemistry biology chemistry Signature Required: Fall Winter Spring	Program	SO–SRSophomore–Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring		This program develops and interrelates concepts in experimental (laboratory and field) biology, organic chemistry and biochemistry, thus providing a foundation for students who plan to continue studies in chemistry, laboratory and field biology and medicine. Students will carry out upper-division work in biochemistry, microbiology, cellular and molecular biology, field biology and organic chemistry in a yearlong sequence. This program will also give students many of the prerequisites needed for the following health careers: medicine, dentistry, veterinary medicine, naturopathy, optometry and pharmacy.The program examines the subject matter through the central idea that structure defines function, integrating a scaled theme from the "cell" to the "molecule" and "ecosystem" levels. We will start with the cell and proceed to the whole organism and ecosystem with the examination of structure-function relationships at all levels. We will examine organic chemistry, the nature of organic compounds and reactions and carry this work into biochemistry and the fundamental chemical reactions of living systems. As the year progresses, the scaled theme will continue through studies of cellular and molecular processes in biological systems.Each aspect of the program will contain a significant laboratory component, some of which may be based on field experiments, involving extensive hands-on learning. On a weekly basis, students will be writing papers and maintaining laboratory notebooks. All laboratory work, and approximately one half of the non-lecture time will be spent working in collaborative problem solving groups. Group work will also include reading and discussion of topics of current or historical significance in science. This is an intensive program; the subjects are complex, and the sophisticated understanding we expect to develop will require students to work for many hours each week, both in and out of class.	laboratory and field biology, chemistry, education, medicine and health science.	Lydia McKinstry Clarissa Dirks		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Moving Towards Health Mukti Khanna and Cynthia Kennedy consciousness studies dance health leadership studies psychology somatic studies Signature Required: Winter	Program	FR–SOFreshmen–Sophomore	16	16	Day	F 13 Fall	W 14Winter			This two-quarter program explores the creation of health through mind-body perspectives. How can we engage in transformational conversations about the connections between personal, community and planetary health? Knowing that in every moment choices we make can move us toward health, or away from it, this program will explore the myriad ways we can embody choices that keep us and our communities vital and alive. Throughout the program, we will recognize that our individual choices can help us create both personal health and a sustainable environment, a conscious life and a positive presence in society.Fall quarter we will explore systems of health and healing from multicultural, neurobiological and ecopsychological lenses. There is a synergistic relationship between planetary and personal well-being; the health of one is related to the health of the other. We will explore the relationship between the body and the natural world. We'll also explore somatic (body-based) literacy as it relates to leadership, communication and engagement with social issues. Somatic literacy includes listening and acting on information from the body. Winter quarter will allow students to design their own health-based project studies while continuing to explore self-leadership, creativity, emotional intelligence, health and self-image.Students will have an opportunity to learn in many ways using diverse modalities and multiple intelligences. We will integrate somatic learning into our studies, including movement workshops (no prior experience necessary). Our inquiry will ask us to attune ourselves to the wisdom that is available and present in our mind-body awareness. We will participate in community readings, community service, rigorous writing assignments and critical study of important texts. Learning through multiple intelligences can be enjoyable.Come join us!		Mukti Khanna Cynthia Kennedy		Freshmen FR Sophomore SO	Fall	Fall Winter
Multitrack Audio Production Terry Setter media arts music	Program	FR–SRFreshmen–Senior	16	16	Day				Su 14 Full Summer	This program provides instruction in the use of digital recording studio equipment, microphone design and placement techniques, mixing console design, signal flow, monitoring techniques, room acoustics, and signal processing. There will be written assignments based upon readings in Huber's , and students will present research on topics related to audio production. Students will do at least 50 hours of recording and familiarization work in teams of two in addition to the in-class activities. We will record local musicians and produce finished mixes of the sessions.		Terry Setter	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Music & Theater: Exploring Form and Freedom Andrea Gullickson music theater	Program	FR–SRFreshmen–Senior	8	08	Day				Su 14 Session I Summer	Music & Theater: Exploring Form and Freedom " " Saint Augustine Albert Einstein This program will focus on the study of music and theater as powerful methods for exploring and expanding our understanding of the critical role of formal structures in providing access to freedom and creativity. Throughout the program we will examine fundamental concepts of music and theater and consider cultural and historical environments that influence the development of and give meaning to the arts. Our work with progressive skill development will require physical immersion into the practices of listening, moving, acting and making music. Theory and literature studies will require the development of a common working vocabulary, writing skills, quantitative reasoning, and critical thinking skills.Weekly activities will include readings, lectures, seminars and interactive workshops designed to encourage students to expand and meld their creative interests within an intellectual infrastructure. Daily performance workshops will provide opportunities to gain first-hand understanding of fundamental skills and concepts as well as the transformative possibilities that exist through honest confrontation of challenging experiences. Writing workshops and assignments will encourage thoughtful consideration of a broad range of program topics.This balanced approach to the development of physical craft, artistry and intellectual engagement is expected to culminate in a significant written and performance project.		Andrea Gullickson	Mon Wed Thu Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Music and Consciousness Terry Setter consciousness studies music	Program	JR–SRJunior–Senior	12	12	Day	F 13 Fall	W 14Winter			This program is a two-quarter-long investigation of the relationship between sound, music and human consciousness. We will compose original music and explore the psychological and aesthetic effects that music has on us. The program is for experienced composers and performers. It is primarily a musical endeavor, working with aspects of psychology and contemplative studies, rather than a study of psychology that involves aspects of music. The program goal is to become better composers and performers and to develop greater understanding of the qualitative aspects of listening, how music “functions” in our lives and how it relates to the broad field of Consciousness Studies. To do this, we will read texts that deal with established contemporary compositional techniques as well as seminal texts and recent findings in Consciousness Studies. Research topics could include the effects of music at the somatic level, studies in psycho acoustics, and surveys of techniques used in music therapy. Students will be expected to complete compositions, research projects and listening exercises and to keep a journal related to their experiences with the music that we create.In fall, we will build listening and compositional skills and begin to relate these to the psychological and spiritual dimensions of the pieces, learning to use appropriate vocabulary and critical techniques. In winter, students will deepen these musical skills and they will select a topic for a twenty-minute formal research presentation that will be presented during week nine. There will also be a public concert of original pieces at the end of the winter quarter.		Terry Setter		Junior JR Senior SR	Fall	Fall Winter
Music Intensive Arun Chandra aesthetics cultural studies music	Program	FR–SOFreshmen–Sophomore	16	16	Day	F 13 Fall	W 14Winter	S 14Spring		How shall we study music? We can watch others doing it on YouTube, we can hear others doing it on YouPod or we can read about others doing it on YouKindle.Let's DO it! (Sadly, there's no "YouDo".)Let's study music by creating and performing it. After all, music's a thing made by the brain, the heart and the fingers.You'll be asked to sing, study an instrument and perform for others in the class, write vocal and instrumental arrangements and sing and perform them. The class environment will not be a competitive one: the goal is to stretch out and learn and challenge oneself and not compare one someone with another one someone. The study of music requires a commitment to practice, to listen, to remember and to learn. This program aims to offer you time in which to do just that.You'll learn about writing harmonies, singing them, and about how difficult it is to write vocal parts that are interesting both melodically and harmonically. There will be a strong emphasis on ear training, sight singing and aural dictation, along with studies in tonal harmony. You'll be asked to write and perform musical canons. We'll study the history of Western classical music, jazz music from the early 20th century, popular music of the past 50 years and experiments in music composition as well. There will be regular listening sessions, along with readings from the arts.In class, students will be assigned performance groups, and each group will be asked to prepare a vocal or instrumental work. This will happen twice each quarter. Rehearsal time will be set aside for such practice, and the faculty will act as a coach for the rehearsals. Each quarter, students will be asked to write one substantial research paper exploring an aspect of music they are unfamiliar with. There will be class trips to concerts in Seattle and Portland, along with visiting guest artists throughout the year. During spring quarter, students will be working on independent projects under faculty supervision. These projects will be developed and submitted by the end of winter quarter. They should combine research and study with creativity and performance, culminating in an end-of-spring-quarter mini-conference, with students delivering both research presentations and musical performances.In addition to classroom activities, each student will be expected to take instruction in a musical instrument outside of class and bear the cost of that instruction (the faculty member can help you find a teacher for your instrument). Practicing an instrument is a way to bring together the seemingly separate activities of the brain, the heart and the fingers: it concretizes music theory, gives a goal to the wobbling fingers and releases the heart from its regularity of "thump thump thump".		Arun Chandra		Freshmen FR Sophomore SO	Fall	Fall Winter
Music, Mind and Motion Ratna Roy and Joseph Tougas consciousness studies cultural studies dance literature music philosophy	Program	FR–SOFreshmen–Sophomore	16	16	Day	F 13 Fall	W 14Winter			Have you ever felt that your mind and your body were just “out of sync”? How about the other experience—when your mind and body were working together flawlessly—when you felt “in the flow”? These kinds of experiences invite other questions about the relation between the mind and the body, questions that have been the focus of thinking and research in cultures around the world. There is, for examples, a tradition in Western philosophy that has emphasized the separation between the mind and the body. Other traditions emphasize mind/body interaction and unity. Does the mind control the body? Or is it the other way round? What can we learn about these questions if we challenge ourselves to use our bodies to interact precisely and skillfully with others? This is the kind of thing people do when they learn to move together in dance, to raise their voices in song, or to make music together.This program will explore the connections between the mind and the body through the media of music and dance. We will learn about the scientific investigation of the interaction between mind and body, especially in connection with the kinds of social activities that bring people together in communities of artistic endeavor—for example, a jazz band or dance group. We will examine both Eastern and Western philosophical traditions to see what we can learn about different ways of understanding the relationship between the mind and body as manifested in disciplines of motion and rest. We will also engage in practice involving music and dance, experiencing first hand the unity of thought and action. The work of the program will include readings about music and dance from a variety of cultures as well as philosophical and scientific texts. The philosophical texts deal with the relationship between the mind and the body; the scientific texts provide information about brain function and what neuroscience can teach us about how the mind and body interact in music and dance. Students will write essays on the weekly readings in preparation for seminar discussions and a final research paper. They will also participate in workshop activities learning musical and dance skills. During the fall quarter the workshop emphasis was on building skills. At the end of fall quarter students, working in groups, created scripts of performance pieces combining music and dance. During winter our attention in the workshops will be directed toward developing those scripts into fully realized music and dance performances for presentation to an audience in the 9 week of the quarter.		Ratna Roy Joseph Tougas		Freshmen FR Sophomore SO	Fall	Fall Winter
Musicianship Marla Elliott music	Course	FR–SRFreshmen–Senior	2	02	Evening	F 13 Fall				This class will help students learn fundamentals of music literacy and beginning piano technique and also help them develop free, healthy singing voices. At the end of each quarter, students will perform both vocally and on piano for other class participants and invited family and friends. This class requires excellent attendance and a commitment to practice every day; credit will be awarded in musicianship.		Marla Elliott	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Musicianship Marla Elliott music	Course	FR–SRFreshmen–Senior	2	02	Evening		W 14Winter			This class will help students learn fundamentals of music literacy and beginning piano technique and also help them develop free, healthy singing voices. At the end of each quarter, students will perform both vocally and on piano for other class participants and invited family and friends. This class requires excellent attendance and a commitment to practice every day; credit will be awarded in musicianship.		Marla Elliott	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Musicianship Marla Elliott music	Course	FR–SRFreshmen–Senior	2	02	Evening			S 14Spring		This class will help students learn fundamentals of music literacy and beginning piano technique and also help them develop free, healthy singing voices. At the end of each quarter, students will perform both vocally and on piano for other class participants and invited family and friends. This class requires excellent attendance and a commitment to practice every day; credit will be awarded in musicianship.		Marla Elliott	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Narrative Objects Steven Hendricks and Jean Mandeberg aesthetics art history literature visual arts writing	Program	FR–SOFreshmen–Sophomore	16	16	Day	F 13 Fall	W 14Winter			What makes a work of art capable of narrative expressiveness? What constitutes a narrative? How do artists invest tangible records, stories, artifacts and objects with meaning, and how do readers work to recuperate or transform those meanings for themselves?Many artists and writers have used objects, visual forms, books and text in combination to create a hybrid language that can carry narrative possibilities. How do such works exploit the possibilities of conventional and nonconventional narrative to stimulate the intellect and the imagination? Does imposing a narrative on a work of visual or sculptural art limit it, reduce it to a single interpretation? How can we navigate the space between object and idea as artists, as readers, as makers of things and makers of meaning?This program will explore such questions through intensive studio work in fine metals and book arts. Equally important will be our study of literature that tests the boundary between narrative and non-narrative and the practice of critical and creative writing. The general program structure will include alternating periods of focused writing, imaginative reading, seminar discussion and extended, deliberate work in the studio.Student projects will be direct responses to the themes and questions of the program: explorations of the nature of narrative, the various ways in which objects can participate in, contain, and create narratives. This unique opportunity to combine book arts and fine metals will persistently require competence in technical skills, unusual patience, attention to detail and materials, and articulate translations between ideas and visual forms.The second quarter of the program will in part evolve from the discoveries of the first and will involve deepening our work in both studios, with the necessary emphasis on thoughtful self-critique and aesthetic rigor. This program will be important and challenging for students in the arts and humanities who think of artists as aesthetic and conceptual problem solvers, seeking new puzzles, forms and possibilities for constructing meaning using words, the book and small-scale sculptural forms. As a first-year program, this program provides specific support for students at the beginning of their Evergreen careers.		Steven Hendricks Jean Mandeberg		Freshmen FR Sophomore SO	Fall	Fall
Narrative Strategies Miranda Mellis literature writing Signature Required: Winter	Program	JR–SRJunior–Senior	16	16	Day	F 13 Fall	W 14Winter					Miranda Mellis		Junior JR Senior SR	Fall	Fall Winter
Natural Capitalism: A Pathway to Sustainability Bobbie McIntosh business and management sustainability studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 13 Fall				The class is about the fundamental differences between social systems (like a business or supply chain) and natural systems (like the Hoh rainforest). The social systems are created by humans. There can be no "system" without the human actors who inhabit it and take the actions that bring it to life. This class will help the student acquire a tool box of system tools that will help them take action and bring their work to life. Natural capital is built by work arising from how we work, how we think, and the shapes of the systems as they fit into the dynamics of capitalism.		Bobbie McIntosh	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
The Nature and Evolution of Human Psychology Heesoon Jun and Bret Weinstein biology communications consciousness studies cultural studies psychology	Program	FR ONLYFreshmen Only	16	16	Day	F 13 Fall	W 14Winter			The human mind is perhaps the most fascinating, and least understood, product of Darwinian evolution. In this program we will endeavor to understand how the mind functions and why it has come to work in the way that it has. We will study human psychology as modern empirical science has come to understand it, and we will combine that hybrid model with a consideration of the evolutionary path humans have traversed, as well as a deep investigation of those portions of evolutionary theory most relevant to hominid cognition, perception and behavior. Our program will seek to unify important conclusions from multiple schools of thought within psychology as we consider humans from a broadly cross-cultural perspective. We will range from the Jungian to the Cognitive, and from the modern !Kung people of the Kalahari to the ancient Maya of Central America. Our objective is to generate an integrative model of the human mind that can accommodate humans as individuals and as interdependent social beings.Winter materials will build on content covered in the fall. There will be educational value and intellectual reward for staying in the program both quarters.	biology, psychology, health related studies, human and social services.	Heesoon Jun Bret Weinstein	Tue Tue Wed Wed Fri Fri	Freshmen FR	Fall	Fall Winter
Nature Writing Matthew Smith American studies environmental studies writing	Program	FR–SRFreshmen–Senior	16	16	Day			S 14Spring		Today as we move into the second decade of the 21 century, environmental issues are in the mainstream. Concerns about the environment have compelled us to rethink everything from the food we eat to climate change, from the philosophy of the nature to the nature of our communities, from economic policy to our understanding of earth and human history. This program provides an opportunity for students to read and respond to some of the best new environmental writing and ideas in the context of classic texts in the field. We will trace the origins of nature writing, the twin traditions of exploration and romanticism as they emerge and develop in the early 19 and early 20 century. Texts including H.D. Thoreau's ; R.W. Emerson's ; John Muir's and Aldo Leopold's A will form the background for our reading of contemporary nature writing and environmental thinking. We will read contemporary works including Timothy Morton's Gary Snyder's ; John Vaillent's ; Ann Coplin's ; Marc Fiege's ; and other articles, poems and essays.We will read and discuss each text carefully. We will maintain a reader’s journal in which we reflect upon the text and themes that have emerged in our reading. Students will be expected to write short formal essays, an extended piece of nature writing, and a research essay dealing with a particular topic, writer, or theme that arises from our work. Each student should anticipate becoming the resident expert in the work of at least one of our authors or one major issue.The program is designed to give students an opportunity to read a variety of important pieces of environmental literature and to work on their own writing. We will share our writing with peer and faculty support and all students will be expected to participate regularly in all phases of the program. Our work will offer opportunities for serious conversation, focused research, and reflection on personal and collective understandings of environmental ethics and action.		Matthew Smith	Wed Thu Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Nonfiction Media: Animation, Documentary and Experimental Approaches to the Moving Image Anne Fischel and Ruth Hayes communications cultural studies media arts media studies moving image Signature Required: Fall Winter	Program	SO–SRSophomore–Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring				Anne Fischel Ruth Hayes		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Northwest Developments: Land Use, Economics and the Politics of Growth Jennifer Gerend and Glenn Landram architecture business and management community studies economics government law and public policy sustainability studies	Program	FR–SRFreshmen–Senior	16	16	Day	F 13 Fall	W 14Winter			This two-quarter program focuses on Northwest communities from the perspective of public policy, land use and economics/personal finance. This program will be an eye opener for anyone who wonders why and how places develop. Where did that Walmart come from? Why did those trees get cut down for new homes? What will happen to that empty building? We will focus on the local decision making that shapes our built and natural environments while considering what types of development and redevelopment are more sustainable, both financially and environmentally.As the Northwest continues to grow, we will consider the voices of property owners, renters, business owners and other community members who often have divergent views on growth, preservation, conservation and property rights. These perspectives will aid our understanding of public places from urban and suburban cities to less connected subdivisions or rural developments. What do we want our public and private spaces to look like? How do communities plan for and accommodate growth? How are progressive policies developed and financed? Comparisons to other communities, cities, states and countries (Germany in particular) will be examined and discussed.Students will explore different communities' orientation to cars, transit, bicycles and pedestrians. Architecture and urban design aspects will round out our analysis. Class sessions will include lectures, workshops, films and field trips to Port Townsend and Seattle. The fall quarter will focus on the public policy, land use planning and economics necessary for students to conduct their own significant project during winter quarter. Seminar texts will offer a theoretical background in these issues as well as a look at some contemporary communities in the news.During winter quarter, students will continue their theoretical learning while taking on an applied group project around community planning and economic development. Specifically, students will work in teams to prepare research or other solutions for selected urban and rural planning issues around Washington. These projects may involve group travel. With faculty support, students will hone their ability to work in teams and develop their presentation skills.		Jennifer Gerend Glenn Landram		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Numbers: Creative Coding Ben Kamen media arts	Course	SO–SRSophomore–Senior	4	04	Evening		W 14Winter			In this course, students will look at two open-source platforms for creative coding (Processing and Arduino) and explore their use in creating interactive and generative works of art. Using Processing, students will develop techniques for creating algorithmic animations, visualizing data, networking, and manipulating live video. Students will use the Arduino microcontroller platform to connect digital work to the real world, using sensors to gather and interpret information. Students will be introduced to basic programming concepts and develop simple electronic circuits. Reading and seminar will provide a conceptual basis for our technical work. No prior experience is required.		Ben Kamen	Mon	Sophomore SO Junior JR Senior SR	Winter	Winter
Numbers: Interactivity and Performance Ben Kamen media arts music Signature Required: Spring	Course	SO–SRSophomore–Senior	4	04	Evening			S 14Spring		In this course, students will develop independent projects building upon their work from previous quarters. Students will dive deeper into technical issues of interactivity and programming using Max/MSP/Jitter, Arduino, and Processing. Students will present project proposals and participate in workshops and critiques along the path to a finished work. Readings and seminar will ground and contextualize our creative work. This course is only open to students previously enrolled in one of the previous "Numbers" courses or with equivalent experience.		Ben Kamen	Mon	Sophomore SO Junior JR Senior SR	Spring	Spring
Numbers: Noise and Music Ben Kamen music	Course	SO–SRSophomore–Senior	4	04	Evening	F 13 Fall				This course will examine music theory and sound synthesis through the lens of the Max/MSP/Jitter programming environment. Students will learn how musical ideas can be expressed and manipulated using numbers, simple mathematics, and logic. We will work with musical scales, intervals, chords, and rhythms as well as 20th century concepts of musical organization. Students will dive into digital synthesis techniques, exploring the overtone series and its relationship to timbre. Students will create compositions that explore generative compositional processes, synthesis techniques and tuning systems. No prior musical experience is necessary.		Ben Kamen	Mon	Sophomore SO Junior JR Senior SR	Fall	Fall
Ocean Life and Environmental Policy Erik Thuesen biology environmental studies law and government policy law and public policy marine science political science	Program	FR ONLYFreshmen Only	16	16	Day	F 13 Fall				Water is essential to life, and the environmental policies related to marine and aquatic ecosystems will provide many of the subjects for our study in this full-year program. When combined with introductory policy components starting with the Pacific Northwest and looking globally, our studies of the biological, physical and chemical characteristics of oceans will provide the valuable knowledge necessary to make instrumental decisions about marine resources and habitats. It is essential to understand the interconnections between biology and ecology in order to make informed decisions about how environmental policy should proceed. This core program is designed to provide scientific skills and policy knowledge necessary to understand problems facing Earth’s ecosystems. Learning will take place through lectures, seminars, a workshop series and biology laboratory exercises. Work in the field and multi-day field trips in fall and winter are also planned to gain first-hand exposure to various marine environments.In the fall, we will cover standard topics of first year college biology, using marine organisms as our foci. The overall objective of this component is to gain basic familiarity with the biology and ecology of ocean life. We will examine the use and abuse of decision-making authority in order to assess how science and culture interact to safeguard endangered biota. Specific topics will include policies surrounding marine mammals, anadromous fish, ocean acidification, etc. Fall quarter topics will be mostly gathered from local and regional issues.		Erik Thuesen		Freshmen FR	Fall	Fall
Odissi: Dance and Culture Jamie Colley dance	Course	FR–SRFreshmen–Senior	4	04	Evening	F 13 Fall				Odissi, one of the major classical dance styles of India, combines both rhythmic movement and expressive mime. This class will be devoted to the principles of Odissi dance: the synthesis of foot, wrist, hand, and face movement in a lyrical flow to express the philosophy of yoga. Throughout the quarter we will study tala (rhythm). Students will keep a journal of class notes, discuss the readings, and have cross-cultural dialogues.		Jamie Colley	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Odissi: Dance and Culture Jamie Colley dance	Course	FR–SRFreshmen–Senior	4	04	Evening			S 14Spring		Odissi, one of the major classical dance styles of India, combines both rhythmic movement and expressive mime. This class will be devoted to the principles of Odissi dance: the synthesis of foot, wrist, hand, and face movement in a lyrical flow to express the philosophy of yoga. Throughout the quarter we will study tala (rhythm). Students will keep a journal of class notes, discuss the readings, and have cross-cultural dialogues.		Jamie Colley	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
On Reading Well Steve Blakeslee literature	Course	FR–SRFreshmen–Senior	4	04	Evening	F 13 Fall				This course will help students to develop clearer and more comprehensive understandings of literary texts, as well as to forge a more rewarding relationship with reading in general. In a supportive group environment, students will explore a range of reading strategies, including textual analysis, background research, response and summary writing, and recitation. Then they will apply these tools to an in-depth study of two major works: Charlotte Bronte's and George Orwell's . Students will also pursue additional reading of their choice. Our overall goal is to become more resourceful, effective, and insightful readers.		Steve Blakeslee	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Operating Systems Lab Intern Rip Heminway and Sheryl Shulman computer science mathematics Signature Required: Fall Winter Spring	Contract	JR–SRJunior–Senior	8	08	Day	F 13 Fall	W 14Winter	S 14Spring		The Computer Science Intern develops skills in advanced topics of Computer Science through the coordination of the Operating Systems Lab (OSL). This intern develops advanced skills in operating systems, cluster computing, system administration and network topology design. The intern assists with lab coordination, hardware and software upgrades, creating instructional materials and lab documentation, and provides users with technical assistance	computer science and technology.	Rip Heminway Sheryl Shulman		Junior JR Senior SR	Fall	Fall Winter Spring
Organizational Conflict Management Theresa Aragon business and management	Program	FR–SRFreshmen–Senior	8	08	Weekend				Su 14 Session I Summer	This course is based on the premise that conflict is both inevitable and beneficial in successful organizations. We will provide a foundation for our work through a brief overview of conflict resolution theory and practice. We will examine interpersonal conflict, the role of organizational culture in conflict resolution and the impact of diversity on conflict. Learning objectives include developing an ability to identify, analyze and manage conflict. Skill development in conflict management and resolution will be based on a collaborative approach involving team work, case analysis, role plays and theatric expression.		Theresa Aragon	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Orissi Dance and Music of India Andrew Buchman and Ratna Roy cultural studies dance gender and women's studies music	Program	FR–SRFreshmen–Senior	16	16	Day			S 14Spring		We will focus on the dance and music culture of central eastern India, specifically the art-rich state of Orissa. While some music or dance background would be useful, it is not necessary. This is a culture and history offering, along with some practical hands-on experience in dance and music. We will immerse ourselves in both the history and sources of this ancient culture of dance and music, and its active contemporary scene. Our readings will include cutting-edge articles and book chapters exploring themes such as gender, colonial history and post-colonial theory and the economic ferment that is transforming many aspects of Indian society today. In seminars, we'll compare and contrast ancient and modern, Indian and American aesthetics, world views, values and attitudes. In workshops, we will explore the rich vocabularies of sound and movement that make Orissa's traditional performing arts so rewarding to study. The music workshop will focus on modal improvisation, performance, and composition, and study contemporary improvisational musicians influenced by South Asian aesthetics, like Vijay Iyer and John Coltrane, as well as traditionally trained musicians with multiple musical careers, such as Ravi Shankar. The dance workshop will focus on classical Odissi dance, technique and repertoire.The first evidence of Orissa's dance and music culture is preserved in sculptures and images that are about 2,000 years old. The culture thrived for centuries before it declined under colonial rule in the 1800s, and began to revive in the 1950s and 60s after India became an independent nation-state. This revival still continues, and we will be a part of that effort. Dancers, musicians and scholars will work together and re-create the tradition for our own times. At the end of the quarter, we will present a performance incorporating music and dance from Orissa at various levels of skill so that most students can participate.Some previous training in dance or music would be useful, but is not expected. Students who don't wish to focus on music or dance performance can pursue a research option, in consultation with faculty.		Andrew Buchman Ratna Roy	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Our Changing Oceans: Bringing Together Science and Policy Rika Anderson biology environmental studies law and government policy law and public policy marine science political science	Program	FR ONLYFreshmen Only	16	16	Day		W 14Winter			Water is essential to life, and the environmental policies related to marine and aquatic ecosystems will provide many of the subjects for our study in this program. When combined with introductory policy components starting with the Pacific Northwest and looking globally, our studies of the biological, physical and chemical characteristics of oceans will provide the valuable knowledge necessary to make instrumental decisions about marine resources and habitats. It is essential to understand the interconnections between biology and ecology in order to make informed decisions about how environmental policy should proceed. This core program is designed to provide scientific skills and policy knowledge necessary to understand problems facing Earth’s ecosystems. Learning will take place through lectures, seminars, a workshop series and laboratory exercises.We will approach these issues from the perspective of the whole ocean ecosystem: how do currents, seasons, nutrient cycles, and other physical and chemical properties affect life in our oceans? What part does each type of organism play within the ecosystem? How can changes in one component of the ecosystem have ripple effects on the rest? We will apply this scientific knowledge to critically assess important marine environmental issues, focusing on ocean acidification, climate change, fisheries policy, and deep-sea mining. A week-long field trip to Friday Harbor will provide hands-on oceanographic experience, and a trip to the Capitol will allow us to witness legislation of important marine issues in action.		Rika Anderson		Freshmen FR	Winter	Winter
Pacific Northwest History: Multicultural Perspectives Michael Vavrus history law and government policy political economy	Course	FR–GRFreshmen–Graduate	4	04	Day				Su 14 Session I Summer	Pacific Northwest History introduces multicultural aspects of historical developments of this region. A primary learning objective is for students to be able to articulate through concrete historical examples how liberty and justice has been interpreted and applied in the Northwest. With texts that provide accessible historical accounts, students will be exposed to Native American Indian perspectives on the eventual occupation of their lands by European imperialists, the origins and outcomes of competition among Europeans for the Pacific Northwest, and challenges placed on non-European ethnic groups – such as Chinese Americans, African Americans, Mexican Americans, Japanese Americans – during the 19 and 20 centuries and into the 21 century. Attention to the experiences of women in making this history is included. The local historical development of Tacoma is used to highlight the role of capitalism in creating governing bodies and class differences among white European Americans who collectively discriminated against the aspirations of people of color.Pacific Northwest History also meets a teacher education endorsement requirement for elementary education, middle-level humanities, social studies, and history. Films and other course material periodically describe and present images of violence and use language that may be considered offensive. The purpose of this material is to present significant events within their respective historical contexts.		Michael Vavrus			Summer	Summer
Painting: An Introduction Judith Baumann visual arts Signature Required: Spring	Course	FR–SRFreshmen–Senior	4	04	Evening			S 14Spring		Designed for intermediate to advanced art students, this course will focus on introductory painting techniques using a variety of media. It is highly recommended that students have previous experience with college level drawing courses. As a class, we will paint from observation using still lifes, the figure, and the landscape. Abstraction in contemporary painting will also be addressed. Class time will be devoted to studio work, presentations, demonstrations, and critiques. Students will be expected to work outside of designated class time to complete all required assignments.		Judith Baumann	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Patterning the World: Connecting Mathematics and Science Krishna Chowdary and Neal Nelson mathematics physics	Program	FR–SRFreshmen–Senior	12	12	Day		W 14Winter			This introductory program integrates mathematics and physics through hands-on, applied, and collaborative work. We particularly invite students who are interested in future studies in introductory science, but are uncertain of their mathematical skills or have had challenging experiences with math in the past and want to create positive ones. We also welcome students who are interested in science as part of their broad liberal arts education. We aim to develop a supportive, hard-working, and playful community of learners who gain practice in some of the ways that scientists make sense of the natural and human-created worlds. One way that people make sense of their world is by . We approach the study of patterns from two complementary points of view: the of patterns and the of patterns. We will study mathematics as a language of patterns that unifies these viewpoints. As students discover and generate patterns in lab and workshop, we will develop and identify mathematical structures that describe and help make sense of those patterns. We will use computing to develop and play with mathematical models, generating patterns that we can observe and compare with physical phenomena, enjoy for their beauty, and that can lead to surprising behavior and forms. We will spend significant time in collaborative science and math labs and workshops, where we will question, experiment, observe, estimate, measure, describe, compute, model, read, interpret, abstract, conjecture, discuss, convince, and most of all, create.Students will have the opportunity to improve their capacities as quantitatively and scientifically literate citizens, including reading and creating scientific texts, solving theoretical and applied problems, and communicating creatively and effectively. Students will develop and demonstrate their learning through in-class work, homework assignments, papers, and quizzes. Students who successfully complete this program will have covered the equivalent of one quarter of math (college algebra or pre-calculus) and physics (conceptual or algebra-based), and will be prepared for further introductory science programs such as Computer Science Foundations, Introduction to Natural Science, or Models of Motion.		Krishna Chowdary Neal Nelson		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Patterning the World: Connecting Mathematics and Science Krishna Chowdary, Mario Gadea and Neal Nelson mathematics physics	Program	FR–SRFreshmen–Senior	12	12	Day			S 14Spring		This introductory program integrates mathematics and physics through hands-on, applied, and collaborative work. We particularly invite students who are interested in future studies in introductory science, but are uncertain of their mathematical skills or have had challenging experiences with math in the past and want to create positive ones. We also welcome students who are interested in science as part of their broad liberal arts education. We aim to develop a supportive, hard-working, and playful community of learners who gain practice in some of the ways that scientists make sense of the natural and human-created worlds. One way that people make sense of their world is by . We approach the study of patterns from two complementary points of view: the of patterns and the of patterns. We will study mathematics as a language of patterns that unifies these viewpoints. As students discover and generate patterns in lab and workshop, we will develop and identify mathematical structures that describe and help make sense of those patterns. We will use computing to develop and play with mathematical models, generating patterns that we can observe and compare with physical phenomena, enjoy for their beauty, and that can lead to surprising behavior and forms. We will spend significant time in collaborative science and math labs and workshops, where we will question, experiment, observe, estimate, measure, describe, compute, model, read, interpret, abstract, conjecture, discuss, convince, and most of all, create.Students will have the opportunity to improve their capacities as quantitatively and scientifically literate citizens, including reading and creating scientific texts, solving theoretical and applied problems, and communicating creatively and effectively. Students will develop and demonstrate their learning through in-class work, homework assignments, papers, and quizzes. Students who successfully complete this program will have covered the equivalent of one quarter of math (college algebra or pre-calculus) and physics (conceptual or algebra-based), and will be prepared for further introductory science programs such as Computer Science Foundations, Introduction to Natural Science, or Models of Motion.		Krishna Chowdary Mario Gadea Neal Nelson		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Performing the Text: Mixed-genre Writing and Dissent David Wolach cultural studies theater writing	Course	FR–SRFreshmen–Senior	4	04	Evening and Weekend			S 14Spring		What does it mean to perform the text? What happens when genres collide? This creative writing program will bring together several terms often thought to be well-defined—including "poetry," "prose," "theater," "politics," and "essay"—and, through experiments in writing, reading, and collaborating, re-narrate their meanings and implications. Along the way we’ll investigate key concepts and texts in poets theater, guerilla poetry, and other forms of performance-based text, mining them to create our own individual and collaborative writings. During the quarter, our meetings will consist of weekly seminars, lectures, and "language labs"—times for brainstorming, rehearsing, and trying out language experiments.		David Wolach	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Personal Finance and Investing Glenn Landram business and management economics	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 14 Full Summer	Personal finance and investing can sometimes be daunting to initiate. Yet long-term investing in the stock market can yield significant results with relatively low risk. We will examine the benefits of systematic investing and how to initiate a low-cost, long-term plan. We will work from the critically acclaimed by Burton G. Malkiel. This class is for the novice who would like to take charge of their own lifetime savings as well as those that have some understanding of finance and would like to learn more. We will also examine typical personal finance issues such as compounding, insurance, credit cards, student loans, the buy-vs.-lease auto decision and other personal finance areas as identified by students. Emphasis will be on in-class exchanges with like-minded investors.		Glenn Landram	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Photography, Beginning Steve Davis media arts visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening			S 14Spring		This course emphasizes beginning-level skill development in camera use, lighting, exposure, b/w film and print processing. We will also briefly explore basic color printing and digital photography techniques. The essential elements of the class will include assignments, critiques and surveys of images by other photographers. Students of this class will develop a basic understanding of the language of photography, as a communications tool and a means for personal expression. Students must invest ample time outside of class to complete assignments.		Steve Davis	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Photography, Beginning Hugh Lentz media arts visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening	F 13 Fall				This course emphasizes beginning-level skill development in camera function, exposure, and black-and-white film development and printing as well as an introduction to digital imaging. We will focus on photography's role in issues of the arts, cultural representation, and mass media. Students will have assignments, critiques, collaborations, and viewing of work by other photographers. Each student will complete a final project for the end of the quarter.		Hugh Lentz	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Photography, Beginning Color Hugh Lentz visual arts	Program	FR–SRFreshmen–Senior	4, 8	04 08	Day				Su 14 Session I Summer	In this beginning color photography class, we'll emphasize skill development in camera function, film exposure, and working in a darkroom learning to print from color negatives. We’ll have workshops in color darkroom mechanics and metering for ambient light and electronic flash. Using assignments, critiques, and slide viewing of historical and contemporary artists, students will develop the tools to pursue their own projects. Students registered for 8 credits will earn the additional credit by doing independent photo projects.		Hugh Lentz	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Photography, Color and Lighting Hugh Lentz media arts visual arts Signature Required: Winter	Course	FR–SRFreshmen–Senior	4	04	Evening		W 14Winter			In this course we'll be learning to print from color negatives, work with medium format cameras, photograph with electronic flash, and work in the studio environment. There will be assignments, critiques, and viewing the work of other photographers. All assignments and all work for this class will be in the studio with lighting set-ups. In addition to assignments, each student will be expected to produce a final project of their own choosing and turn in a portfolio at the end of the quarter.		Hugh Lentz	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Photography, Digital Steve Davis media arts visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening	F 13 Fall				This course will introduce students to photographic practice through digital means. We will explore the fundamentals of image-making through digital photographic processes. We will work with digital cameras, software applications, and inkjet printers. Students will create work as exhibition-quality prints, and also create a photographic portfolio for the Web.		Steve Davis	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Photography, Documentary Steve Davis media arts visual arts Signature Required: Winter	Course	SO–SRSophomore–Senior	4	04	Evening		W 14Winter			This class will explore how photography can be effectively used as a tool for creative documentation. You may work in any photographic mediums with which you are experienced (conventional B/W, color, digital). Final projects must address a particular topic (from your perspective) and clearly communicate your message to a broad audience.		Steve Davis	Tue Thu	Sophomore SO Junior JR Senior SR	Winter	Winter
Photography, Introduction to Basic Digital Steve Davis media arts visual arts	Program	FR–SRFreshmen–Senior	8	08	Day				Su 14 Session II Summer	This class is an introduction to photographic expression using digital cameras, computers, and printers. Image-making will take the forms of digital prints and online portfolios. A brief introduction to digital video, HD panoramas, and the black-and-white darkroom will also be included. You will have full access to the Digital Imaging Studio and to our darkroom facilities. Digital cameras are available through Media Loan. Class requirements include scheduled assignments, research, and a final project consisting of new, photographically-derived, digital work.		Steve Davis	Mon Tue Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Photography Techniques Hugh Lentz media arts visual arts Signature Required: Spring	Course	SO–SRSophomore–Senior	4	04	Evening			S 14Spring		This is an intermediate to advanced photography class where students will be using older methods and techniques of the medium. We’ll be spending a significant part of this class learning about and using 4x5 cameras. Additionally, we'll be working with UV printing, lith films, pinhole cameras, and more. There will be assignments based in these processes, and each student will produce a final project. We’ll also look at the work of contemporary and historical artists using these methods.		Hugh Lentz	Mon Wed	Sophomore SO Junior JR Senior SR	Spring	Spring
Physical Computing: 3D Printing, Arduino and Mobile Devices Richard Weiss and Arlen Speights computer science	Course	FR–SRFreshmen–Senior	4	04	Day				Su 14 Session II Summer			Richard Weiss Arlen Speights	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Physics and Calculus: Finding Order in the Physical World Allen Mauney mathematics physics	Program	SO–SRSophomore–Senior	8	08	Evening	F 13 Fall				Physics is concerned with the basic principles of the universe. It is the foundation on which engineering, technology, and other sciences are based. The science of physics has developed out of the efforts of men and women to explain our physical environment. These efforts have been so successful that the laws of physics now encompass a remarkable variety of phenomena. One of the exciting features of physics is its capacity for predicting how nature will behave in one situation on the basis of experimental data obtained in another situation. In this program we will begin the process of understanding the underlying order of the physical world by modeling physical systems using both the analytical tools of calculus and the numerical tools provided by digital computers. We will also have significant laboratory experience to make predictions and explore some of these models. In this thematically-integrated program, students will cover calculus and algebra-based physics through small-group discussions, interactive lectures, and laboratory investigations. In physics, we will learn about motion, energy, models, and the process for constructing them. Through our study of calculus, we will learn how to analyze these models mathematically. We will study some of Galileo's significant contributions to classical mechanics, Kepler's astronomical observations, Newton's work on calculus and laws of motion, Euler's applications of calculus to the study of real-life problems in physics (magnetism, optics and acoustics), Maxwell's development of the unified theory of magnetism, Einstein’s relativity, and many others. This program will cover many of the traditional topics of both first-quarter calculus and first-quarter physics. Covering these topics together allows for the many connections between them to be reinforced while helping make clear the value of each.		Allen Mauney	Mon Wed	Sophomore SO Junior JR Senior SR	Fall	Fall
Physics II Michael Wolfson physics	Course	FR–SRFreshmen–Senior	6	06	Evening		W 14Winter			This course is the 2 of a three quarter comprehensive sequence in general physics. It is designed to expose one to a wide array of concepts in the natural sciences, and will emphasize the use of the ‘scientific method.’ The course will involve a combination of lectures, discussions, and hands on lab exercises involving the acquisition and analysis of experimental data to be compared with theoretical predictions. The course will cover fundamental concepts in wave theory and thermodynamics. For wave theory, the harmonic oscillator will be the starting point, and lead into the linear wave equation, with applications illustrated for optics, acoustics, and waves derived from density variations in a fluid (e.g. ocean tides). The phenomena of refraction, diffraction, and dispersion will be considered and related to the “geometric optics” approximation. In the thermodynamics portion, the example of diffusive “Brownian motion” will be used to reveal the fundamentals of kinetic theory and the probabilistic interpretation for many-body problems will be discussed. Finally, temperature, heat, and entropy will be covered in its relation to the first and second laws of thermodynamics.		Michael Wolfson	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Physics III Mario Gadea physics	Course	FR–SRFreshmen–Senior	6	06	Evening			S 14Spring		Physics is concerned with the basic principles of the universe. It is the foundation on which engineering, technology, and other sciences are based. The science of physics has developed out of the efforts of men and women to explain our physical environment. These efforts have been so successful that the laws of physics now encompass a remarkable variety of phenomena. One of the exciting features of physics is its capacity for predicting how nature will behave in one situation on the basis of experimental data obtained in another situation.This course is the third of a three-quarter comprehensive sequence in general physics. The course will involve a combination of lectures, discussions, and hands-on demonstrations involving the acquisition and analysis of experimental data to be compared with theoretical predictions.We will learn about energy, models, and the process for constructing them. We will study some of Maxwell's development of the unified theory of magnetism, Einstein’s special relativity, and an introduction to particle and waves. This program will complete many of the traditional topics of first-year physics.		Mario Gadea	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
The Pillars of Health, Ancient and Modern Cindy Beck health physiology Signature Required: Winter	Program	FR–SRFreshmen–Senior	8	08	Evening	F 13 Fall	W 14Winter			In our society the human body is often sedentary and overfed, like something on a factory farm. However, it was meant to be active and powered by nourishing whole foods. This is the secret of vitality.We can make daily life more productive, satisfying, and healthy. Using both personal and community health as guideposts, students will embark on a journey of discovery, looking at the body through movement, nutrition, and mindfulness. This program is designed to help students integrate many facets into a healthy lifestyle. Students will learn how flexibility and strength impact the musculoskeletal system on an anatomical and physiological basis. They will understand the impact of exercise on the cardiovascular, respiratory, and nervous systems. Diet will be woven throughout the program, highlighting how our food choices impact our energy, mood, and metabolism.		Cindy Beck	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Planning a Community Garden EJ Zita agriculture ecology sustainability studies Signature Required: Summer	Course	FR–SRFreshmen–Senior	4	04	Day				Su 14 Session II Summer	Tumwater is the only local city without a Community Garden. We have identified a Tumwater home willing to donate their big front yard for a community garden. Join us in helping to plan and build a Community Garden in Tumwater. Shall we include a chicken run and coop, to let poultry fertilize and till select garden beds? Shall we set up a rain barrel or two, for summer watering? Where can we get funding? Do we really need funding, or can we make it on a shoestring? How will the garden be maintained? Help us make this dream a reality. Taught by an organic farmer.You’ll have the opportunity to get down in the dirt, if you like. Let’s do it!		EJ Zita	Tue Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
PLE Document Writing Nancy Parkes writing Signature Required: Spring	Course	FR–SRFreshmen–Senior	4, 6, 8	04 06 08	Evening			S 14Spring		This course supports the Prior Learning from Experience (PLE) program through which select adults have the unique opportunity to demonstrate college equivalent learning and knowledge stemming from significant professional and cultural experiences. In this rigorous program, students develop an extensive written document made up of a several essays that document and demonstrate college level learning. Through expository writing and research, as well as appendices of prior work, the document analyzes both experience and modes of learning. Students earn credit through a combination of coursework and professional faculty evaluation of the completed document for academic equivalency. Students may take the class for up to a year as they write their document, selecting four, six, or eight credits each quarter up to a cumulative total of 16 credits. Students have extensive opportunities to work with one another in collaborative editing and construction of portfolios. Students completing a PLE Document generally describe their experience as "transformative," helping them to understand the college level equivalence of their professional and life experience, as well as better preparing them for future academic and professional work.		Nancy Parkes	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
PLE Document Writing Nancy Parkes writing Signature Required: Fall	Course	FR–SRFreshmen–Senior	4, 6, 8	04 06 08	Evening	F 13 Fall				This course supports the Prior Learning from Experience (PLE) program through which select adults have the unique opportunity to demonstrate college equivalent learning and knowledge stemming from significant professional and cultural experiences. In this rigorous program, students develop an extensive written document made up of a several essays that document and demonstrate college level learning. Through expository writing and research, as well as appendices of prior work, the document analyzes both experience and modes of learning. Students earn credit through a combination of coursework and professional faculty evaluation of the completed document for academic equivalency. Students may take the class for up to a year as they write their document, selecting four, six, or eight credits each quarter up to a cumulative total of 16 credits. Students have extensive opportunities to work with one another in collaborative editing and construction of portfolios. Students completing a PLE Document generally describe their experience as "transformative," helping them to understand the college level equivalence of their professional and life experience, as well as better preparing them for future academic and professional work.		Nancy Parkes	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
PLE Document Writing Nancy Parkes writing Signature Required: Winter	Course	FR–SRFreshmen–Senior	4, 6, 8	04 06 08	Evening		W 14Winter			This course supports the Prior Learning from Experience (PLE) program through which select adults have the unique opportunity to demonstrate college equivalent learning and knowledge stemming from significant professional and cultural experiences. In this rigorous program, students develop an extensive written document made up of a several essays that document and demonstrate college level learning. Through expository writing and research, as well as appendices of prior work, the document analyzes both experience and modes of learning. Students earn credit through a combination of coursework and professional faculty evaluation of the completed document for academic equivalency. Students may take the class for up to a year as they write their document, selecting four, six, or eight credits each quarter up to a cumulative total of 16 credits. Students have extensive opportunities to work with one another in collaborative editing and construction of portfolios. Students completing a PLE Document generally describe their experience as "transformative," helping them to understand the college level equivalence of their professional and life experience, as well as better preparing them for future academic and professional work.		Nancy Parkes	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Poetry New York Leonard Schwartz literature writing Signature Required: Spring	Program	SO–SRSophomore–Senior	16	16	Day			S 14Spring		The goal of this program will be to immerse students in an intense and various writing community, both as writers of poetry themselves and as critical writers. It is hoped that this daily contact with practicing writers, poets, translators, and publishers will advance each student's writing horizons and range of reading possibilities, demystifying the practice and profession of writing while inspiring students to advance in their own art.This field study program features an immersion in New York City's poetry, literary and publishing worlds. We will spend two weeks on campus preparing for our trip by way of various readings in New York's literary history and in The New York School of Poets. The focus will be on the relationships between poetry and painting in the NY School poets John Ashbery, Barbara Guest, and James Schuyler, the connections between current publishers like Ugly Duckling Presse and Farrar, Straus, & Giroux and the writers they choose to publish, and NYC's international literary character. The program will then fly to New York City for five weeks, where, in addition to class meetings, students will pursue their own writing, write critical pieces on the poetry they hear at readings, and of the books they read for class, interview poets they meet, and be required to attend at least one event a day (or night) across the city: The St. Marks Poetry Project, The Academy of American Poets, The New York Public Library, Poets House, and so on, are all options for students to pursue their writing. Local projects might include working on poems to appear in public spaces in the city, working collaboratively on translations of poets in town writing in other languages, or compiling a journal of field notes. Field trips will also be arranged to the offices of various publishers of the instructor's acquaintance to study, close up, the way in which literature is made. Some of these publishers might include: The New York Review Of Books, Archipelago Books, Seven Stories Press, etc.The final three weeks of the quarter will be spent back on campus in Olympia, debriefing, finishing poems and essays, and producing an anthology of our work.		Leonard Schwartz		Sophomore SO Junior JR Senior SR	Spring	Spring
Poetry of Place Suzanne Simons aesthetics literature writing	Program	SO–SRSophomore–Senior	8	08	Weekend			S 14Spring		"The natural environment is always a shaping force of individual and group psychology and identity - and this force can only be ignored or suppressed at a price," authors Kathleen Wallace and Karla Armbruster argue in Using the natural world as framework, this half-time, writing and reading intensive program will explore how poetry helps us understand and express our complex relationships with the world around us, including the interplay between the natural world and built environment. Program activities will include field-based writing workshops at the Nisqually National Wildlife Refuge, downtown Olympia, and other locations. We will also participate in community poetry readings in Olympia and Seattle. Other program activities will include seminar, guest speakers, films, and critique workshops. Emphasis will be placed on learning and refining the practice of the craft of poetry, including sound, form, imagery and revision through extensive reading of published works as well as sharing of students' poetry. By the end of the program, students will have written and revised a modest collection of original poetry. This program is suitable for all levels of student poets, from the curious to dabblers to regular practitioners.		Suzanne Simons	Sat	Sophomore SO Junior JR Senior SR	Spring	Spring
Poetry on Serendipity Farm Kate Crowe literature writing	Course	FR–SRFreshmen–Senior	6	06	Day, Evening and Weekend				Su 14 Session II Summer	We will read and write poetry while camping on Serendipity Farm, which is nestled at the foot of Mt. Walker in the Olympics. This class is open to beginners, intermediate and seasoned poets. We will research and present on contemporary poets as we explore our various poetic voices within an inner and outer landscape. We will write haiku, free verse, nature poems and other poetic forms. Students can expect their writing and understanding of poetry to be enhanced significantly.		Kate Crowe	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Political Economy of Media Lawrence Mosqueda and Michael Vavrus communications community studies history international studies law and government policy law and public policy media studies political economy political science Signature Required: Spring	Program	SO–SRSophomore–Senior	16	16	Day		W 14Winter	S 14Spring		In this program students will investigate how political events are constructed and reported in the media, compared to actual political and economic realities. By media we mean mainstream periodicals, television, radio and films and emerging social media. We also include the growth of Internet blogs, websites, independent media and other media outlets in the 21st century. We will take a historical approach that focuses on U.S. history from the colonial era to contemporary globalization. We will compare corporate media concentration of ownership to community-controlled media and social media. We will examine how issues surrounding race, class and gender are perceived by the media and subsequently by the public. During winter quarter, students will receive a theoretical and historical grounding in the political economy of the media. We will explore the question of who owns the media and what difference this makes to how stories are reported, framed, sourced or just ignored. Films, lectures and readings, along with text-based seminars, will compose the primary structures used by this learning community. Students will regularly engage in a critical reading of and other media outlets. Also during the winter quarter, students will create a research proposal that includes an annotated bibliography. Research projects may either be traditional research papers or equivalent projects determined in collaboration with the faculty, such as an independent media blog or website. During spring quarter, students will devote approximately half of the program time to completing their proposed projects and presenting the results of their research. The remaining program time will focus more in-depth on program themes as we examine contemporary issues through a variety of sources.		Lawrence Mosqueda Michael Vavrus	Tue Wed Fri	Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Political Economy of Public Education: Contemporary Historical Realities Michael Vavrus and Jon Davies education history political economy writing	Program	SO–SRSophomore–Senior	16	16	Day	F 13 Fall				Throughout U.S. history, people have politically contested the nature and purposes of elementary and secondary education for children and youth. This program will analyze these competing perspectives on public education and the political and economic contexts in which schools exist. Therefore, we will examine public education and schools both broadly, using a macro social, political and economic lens, and narrowly, using a micro, school-level lens.Schools are a human invention with a history. As such, schools change form and adapt in response to social and political pressures. We will examine the significant political, economic and social tensions on what the term “public” in public education means. We will analyze historical patterns of U.S. schooling from political and economic perspectives. This inquiry covers the locally controlled, Protestant Christian origins of public education and its effects on our contemporary, multicultural environment. We also investigate the political and economic debates surrounding the expectations for public education to measure accountability by means of high-stakes standardized tests.At the micro level we will analyze the school as a formal institution that functions to socialize groups of children and youth into specific behaviors and roles. This school-level lens examines this socializing process by primarily focusing on the demographic characteristics of the people who make up the power structures of public schools and the dynamics of their interactions.In a collaborative learning community environment, students will gain experience in engaging in dialogue through a close reading of texts. Among the writing assignments students will have, they will have opportunities to engage in writing short but focused analytic essays. Students can expect to leave this program having developed the analytical reading and writing skills to participate in the current political and economic debates about the purposes of public education, informed by the historical patterns that have created the present climate.		Michael Vavrus Jon Davies	Tue Wed Thu Fri	Sophomore SO Junior JR Senior SR	Fall	Fall
Positive Psychology (A) Mark Hurst psychology	Course	FR–SRFreshmen–Senior	4	04	Weekend	F 13 Fall				Following Frankl's existentialist urgings toward hope and meaning, as well as the humanists’ emphasis on self-actualization, leading scholars in psychology founded "positive psychology" in 1998. Since that time, we now have a better understanding of humans at their best. This worldwide collaborative effort has attempted to balance early psychology’s focus on psychopathology. In this class, we will study correlates to life satisfaction and examine empirical science as well as practical strategies for promoting well being, quality of life, and resilience. We will Skype with leading researchers; engage in experiential activities related to gratitude, hope, altruism, etc.; and seminar with inmates in a state prison.This section of the class meets on Saturdays. There is also a Sunday section of the class available.		Mark Hurst	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Positive Psychology (B) Mark Hurst psychology	Course	FR–SRFreshmen–Senior	4	04	Weekend	F 13 Fall				Following Frankl's existentialist urgings toward hope and meaning, as well as the humanists’ emphasis on self-actualization, leading scholars in psychology founded "positive psychology" in 1998. Since that time, we now have a better understanding of humans at their best. This worldwide collaborative effort has attempted to balance early psychology’s focus on psychopathology. In this class, we will study correlates to life satisfaction and examine empirical science as well as practical strategies for promoting well being, quality of life, and resilience. We will Skype with leading researchers; engage in experiential activities related to gratitude, hope, altruism, etc.; and seminar with inmates in a state prison.This section of the class meets on Sundays. There is also a Saturday section of the class available.		Mark Hurst	Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Power/Play: Balancing Control and Autonomy in the Social World Eric Stein and Toska Olson anthropology history sociology	Program	FR–SRFreshmen–Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring		“My soul would be an outlaw.”—Harlan Ellison, 1965Play incites the experience of aliveness, drawing us out of the routinized patterns of the everyday into realms of spontaneity, risk and imagination. Through play, the ordinary becomes temporarily disrupted: rules of propriety are suspended, social roles are inverted and everyday objects transform into the monstrous or fantastic. The vibrant, potentially transgressive nature of play raises questions about how it stands in relation to the forms of power that order society and shape us as individuals. How we play, when we play, and who we play with may unsettle these forms of power or become a part of how they operate. In this interdisciplinary program we will explore play as a creative pathway for the development of an authentic self, and also as a bold challenge to social mechanisms that limit autonomy and create borders between people. When we play, is there something we are playing against? What can the study of play teach us about the nature of power?In fall, we will explore how play has been shaped culturally and historically, with a focus on childhood in the United States and around the world. We will consider how the emergence of modern school discipline, the commodification of toys, the patterning of gender in childhood and the persistence of bullying has both constrained possibilities for play and allowed new forms to emerge. We will use ethnographic field studies of playgrounds, toy stores, children’s museums and primary school classrooms as the basis for creative work designing play structures, games, exhibits and school workshops. By exploring childhood play, we will gain an understanding of power dynamics between children and teachers, parents and children and among children themselves. Winter quarter will emphasize the strategic, symbolic forms of play that arise through adolescence and adulthood. We will consider how subcultures play with fashion, food, collections, fetishes and other social “tastes” to both mark and subvert hierarchies of class, gender and race. We will investigate the construction of “high” and “low” culture and the controlling notions of disgust, purity and danger through studies of tastings, sports tournaments, carnival and mass entertainment. We will also study humorous forms of verbal play and body play that have the capacity to construct or violate normalized social practices.Spring quarter turns to explorations of utopia and transgression in play. We will consider how particular forms of pleasure and desire are normalized and resisted, and how leisure and fantasy can reverse or co-opt power. Our inquiry will encompass topics such as science fiction, sexuality, space and architecture. Library research and ethnographic fieldwork will form the basis of a creative culminating project.Our studies will be grounded in sociology, anthropology and history, but will turn to other fields, including philosophy, education, literature and visual studies, to enrich our understandings of play. Readings may include works by Marx, Nietzsche, Freud, Foucault, Douglas, Barthes, Bourdieu, Stewart and Butler. Throughout the year, students will engage in seminars, films, workshops, fieldwork exercises, writing and research projects designed to deepen their knowledge and apply theory to real-world situations.		Eric Stein Toska Olson		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Practice of Sustainable Agriculture: Fall David Muehleisen and Stephen Bramwell agriculture biology botany ecology field studies sustainability studies Signature Required: Fall	Program	SO–SRSophomore–Senior	16	16	Day	F 13 Fall						David Muehleisen Stephen Bramwell		Sophomore SO Junior JR Senior SR	Fall	Fall
Practice of Sustainable Agriculture: Spring, Summer David Muehleisen and Paul Przybylowicz agriculture botany business and management ecology environmental studies	Program	FR–SRFreshmen–Senior	16	16	Day			S 14Spring		Do you want to produce food for yourself, your family and other families in your community? What does it take to grow food and feed yourself and others every day throughout the year? This three-quarter program (spring, summer and fall quarters) will explore the details of sustainable food production systems using three primary measures of sustainability—economic, environmental and social justice. While our primary focus will be on small-scale organic production, we will examine a variety of production systems. Our focus will be on the scientific knowledge, critical thinking and observation skills needed to grow food using ecologically informed methods, along with the management and business skills appropriate for small-scale production.We will be studying and working on the Evergreen Organic Farm through an entire growing season, seed propagation to harvest. The farm includes a small-scale direct market stand and CSA as well as a variety of other demonstration areas. All students will work on the farm every week to gain practical experiential learning. This program is rigorous both physically and academically and requires a willingness to work outside in adverse weather on a schedule determined by the needs of crops and animals raised on the farm.During spring quarter, we will focus on soil science, nutrient management, and crop botany. Additional topics will include introduction to animal husbandry, annual and perennial plant propagation, season extension, and the principles and practice of composting. In summer, the main topics will be disease and pest management, which include entomology, plant pathology and weed biology. In addition, water management, irrigation system design, maximizing market and value-added opportunities and regulatory issues will also be covered. Fall quarter's focus will be on production and business planning, crop physiology, storage techniques and cover crops.Additional topics covered throughout the program will include record keeping for organic production systems, alternative crop production systems, techniques for adding value to farm and garden products, hand tool use and maintenance, and farm equipment safety. We will also cover communication and conflict resolution skills needed to work effectively in small groups. We will explore topics through on-farm workshops, seminar discussions, lectures and laboratory exercises, and field trips. Expect weekly reading and writing assignments, extensive collaborative work, and a variety of hands-on projects. The final project in the fall will be a detailed farm and business plan which integrates all the topics covered in the program.If you are a student with a disability and would like to request accommodations, please contact the faculty or the office of Access Services (Library Bldg. Rm. 2153 , PH: 360.867.6348; TTY 360.867.6834) prior to the start of the quarter. If you require accessible transportation for field trips, please contact the faculty well in advance of the field trip dates to allow time to arrange this.Students planning to take this program who are receiving financial aid should contact financial aid early in fall quarter 2013 to develop a financial aid plan that includes summer quarter 2014.		David Muehleisen Paul Przybylowicz		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Practice of Sustainable Agriculture: Summer David Muehleisen and Paul Przybylowicz agriculture biology botany ecology environmental studies field studies sustainability studies Signature Required: Summer	Program	FR–SRFreshmen–Senior	16	16	Day				Su 14 Full Summer	This is a spring, summer, fall program and is open to new students in summer. For the full program description, see . The weekly schedule will be similar to spring, which is Mon 1-3, Tue 8-4:30, Wed 9-1, and Thu 8-4:30.		David Muehleisen Paul Przybylowicz		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
The Practice of the Everyday Julia Zay and Miranda Mellis art history cultural studies literature media studies visual arts writing	Program	FR–SOFreshmen–Sophomore	16	16	Day and Evening			S 14Spring		In this interdisciplinary foundational program in visual studies, literature, cultural theory, and creative and critical writing, we will practice observing, rendering, and reflecting on the ordinary and the everyday. We’ll study texts, objects, ideas, art and films, aspiring to Henry David Thoreau’s lifelong goal: to be surprised by what we see, in “the bloom of the present moment.” Slowing down to observe, render, and reflect on what tends to go unnoticed will galvanize curiosity and insights about our basic experiences of embodiment and raise new questions to pursue critically, ethically, and artfully. We’ll write, read, make images, and perform thought experiments to heighten our awareness of practices often obscured by the habitual and overly-familiar aspects of daily life (for example, calendar time, e-mail correspondence, house-cleaning, eating, and even walking to get from point A to point B – what other kinds of walks might we take?). By activating our perceptual abilities to make visible and thinkable these quotidian structures, we will in turn consider the ways the everyday constitutes not only our private lives, but also our public and social worlds. We will study a range of philosophical, poetic, filmic, visual, and fictional texts that theorize and enact the constitution of dailiness. In all our work we will focus on cultivating practices of attention—skills essential to creative and critical engagement – while furthering our abilities to read and view closely, attend to historical and cultural context, and write – academically and creatively – with precision and patience. Class sessions will include lectures, screenings, workshops and seminar. Students can expect to both work individually and collaborate with peers on assignments. Finally, we'll expand our critical and creative lexicons by intersecting with two campus arts and humanities forums: the Critical and Cultural Theory lecture series on Monday evenings and the Art Lecture series on Wednesday mornings.		Julia Zay Miranda Mellis	Mon Mon Wed Thu	Freshmen FR Sophomore SO	Spring	Spring
The Practice of Writing Steve Blakeslee writing	Course	FR–SRFreshmen–Senior	4	04	Evening	F 13 Fall				This course will give students a broad overview of prose writing and help them to broaden, deepen, and improve their own writing practice. We will explore every element of the writing process, learning to brainstorm, structure, draft, critique, rewrite, polish, and share work in progress. The course will also address key principles of good writing, challenges like procrastination and writer’s block, and ways to develop productive writing routines.		Steve Blakeslee	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
PreCalculus and Calculus 1 Allen Mauney mathematics physics	Program	FR–SRFreshmen–Senior	8	08	Day				Su 14 Session I Summer	The class will begin with an intense review of precalculus material most relevant to calculus. Students are expected to have had some experience with graphs and functions and trigonometry. Calculus topics will include limits, continuity, the limit definition of the derivative, differentiation rules, maxima and minima, optimization problems, Mean Value Theorem, Newton's method, and anti-differentiation. Emphasis throughout will be on modeling problems in the physical world. Students will work homework online, write exams, work in teams, and give verbal presentations of their results to the class.		Allen Mauney	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Precalculus I, II Vauhn Foster-Grahler mathematics	Course	FR–SRFreshmen–Senior	4	04	Day		W 14Winter	S 14Spring		This two-quarter sequence of courses will prepare students for calculus and more advanced mathematics. It is a good course for students who have recently had a college-level math class or at least three years of high school math. Students should enter the class with a good knowledge of supporting algebra. Winter quarter will include an in-depth study of linear, quadratic, exponential, and logarithmic functions. Spring will include an in-depth study of trigonometric and rational functions in addition to parametric equations, polar coordinates, and operations on functions. Collaborative learning, data analysis and approaching problems from multiple perspectives (algebraically, numerically, graphically, and verbally) will be emphasized.		Vauhn Foster-Grahler	Mon Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Printmaking: Tradition and Innovation Lisa Sweet art history visual arts Signature Required: Winter	Program	SO–SRSophomore–Senior	16	16	Day	F 13 Fall	W 14Winter			It is a commonplace: ' '. In visual art, 'the rules' are the historical traditions and conventions of an artistic medium. Breaking 'the rules' means intelligently and strategically bending and breaking with those traditions and conventions in innovative ways. The history, craft and technique of intaglio printmaking provide rich arenas in which to explore tradition and innovations in 21st century image-making. The fall quarter of the program will focus intensively on seminar readings exploring the history and traditions of print and printmaking: it's early alliances with religious devotion, the Protestant Reformation, the scientific revolution. While focusing on printmaking history, students will practice traditional intaglio techniques including engraving, line etching and aquatint, through responses to weekly studio assignments. In winter quarter, students will have the opportunity to develop a series of thematically-linked images that implement and/or disrupt (break) the 'rules' of printmaking conventions. The winter quarter will emphasize research and artistic practice, image-making as a form of intellectual inquiry, and the development of professional presentation skills for articulating one's artistic work. Printmaking is a remarkably rich and flexible medium with strong political roots. It is also technically rigorous. Students who are comfortable making detailed technical notes, following sequential processes, observing safety protocols, and withstanding the physical demands of artistic work, are encouraged to enroll. ; Students who are new to studio art, or have considerable experience with other artistic practices are welcome. Drawing skills are optional.		Lisa Sweet		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Printmaking: Introduction to Relief Judith Baumann visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening	F 13 Fall				This studio-based course focuses on the rich history of relief printmaking and its applied aesthetic within fine art. Using both wood and linoleum, students will experiment with a variety of printing and carving techniques including hand editioning practices, reduction relief processes, and multiple block methods. Attention to craft and professional presentation of finished prints will be stressed throughout the quarter. Students should expect to work 6 - 8 hours in the studio outside of class time. The course will conclude with a print exchange.		Judith Baumann	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Printmaking: Materials Judith Baumann visual arts	Course	FR–SRFreshmen–Senior	4	04	Day				Su 14 Session I Summer	Exploring all areas of the Evergreen non-toxic printmaking studio, students will learn a variety of technical skills including relief, intaglio, serigraphy, and letterpress. Students will rotate through the printmaking studio, each assignment building upon accumulated knowledge. Proper paper handling and editioning practices will be stressed. Students will be exposed to the history and contemporary applications of all techniques through presentations and lectures. At the end of the session, students will present a technical printmaking portfolio, highlighting both concept and craft.		Judith Baumann	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Printmaking: Photo-based Processes Judith Baumann visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening		W 14Winter			Traditional printmaking processes and photographic techniques combine in this comprehensive overview of photo-based intaglio, serigraphy, photopolymer, cyanotypes, and photolithography. Using computer-generated, digital positives and negatives as films, students will prepare and expose light-sensitized paper, copper plates, screens, polymer, and aluminum plates to create distinctive hand-printed imagery. Throughout the course, students will also study the history and contemporary applications of the medium. While introductory, this course is highly process-based and technical in nature. Students are expected to have prior digital image editing experience. Experience in printmaking and/or photography would also be beneficial.		Judith Baumann	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Printmaking: Stone Lithography Judith Baumann visual arts Signature Required: Spring	Course	SO–SRSophomore–Senior	4	04	Evening			S 14Spring		In this course, students will study contemporary and traditional techniques in stone lithography. Traditional stone lithography, invented in 1796, is the practice of drawing directly onto a prepared stone surface, etching, and then printing from that surface. Students will focus on learning the theory and chemistry of stone lithography through this intensive studio course. Touche washes, direct engraving methods, and color printing will also be demonstrated. Students must have previous experience in printmaking and confidence creating hand drawn imagery.		Judith Baumann	Tue Thu	Sophomore SO Junior JR Senior SR	Spring	Spring
Producing and Sequencing Music Peter Randlette music	Program	FR–SRFreshmen–Senior	8	08	Day				Su 14 Session I Summer	Computers are now the basic sketchpad for creating music. From recording instruments into them to using software instruments that sound like nearly anything, software recording allows extremely complex production. This 5 week program will familiarize members with the use of computer based MIDI soft and hardware, synthesizers, mixers, and cover some of the technical ‘mysteries’ which are critical to comprehending use. This program is mostly about exploring the musical production process. The only prerequisites are interest in music, some keyboard and/or guitar skill, and curiosity. The class structure will consist of three separate elements. Lecture/Workshop sessions will cover operation of the systems, demonstrating different techniques in a group setting. This will be the time for reviewing readings, presenting questions and troubleshooting. Students will play back their pieces for feedback, and so others can see how different people compose. Individual studio times will be assigned to each student. These times are for trying the different functions of the software, creating short musical ideas to apply learned skills, and experimenting with new techniques. Members will be expected to spend a minimum of two 4 hour blocks in the studio per week. Consulting times will be scheduled to permit members to meet for individual or small group assistance in the studio. If members are having problems understanding operation, this is the time to get additional help.		Peter Randlette	Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Progressive Era: Foundations of Washington State's Governance System (1880-1914) Stephen Buxbaum history political science	Course	JR–SRJunior–Senior	4	04	Evening			S 14Spring		Washington State’s local governance system was forged during the last great mass democratic movement of our nation’s history – the Progressive Era. The cultural, economic and political forces that informed our state’s creation and development provide insight into how social movements develop and what factors contribute to their success and failure. Using Lawrence Goodwyn's as a primary text, students will also engage in primary source research of events that occured during this period in Washington state. Class sessions will be interactive, combining presentations by the instructor and guests with seminar style discussions. Students will weekly complete one page seminar response papers based on the assigned reading and complete one short 3 to 5 page research paper. Learning objectives will focus on developing student's critical thinking and writing skills.		Stephen Buxbaum	Mon	Junior JR Senior SR	Spring	Spring
Psychology as a Hub Science Mark Hurst psychology Signature Required: Winter Spring	Program	SO–SRSophomore–Senior	8	08	Evening and Weekend		W 14Winter	S 14Spring		Over recent decades, the basic and applied research related to human behavior and cognition has continued to accelerate in terms of quantity and impact, influencing people’s everyday lives as well as myriad fields—economics, political strategy and policy, the world of business, and the legal system. Development of a solid foundation in this far-reaching discipline seems critical to success across life domains (love, work, and leisure) as well as the realms that relate to human endeavor: education, social service, medicine, government, finance, and criminal justice among them. In this program we will explore the essential universalities and diversities of human experience, the intra-personal and interpersonal correlates to suffering and flourishing, and the uses of social power and influence—all of which can enhance both the knowledge and skill base of the individual and bring about change in any setting.Over the course of winter and spring quarters, students will critically examine empirical research in psychology and move toward a working model or theoretical orientation for application in the real world. To assist in this process, they will also draw on personal experience, literature, history, drama and film, and other resources to enliven and enrich their papers, presentations, and projects.We will also Skype each quarter with some of the most prominent scientists in the field after reading their books on topics such as social cognition, influence, attraction, aggression, and group dynamics. Our studies will explore the recent science regarding self-control (which follows decades of failure promoting unsupported notions regarding self-esteem), the therapeutic benefits (both physiological, psychological, and social) of self-disclosure through talking and writing, and the new movement toward a strengths-based model of mental health (positive psychology, well-being theory, and quality of life research).Spring quarter builds on previous material, so the intention is for students to continue through from winter, culminating in a final spring project related to their future studies or professional goals.	psychology, education, health care, criminal justice, political science, management	Mark Hurst	Fri Sat Sun	Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Psychology: Child and Family Development Candace Vogler education health psychology Signature Required: Spring	Course	SO–SRSophomore–Senior	4	04	Evening			S 14Spring		This 4-credit upper division course is offered for students who anticipate relationship-based careers in clinical or educational contexts. Goals for the course are to build cognitive and experiential understanding of the function of earliest relationships in child development and to examine theories of family development and structures for 'good enough' families as a context for individual development. Students will explore their own development and families as a context for applying theories. Class work include reading response papers, a final synthesis project, active participation in large and small discussion formats, and role play activities. This is an intense reading class- success will require staying current with weekly readings.		Candace Vogler	Wed	Sophomore SO Junior JR Senior SR	Spring	Spring
Psychology: Psychopathology and Everyday Life Candace Vogler psychology	Course	SO–SRSophomore–Senior	4	04	Evening		W 14Winter			This course is intended to fill two sets of educational goals. First, abnormal psychology is frequently required for applications to graduate studies in psychology, social work, etc. Second, psychopathology and abnormal psychology have important implications for everyday life relationships and daily functioning, separate from clinical diagnoses and categorizing. In this course, inquiry-based exploration of the role of early attachment and first relationships in psychological development will provide students with perspectives needed to understand how human relationships and the brain interact to shape levels of social and emotional functioning. Readings will include fiction, DSM V, and current articles and texts pertaining to the early developmental substrates of psychopathology. Students will be expected to work both independently and in small and large groups. Written assignments will include exploring personal psychological history, and more formal exploration of some aspect of psychopathology. Successful completion of this course will meet expectations for abnormal psychology credit, and provide foundation for ongoing work in human services fields.		Candace Vogler	Wed	Sophomore SO Junior JR Senior SR	Winter	Winter
Public Speaking Lori Blewett communications leadership studies writing	Course	FR–SRFreshmen–Senior	4	04	Evening and Weekend				Su 14 Session I Summer	This two-week intensive course focuses on the fundamentals of public speaking. It is aimed at improving speaking confidence and skill regardless of one’s current level of experience. Students will learn to control speech anxiety, compose well-organized presentations, and produce dynamic performances. We will draw on contemporary and traditional rhetorical theories in relation to persuasive and informative speaking goals. All students will receive individualized feedback and coaching in order to enhance their ability to speak effectively in the classroom, workplace, or public arena. The course provides communication credit for selected Master In Teaching endorsement areas.		Lori Blewett	Tue Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Radical Acts: Cheap Art, Performance and Play in the Streets Cynthia Kennedy and Walter Grodzik aesthetics consciousness studies dance somatic studies theater	Program	FR–SRFreshmen–Senior	16	16	Day and Weekend			S 14Spring		This one-quarter long, introductory program is a ten-week examination of the role that cheap art, performance and play have fulfilled in society, not only historically, but also in more modern times. Because of the powerful role they can play in shaping human consciousness, we will explore ways of returning them to their popular roots where they can thrive outside the reign of corporate control, mainstream media, and money. Together we will investigate ways cheap art (such as masks, puppets and costumes made with everyday inexpensive materials) and performance can have meaning that is created by “regular” people and for “regular” people rather than fed us by the entertainment industry. We will explore the answers to many questions. What is it like for performance art to spring from our imaginations without the need for large amounts of money? What if performance art was accessible to all people, not just those with the means and education to consume it? What would it be like if performance art reflected deeply felt social truths that connected to our own lives? How does street theater interrupt everyday life in the public sphere in a way that helps us connect to our own humanity? How does the use of material objects (puppets, masks, signs, banners), as well as performers voices and bodies, connect performer and audience in ways that create meaning? Our program will approach these questions in two ways. On the one hand, we will have a strong academic component in which students will acquire knowledge about the history of performance and art in the hands of the people, looking at its aesthetics, theories, and controversies. We will examine the rich cultural heritage of performance in the streets and connect it to the people and places where it lives on today. Our exploration will be situated in an international context, and we will use film and text to examine performance throughout history and around the world, such as, but not limited to, political street theater, Carnival, Mardi Gras, the Bread and Butter Puppet Theater, Anna Halprin’s Planetary Dance and more. On the other hand, we will engage in large doses of experiential learning as we use simple materials like recycled fabrics, cardboard, scraps of wood, paper, reused items and other inexpensive materials to create our own cheap art and performance, which we will share with our friends and neighbors in the local streets of Olympia (or other surrounding areas) and the college campus. During the first half of the quarter we will participate in , Olympia's yearly one-of-a-kind celebration of the natural world, held in conjunction with Earth Day. 2014 will mark the 20th year of this community celebration, which often draws crowds of up to 30,000 and has serious creative intent. The Procession was designed to bring a deep love of life into the heart, and onto the streets, of Olympia. In preparation, students will work in one of the largest community art studios in the country where people of all ages create costumes, masks and puppets from inexpensive and recycled materials. Participation in this part of the program will require three Sunday evening rehearsals in the community, as well as the Saturday afternoon Procession. During the second half of the quarter we will continue to use the street as a live public space, a radical act in response to the privatization of such public space by radio, television and film. We will use unorthodox methods to create our own cheap art, performances, celebrations, protests, and social commentary, which we will develop in response to current events happening both locally and around the world. Throughout the quarter our work together will develop our visual imaginations, critical thinking and writing skills, all of which are essential to academic learning and readily transferable to any profession or vocation.No performance or art experience is necessary for this program.		Cynthia Kennedy Walter Grodzik		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Radio Practice and Politics Lori Blewett communications political economy	Program	FR–SRFreshmen–Senior	8	08	Evening		W 14Winter					Lori Blewett	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Reading Landscapes: Earth Science and Literature Trevor Speller and Abir Biswas aesthetics cultural studies environmental studies geology literature natural history writing	Program	FR–SRFreshmen–Senior	16	16	Day			S 14Spring		This introductory program is dedicated to understanding the back and forth between the physical environment and the written word. How do texts shape what we are able to see in the physical environment? How does one's understanding of the physical environment shape ways of writing and understanding the world? How do we describe it? What do we read into it?In 1815, William Smith produced the first geological map of Great Britain. His investigations were a product of a new way of seeing his physical world. Rather than assuming the earth to be a stable object which remained unchanged since Noah’s flood, Smith drew on his observations, and began to see the earth as a dynamic physical entity. His discoveries came in a time when Enlightenment thinkers were questioning the order of the world, the role of religion and the value of science and industry. The modern science of geology can thus be said to have arisen from a new way of seeing: William Smith was able to read and write about the Earth not only through observations, but because of the set of cultural changes that changed his frame of mind. Importantly, Smith's observations came at a time when poets, novelists and political philosophers were beginning to actively investigate the influence of the natural world on humans and human behavior.We will consider the frames through which we read and write our physical world, through an introduction to foundational concepts in geology and literary study. We will consider how geologists investigate and describe the physical world, and examine concepts including geologic time, plate tectonics, earth materials and the evolution of life. We will consider how writers investigate and describe the natural world in the works of 18th- and 19th-century literature, as well as contemporary literature about the Pacific Northwest. We will read works of poetry, fiction, political philosophy and travel writing. Program texts may include works by John McPhee, Simon Winchester, William Wordsworth, Daniel Defoe and others.Students should expect to participate in lecture, lab and seminar, write critical papers and take examinations. There will also be field trips to locations of geological interest as well as cultural venues.		Trevor Speller Abir Biswas		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Re-Imagining the Body Hirsh Diamant and Cindy Beck cultural studies health visual arts	Program	FR–SRFreshmen–Senior	8	08	Evening and Weekend			S 14Spring		This interdisciplinary program will explore how the human body was imagined by Eastern and Western cultures and how we can re-imagine the body to achieve better health and a greater sense of well-being. In particular we will study organs and body systems, look at the ways the body was imagined in Western scientific illustration and in alchemical images, Chinese diagrams, and Tibetan paintings. We will look at major organs and body systems from physical, physiological, and spiritual perspectives, practice medical illustration, and explore new ways of understanding and representing the interdependent work of a healthy body. Our study will also include an introduction to energy systems and alternative medicine.Credits will be awarded in medical illustration, cultural studies, and anatomy.		Hirsh Diamant Cindy Beck	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
The Renaissance Art of Bronze Casting Ann Storey and Bob Woods art history history visual arts Signature Required: Spring	Program	FR–SRFreshmen–Senior	12	12	Evening and Weekend			S 14Spring		In this interdisciplinary program we will study Italian Renaissance art while we create our own bronze sculptures inspired by that tradition. Sculpture led the way to the realization of the artistic aims of the Renaissance, as artists concentrated on two major challenges: the freestanding figure and the representation of three-dimensional space. We will explore the social, economic, and historical forces that led artists to revive the ideals of classical antiquity and look with fresh eyes at the natural world. In creating our sculpture we will work systematically from ideation to realization—drawing, design, and 3D sculpture—while exploring principles, materials, and techniques. Metal casting will be the main studio vehicle and will incorporate many sequential steps to the finished artwork. The art history portion of the class will present an overview of the Italian Renaissance through lectures, reading, writing, and seminaring.		Ann Storey Bob Woods	Tue Thu Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Research Design and Qualitative Methods Martha Henderson environmental studies	Course	JR–GRJunior–Graduate	4	04	Evening and Weekend				Su 14 Session II Summer	Research Design and Qualitative Methods is a graduate course primarily focused on research in social sciences and environmental studies. The class will explore major theoretical and philosophical constructs of knowledge and ask students to develop a theoretical perspective for graduate research projects. From theory, the class will move towards identifying specific research questions based on student interest. Students developing MES thesis projects or MPA capstone projects are encouraged to initiate research questions. Once questions have been developed, the class will examine a series of possible qualitative research methods including interview, archival, text examination, ethnography, and case studies. Each method will be practiced including data gathering and data analysis. Students will be asked to write a research design proposal including theoretical perspective, research identification, method development, and data analysis selection. Ethical issues of qualitative research and preparation of Human Subjects Review documents will be covered. Class work will include lecture, seminar, field testing, on-line data analysis selection, and participant observation. , is a geographer interested in social aspects of environmental conditions and transformation of Earth by humans over time. She is currently the Director of the Graduate Program on the Environment. Her primary research and teaching interests are in ethnic identities as revealed in cultural landscapes. Her teaching areas and research interests include Greek landscapes of wild land fire, Native American reservation landscapes, and Western American public lands and landscapes.		Martha Henderson			Summer	Summer
Riparian Environments: Form and Function Kenneth Tabbutt and Alison Styring biology ecology field studies geology hydrology	Program	JR–SRJunior–Senior	16	16	Day	F 13 Fall				, Latin for , is the root of riparian. Riparian zones are the interface between land and stream and are some of the most dynamic and fascinating geological and ecological systems on the planet. They are the boundary between biomes and an area of biological and hydrological diversity. This upper-division science program will focus on aspects of this unique environment. Students will learn about the hydrology of river systems and fluvial geomorphology and the animals that populate these corridors. Field studies and applied project work will be emphasized. Students will learn how to use Geographic Information Systems (GIS) as a tool for analyzing and displaying spatial data. The program will include a week-long field trip around the Olympic Peninsula.		Kenneth Tabbutt Alison Styring		Junior JR Senior SR	Fall	Fall
River Reciprocity Lucia Harrison aesthetics ecology field studies natural history visual arts	Program	FR–SRFreshmen–Senior	16	16	Day	F 13 Fall				This is an art-based program that combines the study of stream ecology and visual art to provide a framework and tools to examine, observe, record, and know a place. We will explore the role of art and science in helping people develop a deep and reciprocal relationship with a watershed. Designed for beginning students in art and ecology, we will study the characteristics of local streams and make drawings that are inspired by a connection to a specific stream. The Nisqually River Watershed will be the focus for our collective work while the numerous local streams will serve as individual focal points for student projects throughout the quarter.Through reading, lectures and field study, students will learn the history of the watershed, study concepts in stream ecology, learn to identify native plants in the watershed and learn about current conservation efforts. They will develop beginning drawing skills and practice techniques for keeping an illustrated field journal. Students will work in charcoal, chalk pastel, watercolor, and colored pencil. Students will explore strategies for using notes and sketches to inspire more finished artworks. Students will study artists whose work is inspired by their deep connection to a place. Each student will visit a local stream regularly, keep a field journal, and in the second half of the quarter, students will create a series of artworks or an environmental education project that gives something back to their watershed.		Lucia Harrison		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Russian, Beginning I, II, III Elena Smith language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 13 Fall	W 14Winter	S 14Spring		This year-long course is designed to teach students to read the mysterious looking Cyrillic script, write the unique Russian cursive, construct sentences and express themselves in Russian. Students will immerse themselves in the colorful cultural and historical context provided by authentic text, film, music, and visual arts. Exploring selected works by such literary masters as A. Pushkin, L. Tolstoy, and A. Chekhov, to name a few, students will be able to understand not only the specifics of Russian grammar and vocabulary but also the complexities of Russian character and the Russian way of thinking as documented and preserved by outstanding Russian authors.		Elena Smith	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Sacred Intersections: The Arts of Medieval Christianity and Middle Islam Suzanne Simons and Ann Storey aesthetics art history consciousness studies cultural studies history religious studies visual arts	Program	SO–SRSophomore–Senior	8	08	Evening	F 13 Fall	W 14Winter			Sacred Intersections focuses on a thousand-year period of Christian and Islamic art, art history, poetry, and mysticism. As the program continues in Winter quarter, we will turn our attention to a time of, roughly, the 12 through the 14 centuries. This was a period that built on the creativity, spirituality, and change of the previous era and took the arts to new heights through creative and cultural fusion. We will study the motivating ideas and issues of the age: the mystical poetic traditions of the Persian empire (present-day Iran and central Asia) and their influence on contemporary poetry; the awe-inspiring forms of Gothic architecture, and the poetry of the Beguine mystics (of present-day Germany). The idea that both mystic and artist were “seers”—seeing beyond the physical into the transcendent and metaphysical—impelled them into visionary realms. We will examine poets such as Rumi and Hafez and other charismatic figures. We will study illuminated manuscripts, mosaics, stained glass, sculpture, and sacred architecture of European and Byzantine Christendom and Islamic empires stretching from Spain to Central Asia. Art workshops will enable students to move from theory to practice. Class time will be divided among the following activities: faculty lectures, art workshops, seminars, writing, films and a possible field trip to a local mosque. This program is preparatory for further study and/or careers in the visual arts, education, museum studies, religion, communication, international relations, history, and writing.		Suzanne Simons Ann Storey	Tue Thu	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
The Science and Sociology of Human Health Carolyn Prouty, Trisha Vickrey and Wenhong Wang biology chemistry health sociology Signature Required: Winter Spring	Program	SO–SRSophomore–Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring		This introductory, three-quarter interdisciplinary program explores the basics of health and illness through the lenses of biology, chemistry and medical sociology. We will focus on the social, cultural and scientific aspects of human health and health care primarily in the U.S., with some comparative examination of global health topics. Our case-based approach will incorporate human biology, anatomy, physiology, nutrition, general chemistry and statistics, while also examining the social aspects of health, illness, and health care.Enhancing our study of human systems biology and chemistry, we will examine topics such as epilepsy, cancer, diabetes, tobacco, and HIV/AIDS, how cultures interact with medical systems, and end-of-life decision-making. These specific topics will provide a platform to explore health care systems and health care reform, social and cultural constructions of health and illness, the social determinants of health, role development of health care professionals and their relationships with patients, and ethical issues involved in medical fields. We’ll also cover basic descriptive and inferential statistics, which will give us quantitative tools to untangle some of the complex issues within these topics.Program activities will include lectures, seminar, lab work, workshops, small-group problem solving, guest lectures, film viewing, and individual and group projects. Students will undertake writing, and statistical assignments focused on interpreting and integrating the topics covered. Students will learn the foundational skills of scientific research; how to find, interpret, and evaluate primary medical literature; and how to critically examine issues related to human health through a variety of lenses.Students who complete three quarters will have a solid foundation in human biology, chemistry, human anatomy, physiology, nutrition, statistics, and medical sociology with a working knowledge of the scientific, social and ethical principles relating to human health and public health.		Carolyn Prouty Trisha Vickrey Wenhong Wang		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
The Science Behind the Headlines: What's the Truth? Paula Schofield and Andrew Brabban biochemistry biology chemistry environmental studies field studies	Program	FR ONLYFreshmen Only	16	16	Day	F 13 Fall	W 14Winter			Are you curious about the world around you? Would you like to really understand "buzz terms" the media uses such as sustainability, green materials, climate change, the water crisis, the energy debate, genetic engineering, DNA fingerprinting and cloning? How can we believe what we are being told? What is the evidence? How is scientific data actually collected, and what analytical methods are being used? Are the correct conclusions being drawn? As responsible citizens we should know the answers to these questions.In this two-quarter program we will demystify the hype surrounding popular myths, critically examine the data, and use scientific reasoning and experimental design to come to our own conclusions. In fall, we will study "water" and "energy" as themes to examine our environment, considering local and global water issues. We will also examine current energy use and demand, critically assessing various sources of energy: fossil fuels, nuclear, hydropower, etc.We will begin the program on September 23 (Orientation Week), one week BEFORE the regularly scheduled fall quarter start, so that we are prepared for our field trip by beginning our study of energy, and establishing our learning community. The Eastern Washington field trip will be a unique opportunity for personalized tours of Hanford Reactor B (the world's first full-scale nuclear reactor which produced the plutonium for the "Fat Man" bomb dropped over Nagasaki in 1945), Grand Coulee Dam (the largest hydropower producer in the U.S.), and the Wild Horse Wind and Solar Energy facility (150 turbines across 10,000 acres serving more than 80,000 homes). On this trip, we will also learn key field science techniques: how to take measurements in the field, collect samples for laboratory analysis and precisely determine concentrations of nutrients and pollutants.In winter quarter, we will use "natural and synthetic materials" as a theme to study petrochemical plastics, biodegradable plastics and other sustainable materials, as well as key biological materials such as proteins and DNA. We will carefully examine the properties of these materials in the laboratory and study their role in the real world. "Forensics" will be our final theme, learning techniques such as DNA fingerprinting, blood spatter analysis, ballistics and other modern forensic procedures.In this field- and lab-based program, scientific analysis—rather than conjecture or gut-feeling—will be the foundation of our work. Other class activities will include small group problem-solving workshops, seminars, student researched presentations and lectures.		Paula Schofield Andrew Brabban		Freshmen FR	Fall	Fall Winter
Self-Determination in Latin America: Mexico Tom Womeldorff, Catalina Ocampo and Alice Nelson anthropology cultural studies economics gender and women's studies history literature political economy	Program	FR–SRFreshmen–Senior	16	16	Day		W 14Winter			The recent history of Latin America can be described as a struggle for self-determination, from the wars of independence to the present-day unequal footing in the world economic system. Taking Mexico as a case study, we will explore how questions of self-determination have shaped Latin America and the lives of the various communities that constitute the region. We will focus, in particular, on the different roles that culture, politics, and economics have played in struggles for self-determination and investigate the tensions and symbioses between them. We will ask ourselves: What roles do culture and economics play as tools of self-determination? How can culture facilitate processes of self-determination at moments when political or economic self-determination is not possible? What are the limitations on the use of culture when one has limited political and economic self-determination? What role do third parties play in struggles for self-determination and how do we situate ourselves with regards to various processes of self-determination in Latin America?Our study of various groups and communities within Mexico and across its borders to the north and to the south will illuminate the country’s diversity, while also highlighting the connections between personal, national, and regional politics in Latin America. We will explore how self-determination is manifested in relationships of class, gender and ethnicity and study the specific ways in which struggles for self-determination have emerged in Mexico from the nineteenth century to the present. We will focus on various historical moments and issues including nation-building efforts and conflicts with the United States in the nineteenth century; issues of violence and class during the Mexican Revolution; contradictory uses of Indigenismo; popular movements and state repression in the 1960s and 70s; the emergence of the Zapatista movement; the economic impact of NAFTA; and questions of economic development and cultural identity during recent migrations to the United States.Throughout the quarter, we will engage historical and contemporary realities in Mexico using multiple frameworks from the humanities and the social sciences. In the process, we will introduce literary and cultural theory, as well as economic theories of capitalist development. Students will gain an in-depth ability to interpret literary texts in their social contexts, and to use economic models to understand specific aspects of Latin American societies. This program will involve frequent writing assignments and develop skills in visual analysis.		Tom Womeldorff Catalina Ocampo Alice Nelson		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Senior Seminar: Reflections on Becoming Educated Stephen Beck	Course	SR ONLYSenior Only	4	04	Evening			S 14Spring				Stephen Beck	Tue	Senior SR	Spring	Spring
Shame and its Neighbors Laura Citrin and Kathleen Eamon gender and women's studies philosophy psychology sociology	Program	SO–SRSophomore–Senior	16	16	Day			S 14Spring		How does shame differ from disgust, guilt and embarrassment? How does shame function both socially and individually? In this program, we will pursue a set of themes and questions clustered around . We will look at attempts in social psychology, sociology, psychoanalysis, and philosophy to define shame, to differentiate it from its neighboring emotions and states, and to understand how it functions both socially and individually. We will look at both general theories and case studies, ranging from topics like morality and moralization, marginalization, bodies and shame, the social life of the emotions, feminist critiques of shame, as well as turning our attention to “counter-shame” movements like sex positivity.Our work in psychoanalysis and philosophy will likely include readings by Freud, Lacan, Donald Winnicott, Slavoj Žižek, Hannah Arendt, and Michel Foucault. Our work in social psychology and sociology will draw from Silvan Tomkins, Erving Goffman, Michael Lewis, Thomas Scheff, June Tangney, and Susan Miller. And we will examine at least one novel that deals thematically with shame: Alison Bechdel’s graphic memoir, We will be reading broadly in both contemporary and historical texts, engaging in seminar discussion and writing workshops, and writing reflective, expository, and research papers on shame and related phenomena throughout the quarter.Although any background in the fields of psychology or philosophy will be helpful, successful participation in the inquiry does not depend on it. However, we do recommend the program for students with some lower division experience with the humanities and/or the social sciences.		Laura Citrin Kathleen Eamon		Sophomore SO Junior JR Senior SR	Spring	Spring
Shipwrecked! Imperialism, Capitalism, Racism and Cannibalism in the Golden Age of Sail John Baldridge geography history maritime studies	Program	FR–SRFreshmen–Senior	8	08	Evening	F 13 Fall				Explore the history of imperialism and early globalization through real-life stories of shipwrecks and mutiny in this 8-credit Evening & Weekend Studies program. Learn the history behind , experience the true-life story of the shipwreck that inspired Melville’s , and read the horrific tale of incompetence and cannibalism following the wreck of the tall ship , which inspired one of the most famous paintings of an era. Then, set sail on the waters of the Puget Sound/Salish Sea to "learn the ropes" for real on an actual wooden sailing ship. This program is not for the faint of heart but is open to any and all! We will study historical accounts of famed shipwrecks and mutiny and the political, economic, and social contexts in which they took place. The "Age of Sail" constituted the genesis of western ideas about nationalism, globalization and cannibalism, and early European exploration by ship helped create and perpetuate enduring (and all-too-inaccurate) racial narratives that persist to this day. Together, we will debunk the distortions of history; sail the seas of literature, film, music, art, and rhetoric; and explore how the stories, language, and traditions of tall-ship sailors continue to shape the way we understand and describe the world. You won’t have to "walk the plank" before you learn what it means to be "three sheets to the wind" or "have the devil to pay." Above all—and this is guaranteed—no one will be "keel hauled" in the course of this program!Look forward to guest speakers in such areas as music, art, and maritime studies. Texts and films will be accompanied by lectures on historical geographies of globalization, imperialism, and culture, as well as workshops on art and music of the period. Be prepared to learn and/or compose sea shanties and, weather permitting, sing them on the deck of a wooden ship under sail! Book-length readings (and/or excerpts) will include: (Caroline Alexander); (Nathaniel Philbrick); (Jonathan Miles); (Neil Hanson); (Andrew Jampoler); (Caroline Alexander); and others. Film screenings may include: (2011); (1962); (2002); and more. Seminars on readings and films, along with workshops on art, music, history and geography will be complemented by a full-day Saturday field trip aboard a wooden sailing ship in the South Sound, so program participants can experience some of the conditions of life experienced by the sailors whose stories we will learn.A rollicking time will be had by all, and we’ll have salt in our veins by the end of the quarter, for sure!		John Baldridge	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Skin Amy Cook, Catalina Ocampo and Chico Herbison biology cultural studies literature physiology writing	Program	FR–SRFreshmen–Senior	16	16	Day			S 14Spring		—Alicia Imperiale, “Seminal Space: Getting Under the Digital Skin” Organ, membrane, boundary and border. Canvas, map, metaphor and trope. Skin is the identity that all animals present to the world. It has multiple physiological functions and takes a wide variety of forms, from the simple epidermis of a sea anemone to the complex light show of a squid or the intricate system of spines that protects a porcupine. In human culture, skin functions as a marker of “race”/ethnicity, age and gender; provides a canvas on which to create very personal forms of art and cultural narratives; and, in the 21st century, has become a critical site of interface between the “real” and the virtual.In this introductory program we will look at skin through the lenses of biology, culture and art. The biology of skin includes its visual and olfactory role in communication, its structure and physiology and its role in defense of the body from both microbes and large predators. Our exploration of skin in/as culture and art will include encounters with the mythology of “race,” body modification (piercing, tattooing and plastic surgery) and the posthuman meanings of skin (in cyberspace and in the world of cyborgs, androids and prosthetics).Program activities will include lectures; labs in which we will examine the microscopic structure of skin and learn about the various structures that arise from it, including scales, feathers and hair; seminars on a selection of texts (books, films and other texts) that look at skin from a variety of different perspectives; and workshops in which students will explore skin through their own creative writing. Students will have the opportunity to develop a deeper understanding of biology and humanities in an interdisciplinary setting, as well as sharpen their critical thinking and reading and college writing skills.	biology and the humanities.	Amy Cook Catalina Ocampo Chico Herbison		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Small World: Poverty and Development on a Shrinking Planet Peter Dorman anthropology economics environmental studies geography health history international studies mathematics political economy political science sociology	Program	JR–SRJunior–Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring		There are of poor people in the world today, and even more who have limited access to health care, education and political and cultural opportunities. The word commonly used to refer to the process of economic growth and the expansion of opportunity is development—but there is enormous disagreement over how this word should be understood or even whether it should be used at all. This program will examine development on multiple levels: historical, philosophical, political and economic. It will place the quest for development in the context of European colonial expansion, military conflict and the tension between competing cultural frameworks. In doing this, it will combine “outside” views of development, as seen by administrators and experts, with the “inside” views of people who are most directly affected by development and its absence. At the same time, there will be a strong push toward usable knowledge: learning the skills that are essential for people who work in the field of development and want to make a dent in this radically unequal world. Economics will be an important contributor to our knowledge base; the program will offer introductory-level micro- and macroeconomics, with examples drawn from the development experience. Just as important is statistics, since quantitative methods have become indispensable in development work. We will learn about survey methodology and techniques used to analyze data. Another basis for this program is the belief that economics, politics and lived experience are inseparable. Just as quantitative techniques are used to shed light on people’s experiences, their own voices are essential for making sense of the numbers and can sometimes overrule them altogether. We will read literature that expresses the perspective of writers from non-Western countries, view films and consider other forms of testimony. The goal is to see the world, as much as possible, through their eyes as well as ours.Spring quarter will be devoted primarily to research. It will begin with a short, intensive training in research methods, based on the strategy of deeply analyzing a few papers to see how their authors researched and wrote them. After this, depending on the skills and interests of students, an effort will be made to place them as assistants to professional researchers or, if they prefer, they can pursue their own projects. We will meet as a group periodically to discuss emerging trends in development research and practice, as well as to help each other cope with the difficulties in our own work. By the end of three quarters, students should be prepared for internships or further professional studies in this field.		Peter Dorman	Mon Mon Wed Thu Thu	Junior JR Senior SR	Fall	Fall Winter
So You Want to be a Psychologist Carrie Margolin psychology	Program	FR–SRFreshmen–Senior	16	16	Day			S 14Spring		Students will investigate theories and practices of psychologists to enhance their understanding of counseling, social services and the science of psychology. We will cover history and systems of psychology. Students will read original source literature from the major divisions of the field, including both classic and contemporary journal articles and books by well-known psychologists. Students will explore careers in psychology and the academic preparations necessary for these career choices. We will cover the typical activities of psychologists who work in academia, schools, counseling and clinical settings, social work agencies and applied research settings.Among our studies will be ethical quandaries in psychology, including the ethics of human and animal experimentation. Library research skills, in particular the use of PsycInfo and Science and Social Science Citation Indexes, will be emphasized. Students will gain expertise in the technical writing style of the American Psychological Association (APA). The class format will include lectures, guest speakers, workshops, discussions, films and an optional field trip.There's no better way to explore the range of activities and topics that psychology offers—and to learn of cutting edge research in the field—than to attend and participate in a convention of psychology professionals and students. To that end, students have the option of attending the annual convention of the Western Psychological Association, which is the western regional arm of the APA. This year's convention will be held in Portland, Oregon, on April 24-27, 2014.	psychology, education and social work.	Carrie Margolin	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Social Innovation and Civic Intelligence Douglas Schuler communications community studies computer science education political economy sociology	Program	FR–SRFreshmen–Senior	8, 12	08 12	Evening and Weekend	F 13 Fall	W 14Winter	S 14Spring		We are surrounded with problems that aren't going away; problems that cannot be solved by individuals acting alone. At the same time, a variety of powerful barriers often stand in the way of working together successfully. And all too frequently, the institutions that are supposed to help in these matters seem either oppositional or ineffectual.How can we develop and nurture the "civic intelligence" that will help ensure our actions produce the best outcomes? What sorts of creative and, often courageous, actions, events, policies, and institutions are people devising to help meet these challenges? And how can these add up to more widespread and enduring social change? As John Robinson of UBC's Institute for Resources, Environment, and Sustainability stated, "If we can't imagine a better world, we won't get it."Social innovation helps us to create and ponder possible futures. Civic intelligence is an evolving, cross-disciplinary perspective that examines, proposes, initiates, and evaluates collective capacity for the common good. It builds on concepts from sociology and other social sciences but also intersects with most — or all — of the other disciplines including the hard sciences, education, cognitive science, the media, and the humanities. In this three quarter program we will focus our efforts — both reflective and action-oriented — on the theory and practice of social innovation and civic intelligence in which "ordinary" people begin to assume greater power and responsibility for creating a future that is more responsive to the needs of people and the planet. Throughout the program we will gain understanding and skills through collaborative projects, workshops, films, experiments, games, and group processes. All quarters will include theoretical readings and workshops. Spring quarter will also involve student projects with the goal of effecting real-world change.Students will help determine the topics for winter and spring, which may include deliberation, alternative economics, collective memory, cooperation, media, participatory design, inequality, or war and peace.Students registering for 12 credits will be working within CIRAL, the Civic Intelligence Research Action Laboratory, for 4 of their credits. CIRAL is designed to help support ongoing, student-led, collaborative projects. It is intended to foster sustained and engaged relationships with groups, organizations, movements, and institutions. In addition to our regular meetings, these students will meet each Wednesday before class from 4:30 to 6:00.		Douglas Schuler	Wed Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Sound Design for Film Zenaida Vergara media arts	Program	FR–SRFreshmen–Senior	8	08	Day				Su 14 Session II Summer	This program will cover the fundamental elements of producing, recording, designing, and editing sound for film. Students will learn the basics of multi-track sound design specifically for the moving image. Topics to be covered include microphone techniques, field and studio recording, and Foley techniques. Students will collaborate in creating and performing music compositions, sync sound effects, and sync sound dialogue recording. We will also be studying historical and present-day techniques in sync sound production.		Zenaida Vergara	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Spanish, Beginning I Dawn Williams language studies	Course	FR–SRFreshmen–Senior	4	04	Evening			S 14Spring		This course covers the first quarter of the first year of Spanish. Students will gain a basic foundation in Spanish vocabulary and grammar and will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. The course is taught primarily in Spanish and involves work in small groups. Many aspects of Latino and Spanish culture will be presented throughout. Some homework activities require Internet access. Courses to complete the first-year of Spanish will be available throughout the following academic year.		Dawn Williams	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Spanish, Beginning I (C) Joseph Alonso language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 13 Fall				This course covers the first quarter of the first year of Spanish. Students will gain a basic foundation in Spanish vocabulary and grammar and will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. The course is taught primarily in Spanish and involves work in small groups. Many aspects of Latino and Spanish culture will be presented throughout. Some homework activities require Internet access. Students from this section will need to join section A or B to continue learning first-year Spanish in winter and spring quarters.		Joseph Alonso	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Spanish, Beginning I, II Joseph Alonso and Amaia Martiartu language studies	Course	FR–SRFreshmen–Senior	4	04	Evening		W 14Winter	S 14Spring		This two-quarter sequence of courses covers two-thirds of the first year of Spanish. Students will gain a basic foundation in Spanish vocabulary and grammar and will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. The course is taught primarily in Spanish and involves work in small groups. Many aspects of Latino and Spanish culture will be presented throughout. Some homework activities require Internet access. The final quarter of first-year Spanish will be available in fall quarter and may be offered during summer quarter.		Joseph Alonso Amaia Martiartu	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Spanish, Beginning I, II, III (A) Amaia Martiartu language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 13 Fall	W 14Winter	S 14Spring		This year-long sequence of courses covers the first year of Spanish. Students will gain a basic foundation in Spanish vocabulary and grammar and will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. The course is taught primarily in Spanish and involves work in small groups. Many aspects of Latino and Spanish culture will be presented throughout. Some homework activities require Internet access.		Amaia Martiartu	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Spanish, Beginning I, II, III (B) Arleen Sandifer language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 13 Fall	W 14Winter	S 14Spring		This year-long sequence of courses covers the first year of Spanish. Students will gain a basic foundation in Spanish vocabulary and grammar and will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. The course is taught primarily in Spanish and involves work in small groups. Many aspects of Latino and Spanish culture will be presented throughout. Some homework activities require Internet access.		Arleen Sandifer	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Spanish, Beginning II and III Amaia Martiartu	Program	FR–SRFreshmen–Senior	8	08	Evening				Su 14 Full Summer			Amaia Martiartu	Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Spanish, Beginning II, III Amaia Martiartu and David Phillips language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 13 Fall	W 14Winter			This two-quarter sequence completes the first year of Spanish language study. Students will gain a basic foundation in Spanish vocabulary and grammar and will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. The course is taught primarily in Spanish and involves work in small groups. Many aspects of Latino and Spanish culture will be presented throughout. Some homework activities require Internet access. Students seeking to continue in second-year Spanish after this sequence will have to wait until summer or the following fall to begin the intermediate Spanish sequence.		Amaia Martiartu David Phillips	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Spanish, Beginning III Amaia Martiartu language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 13 Fall				This course covers the final quarter of the first year of Spanish. Students will build on their foundation of Spanish vocabulary and grammar and will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. The course is taught primarily in Spanish and involves work in small groups. Many aspects of Latino and Spanish culture will be presented throughout. Some homework activities require Internet access. Successful completion of this course serves as preparation to take Intermediate Spanish I in winter quarter.		Amaia Martiartu	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Spanish: Conversación y composición Hugo Flores language studies	Course	FR–SRFreshmen–Senior	4	04	Evening			S 14Spring		Conversación y composición is designed for students who are interested in learning and practicing advanced-level Spanish reading and essay writing strategies. For the Spring quarter, students will read García Márquez "Cien Años de Soledad” in Spanish. In addition to this, students are expected to actively participate in seminar-like activities talking about grammatical topics of interest as well as analyzing the book's form and content. Students will write several short response papers and a final essay.		Hugo Flores	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Spanish, Intermediate I, II David Phillips language studies	Course	FR–SRFreshmen–Senior	4	04	Evening		W 14Winter	S 14Spring		This sequence of courses is designed for students who have developed conversational Spanish language skills. Communication in class takes place entirely in Spanish. These courses build upon previous work to strengthen communication skills and fluency in Spanish. Coursework focuses on intensive conversation, reading, and writing, as well as practice of grammatical structures. Group conversations and written work will focus on practical themes as well as on many topics related to Latin American societies and Hispanic cultures.		David Phillips	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Spanish, Intermediate I, II, III Hugo Flores language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 13 Fall	W 14Winter	S 14Spring		These consecutive courses are designed for students who have developed conversational Spanish language skills. Communication in class takes place entirely in Spanish. These courses build upon previous work to strengthen communication skills and fluency in Spanish. Coursework focuses on intensive conversation, reading, and writing, as well as practice of grammatical structures. Group conversations and written work will focus on practical themes as well as on many topics related to Latin American societies and Hispanic cultures. The spring course has been cancelled.		Hugo Flores	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Speaking Out: vocal skills for speakers, readers, poets, and others Marla Elliott theater	Course	FR–SRFreshmen–Senior	2	02	Evening and Weekend				Su 14 Session I Summer	Oral eloquence still counts! This intensive weekend course will help you learn to use your voice, body, and personal presence with confidence when speaking or performing. You will learn to channel stage fright into creative energy; to develop habits of sustainable, resonant voice use; and to coordinate voice and body for maximum effectiveness. This course is especially useful for actors, poets, rappers, and other artists who communicate through speech.		Marla Elliott	Fri Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Sport and Society Jon Davies cultural studies history literature political economy sociology	Program	FR–SRFreshmen–Senior	16	16	Day			S 14Spring		This program will explore the role that sport plays in contemporary North American culture. It is a social phenomenon that provides opportunities for identity formation and personal development as well as for learning values about work, play, entertainment, and family. Sport is one of many arenas that reflect our society’s contestation surrounding race, class, gender, and sexual orientation.The program will examine sport from multiple perspectives and genres. Through a close reading of sports literature, including informational texts, stories, poetry, film, journalism, and other media, we will explore the following social theories that offer various frameworks in which to study sport in society: Functionalist theory, conflict theory, interactionist theory, critical theory, and feminist theory.Functionalist theory seeks to answer questions such as: How does sport fit into social life and contribute to social stability and efficiency? How does sport participation teach people important norms in society? Conflict theory seeks to answer questions such as: How does sport reflect class relations? How is sport used to maintain the interests of those with power and wealth in society? How does the profit motive distort sport and sport experiences? Interactionist theory seeks to answer questions such as: How do people become involved in sports, become defined as athletes, derive meaning from participation, and make transitions out of sports into the rest of their lives? Critical theory seeks to answer questions such as: How are power relations reproduced and/or resisted in and through sports? Whose voices are/are not represented in the narratives and images that constitute sports? Feminist theory seeks to answer questions such as: How are sports gendered activities, and how do they reproduce dominant ideas about gender in society? What are the strategies for resisting and transforming sport forms that privilege men?Above all, sport offers a way to engage larger social issues in contemporary American culture. Some would argue sport personifies the American Dream through personal stories of sports champions, both in their accomplishments and in the barriers that they overcome. Sports champions and sports teams also produced sports fans, people who are fanatically loyal to those athletes and teams they cherish.The primary objective in the program is for students to develop a greater sensitivity to the world of sport and the philosophical and sociological relationship between that world and contemporary society. Students will have opportunities to write personal narrative and critical analysis and produce in-depth research on a particular, self-selected sport sociology topic.		Jon Davies	Mon Wed Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Statistics 1 Alvin Josephy mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 14 Session II Summer	How strange is the weather this year, anyway? Can we explain the broad die-off of conifers across the Rocky Mountains? How about spending tax-payers' money to provide a hot breakfast to school kids in the morning? Is it “worth it”? The answers to these questions lie in our ability to understand data. Statistics is the tool we use to understand that data. The goal of this class will be to involve the student in exploring how Statistics is used to explain natural phenomena, promote public policy, and tell us things about the world that we can never know without it.		Alvin Josephy	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Statistics and Research Design, Introduction Ralph Murphy environmental studies mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 14 Session I Summer	This class covers key statistical concepts at the conceptual and computational level with an emphasis on how statistics is used in research in natural and social sciences. Important elements of research design are covered in the class. Descriptive and inferential statistical tests are covered including scales of data, measures of central tendency, normal distributions, probability, chi square, correlation and linear regression, tests of hypothesis, and Type I and Type II errors. Students will develop a clear understanding of introductory statistics and the ability to correctly interpret findings in journals, newspapers, and books. The class meets the statistics prerequisite for MES and MPA programs at Evergreen and most other graduate schools with a statistics prerequisite.		Ralph Murphy	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Statistics and Research Methods for Psychology and Other Social Sciences Carrie Margolin mathematics psychology	Program	FR–SRFreshmen–Senior	8	08	Day				Su 14 Session I Summer	This course provides a concentrated overview of the statistics and research methodology required for the GRE and prerequisites for graduate schools in psychology, education, and other social sciences. We emphasize hands-on, intuitive knowledge and approach statistics as a language rather than as math alone; thus this course is gentle on "math phobics." No computer skills are required. You will become an informed and savvy consumer of information, from the classroom to the workplace. We will cover descriptive and inferential statistics, research methodology and ethics.	psychology, social services, health care, education	Carrie Margolin	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Statistics for Social Sciences Wenhong Wang	Course	FR–SRFreshmen–Senior	4	04	Evening			S 14Spring				Wenhong Wang	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Statistics I (A) Alvin Josephy mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening	F 13 Fall				This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Alvin Josephy	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Statistics I (A) Alvin Josephy mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening		W 14Winter			This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Alvin Josephy	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Statistics I (A) Alvin Josephy mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening			S 14Spring		This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Alvin Josephy	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Statistics I (B) Allen Mauney mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening	F 13 Fall				This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Allen Mauney	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Statistics I (B) Alvin Josephy mathematics	Course	FR–SRFreshmen–Senior	4	04	Weekend		W 14Winter			This course is an introduction to Statistics for students with limited, if any formal exposure to data and data analysis, and no formal experience with Statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will discuss several case studies and problems, explore how data is used in explaining common and unusual events, and develop a more critical understanding about how statistics helps us to understand the world around us.		Alvin Josephy	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Statistics I (B) Alvin Josephy mathematics	Course	FR–SRFreshmen–Senior	4	04	Weekend			S 14Spring		This course is an introduction to Statistics for students with limited, if any formal exposure to data and data analysis, and no formal experience with Statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will discuss several case studies and problems, explore how data is used in explaining common and unusual events, and develop a more critical understanding about how statistics helps us to understand the world around us.		Alvin Josephy	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Statistics I (C) Allen Mauney mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening			S 14Spring		This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Allen Mauney	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Statistics II Alvin Josephy mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening		W 14Winter			In this class we will explore the concepts of inferential statistics. This class assumes that the student has a prior background in descriptive statistics. The class will discuss probability, especially in terms of probability distributions, and move on to hypothesis testing. In this context, the class will work with several distributions, such as t, chi square, F as well as the normal distribution, and work with ANOVA and multiple regression. The class will finish with an introduction to non-parametric statistics. In addition, the students will consider journal articles and research concepts, and will prepare a small presentation using the concepts from the class.		Alvin Josephy	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Statistics II Alvin Josephy mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening			S 14Spring		In this class we will explore the concepts of inferential statistics. This class assumes that the student has a prior background in descriptive statistics. The class will discuss probability, especially in terms of probability distributions, and move on to hypothesis testing. In this context, the class will work with several distributions, such as t, chi square, F as well as the normal distribution, and work with ANOVA and multiple regression. The class will finish with an introduction to non-parametric statistics. In addition, the students will consider journal articles and research concepts, and will prepare a small presentation using the concepts from the class.		Alvin Josephy	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Still/Moving Julia Zay and Amjad Faur art history communications cultural studies media arts media studies visual arts writing	Program	FR–SOFreshmen–Sophomore	16	16	Day	F 13 Fall	W 14Winter			This is an art foundations program invested in opening up the dense histories and meanings of photographic images in their many forms, from still to moving and back again--and the unsettled places between. We explore what it means both to know and to make an image– photographic, moving, and time-based. We will pay equal attention to the history, theory and practice of the photographic image, both still and moving, in the context of visual studies--a field that yokes a broad study of the visual arts with social and cultural history and theory--art history, film/cinema history, and philosophy. Through a critical engagement with still and moving photographic images as well as related forms of visual art, we will map a broad contextual territory and challenge received notions of the boundaries between forms, genres, and mediums.Photography can never be thought of as simply a medium, technology or practice but a convergence of material, history, culture and power. In the Fall, we will start with the unfolding of the Western enlightenment, from the 16th to the 19th century, when optical technologies radically reorganized the senses and methods of knowledge production, posing new questions about temporal, spatial and visual relationships to artists and scientists alike. We will then move more deeply into the 19th and first half of the 20th century, when photography emerged into an art world dominated by painting, a visual culture organized around print technologies, and societies in the throes of rapid industrialization. Photography initially emerged not out of art contexts but out of the institutions of science and industry, so we will consider, in particular, the ways it was used to produce social categories, shaping dominant discourses of gender, class and criminality. For example, we’ll look at the language of portraiture so central to the emergence of both a middle class and the language of criminal and medical photography. Our materials and techniques will first be limited to those from the 19th century (proto-photography, early processes, hand-built cameras). In winter, we move from the 19th to the long 20th century and the emergence of cinema. We will look at the way early cinema was organized around a fascination with duration, spectacle, and experimentation and on the relationship between photography and cinema, stillness and movement. We will continue to work in still photography, broadening our range of techniques, and add a small amount of 16mm filmmaking to the mix as we explore the larger social and historical contexts and philosophical questions surrounding the relationship between still and moving photographic images. In our creative and intellectual work, we’ll ask many questions about the phenomenon, concept and experience of time--for example, how is a four minute exposure in a still photograph both similar to and different from a four minute continuous shot of film or video of the same subject?In all our work we will focus on building essential skills in practices of attention--learning how to slow down our modes of seeing, experiencing and working. In our photographic practice, this will mean moving away from the pursuit of “finished” images and towards experimental processes and conceptual problem solving. In our work with texts and images, this will mean developing our ability to read and view closely and write with precision and patience. Class sessions will include lectures/screenings, workshops, seminar, critical reading and writing, and critique. In addition to working individually, students can expect to collaborate regularly with their peers on a variety of assignments and larger projects. All along the way we will intentionally examine how our investments in collaboration animate our intellectual and creative work. We will spend significant time in critique to help each other see, describe, evaluate and improve our creative and critical work.		Julia Zay Amjad Faur		Freshmen FR Sophomore SO	Fall	Fall Winter
Student Originated Software Neal Nelson, Judith Cushing, Richard Weiss and Sheryl Shulman computer science mathematics Signature Required: Fall Winter	Program	SO–SRSophomore–Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring		The successful completion of large software systems requires strong technical skills, good design and competent management. Unfortunately, unlike hardware, software systems have proven to be notoriously difficult to build on-time, in-budget, and reliable, despite the best efforts of many very smart people over the last 50 years. This is an upper-division program intended to help students gain the technical knowledge required to understand, analyze, modify and build complex software systems.We will concentrate on learning the organization and complexity of large software systems that we do understand, and gaining practical experience in order to achieve a deeper understanding of the art, science, collaboration and multi-disciplinary skills required to develop computing solutions in real-world application domains. The technical topics will be selected from data structures, algorithm analysis, operating systems, networks, information security, object oriented design and analysis, verification techniques, scientific visualization and modeling. The program seminar will focus on various technical topics in the software industry. Students will have an opportunity to engage in a substantial computing project through all the development phases of proposal, requirements, specification, design and implementation.This program is for advanced computer science students who satisfy the prerequisites. We also expect students to have the discipline, intellectual maturity and self motivation to identify their project topics, organize project teams and resources and complete advanced work independently.		Neal Nelson Judith Cushing Richard Weiss Sheryl Shulman	Mon Tue Wed Thu	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Student-Originated Studies: Advanced Research in Humanities/Cultural Studies Greg Mullins cultural studies Signature Required: Spring	SOS	JR–SRJunior–Senior	16	16	Day			S 14Spring		Many students wish to pursue a senior project involving substantive independent research and writing. This program is designed for students whose achievements have propelled them to intermediate or advanced levels of inquiry in the humanities or in cultural studies, and who are in their junior year or the very beginning of their senior year. By completing this program in spring quarter, students will position themselves to pursue an advanced research/writing project in the following year. Over the ten weeks of spring quarter we will read a sequence of texts in common; we will analyze them not only for content but also for methodology. We will study what kinds of sources, evidence, interpretive paradigms and arguments are demanded by humanities fields such as history, literature and philosophy, and by interdisciplinary fields such as queer studies, American studies, women’s studies and cultural studies.By better understanding what makes research publishable, students will gain a keen appreciation for the methods and rhetorical strategies that they will need to master in order to pursue their own independent studies. Students will research and write about a topic of their choice, with the goal of laying a solid foundation for a senior thesis or project. Writing assignments include: an abstract, a work plan, two response papers, an annotated bibliography, a review of a scholarly journal, description of research methods and a research prospectus.		Greg Mullins		Junior JR Senior SR	Spring	Spring
Student-Originated Studies: CCBLA Stephanie Kozick community studies cultural studies education environmental studies government law and public policy leadership studies outdoor leadership and education political economy sustainability studies	SOS	SO–SRSophomore–Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring		This Student-Originated Studies program is intended for upper-level students with a background in community-based learning, and who have made arrangements to carry out a yearlong focused project within an organized community center, workshop, agency, organization or school setting. Community projects are to be carried out through internships, mentoring situations or apprenticeships that support students’ interest in community development. This program also includes a required weekly program meeting on campus that will facilitate a shared, supportive learning experience and weekly progress journal writing. The program is connected to Evergreen's Center for Community-Based Learning and Action (CCBLA), which supports learning about, engaging with and contributing to community life in the region. As such, this program benefits by the rich resource library, staff, internship suggestions and workshops offered through the Center. Students in this program will further their understanding of the concept of “community” as they engage their internship, apprenticeship or mentoring situation. The program emphasizes an asset-based model of community understanding advanced by Kretzmann and McKnight (1993). A variety of short readings from that text will become part of the weekly campus meetings. The range of academic/community work suited to this program includes: working in an official capacity as an intern with defined duties at a community agency, organization or school; working with one or more community members (elders, mentors, artists, teachers, skilled laborers, community organizers) to learn about a special line of work or skills that enriches the community as a whole; or designing a community action plan or case study aimed at problem solving a particular community challenge or need. A combination of internship and academic credit will be awarded in this program. Students may arrange an internship up to 36 hours a week for a 12-credit internship per quarter. Four academic credits will be awarded each quarter for seminar attendance and weekly progress journal writing. Students may distribute their program credits to include less than 12 credits of internship when accompanying research, reading and writing credits associated with their community work are included. During the academic year, students are required to meet as a whole group in a weekly seminar on Wednesday mornings to share successes and challenges, discuss the larger context of their projects in terms of community asset building and well-being, and discuss occasional assigned short readings that illuminate the essence of community. Students will also organize small interest/support groups to discuss issues related to their specific projects and to collaborate on a presentation at the end of each quarter. Students will submit weekly written progress/reflection reports via forums established on the program Moodle site. Contact faculty member Stephanie Kozick if further information is needed.		Stephanie Kozick	Wed	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Student-Originated Studies: Critical and Poetic Theory and Practice Eirik Steinhoff aesthetics communications education literature philosophy writing Signature Required: Spring	SOS	SO–SRSophomore–Senior	16	16	Day			S 14Spring		This one-quarter critical and creative reading and writing program is designed for advanced students embarked on the composition of long-range and wide-ranging writing projects oriented toward or against or beyond the emergent occasions that surround us. Intensive independent writing and reading will be complemented by weekly seminars, small-group workshops, and weekly and semi-weekly lectures ( the Critical and Cultural Lecture Series and the Art Lecture series); occasional screenings and a local field-trip are possible as well. “Language is fossil poetry,” Emerson declares. And indeed the radical sense of each term in this program’s subtitle offers substantial orientation for the various directions we might take: in the sense of “decision” or “choice”; in the sense of “making” (not only in what is called “poetry,” but also in other kinds of composition, whether in prose or verse, for the page or the stage or the screen); in the sense of “making visible”; in the sense of “action” or “doing.” All of which is to say that in addition to Emerson’s etymological enthusiasms we will be mindful withal of Wittgenstein’s no less fruitful suggestion that “the meaning of a word is its use.” An expanded engagement with the question Montaigne had emblazoned on the rafters of his study — — will guide us in our individual and collective inquiry: What do I know? And what do I do? How do I know and how do I do? How do we do? How do we know? How can we do things with words to find out? How might our writing become an instrument for conducting rigorous ethical and epistemological investigations designed to reconnect us, by means of our study (however elaborate or playful or recondite), back to the world we live in right now?		Eirik Steinhoff		Sophomore SO Junior JR Senior SR	Spring	Spring
Student-Originated Studies: Documenting an Olympian Patron of the Arts Sarah Williams art history business and management communications media arts moving image music Signature Required: Fall Winter Spring	SOS	SO–SRSophomore–Senior	12	12	Day	F 13 Fall	W 14Winter	S 14Spring		This year-long program provides an opportunity for students to work on a large, highly collaborative project that requires a multiplicity of skills and knowledge: documenting an Olympian patron of the arts. Students will form a learning community in order to work collectively and collaboratively on a feature-length documentary film about philanthropy and patronage of the arts. Each student will take on specific roles related to editing, marketing/PR, soundtrack composition, and interviewing/researching. However, in order to build new skills, all students will collaborate on every aspect of the project. Students will work together, share research results, and participate in regular critiques with faculty and staff. Collaborative work will include field trips, audio recording, cinematography, marketing, interviewing, and editing. Faculty and staff will support student work through regular meetings, critiques and problem-solving discussions. The peer learning community will collaboratively determine the direction and success of this project. Academic work for each quarter will include weekly meetings with the continuing student director/producer and bi-monthly meetings with faculty and staff in Media as well as Development and Alumni Programs. In addition, students will maintain an academic blog to document the progress of the on-going project . For Fall and Winter Quarters the students will produce a work-in-progress screening. In the spring, the students will organize a campus-wide screening and prepare the film for festival submission. This program is ideal for responsible, enthusiastic and self-motivated students with an interest in developing and reflecting on a substantial project over a substantial period of time.		Sarah Williams		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Student-Originated Studies: General Chemistry Hansina Hill chemistry	SOS	FR–SRFreshmen–Senior	6	06	Evening			S 14Spring		and will include selected topics in thermodynamics, kinetics, nuclear chemistry, and some introductory organic.		Hansina Hill	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Student-Originated Studies: Music Composition and Consciousness Studies Terry Setter aesthetics consciousness studies media arts music Signature Required: Spring	SOS	SO–SRSophomore–Senior	16	16	Day			S 14Spring		This SOS is an opportunity for well-prepared students to do highly independent work in music composition, music technology, audio production, and consciousness studies. Participants will meet as a group on Thursday mornings to review progress and share ideas for increasing the quantity and quality of the work that students are doing. Specific descriptions of learning goals and activities will be developed individually between the student and faculty.		Terry Setter	Thu	Sophomore SO Junior JR Senior SR	Spring	Spring
Student-Originated Studies: Nonprofit Internships Doreen Swetkis business and management community studies field studies law and public policy leadership studies theater Signature Required: Spring	SOS	SO–SRSophomore–Senior	16	16	Day			S 14Spring		This program is intended for students who have completed work in community learning programs (such as ) and are prepared to complete an internship in a public or nonprofit agency. Prior to the beginning of spring quarter, interested students must consult with the faculty about their proposed internship and/or course of study. Contracts that are completed before the beginning of spring quarter will be given priority. All contracts must follow the college procedures for internships. While students are encouraged to seek out their own internship possibilities, we will work with campus resources and the faculty member's contacts to identify internship possibilities in public and nonprofit agencies.Students will hold 20-28 hour/week internships (depending upon amount of credits: 12-16 variable option) and will come together as a class on Fridays to study more about doing nonprofit work through seminars, lectures, guest speakers and/or films. There will be common readings and individual written assignments. The faculty member will work with the interning agencies, making at least one site-visit to each agency during the quarter and meeting regularly with students outside of scheduled class times as needed. Internships must be located in the Seattle/Portland I/5 corridor or on the Olympic Peninsula within a reasonable distance (i.e., Mason County). Participation in the weekly class meeting is required – no internships located nationally or internationally will be sponsored.		Doreen Swetkis	Fri	Sophomore SO Junior JR Senior SR	Spring	Spring
Student-Originated Studies: Psychology and Integrative Health Mukti Khanna and Heesoon Jun community studies consciousness studies health psychology Signature Required: Spring	SOS	SO–SRSophomore–Senior	16	16	Day			S 14Spring		This program is intended for students who want to deepen their work in psychology through integrating theory and practice, in a setting that combines student-designed and faculty-designed study and projects. The faculty-designed component of the program will train students in the American Psychological Association ethics code that can be applied to working with diverse populations and internship sites. Students will also receive training in writing APA style social science papers and working with social science library data bases. Students will have the option of attending the Western Psychological Association meeting, which is the western regional arm of the American Psychological Association, that will be held in Portland, Oregon, April 24- 27, 2014. Attending this professional conference is one of the best ways to explore the range of work and research that is emerging in the field of psychology nationally.The student-designed component of the program may be a six-credit (15 hour a week) internship or independent study project related to psychology or health. Students will meet with faculty weekly to study more about psychological ethics, psychological writing and community work.		Mukti Khanna Heesoon Jun		Sophomore SO Junior JR Senior SR	Spring	Spring
Student-Originated Studies: Seeds, Beads, Bees and other Biodynamical Processes Sarah Williams and Martha Rosemeyer agriculture consciousness studies cultural studies field studies gender and women's studies sustainability studies writing Signature Required: Winter Spring	SOS	SO–SRSophomore–Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring		J.W. Goethe Like the role of bees and seeds in the evolution of agriculture, beads—which often are seeds, shells, wax or bone—have an inside and an outside that commute. Seeds, beads and bees are interpenetrating, reciprocal creations. They form assemblages with centers and their use over time can be a measure of the fertility of mind, spirit and body. This SOS will support students in bead-like studies of biodynamic processes in conjunction with an internship, creative practice or field research project. Whether defined in relationship to agricultural, artistic or somatic practices, biodynamic processes are characterized by interconnected, recursive and iterative movements that form holistic patterns. Thus, students will be guided to reflect on their learning itself as a biodynamic process. To what extent is the subject and object of a liberal arts education mutually causative? In what ways might thinking be enlivened if informed by a consciousness of temporal rhythms (e.g., respiration) and cosmic forces such as tides and sunlight?This program is ideal for responsible, enthusiastic and self-motivated students with an interest in developing and reflecting on a substantial project over a substantial period of time. In addition to classroom work, each student will create an individual course of academic learning including an internship (e.g., at a local organic farm), creative practice (e.g., nature writing), or field research project (e.g., discovering the differences—and why they matter—between commercial and biodynamic beekeeping). Collaboration, including shared field-trip opportunities, with the Ecological Agriculture and Practice of Sustainable Agriculture programs will be available. Academic work for each quarter will include weekly group meetings, an annotated bibliography and maintenance of a field journal to document independent project learning. In addition to this independent project component, students will engage in weekly readings and written responses, seminar discussions and a final presentation. Unless exceptions are designed into students' projects and agreed upon in advance, all students will be required to attend and actively participate in this one day of weekly class activities, as well as individual self-assessment meetings with the faculty at mid-quarter and the end of the quarter. Interested students should browse the following authors and texts to explore their ability to think and act biodynamically within an intentional learning community: , edited by David Seamon and Arthur Zajonc; by Wolf Storl; by Charles Ridley; by Catherine Cole; by Gary Snyder; by Robert Bringhurst; by Ruth Ozeki; and : by Rudolf Steiner		Sarah Williams Martha Rosemeyer	Tue	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Student-Originated Studies: Theory and Practice in the Visual Arts Evan Blackwell aesthetics art history education visual arts Signature Required: Spring	SOS	JR–SRJunior–Senior	16	16	Day			S 14Spring		This program is for intermediate to advanced students who are ready for intensive full-time work in theory and practice in the visual arts. Students will design their own projects, complete visual research and write papers appropriate to their topics, 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 program will provide opportunities for independent work while providing a learning community of students with similar interests. Beyond art making and visual research, this program will also provide opportunities for professional development for students who are thinking of graduate school, professional work in the visual arts, visual arts internships, or arts education at any level.	visual arts, museum studies, arts administration, public art, arts organizations, art education and design.	Evan Blackwell		Junior JR Senior SR	Spring	Spring
Study Abroad Consortium Partnerships Michael Clifthorne study abroad Signature Required: Fall Winter Spring	Program	SO–SRSophomore–Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring		Consortium is a formal relationship with other institutions to increase travel abroad opportunities for Evergreen students. More than 300 destination programs are offered through consortium, and financial aid can be used to pay for approved program costs. Evergreen students pay the consortium's tuition and fees; they do not pay Evergreen tuition or fees when enrolled in consortium. Enrollment is recorded at both the consortium and at Evergreen; Evergreen students register at Evergreen with a special Course Record Number created specifically for the designated consortium and retain their student status. The Alliance for Global Education offers interdisciplinary study programs in India and China. In India, students can focus on issues of public health, Indian studies, development or the environment, in programs located in Manipal, Pune and Varanasi. In China, students can focus on issues of globalization, development, business, politics, social change and Chinese language, in programs located in Xi'an, Beijing or Shanghai. Internship opportunities are available in both countries. Full semester and summer options. Students earn 15 semester credits (22 quarter credits). The American University in Cairo is a premier, full-service, English-language university founded in Cairo, Egypt, in 1919. Students can focus on a wide range of disciplinary studies through the semester or summer options as study abroad, non-degree students or they can focus on intensive Arabic language through the Intensive Arabic Program. Credits will vary by individual enrollment, but typically range from 15 to 18 semester credits (22 to 27 quarter credits). The Center for Ecological Living and Learning offers programs in Iceland, Nicaragua, Costa Rica, Honduras and Kenya that focus on sustainability, environmental issues, experiential learning and close connection to local communities. Students earn 15 semester credits (22 quarter credits) The Center for Global Exchange provides a set of interdisciplinary study abroad programs sponsored by Augsburg College in Minneapolis, Minn. Students can focus on issues of gender and social change, international business, migration, globalization or social work in Mexico; sustainable development and social change in Central America; or nation building, globalization and decolonization in Namibia. Language study and internships, as part of or in addition to the programs, are available. Students earn 16 semester credits (24 quarter credits). The Council for International Educational Exchange provides study abroad programs in conjunction with multiple university sites in Africa, the Middle East, Europe, Asia, Latin America, the Caribbean and Australia. Students can choose from a wide variety of disciplines, with programs taught either in English, the local language or both. Students earn 15-18 semester credits (22-27 quarter credits) The Danish Institute for Study Abroad offers 14 coordinated programs in Architecture and Design, Biomedicine, Child Diversity and Development, Communication and Mass Media, European Culture and History, European Politics and Society, Global Economics, International Business, Justice and Human Rights, Medical Practice and Policy, Migration and Identity/Conflict, Pre-Architecture, Psychology, Public Health, and Sustainability in Europe. All programs and courses are taught in English, with the exception of Danish language and culture studies. Students earn 15-18 semester credits (22-27 quarter credits). Educational Programs Abroad arranges internship placements in several European countries: England, Scotland, Germany, Belgium, and Spain. Students typically intern 30-35 hours per week, with one or two supplemental classes. Adequate fluency in the language is often, but not always, required. Students earn 16 quarter credits, with options to earn more through special coursework with the University of Rochester and at additional cost. The Institute for Study Abroad, operated through Butler University in Indiana, connects students with multiple university sites in England, Scotland, Wales, Ireland, Australia, New Zealand, Argentina, Chile, Costa Rica, Mexico and Peru. Students enroll in regular university course offerings, with opportunities for internships as well. Fluency in Spanish is required for most Latin American studies programs, with some options for students with lower-level Spanish skills. Students earn 15-18 semester credits (22-27 quarter credits). Summer programs also available. The Jackson School of International Studies at the University of Washington, Seattle, offers Evergreen juniors and seniors a chance to spend one year in the program, focusing on one of 14 regional study areas: Africa, Canada, China, Comparative Religion, European, International, Japan, Jewish Studies, Korea, Latin America and Caribbean, Middle East, Russia-Eastern Europe-Central Asia, South Asia and Southeast Asia studies. Students earn 12-18 quarter credits each quarter, depending on class selection. Evergreen can only recommend a small number of students to this program, so it is competitive, with applications due each March for the following year. Living Routes Ecovillages provides interdisciplinary instruction in the areas of sustainability, environmental issues, green design and technology, permaculture studies, organic agriculture, fair trade, women's empowerment, bioregional studies, and other issues. Semester programs are offered in Costa Rica, India, Israel, and Scotland with January and summer programs in India, Mexico, Australia, Brazil, and Peru. Living Routes US-based programs are not available for consortium credit. Students earn 15-18 semester credits (22-27 quarter credits) through the University of Massachusetts - Amherst. International Partnership for Service Learning offers programs that combine language, area studies and community service placements in a number of countries: Australia, Ecuador, France, Ghana, India, Italy, Jamaica, Mexico, Scotland, Spain and Thailand. Students gain valuable experience serving in a variety of community organizations. Semester and summer programs available. 15-17 semester credits (22-25 quarter credits). The School for International Training offers a wide variety of interdisciplinary programs in Africa, Asia, Europe, Latin America and the Middle East that focus on the arts, cultural expression, global health, identity and globalization, environmental issues, post-conflict transformation, social movements, human rights and sustainable development. Programs entail language, thematic studies, independent study projects and close connection to local communities. Students earn 16 semester credits (24 quarter credits). Summer programs are also available. The School for Russian and Asian Studies offers programs throughout the European, Central Asian and Siberian regions of the former Soviet Union on a wide variety of topics: Central Asian Studies, Acting in Russia, Russian Studies Abroad, Translation Abroad, Art in Russia, The Russian Far East, The Russian Psyche, Museums and Art Restoration, Kyrgyz Adventure, Politics and International Relations, Internships and more. Students earn 15-18 semester credits (22-27 quarter credits). SEA Education Association offers programs that focus on ocean exploration, documenting change in the Caribbean, oceans and climate, sustainability in Polynesian island cultures and ecosystems, and energy and the ocean environment. Students spend the first part of the semester in Woods Hole, Mass., preparing for the second part of the semester when they embark on tall-masted sailing ships to continue studies at sea and among island communities. The program offers both Atlantic and Pacific routes. Students earn 16 semester credits (24 quarter credits). Options for upper-level credits are available. Summer programs offered as well. Studio Arts Centers International in Florence, Italy, offers undergraduate options for study in more than 20 studio art and design programs, art history, art conservation and Italian language and culture. Graduate level studies are also available. Students earn 15-18 semester credits (22-27 quarter credits). The University of Arizona - Russia program offers the opportunity to study Russian language and culture in Moscow during the academic year, with summer options in St. Petersburg. Students receive 20-30 hours of instruction per week depending on their level placement. The program takes place at the GRINT Language Center at the Moscow Humanities University. Options for internship placement in Moscow also exist. Students earn 15 semester credits (22 quarter credits). Wildlands Studies offers programs through a number of environmental field projects in several countries: Australia, Belize, Chile, China, Costa Rica, El Salvador, Fiji, India, Mexico, New Zealand, Peru, South Africa, Thailand and Zambia. Wildlands' domestic US programs are not eligible for consortium status. Students are engaged in field studies for seven-week periods typically, and many include cultural studies since communities are part of local environmental systems. Student earn 12 semester credits (18 quarter credits) at the upper-division level, typically distributed across both science and cultural studies, issued through California State University at Monterey Bay.		Michael Clifthorne		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Summer Ornithology: Birds in the Hand Steven G. Herman biology ecology environmental studies field studies natural history zoology	Program	FR–SRFreshmen–Senior	8	08	Day, Evening and Weekend				Su 14 Session II Summer	Summer Ornithology is a three week bird-banding course taught entirely in the field. We leave campus on the first day, travel through some of the best birding country in Oregon, then over the next few days find and set up camp in a place where we can net, process, and band a sufficient number of birds to provide all students with appropriate experience. We spend the next two weeks netting, processing, banding, and releasing several hundred birds of about 25 species. We focus on aspects of banding protocol, including net placement, removing birds from nets, identification, sexing, ageing, and record-keeping. We balance the in-hand work with field identification and behavioral observations, and during the last week we tour Steens Mountain and the Malheur area. This course has been taught for over 30 years, and more than 24,000 birds have been banded during that time. Lower or upper-division credit is awarded depending of the level of academic achievement demonstrated. A photo essay on this program is available through and a slide show is available through .		Steven G. Herman	Mon Tue Wed Thu Fri Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Surviving Middle Management Steven Johnson business and management	Course	SO–SRSophomore–Senior	4	04	Weekend			S 14Spring		People are often placed in leadership positions and then find that they are in unfamiliar territory with no roadmap for success and even struggling with the requirements of the new role. Acting under the premise that we manage resources and lead people, this course is designed to expose students to the nuts and bolts approaches of both leadership and management. We will discuss and study the management processes needed while developing leadership skills. Course work will be designed around each student's individual needs.		Steven Johnson	Fri Sat	Sophomore SO Junior JR Senior SR	Spring	Spring
Systems Theory for Business and Organizations Kathy Kelly business and management community studies leadership studies	Program	FR–SRFreshmen–Senior	8	08	Weekend			S 14Spring				Kathy Kelly	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Taiwan: the beautiful Formosa Lin Crowley cultural studies language studies study abroad	Program	FR–SRFreshmen–Senior	8, 12	08 12	Day				Su 14 Full Summer	This interdisciplinary study-abroad program offers an introduction to Chinese culture through the lenses of language and social and political systems. Students will experience Taiwan, the Republic of China, one of the four Asian Tigers up close. We will travel to the city of Taipei, (the capital of the Republic of China), Tainan (a historical gem), and Kaohsiung (the largest harbor in Taiwan), to learn about the modern Chinese business and cultural centers in a modern democratic republic. Students will have the opportunity to witness modern, traditional, urban, suburban and rural life in this land and discover how Chinese traditional culture coexists with a modern westernized society. The program includes academic study at two of the Chinese universities in Taiwan. There will be language study, day trips, and guided study tours to museums, including the National Palace of Museum and historical sites. Students can also explore the blossoming artistic and cultural scenes on this beautiful tropical island. China is one of the world’s oldest and richest continuous cultures. It is one of largest trading partners of the United States, while Taiwan, with its Chinese roots, focuses investment in latest information technology, advanced sustainable agriculture and ecological development, which made it an international trading powerhouse with impressive foreign exchange reserve. Students can examine the contemporary Chinese culture in Taiwan and how it exerts its influence to the world by working with its Chinese counterpart on the mainland. We will also have a closer look into Chinese ethnic culture, religion, and its people. During the first session of the summer, all students will travel with the class for a three week study trip. After the study trip, students will return to Evergreen campus to continue their studies in the second session using on-line resources and communication for continuous Chinese studies. Portfolios including video and/or blog documentary can be developed from the study trip. Enroll for eight credits for first session only or 12 credits for the full summer session. Students enrolled for 12 credits will continue to meet on campus during second session to work on video or photo journals documenting the trip and reflect on the learning through seminars, readings, and film discussions on related topics and issues. For more information please contact the faculty or see		Lin Crowley	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Taking Things Apart: A Scientific and Artistic Exploration Donald Morisato and Bob Haft biology literature philosophy of science visual arts Signature Required: Spring	Program	FR–SRFreshmen–Senior	16	16	Day		W 14Winter	S 14Spring		Both science and art take things apart. In some instances—the evisceration of a frog or an overly analytical critique of a poem—the process can result in the loss of the vital force. In the best scenario, carefully isolating and understanding individual parts actually reconstitutes the original object of study, bringing appreciation for a whole greater than its parts. Sometimes taking things apart results in a paradigm shift: suddenly, the ordinary becomes extraordinary.In one program strand, we use a biologist's tool kit to explore how living organisms function. We learn how biology takes apart and studies life in different ways. In winter, we focus on visual perception, beginning with anatomy, proceeding onto the logic of visual processing, and concluding with an examination of the specialized neurons and molecules involved in phototransduction. In spring quarter, we play with the idea of mutation, exploring how genetics is used to dissect complex processes and provide an entry point for the molecular understanding of inheritance at the level of DNA.Another strand takes visual art as its point of departure. Here, we combine what we learn about the anatomy and physiology of the eye with a study of using sight to apprehend and appreciate the world around us. We will work with different tools—charcoal pencils and cameras—both to take apart and to construct new things. During winter quarter, we will learn the basics of drawing. In spring, we use black-and-white photography to study life at a more macroscopic level than in the biology lab. Ultimately, our goal here is the same as that of the scientist: to reconstitute and reanimate the world around us.There are ideas for which literature provides a more sophisticated and satisfying approach than either science or the visual arts. Thus, in a third strand, we examine how literature depicts and dissects the emotional and behavioral interactions that we call "love." Authors we read will include Shakespeare, Stendhal, Henry James, Virginia Woolf, James Baldwin, John Berger, Haruki Murakami and Louise Gluck.Our goal is to weave these strands together to produce an understanding about the world informed by both cognition and intuition. Throughout our inquiry, we will be investigating the philosophical issue of objectivity. This is a rigorous program involving lectures, workshops, seminars, studio art and laboratory science work. Student learning will be assessed by weekly seminar writing assignments, lab reports, art portfolios and exams.		Donald Morisato Bob Haft		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Temperate Rainforests: Ecology, Chemistry and Management Dylan Fischer and Paul Przybylowicz biology chemistry ecology environmental studies	Program	JR–SRJunior–Senior	16	16	Day	F 13 Fall	W 14Winter			The Pacific Northwest is home to temperate rainforests, among the most biologically complex ecosystems in the world. How did these forests develop? How do they function? How do human activities affect them? Is sustainable harvest a reality or an oxymoron? We will use a biogeochemical lens to examine these forests, their effects on us and our impacts on them. Topics covered will include forest ecology, ecosystem ecology, soils, mycology, biogeochemistry, sustainable forestry and forest conservation.In fall quarter, we will explore how forests “work” through studying forest ecosystem science that includes both global and regional perspectives, with a focus on carbon and nutrient cycling. We will also examine the tremendous fungal biodiversity found within temperate rainforests, particularly the local forests of the Pacific Northwest. We’ll cover methods in forest biogeochemical measurement, fungal biology, taxonomy and advanced forest ecology.Human impacts on temperate rainforests will be the focus of winter quarter. We’ll focus on sustainable forestry, both theory and practice, along with an examination of soils and the life within them, which will deepen our understanding of forest function and the short- and long-term impacts of various forestry practices. These topics will merge as we explore carbon sequestration in forest ecosystems, which is an emerging component of “sustainable” forestry. We will explore current and past controversies in forest ecology related to old-growth forests, spotted owls and other endangered species and biofuels.Our program time will consist of field work, laboratory work, lectures, workshops and weekly seminars. Expect to research topics in the primary scientific literature and to summarize and share your findings with the entire class. We’ll cover various sampling techniques that are used to measure nitrogen, water and carbon in forested ecosystems. There will be ample opportunities for independent directed work, both individually and in small groups.In addition to one-day trips regularly scheduled throughout both quarters, there will be a 4-day field trip each quarter. In the fall, we’ll spend four days doing field research in temperate rainforests. In the winter, we’ll tour through the Pacific Northwest and visit a variety of managed and unmanaged forests. Plan to spend a lot of time in the field (and remember that every field day generates 3-4 days of work once we return). Students who may need accommodations for field trips should contact the faculty as soon as possible.		Dylan Fischer Paul Przybylowicz		Junior JR Senior SR	Fall	Fall Winter
Tend and Tell: Developing and Interpreting an Ethnobotanical Garden Marja Eloheimo Native American studies botany communications community studies consciousness studies education environmental studies health writing	Program	FR–SRFreshmen–Senior	12	12	Weekend	F 13 Fall	W 14Winter	S 14Spring		Working as a multidisciplinary project team, this year-long program has a mission. Students will engage in hands-on work to enhance the fledgling ethnobotanical garden at the Evergreen “House of Welcome” Longhouse by refining and caring for existing habitat and theme areas. Through this work, we will create a valuable educational resource and contribute to multiple communities including Evergreen, local K-12 schools, local First Nations, and a growing global collective of ethnobotanical gardens that promote environmental, medical, and cultural diversity and sustainability.During winter quarter, students will focus on the garden's "story" through continued work on existing signage, a book draft, and/or other interpretive materials such as a web page. Students will work independently on skill development, research, and project planning or implementation in their selected areas of interest and garden areas. Students will also be active during the winter transplant season and will prepare procurement and planting plans for the spring season.During spring quarter, students will plant and care for the garden, wrapping up all of the work they have begun. They will complete interpretive materials, create and implement educational activities, and participate in the Longhouse Cleansing Ceremony.Since this unique program is grounded in community-service learning, topics in various subject areas – including field botany, community-based herbalism, horticulture, and Indigenous studies – are woven into the fabric of student learning when most appropriate to overall objectives, and are introduced through readings, lectures, workshops, assignments, and projects.The program cultivates community by nurturing each member's contributions and growth, and acknowledges the broader context of sustainability, especially with regard to food and medicine.		Marja Eloheimo	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
The Authentic Self: Becoming an Instrument of Change Marla Elliott and Marcella Benson-Quaziena communications music psychology theater	Program	JR–SRJunior–Senior	8	08	Weekend	F 13 Fall	W 14Winter	S 14Spring		You are the most powerful and versatile tool you have. Do you know who you are and what you stand for? Is that who you want to be? How can you use your presence as an instrument of change? How do you know what you evoke/provoke in others? How do you move in the world with awareness of your authentic self? The ability to communicate and influence is crucial to our effectiveness as we move through many systems. This program is designed for students who want to develop skills of self-knowledge and “use of self” as an instrument of social change.		Marla Elliott Marcella Benson-Quaziena	Sat Sun	Junior JR Senior SR	Fall	Fall Winter
Theatre of Fantasy: Performing Chinese Drama on the Western Stage Rose Jang and Mingxia Li cultural studies literature music theater	Program	FR–SRFreshmen–Senior	16	16	Day		W 14Winter	S 14Spring		Classical Chinese drama, as a literary genre, evolved from a long tradition of poetry writing and storytelling. In Chinese theatre, lyrics combine with dance, music, singing, acrobatics and martial arts. For centuries, the poetic and presentational style of Chinese drama and theatre has helped nurture and highlight the fantastic and imaginative side of Chinese culture: the magical beings and their boundless power in folk tales; dreams, fantasies, mysticism and otherworldliness of the Daoist realm of existence, and roaming spirits and ghosts of the underworld: these ever-popular Chinese archetypes have been repeatedly invoked and embodied in poetry and on stage. Many of these fantastic images and stories will form the core of our program study; they will also be absorbed and chained together into a final musical performance piece with a coherent plot and overriding theme—a symbolic, stylized production in the form and spirit of Chinese fantasy for the Western audience.The program will engage students in serious study of Chinese poetry and dramatic literature with a creative push. The program will also serve as an ideal training ground for students who are interested in acting, performance, singing, music performance and composition, kinetic and vocal training in physical theatre, and skill building and implementation in technical theatre including set, lighting, costume, sound and stage management. As the final performance is a meant to be an original and experimental piece bridging Chinese drama and Western theatrical sensitivities, and the performance style will reply on an innovative fusion of music and lyrics as well as creative collaboration between singing, movement and musical accompaniment on many different levels, the faculty of the program is seriously recruiting music students ready to engage in creative music composition and performance (including electronic music) to join the program.In winter quarter, we will study select dramas and stories of fantastic imagination from the Chinese tradition which bear direct relevance to our final performance piece. We will study their literary and creative qualities in general program meetings and workshops. We will also work through sequential theatre exercises in workshop and performance projects to bring these literary qualities into staging possibilities and physical realizations. A weekly music workshop will also be offered to prepare students for the unique musical creation and implementation for the final performance.In spring, we will focus on rehearsals and technical theatre work in order to mount a full-fledged theatrical production bringing all the previous experimentations and innovations together into a fantastic and coherent production. This end-of-program public presentation will put to the test our collective understanding of Chinese mythology, poetry and drama, and help us convey this understanding in a complex form of the theatre of fantasy.		Rose Jang Mingxia Li		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Theories of Personality Susan Cummings psychology	Course	SO–SRSophomore–Senior	4	04	Evening		W 14Winter			The major personality theorists will be presented sequentially within their cultural and historical contexts. This will provide the students with a broader understanding of the evolution of ideas concerning human nature. Exploration of theories will be limited to those that apply specifically to the practice of counseling. Attention will be paid to the interaction of the individual with the social milieu, the cultural biases within theory, and the effect of personal history on theoretical claims. This course is a core course, required for pursuit of graduate studies in psychology.		Susan Cummings	Tue	Sophomore SO Junior JR Senior SR	Winter	Winter
Tomorrow Today: Political Economy & Culture of the Future Anthony Zaragoza African American studies American studies Native American studies communications community studies consciousness studies cultural studies economics education gender and women's studies government history international studies law and government policy law and public policy leadership studies literature moving image political economy political science sociology sustainability studies	Course	FR–SRFreshmen–Senior	4	04	Day				Su 14 Session II Summer			Anthony Zaragoza	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Tools of the Trade: Master, Journeyman, Apprentice, and Guild Daryl Morgan history visual arts	Program	FR–SRFreshmen–Senior	8	08	Evening				Su 14 Full Summer	"The life so short, the craft so long to learn." Hippocrates The rise of the great medieval artisan craft guilds of Europe and Japan began a transformation not only of the ways in which things were made and of the ways in which craftsmen were trained to make them, but of the fundamental relationship between capital and labor. This course will investigate the world of the guilds and of the men, methods, tools, and materials they employed. We will focus on the history of two guilds in particular, (of which the instructor's grandfather was a member) and (of which the instructor is a member) and their effect on the cultures they inhabited. During the program students will experience learning in much the same way as an 18th century apprentice might have, engaging both the work of the mind and of the hand as they make and learn to use a classic English bowsaw and a traditional handplane called a "coffin smoother."		Daryl Morgan	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Toward Becoming a Teacher Steve Cifka education	Course	JR–SRJunior–Senior	4	04	Evening		W 14Winter			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.		Steve Cifka	Thu	Junior JR Senior SR	Winter	Winter
Turning Eastward: Explorations in East-West Psychology Ryo Imamura community studies consciousness studies cultural studies health philosophy psychology religious studies Signature Required: Winter	Program	SO–SRSophomore–Senior	16	16	Day	F 13 Fall	W 14Winter			Western psychology has so far failed to provide us with a satisfactory understanding of the full range of human experience. It has largely overlooked the core of human understanding—our everyday mind and our immediate awareness of being—with all of its felt complexity and sensitive attunement to the vast network of interconnectedness with the universe around us. Instead, Western psychology has chosen to analyze the mind as though it were an object independent of the analyzer, consisting of hypothetical structures and mechanisms that cannot be directly experienced. Western psychology's neglect of the living mind--both in its everyday dynamics and its larger possibilities--has led to a tremendous upsurge of interest in the ancient wisdom of Asia, particularly Buddhism, which does not divorce the study of psychology from the concern with wisdom and human liberation.In contrast to Western psychology, Eastern psychology shuns any impersonal attempt to objectify human life from the viewpoint of an external observer and instead studies consciousness as a living reality which shapes individual and collective perception and action. The primary tool for directly exploring the mind is meditation or mindfulness, an experiential process in which one becomes an attentive participant-observer in the unfolding of moment-to-moment consciousness.Learning mainly from lectures, readings, videos, workshops, seminar discussions, individual and group research projects and field trips, in fall quarter we will take a critical look at the basic assumptions and tenets of the major currents in traditional Western psychology, the concept of mental illness and the distinctions drawn between normal and abnormal thought and behavior. In winter quarter, we will then investigate the Eastern study of mind that has developed within spiritual traditions, particularly within the Buddhist tradition. In doing so, we will take special care to avoid the common pitfall of most Western interpretations of Eastern thought—the attempt to fit Eastern ideas and practices into unexamined Western assumptions and traditional intellectual categories. Lastly, we will address the encounter between Eastern and Western psychology as possibly having important ramifications for the human sciences in the future, potentially leading to new perspectives on the whole range of human experience and life concerns.	psychology, counseling, social work, education, Asian-American studies, Asian studies and religious studies.	Ryo Imamura		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Tutoring Math and Science For Social Justice Vauhn Foster-Grahler mathematics	Course	FR–SRFreshmen–Senior	2	02	Day			S 14Spring		Tutoring Math and Science For Social Justice will include an examination of some of the current research on the teaching and learning of math and science in higher education and will focus this knowledge on its implications for and applications to diverse groups of learners and social justice. Students will experience and evaluate a variety of tutoring strategies as a student and as a facilitator. This class is strongly suggested for students who are planning on teaching math and/or science or who would like to tutor in Evergreen's Quantitative and Symbolic Reasoning Center.		Vauhn Foster-Grahler	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Twentieth Century European Philosophy Joseph Tougas philosophy	Program	JR–SRJunior–Senior	16	16	Day			S 14Spring		This upper-division program is intended for students who are interested in the revolutionary philosophical theories that have shaped significant parts of contemporary political, social and cultural critiques. There will be a special focus on philosophy of language, phenomenology and post-structuralism, covering the work of Wittgenstein, Husserl, Arendt, Heidegger, Merleau-Ponty, Foucault, Derrida, and other 20th century European thinkers. These philosophers developed a vocabulary of concepts for understanding the relation of the individual mind to the cultural and interpersonal environment in which that mind develops and functions.Students will be expected to have some familiarity with the European philosophical tradition, solid academic writing skills, and some experience reading and analyzing dense philosophical texts. The activities of the program will include close reading and analysis of primary texts within the context of their composition and the writing of reflective, argumentative and synthetic essays in response to those texts. Much of the class time will be devoted to student-led seminar discussions. Students will be encouraged to explore connections between the theories encountered in the program readings and their own social, political and personal concerns. Students will write a culminating essay that may serve as a writing sample for application to graduate school.		Joseph Tougas		Junior JR Senior SR	Spring	Spring
Undergraduate Projects in Critical and Creative Practices Naima Lowe, Shaw Osha (Flores), Kathleen Eamon and Joli Sandoz African American studies art history communications cultural studies gender and women's studies literature media arts media studies moving image visual arts writing Signature Required: Fall Winter Spring	Program	SO–SRSophomore–Senior	V	V	Day, Evening and Weekend	F 13 Fall	W 14Winter	S 14Spring		This is an opportunity for students to work with faculty from a diverse set of disciplines on creative and scholarly projects. Students will come away with invaluable skills in library and archival research practices, visual arts studio practices, laboratory practices, film/media production practices, critical research and writing, and much more. Critical and Creative Practices is comprised of a diverse group of artists, theorists, scientists, mathematicians, writers, filmmakers and other cultural workers whose interdisciplinary fields of study sit at the crossroads between critical theoretical studies and creative engagement. (social and political philosophy, aesthetics, philosophy of art) has interests in German idealism (Kant and Hegel), historical materialism (Marx, 20 C Marxists, and critical theory), and psychoanalysis (Freud and Lacan). She is currently working on an unorthodox project about Kant and Freud, under the working title “States of Partial Undress: the Fantasy of Sociability.” Students working with Kathleen would have opportunities to join her in her inquiry, learn about and pursue research in the humanities, and critically respond to the project as it comes together. In addition to work in Kantian aesthetics and Freudian dream theory, the project will involve questions about futurity, individual wishes and fantasies, and the possibility of collective and progressive models of sociability and fantasy. (experimental media and performance art) creates films, videos, performances and written works that explore issues of race, gender, and embodiment. The majority of her work includes an archival research element that explores historical social relationships and mythic identities. She is currently working on a series of short films and performances that explore racial identity in rural settings. Students working with Naima would have opportunities to learn media production and post-production skills (including storyboarding, scripting, 16mm and HD video shooting, location scouting, audio recording, audio/video editing, etc) through working with a small crew comprised of students and professional artists. Students would also have opportunities to do archival and historical research on African-Americans living in rural settings, and on literature, film and visual art that deals with similar themes. (visual art) works in painting, photography, drawing, writing and video. She explores issues of visual representation, affect as a desire, social relationships and the conditions that surround us. She is currently working on a project based on questions of soul in artwork. Students working with Shaw would have opportunities to learn about artistic research, critique, grant and statement writing, website design, studio work and concerns in contemporary art making. (creative nonfiction) draws from experience and field, archival and library research to write creative essays about experiences and constructions of place, and about cultural practices of embodiment. She also experiments with juxtapositions of diagrams, images and words, including hand-drawn mapping. Students working with Joli will be able to learn their choice of: critical reading approaches to published works (reading as a writer), online and print research and associated information assessment skills, identifying publishing markets for specific pieces of writing, or discussing and responding to creative nonfiction in draft form (workshopping). Joli’s projects underway include a series of essays on place and aging; an essay on physical achievement and ambition; and a visual/word piece exploring the relationship of the local to the global. Please go to the catalog view for specific information about each option.		Naima Lowe Shaw Osha (Flores) Kathleen Eamon Joli Sandoz		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Projects in Critical and Creative Practices with J. Sandoz Joli Sandoz communications writing Signature Required: Winter Spring	Research	SO–SRSophomore–Senior	V	V	Evening		W 14Winter	S 14Spring		This is an opportunity for students to work with faculty from a diverse set of disciplines on creative and scholarly projects. Students will come away with invaluable skills in library and archival research practices, visual arts studio practices, laboratory practices, film/media production practices, critical research and writing, and much more. Critical and Creative Practices is comprised of a diverse group of artists, theorists, scientists, mathematicians, writers, filmmakers and other cultural workers whose interdisciplinary fields of study sit at the crossroads between critical theoretical studies and creative engagement. (creative nonfiction) draws from experience and field, archival and library research to write creative essays about experiences and constructions of place, and about cultural practices of embodiment. She also experiments with juxtapositions of diagrams, images and words, including hand-drawn mapping. Students working with Joli will be able to learn their choice of: critical reading approaches to published works (reading as a writer), online and print research and associated information assessment skills, identifying publishing markets for specific pieces of writing, or discussing and responding to creative nonfiction in draft form (workshopping). Joli’s projects underway include a series of essays on place and aging; an essay on physical achievement and ambition; and a visual/word piece exploring the relationship of the local to the global.		Joli Sandoz		Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Undergraduate Projects in Critical and Creative Practices with N. Lowe Naima Lowe African American studies art history communications cultural studies gender and women's studies media studies moving image visual arts Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day, Evening and Weekend	F 13 Fall	W 14Winter	S 14Spring		This is an opportunity for students to work with faculty from a diverse set of disciplines on creative and scholarly projects. Students will come away with invaluable skills in library and archival research practices, visual arts studio practices, laboratory practices, film/media production practices, critical research and writing, and much more. Critical and Creative Practices is comprised of a diverse group of artists, theorists, scientists, mathematicians, writers, filmmakers and other cultural workers whose interdisciplinary fields of study sit at the crossroads between critical theoretical studies and creative engagement. (experimental media and performance art) creates films, videos, performances and written works that explore issues of race, gender, and embodiment. The majority of her work includes an archival research element that explores historical social relationships and mythic identities. She is currently working on a series of short films and performances that explore racial identity in rural settings. Students working with Naima would have opportunities to learn media production and post-production skills (including storyboarding, scripting, 16mm and HD video shooting, location scouting, audio recording, audio/video editing, etc) through working with a small crew comprised of students and professional artists. Students would also have opportunities to do archival and historical research on African-Americans living in rural settings, and on literature, film and visual art that deals with similar themes.		Naima Lowe		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Projects in Critical and Creative Practices with Shaw Osha Shaw Osha (Flores) aesthetics art history visual arts Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring		This is an opportunity for students to work with faculty from a diverse set of disciplines on creative and scholarly projects. Students will come away with invaluable skills in library and archival research practices, visual arts studio practices, laboratory practices, film/media production practices, critical research and writing, and much more. Critical and Creative Practices is comprised of a diverse group of artists, theorists, scientists, mathematicians, writers, filmmakers and other cultural workers whose interdisciplinary fields of study sit at the crossroads between critical theoretical studies and creative engagement. (visual art) works in painting, photography, drawing, writing and video. She explores issues of visual representation, affect as a desire, social relationships and the conditions that surround us. She is currently working on a project based on questions of soul in artwork. Students working with Shaw would have opportunities to learn about artistic research, critique, grant and statement writing, website design, studio work and concerns in contemporary art making.		Shaw Osha (Flores)		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Civic Intelligence Douglas Schuler community studies computer science sociology study abroad Signature Required: Fall Winter Spring	Program	SO–SRSophomore–Senior	V	V	Evening and Weekend	F 13 Fall	W 14Winter	S 14Spring		considerable Civic intelligence attempts to understand how "smart" a society is in addressing the issues before it and to think about – and initiate – practices that improve this capacity. It is a cross-cutting area of inquiry that includes the sciences – social and otherwise – as well as the humanities. Visual art, music, and stories, are as critical to our enterprise as the ability to analyze and theorize about social and environmental issues.Although there are many ways to engage in this research, all work will directly or indirectly support the work of the Civic Intelligence Research and Action Laboratory (CIRAL). These opportunities will generally fall under the heading of "home office" or "field" work. The home office work will generally focus on developing the capacities of the CIRAL lab, including engaging in research, media work, or tech development that will support the community partnerships. The field work component will consist of direct collaboration outside the classroom, often on an ongoing basis. Students working within this learning opportunity will generally work with one or two of the clusters of topics and activities developed by previous and current students. The first content clusters that were developed were (1) CIRAL vs. homelessness; (2) environment and energy; and (3) food. In addition to a general home office focus cluster on institutionalizing CIRAL, another focused on media and online support.We are also hoping to support students who are interested in the development of online support for civic intelligence, particularly CIRAL. This includes the development of ongoing projects such as e-Liberate, a web-based tool that supports online meetings using Roberts Rules of Order, and Activist Mirror, a civic engagement game, as well as the requirements gathering and development of new capabilities for information interchange and collaboration.Normally students taking this option will have worked with Doug Schuler previously or are otherwise familiar with CIRAL and the idea of civic intelligence. Students who are interested in type of work and have not met those informal requirements are encouraged to take the program in 2013-14.Please go to the catalog view for additional information.		Douglas Schuler	Wed	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Civic Intelligence Douglas Schuler community studies computer science sociology study abroad Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Evening and Weekend	F 13 Fall	W 14Winter	S 14Spring		considerable Civic intelligence attempts to understand how "smart" a society is in addressing the issues before it and to think about – and initiate – practices that improve this capacity. It is a cross-cutting area of inquiry that includes the sciences – social and otherwise – as well as the humanities. Visual art, music, and stories, are as critical to our enterprise as the ability to analyze and theorize about social and environmental issues.Although there are many ways to engage in this research, all work will directly or indirectly support the work of the Civic Intelligence Research and Action Laboratory (CIRAL). These opportunities will generally fall under the heading of "home office" or "field" work. The home office work will generally focus on developing the capacities of the CIRAL lab, including engaging in research, media work, or tech development that will support the community partnerships. The field work component will consist of direct collaboration outside the classroom, often on an ongoing basis. Students working within this learning opportunity will generally work with one or two of the clusters of topics and activities developed by previous and current students. The first content clusters that were developed were (1) CIRAL vs. homelessness; (2) environment and energy; and (3) food. In addition to a general home office focus cluster on institutionalizing CIRAL, another focused on media and online support.We are also hoping to support students who are interested in the development of online support for civic intelligence, particularly CIRAL. This includes the development of ongoing projects such as e-Liberate, a web-based tool that supports online meetings using Roberts Rules of Order, and Activist Mirror, a civic engagement game, as well as the requirements gathering and development of new capabilities for information interchange and collaboration.Normally students taking this option will have worked with Doug Schuler previously or are otherwise familiar with CIRAL and the idea of civic intelligence. Students who are interested in type of work and have not met those informal requirements are encouraged to take the program in 2013-14.		Douglas Schuler	Wed	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Critical and Creative Practices with K. Eamon Kathleen Eamon aesthetics philosophy Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	0, 16	0 16	Day	F 13 Fall	W 14Winter	S 14Spring		This is an opportunity for students to work with faculty from a diverse set of disciplines on creative and scholarly projects. Students will come away with invaluable skills in library and archival research practices, visual arts studio practices, laboratory practices, film/media production practices, critical research and writing, and much more. Critical and Creative Practices is comprised of a diverse group of artists, theorists, scientists, mathematicians, writers, filmmakers and other cultural workers whose interdisciplinary fields of study sit at the crossroads between critical theoretical studies and creative engagement. (social and political philosophy, aesthetics, philosophy of art) has interests in German idealism (Kant and Hegel), historical materialism (Marx, 20 C Marxists, and critical theory), and psychoanalysis (Freud and Lacan). She is currently working on an unorthodox project about Kant and Freud, under the working title “States of Partial Undress: the Fantasy of Sociability.” Students working with Kathleen would have opportunities to join her in her inquiry, learn about and pursue research in the humanities, and critically respond to the project as it comes together. In addition to work in Kantian aesthetics and Freudian dream theory, the project will involve questions about futurity, individual wishes and fantasies, and the possibility of collective and progressive models of sociability and fantasy.		Kathleen Eamon		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry Paula Schofield, Neil Switz, David McAvity, Andrew Brabban, Brian Walter, Richard Weiss, Abir Biswas, Michael Paros, Clyde Barlow, Judith Cushing, Dharshi Bopegedera, Rebecca Sunderman, EJ Zita, Donald Morisato, Clarissa Dirks, James Neitzel, Sheryl Shulman, Neal Nelson and Lydia McKinstry astronomy biochemistry biology chemistry computer science geology mathematics physics Signature Required: Fall Winter Spring	Program	SO–SRSophomore–Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model 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, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market.Faculty offering undergraduate research opportunities are listed below. Contact them directly if you are interested. (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.. (geology, earth science) studies nutrient and toxic trace metal cycles in terrestrial and coastal ecosystems. Potential projects could include studies of mineral weathering, wildfires and mercury cycling in ecosystems. Students could pursue these interests at the laboratory-scale or through field-scale biogeochemistry studies taking advantage of the Evergreen Ecological Observation Network (EEON), a long-term ecological study area. Students with backgrounds in a combination of geology, biology or chemistry could gain skills in soil, vegetation and water collection and learn methods of sample preparation and analysis for major and trace elements. (biotechnology) studies the physiology and biochemistry of prokaryotes of industrial and agricultural importance. Students who commit at least a full year to a research project, enrolling for 4 to 16 credits each quarter, will learn a broad range of microbiology (both aerobic and anaerobic techniques), molecular (DNA analysis and cloning), and biochemical techniques (chemical and pathway analysis, protein isolation). Students will also have opportunities for internships at the USDA and elsewhere, and to present data at national and international conferences. (chemistry) would like to engage students in two projects. (1) Quantitative determination of metals in the stalactites formed in aging concrete 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. (2) Science and education. We will work with local teachers to develop lab activities that 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. (computer science, ecology informatics) studies how scientists might better use information technology and visualization in their research, particularly in ecology and environmental studies. She would like to work with students who have a background in computer science or one of the sciences (e.g., ecology, biology, chemistry or physics), and who are motivated to explore how new computing paradigms can be harnessed to improve the individual and collaborative work of scientists. Such technologies include visualizations, plugins, object-oriented systems, new database technologies and "newer" languages that scientists themselves use such as python or R. (biology) aims to better understand the evolutionary principles that underlie the emergence, spread and containment of infectious disease by studying the coevolution 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. (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 (e.g., 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. (biology) is interested in the developmental biology of the 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. (biochemistry) uses methods from organic and analytical chemistry to study biologically interesting molecules. A major focus of his current work is on fatty acids; in particular, finding spectroscopic and chromatographic methods to identify fatty acids in complex mixtures and to detect changes that occur in fats during processing or storage. This has relevance both for foods and in biodiesel production. The other major area of interest is in plant natural products, such as salicylates. Work is in process screening local plants for the presence of these molecules, which are important plant defense signals. Work is also supported in determining the nutritional value of indigenous plants. Students with a background and interest in organic, analytical or biochemistry could contribute to this work. (computer science) and (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. (biology, veterinary medicine) is interested in animal health and diseases that affect the animal agriculture industry. Currently funded research includes the development of bacteriophage therapy for dairy cattle uterine infections, calf salmonellosis and mastitis. A number of hands-on laboratory projects are available to students interested in pursuing careers in science. (organic, polymer, materials chemistry) is interested in the interdisciplinary fields of biodegradable plastics and biomedical polymers. Research in the field of biodegradable plastics is becoming increasingly important to replace current petroleum-derived materials and to reduce the environmental impact of plastic wastes. Modification of starch through copolymerization and use of bacterial polyesters show promise in this endeavor. Specific projects within biomedical polymers involve the synthesis of poly (lactic acid) copolymers that have potential for use in tissue engineering. Students with a background in chemistry and biology will gain experience in the synthesis and characterization of these novel polymer materials. Students will present their work at American Chemical Society (ACS) conferences. (computer science) is interested in working with advanced computer topics and current problems in the application of computing to the sciences. Her 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. (inorganic/materials chemistry, 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. (mathematics) is interested in problems relating to graphs, combinatorial games and especially combinatorial games played on graphs. He would like to work with students who have a strong background in mathematics and/or computer science and who are interested in applying their skills to open-ended problems relating to graphs and/or games. (computer science, mathematics) has several ongoing projects in computer vision, robotics and security. There are some opportunities for students to develop cybersecurity games for teaching network security concepts and skills. In robotics, he is looking for students to develop laboratory exercises for several different mobile robotic platforms, including Scribbler, LEGO NXT and iRobot Create. This would also involve writing tools for image processing and computer vision using sequences of still images, video streams and 2.5-D images from the Kinect. In addition, he is open to working with students who have their own ideas for projects in these and related areas, such as machine learning, artificial intelligence and analysis of processor performance. (physics) studies the Sun and the Earth. What are the mechanisms of global warming? What can we expect in the future? What can we do about it right now? How do solar changes affect Earth over decades (e.g., Solar Max) to millennia? Why does the Sun shine a bit more brightly when it is more magnetically active, even though sunspots are dark? Why does the Sun's magnetic field flip every 11 years? Why is the temperature of the Sun’s outer atmosphere millions of degrees higher than that of its surface? Students can do research related to global warming in Zita's academic programs and in contracts, and have investigated the Sun by analyzing data from solar observatories and using theory and computer modeling. Serious students are encouraged to form research contracts and may thereafter be invited to join our research team. Please go to the catalog view for specific information about each option.		Paula Schofield Neil Switz David McAvity Andrew Brabban Brian Walter Richard Weiss Abir Biswas Michael Paros Clyde Barlow Judith Cushing Dharshi Bopegedera Rebecca Sunderman EJ Zita Donald Morisato Clarissa Dirks James Neitzel Sheryl Shulman Neal Nelson Lydia McKinstry		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with A. Biswas Abir Biswas geology Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model 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, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (geology, earth science) studies nutrient and toxic trace metal cycles in terrestrial and coastal ecosystems. Potential projects could include studies of mineral weathering, wildfires and mercury cycling in ecosystems. Students could pursue these interests at the laboratory-scale or through field-scale biogeochemistry studies taking advantage of the Evergreen Ecological Observation Network (EEON), a long-term ecological study area. Students with backgrounds in a combination of geology, biology or chemistry could gain skills in soil, vegetation and water collection and learn methods of sample preparation and analysis for major and trace elements.	geology and earth sciences.	Abir Biswas		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with A. Brabban Andrew Brabban biology Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model 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, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (biotechnology) studies the physiology and biochemistry of prokaryotes of industrial and agricultural importance. Students who commit at least a full year to a research project, enrolling for 4 to 16 credits each quarter, will learn a broad range of microbiology (both aerobic and anaerobic techniques), molecular (DNA analysis and cloning), and biochemical techniques (chemical and pathway analysis, protein isolation). Students will also have opportunities for internships at the USDA and elsewhere, and to present data at national and international conferences.		Andrew Brabban		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with B. Walter Brian Walter mathematics Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model 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, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (mathematics) is interested in problems relating to graphs, combinatorial games and especially combinatorial games played on graphs. He would like to work with students who have a strong background in mathematics and/or computer science and who are interested in applying their skills to open-ended problems relating to graphs and/or games.		Brian Walter		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with C. Barlow Clyde Barlow biology chemistry physics Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model 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, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (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.		Clyde Barlow		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with C. Dirks Clarissa Dirks biology Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model 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, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (biology) aims to better understand the evolutionary principles that underlie the emergence, spread and containment of infectious disease by studying the coevolution 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.		Clarissa Dirks		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with D. Bopegedera Dharshi Bopegedera chemistry education Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model 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, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills 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. Students who are interested in learning about the ICP-MS technique and using it for quantitative analysis will find this project interesting. (2) Science and education. We will work with local teachers to develop lab activities that 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.		Dharshi Bopegedera		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with D. McAvity David McAvity biology computer science mathematics Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring		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. (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 multiplayer evolutionary games. Students should have a strong mathematics or computer science background.	theoretical biology, computer science, mathematics.	David McAvity		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with D. Morisato Donald Morisato biology Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model 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, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (biology) is interested in the developmental biology of the 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.	biology, health sciences.	Donald Morisato		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with E. Zita EJ Zita astronomy physics Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model 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, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (physics) studies the Sun and the Earth. What are the mechanisms of global warming? What can we expect in the future? What can we do about it right now? How do solar changes affect Earth over decades (e.g., Solar Max) to millennia? Why does the Sun shine a bit more brightly when it is more magnetically active, even though sunspots are dark? Why does the Sun's magnetic field flip every 11 years? Why is the temperature of the Sun’s outer atmosphere millions of degrees higher than that of its surface? Students can do research related to global warming in Zita's academic programs and in contracts, and have investigated the Sun by analyzing data from solar observatories and using theory and computer modeling. Serious students are encouraged to form research contracts and may thereafter be invited to join our research team.	astronomy, physics, climate studies.	EJ Zita		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with J. Cushing Judith Cushing computer science Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model 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, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (computer science, ecology informatics) studies how scientists might better use information technology and visualization in their research, particularly in ecology and environmental studies. She would like to work with students who have a background in computer science or one of the sciences (e.g., ecology, biology, chemistry or physics), and who are motivated to explore how new computing paradigms can be harnessed to improve the individual and collaborative work of scientists. Such technologies include visualizations, plugins, object-oriented systems, new database technologies and "newer" languages that scientists themselves use such as python or R.		Judith Cushing		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with J. Neitzel James Neitzel biochemistry Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model 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, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (biochemistry) uses methods from organic and analytical chemistry to study biologically interesting molecules. A major focus of his current work is on fatty acids; in particular, finding spectroscopic and chromatographic methods to identify fatty acids in complex mixtures and to detect changes that occur in fats during processing or storage. This has relevance both for foods and in biodiesel production. The other major area of interest is in plant natural products, such as salicylates. Work is in process screening local plants for the presence of these molecules, which are important plant defense signals. Work is also supported in determining the nutritional value of indigenous plants. Students with a background and interest in organic, analytical or biochemistry could contribute to this work.	biochemistry, alternative energy, health sciences.	James Neitzel		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with L. McKinstry Lydia McKinstry chemistry Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model 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, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (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 (e.g., 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.	chemistry, health sciences.	Lydia McKinstry		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with M. Paros Michael Paros biology Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model 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, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (biology, veterinary medicine) is interested in animal health and diseases that affect the animal agriculture industry. Currently funded research includes the development of bacteriophage therapy for dairy cattle uterine infections, calf salmonellosis and mastitis. A number of hands-on laboratory projects are available to students interested in pursuing careers in science.	biology and veterinary medicine.	Michael Paros		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with N. Nelson Neal Nelson computer science Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model 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, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (computer science) is interested in working with advanced computer topics and current problems in the application of computing to the sciences. His 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.		Neal Nelson		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with N. Switz Neil Switz biology chemistry physics Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	6	06	Day	F 13 Fall	W 14Winter	S 14Spring		Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model 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 skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. Laboratory experience is especially important – and useful – for students planning to pursue graduate studies or enter the technical job market. (physics) develops optical instruments for use in biophysical and biomedical applications, including low-cost diagnostics. Projects in the lab are suitable for motivated students with quantitative backgrounds in physics, biology, chemistry, mathematics or computer science.		Neil Switz		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with P. Schofield Paula Schofield chemistry Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model 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, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (organic, polymer, materials chemistry) is interested in the interdisciplinary fields of biodegradable plastics and biomedical polymers. Research in the field of biodegradable plastics is becoming increasingly important to replace current petroleum-derived materials and to reduce the environmental impact of plastic wastes. Modification of starch through copolymerization and use of bacterial polyesters show promise in this endeavor. Specific projects within biomedical polymers involve the synthesis of poly (lactic acid) copolymers that have potential for use in tissue engineering. Students with a background in chemistry and biology will gain experience in the synthesis and characterization of these novel polymer materials. Students will present their work at American Chemical Society (ACS) conferences.		Paula Schofield		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with R. Sunderman Rebecca Sunderman chemistry Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model 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, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (inorganic/materials chemistry, 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.		Rebecca Sunderman		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with R. Weiss Richard Weiss computer science mathematics physics Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model 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, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (computer science, mathematics) has several ongoing projects in computer vision, robotics and security. There are some opportunities for students to develop cybersecurity games for teaching network security concepts and skills. In robotics, he is looking for students to develop laboratory exercises for several different mobile robotic platforms, including Scribbler, LEGO NXT and iRobot Create. This would also involve writing tools for image processing and computer vision using sequences of still images, video streams and 2.5-D images from the Kinect. In addition, he is open to working with students who have their own ideas for projects in these and related areas, such as machine learning, artificial intelligence and analysis of processor performance.		Richard Weiss		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with S. Shulman Sheryl Shulman computer science Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model 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, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (computer science) is interested in working with advanced computer topics and current problems in the application of computing to the sciences. Her 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.		Sheryl Shulman		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Teaching and Learning Emily Lardner education writing Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day, Evening and Weekend	F 13 Fall	W 14Winter	S 14Spring		Students who are interested in understanding the relationship between teaching and learning, including students who are interested in pursuing a career in education (at any level--from preschool through college, and in any role--from counselor to teacher to administrator) as well as students who would like to examine the principles and practices embodied in education at Evergreen, are welcome to apply to join this research group. Students will develop their abilities to identify, analyze and synthesize studies related to the research questions. Students will also have opportunities to design individual or collaborative research projects related to the group’s research questions. We will function as a collaborative research group, and our focus will be on understanding how students develop as writers at an interdisciplinary liberal arts college with no required writing classes. We will examine early studies of student writing at Evergreen and current studies of students’ development as writers at colleges across the U.S. We will also review literature on the nature of disciplinary and interdisciplinary understanding. Based on our collective review, we will develop research questions and design research studies that will allow us to probe a variety of topics including the following: Students who participate in this group for the whole year will have opportunities to develop their own research projects related to teaching and learning. Students may choose to organize their work so that it culminates in submissions to peer-reviewed national journals like Y		Emily Lardner		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Teaching and Learning Emily Lardner education writing Signature Required: Fall Winter Spring	Program	SO–SRSophomore–Senior	V	V	Day, Evening and Weekend	F 13 Fall	W 14Winter	S 14Spring		Students who are interested in understanding the relationship between teaching and learning, including students who are interested in pursuing a career in education (at any level--from preschool through college, and in any role--from counselor to teacher to administrator) as well as students who would like to examine the principles and practices embodied in education at Evergreen, are welcome to apply to join this research group. Students will develop their abilities to identify, analyze and synthesize studies related to the research questions. Students will also have opportunities to design individual or collaborative research projects related to the group’s research questions. We will function as a collaborative research group, and our focus will be on understanding how students develop as writers at an interdisciplinary liberal arts college with no required writing classes. We will examine early studies of student writing at Evergreen and current studies of students’ development as writers at colleges across the U.S. We will also review literature on the nature of disciplinary and interdisciplinary understanding. Based on our collective review, we will develop research questions and design research studies that will allow us to probe a variety of topics including the following: Students who participate in this group for the whole year will have opportunities to develop their own research projects related to teaching and learning. Students may choose to organize their work so that it culminates in submissions to peer-reviewed national journals like Y Please go to the catalog view for additional information, including the CRN.		Emily Lardner		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in the Humanities Trevor Speller, Greg Mullins and Stacey Davis literature philosophy political science Signature Required: Fall Winter Spring	Program	JR–SRJunior–Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring		Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (European history) specializes in French history from the 18th century to the present, as well as the history of French colonies in North and West Africa. Students who wish to study European social, cultural, political, intellectual or religious history from the Middle Ages to the present, including topics in the history of gender and sociocultural aspects of the history of art, are welcome to propose research projects. Students are welcome to work with Dr. Davis on her ongoing research projects on 19th-century political prisoners, notions of citizenship and democracy in modern Europe, memory and the history of aging. (American literature, queer theory) specializes in twentieth-century and contemporary literature and comparative American Studies (U.S./Brazil). His broad interests include the crossroads of aesthetics and politics, national versus transnational formations of literary studies, queer gender and sexuality, memory studies and poststructuralist theory. Most of the capstone projects he has supervised in the past have been centrally concerned with literary and cultural theory, including visual culture and queer theory. Students are enthusiastically welcome to work with Greg on his research on cultures of human rights and representations of human rights in literature and film. (British/anglophone literature) specializes in the long eighteenth century (1650-1830), including the Restoration, the Enlightenment, and Romanticism. Students who wish to study the literature and political philosophy of these periods are welcome to propose research projects, including capstone projects and senior theses. Particular interests include the rise of the novel, the conception of reason and rationality and representations of space and place. Previous projects have included studies of Romantic women writers and travel writing. Students are also welcome to work with the faculty member to develop his ongoing research projects on such authors as Daniel Defoe, John Locke, Thomas Hobbes, Bishop Berkeley, Jonathan Swift and John Milton.Please go to the catalog view for specific information about each option.		Trevor Speller Greg Mullins Stacey Davis		Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in the Humanities with G. Mullins Greg Mullins literature philosophy political science Signature Required: Fall Winter Spring	Research	JR–SRJunior–Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring		Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (American literature, queer theory) specializes in twentieth-century and contemporary literature and comparative American Studies (U.S./Brazil). His broad interests include the crossroads of aesthetics and politics, national versus transnational formations of literary studies, queer gender and sexuality, memory studies and poststructuralist theory. Most of the capstone projects he has supervised in the past have been centrally concerned with literary and cultural theory, including visual culture and queer theory. Students are enthusiastically welcome to work with Greg on his research on cultures of human rights and representations of human rights in literature and film.		Greg Mullins		Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in the Humanities with S. Davis Stacey Davis literature philosophy political science Signature Required: Fall Winter Spring	Research	JR–SRJunior–Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring		Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (European history) specializes in French history from the 18th century to the present, as well as the history of French colonies in North and West Africa. Students who wish to study European social, cultural, political, intellectual or religious history from the Middle Ages to the present, including topics in the history of gender and sociocultural aspects of the history of art, are welcome to propose research projects. Students are welcome to work with Dr. Davis on her ongoing research projects on 19th-century political prisoners, notions of citizenship and democracy in modern Europe, memory and the history of aging.		Stacey Davis		Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in the Humanities with T. Speller Trevor Speller literature philosophy political science Signature Required: Fall Winter Spring	Research	JR–SRJunior–Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring		Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (British/anglophone literature) specializes in the long eighteenth century (1650-1830), including the Restoration, the Enlightenment, and Romanticism. Students who wish to study the literature and political philosophy of these periods are welcome to propose research projects, including capstone projects and senior theses. Particular interests include the rise of the novel, the conception of reason and rationality and representations of space and place. Previous projects have included studies of Romantic women writers and travel writing. Students are also welcome to work with the faculty member to develop his ongoing research projects on such authors as Daniel Defoe, John Locke, Thomas Hobbes, Bishop Berkeley, Jonathan Swift and John Milton.		Trevor Speller		Junior JR Senior SR	Fall	Fall Winter Spring
Understanding Mind/Emotion in Eastern Psychology Jamyang Tsultrim consciousness studies psychology	Program	FR–SRFreshmen–Senior	8	08	Day and Weekend				Su 14 Session I Summer	In recent decades, a growing body of Western research has examined the nature and function of mind and emotions through the perspectives of Buddhist psychology and philosophy. Advanced Buddhist studies emphasize deep understanding of mind/consciousness, particularly the functions of various mental factors and their influence on our capacity to differentiate appearance versus reality, as well as constructive versus destructive emotions. through the systematic cultivation of refined attention and mindfulnes/introspection, analytical observation, dvds, readings, and direct experience. After broadly examining Eastern theories of mind/emotion, students will choose one emotion or state of mind to study in depth and develop a well-researched model, suitable for clinical use or personal-growth, that either cultivates or transforms the chosen state of mind/emotion.		Jamyang Tsultrim	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Veterans' Next Mission: Crossing the Bridge Between Military and Academic Life Daryl Morgan	Course	FR–SRFreshmen–Senior	4	04	Evening		W 14Winter			That service in a military organization teaches unique and valuable skills is unarguable. The successful exercise of Intelligence Gathering, Planning/Preparation, and Mission Execution depends on sound decision making, on practical leadership skills, on teamwork, and on the self-discipline that is critical to survival in life-or-death situations. The focus of this course will be on translating the language, context, and framework of your military experience, not only into effective strategies for navigating the often murky institutional and academic waters of higher education, but on beginning the process of discovering meaning in what you have experienced as warriors.The course will challenge you to learn to read with perception and discernment, to write with clarity and precision, to be not just critical thinkers but courageous ones, and to find language that will enable you to articulate what you have discovered to be true. These are habits of mind and practice that are foundational to meaningful learning and we will begin to develop them through a very intentional reflection on your own experiences and on the experiences of others. Those reflections will be guided by films, music, and works of fiction, non-fiction, and poetry augmented by tutorials in academic writing, reading, and research. You can expect to wrestle with the discoveries you make and employ the skills you acquire in formal writing assignments, in a personal journal, in small group work, and in seminar. At the heart of any academic endeavor is the library. Libraries are themselves schools and librarians are in the highest sense teachers. Each library, though, has in place a unique kind of machinery for the use of its collection. A key component of this course, then, will be teaching students to effectively manipulate the levers of the particular TESC machine in the service of your academic aims.		Daryl Morgan	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Veterans' Next Mission: Crossing the Bridge Between Military and Academic Life Daryl Morgan	Course	FR–SRFreshmen–Senior	4	04	Evening			S 14Spring		That service in a military organization teaches unique and valuable skills is unarguable. The successful exercise of Intelligence Gathering, Planning/Preparation, and Mission Execution depends on sound decision making, on practical leadership skills, on teamwork, and on the self-discipline that is critical to survival in life-or-death situations. The focus of this course will be on translating the language, context, and framework of your military experience, not only into effective strategies for navigating the often murky institutional and academic waters of higher education, but on beginning the process of discovering meaning in what you have experienced as warriors.The course will challenge you to learn to read with perception and discernment, to write with clarity and precision, to be not just critical thinkers but courageous ones, and to find language that will enable you to articulate what you have discovered to be true. These are habits of mind and practice that are foundational to meaningful learning and we will begin to develop them through a very intentional reflection on your own experiences and on the experiences of others. Those reflections will be guided by films, music, and works of fiction, non-fiction, and poetry augmented by tutorials in academic writing, reading, and research. You can expect to wrestle with the discoveries you make and employ the skills you acquire in formal writing assignments, in a personal journal, in small group work, and in seminar. At the heart of any academic endeavor is the library. Libraries are themselves schools and librarians are in the highest sense teachers. Each library, though, has in place a unique kind of machinery for the use of its collection. A key component of this course, then, will be teaching students to effectively manipulate the levers of the particular TESC machine in the service of your academic aims.		Daryl Morgan	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Video Editing: Art & Artifice David Cramton communications media arts media studies moving image visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 14 Session II Summer	Video editing is both art and science. Mastering the tools is (relatively) easy- the art is more difficult. We will dissect films from all genres and time periods in an attempt to understand how editing has become what it is today. We will take a look at both halves of the editing equation, learning the tools, the technique, and the art of editing, sound editing, color correcting, compositing, and all of the multiple disciplines today's editor is expected to know.		David Cramton	Mon Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Virtual Pipelines: New Oil and the Pacific Northwest Dan Leahy environmental studies political economy sustainability studies	Program	FR–SRFreshmen–Senior	8	08	Day				Su 14 Session II Summer	The Tar Sands of Alberta's Oil fields and the gasoline-like crude from North Dakota's Bakken region are headed this way in 100 car unit trains called “virtual pipelines.” Plans call for expanded rail receiving facilities at all five refineries in Washington state, as well as new oil train-to-marine transfer terminals at the Ports of Vancouver and Grays Harbor. These plans are the subject of major controversy in this state. Recent derailments and disastrous explosions have caught the public eye and mobilized labor and environmental communities. We will look at what this new oil is; how it's changing the dynamics of US oil dependency, as well as the nature of rail transportation in the NW. We'll visit ports and refineries, read primary documents, chart train traffic, talk to proponents, opponents and regulators and develop our own analysis of what should be done.		Dan Leahy	Mon Wed Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Washington State Legislative Internships Cheri Lucas-Jennings government law and public policy Signature Required: Winter	SOS	JR–SRJunior–Senior	16	16	Day		W 14Winter	S 14Spring		This is an opportunity to explore the broad conditions that shape legislation. We will examine models, evidence and debates about the sources, causal connections and impacts of evolving systems of law, regulation, governance and a broad array of community response. Each student will be learning through work as an intern with a legislator and her or his staff. This will involve intensive staff-apprenticeship activities, especially legislative research and draft development, bill-tracking and constituent correspondence. Students apply to become interns for the 2014 Washington State Legislative session in the fall of 2013. Information sessions will be held in early October. The Academic Advising Office will inform students about the process, with applications due mid-to-late October. Applications are available online through . Two copies of the complete application, including personal essay; a letter of reference from faculty (discussing research and writing skills), and a personal (character, work-habits) reference are due to the Office of Academic Advising, Olympia campus Students will interview and and be informed of acceptance by late November. Each student accepted as an intern will develop an internship learning contract, profiling legislative responsibilities and linkages to academic development.In regular in-capitol seminars, each student intern will translate her or his activities in the Legislature into analytic and reflective writing about the challenges, learning and implications of the work. Students will make presentations about their learning and participate in various workshops. Each intern will keep a portfolio of activities completed at the capitol, to be submitted to their field supervisor and faculty sponsor on a regular basis. Interns will complete a minimum of four short essays, with cited references to listed resource materials related to legislative work. Drawing broadly from the social sciences, we will explore relationships between elected officials, legislative staff, registered lobbyists, non-governmental organizations, citizen activists and district constituents. Students will learn through a range of approaches - responsibilities in an 8:00-5:00 work-week, guest presentations, seminars, workshops on budget, media panels and job-shadowing of regional officials and activists of choice. Interns will participate in a final mock hearing floor debate on current legislative issues.The 2014 session will involve student-interns for winter quarters and varied continued capitol-based research and policy-making actvities for spring quarter. Each quarter will comprise a different 16-credit contract. In spring, students can develop an 8-credit Legislative Internship Contract, augmented by another 8-credit project or program involving specific post-session research and writing. Student performance will be evaluated by the faculty sponsor, field supervisors and legislative office staff.		Cheri Lucas-Jennings	Wed	Junior JR Senior SR	Winter	Winter
Web Design and Programming Arlen Speights and Richard Weiss computer science visual arts	Course	FR–SRFreshmen–Senior	4	04	Day				Su 14 Session II Summer			Arlen Speights Richard Weiss	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
What we talk about when we talk about food Lori Blewett and Karen Hogan biology communications cultural studies environmental studies health sustainability studies	Program	FR–SRFreshmen–Senior	12	12	Evening and Weekend			S 14Spring		This program explores biological, social, and political dimensions of food. We’ll consider the basic biological composition and processes of our bodies, and learn why some foods are necessary and others are bad for us. These biological questions will be studied in relation to cultural and political constructions of food including discourses of consumption, identity, and sustainability. We’ll explore some recent hot topics related to food, including diet and obesity, GMO food labeling, crop genetic diversity, and food sovereignty. We’re especially interested in public rhetoric on these subjects – how scientific facts and ideas are represented and misrepresented in public debate, how food consumption and related social identities are influenced by media, and how food activism is challenging trends in corporate food production. We’ll examine a variety of media sources, including journalism, online sources, and films.		Lori Blewett Karen Hogan	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Who's Got What? Political Economy through Food, Culture and Social Movements Anthony Zaragoza and Savvina Chowdhury American studies economics gender and women's studies history international studies political economy	Program	FR ONLYFreshmen Only	16	16	Day	F 13 Fall	W 14Winter	S 14Spring		Political economy asks basic but often overlooked questions: who has what, who does what work, why, how it got to be that way and how to change it. Given this starting point, what do some of the most basic and everyday things around us look like through the lens of political economy? How could we better understand our food system, popular culture and social movements using this interdisciplinary set of questions and perspectives? For example, we'll look at how apples are grown and harvested, , and what's grown out of the Occupy Movement, each as its own window into the way the economic system we were born into works, and how people just like us are responding to it and trying to remake the world. Through these explorations of food systems, popular culture and social movements, we will get a better understanding of the ways in which society itself becomes hierarchical and divided by race, class, gender and sexuality. In fall quarter, our guiding question will ask how capitalism evolved and came to be the way it is. How did relationships based on food, popular culture and social movements influence and become influenced by the emergence, development and concrete workings of U.S. political economy in the 20 century? In tandem with the evolution of the capitalist system, we will examine competing historical visions of political economy put forth by indigenous struggles, immigrant struggles, anti-slavery struggles, the feminist movement, the labor movement. At the same time, we will emphasize the lives of exploited and marginalized people as they encountered capitalism as an economic system. Through this work we will work to become better readers of our texts and of the world. 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 on our daily lives, international migration, the role of multilateral institutions and the meaning of various trade agreements and regional organizations and alliances. We will look at the impact of the global order on our food system and explore the politics of culture, as people negotiate and contest new emerging regimes of labor, property and citizenship. Through protests, revolutions and riots, social movements continue to raise core questions regarding democracy, power, equality and the relationship between citizens, the state and the global economy, providing fruitful alternative analytical perspectives for the study of capitalist globalization and transnational networks. This quarter's work will allow us to deepen and strengthen our analytical skills.In spring, we will focus our efforts to learn from diverse, community-based institutions that offer us alternative visions of how to organize social and economic activity, in accordance with the basic principles of human rights, ethical labor practices and cooperative work and decision-making, through processes that respect the integrity of our environment and ecology. Working in conjunction with Evergreen's Center for Community-Based Learning and Action, schools, advocacy groups, veteran's rights groups and other nonprofit organizations, students are invited to examine strategies put forward by popular education models, immigrant rights advocates, gay/lesbian/transgender advocates and community-based economic models. In our last quarter, we will work to further develop our communication skills, organization and accountability.		Anthony Zaragoza Savvina Chowdhury		Freshmen FR	Fall	Fall Winter Spring
Wilderness First Responder Joel Reid health outdoor leadership and education	Course	FR–SRFreshmen–Senior	4	04	Day and Weekend				Su 14 Session II Summer			Joel Reid	Mon Tue Wed Thu Fri Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Women and Leadership Gail Wootan American studies gender and women's studies history leadership studies political science sociology	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 14 Session II Summer	This course will examine the historical, cultural, and social reasons why women, despite their majority in many other sectors of life, are not filling leadership positions in the United States. We will also identify solutions that exist for individuals and groups, and what has been done historically and presently to improve the path to leadership for women. This course will primarily focus on US-related issues, but will also briefly study other countries and their struggles and successes in increasing gender diversity in leadership positions. Students will also get a chance to learn about their own leadership styles. Students will learn through course readings, research projects, group activities, online discussion, videos, seminars, presentations, guest lecturers, and personal reflection.		Gail Wootan	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Woodcarving and Mask Making, Beginning Joseph Tougas and Alexander McCarty Native American studies art history cultural studies visual arts	Course	FR–SRFreshmen–Senior	4	04	Weekend				Su 14 Session I Summer	Evergreen Faculty Joe Tougas and Makah master carver Alex McCarty will lead this first in a two course series on wooden mask carving, focusing on the local cultural perspectives of mask making. Students will explore regional Northwest Native styles and form-line design, and masks from other world traditions as inspiration to their own mask concepts and designs. Students will carve their own masks, each one unique to the individual's identity, culture and/or personal creative expression, using both contemporary and traditional Northwest coast carving tools. This first course in the series will include developing original designs and basic mask carving skills.		Joseph Tougas Alexander McCarty	Fri Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Woodworking Daryl Morgan visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening		W 14Winter			There is a sense of personal satisfaction and creative accomplishment to be gained from working with wood. The aim of this course is to provide a way to realize that intention through an understanding of the basic principles of designing in wood, the physical properties of the material, and the fundamental skills necessary to shape timber to a purpose.		Daryl Morgan	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Woodworking Daryl Morgan visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening			S 14Spring		There is a sense of personal satisfaction and creative accomplishment to be gained from working with wood. The aim of this course is to provide a way to realize that intention through an understanding of the basic principles of designing in wood, the physical properties of the material, and the fundamental skills necessary to shape timber to a purpose.		Daryl Morgan	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Woodworking (A) Daryl Morgan visual arts	Course	FR–SOFreshmen–Sophomore	4	04	Evening	F 13 Fall				There is a sense of personal satisfaction and creative accomplishment to be gained from working with wood. The aim of this course is to provide a way to realize that intention through an understanding of the basic principles of designing in wood, the physical properties of the material, and the fundamental skills necessary to shape timber to a purpose.		Daryl Morgan	Mon	Freshmen FR Sophomore SO	Fall	Fall
Woodworking (B) Daryl Morgan visual arts	Course	JR–SRJunior–Senior	4	04	Evening	F 13 Fall				There is a sense of personal satisfaction and creative accomplishment to be gained from working with wood. The aim of this course is to provide a way to realize that intention through an understanding of the basic principles of designing in wood, the physical properties of the material, and the fundamental skills necessary to shape timber to a purpose.		Daryl Morgan	Tue	Junior JR Senior SR	Fall	Fall
Worker Cooperatives, An Introduction John McNamara American studies business and management sociology	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 14 Session II Summer			John McNamara	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Writer's Paradise Steven Hendricks and Nancy Parkes literature writing	Program	FR–SRFreshmen–Senior	8, 16	08 16	Evening and Weekend				Su 14 Full Summer	Fiction! Essays! Non-fiction! Creative non-fiction! Academic writing! Journalism! Poetry! Dive into any of these genres in . This craft-intensive program has it all: weekly peer-critique groups; copious feedback from faculty; seminars on fiction and creative non-fiction; workshops to sharpen skills and generate ideas; and one-on-one and online critique. Deepen your engagement with your own writing, build critical reading skills, and refine your editorial eyes and ears. Use your summer to draft a number of small projects, push yourself to produce a finished, publishable manuscript, or build on academic or professional work to develop your individual projects— will challenge you to follow through on your passion for writing. In addition to intensive writing and revision, you’ll engage in writing-related activities that explore the creative process and the written word, including meditative hikes, daytime program retreats (on weekends), workshops on conventional and self-publishing strategies, and a variety of playful and rigorous approaches to the art of reading and writing. is designed to help beginning and accomplished writers to develop skills that they can use artistically, academically, and professionally. Regular weeknight sessions will include lectures, workships, seminar, and guided critique group opportunities. We'll have two weekend retreats per session during which we'll meet all day Saturday and Sunday for workshops, walks, sharing work, and discussion. Each five week session will culminate in a Saturday workshop and celebration. We have designed this program schedule to include students who work and for anyone who wants to work intensively on writing. The schedule is summer friendly. Students may enroll for the full 10-week quarter or for either of the 5-week sessions. Students can expect to have significant time with faculty, as well as opportunities to work independently and with strong peer support. *This program may help future Master in Teaching Students to fulfill the 12-credits in expository and other writing. The program may also help current MIT students to meet English Language Arts endorsements. Please contact faculty ( ) to further discuss this, or see us at academic fair for summer.		Steven Hendricks Nancy Parkes	Tue Wed Thu Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Writing as Thinking Emily Lardner education writing	Course	FR–SRFreshmen–Senior	4	04	Evening	F 13 Fall				Writing makes thinking visible to us and to others. In this course, we'll explore how writing and thinking are connected. We will experiment with strategies that make it easier to think in writing, as well as strategies for sharing our thinking with others. We'll do lots of low-stakes practicing, and we will study how writers in different fields present similar ideas. Students will have the opportunity to explore where they feel most at home as writers--the kinds of writing and the kinds of thinking they prefer to do, and what that means in the context of getting a liberal arts education. Writers of all experience levels are welcome.		Emily Lardner	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Writing from Life Nancy Parkes writing Signature Required: Spring	Course	FR–SRFreshmen–Senior	4	04	Evening			S 14Spring		This course is designed to help prepare Prior Learning from Experience (PLE) students to write documents that provide evidence of college-level learning from life experience. We will explore various techniques for deriving, clarifying, and expressing meaning from life experience. Students will identify specific knowledge they have gained and will explore various writing techniques available for self-expression. There are also openings in this course for another set of students who will engage in the same readings and preparatory work about effective writing but will engage in creative writing workshops while the PLE students concentrate on learning how to create their PLE documents. Though both groups will follow different writing tracks, we will all share time together supporting and enjoying one another’s work. All students should be prepared to work collaboratively in small groups to discuss ideas and give feedback on each other's writing.		Nancy Parkes	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Writing from Life Nancy Parkes writing Signature Required: Fall	Course	FR–SRFreshmen–Senior	4	04	Evening	F 13 Fall				This course is designed to help prepare Prior Learning from Experience (PLE) students to write documents that provide evidence of college-level learning from life experience. We will explore various techniques for deriving, clarifying, and expressing meaning from life experience. Students will identify specific knowledge they have gained and will explore various writing techniques available for self-expression. There are also openings in this course for another set of students who will engage in the same readings and preparatory work about effective writing but will engage in creative writing workshops while the PLE students concentrate on learning how to create their PLE documents. Though both groups will follow different writing tracks, we will all share time together supporting and enjoying one another’s work. All students should be prepared to work collaboratively in small groups to discuss ideas and give feedback on each other's writing.		Nancy Parkes	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Writing from Life Nancy Parkes writing Signature Required: Winter	Course	FR–SRFreshmen–Senior	4	04	Evening		W 14Winter			This course is designed to help prepare Prior Learning from Experience (PLE) students to write documents that provide evidence of college-level learning from life experience. We will explore various techniques for deriving, clarifying, and expressing meaning from life experience. Students will identify specific knowledge they have gained and will explore various writing techniques available for self-expression. There are also openings in this course for another set of students who will engage in the same readings and preparatory work about effective writing but will engage in creative writing workshops while the PLE students concentrate on learning how to create their PLE documents. Though both groups will follow different writing tracks, we will all share time together supporting and enjoying one another’s work. All students should be prepared to work collaboratively in small groups to discuss ideas and give feedback on each other's writing.		Nancy Parkes	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Writing is a Social Act Sara Huntington communications literature writing	Program	JR–SRJunior–Senior	16	16	Day	F 13 Fall	W 14Winter			You write alone but you always write for others: readers matter. Here, you will keep company with great authors and your peers as you master the rhetorical tools needed to write persuasively, compellingly, and beautifully. We will proceed from Annie Dillard’s advice that if you like sentences, then you can become a writer because you have a place to start—not to mention a passion for what makes writing lively and pleasurable. Storytelling will feature prominently in our common work, especially descriptive practices that move prose toward shape and meaning. In other words, we will learn how to show, rather than just tell, a story.We will begin with a review of sentence structure focusing on subjects and verbs, clauses and phrases. With the aim of achieving clarity, students will study editing techniques, especially ways to rewrite overly abstract prose. Working with samples of professional writing, students will learn how to use agent-action analysis, how to start and end sentences and paragraphs, and how to coordinate and balance the parts of longer sentences. Rather than focusing on writing rules, we will approach style as the range of choices available in different rhetorical contexts. Students will also revise a piece of their own writing to identify patterns and problems in their craft. After these trial runs, they will begin original composition in a genre, mode, or vein of their choosing.Readings include three types of texts: those about the practice and theory of rhetoric, from Plato and Aristotle to Stanley Fish and Barbara Tufte; those that exemplify beauty, eloquence and force, from Philip Roth and Cormac McCarthy to Darwin and Watson and Crick; and those that fail to persuade, from examples of academic discourse to the ghastly delights of purple prose. Students will search for an author who will teach them how the commitment of close reading fuses with the practice of good writing. Students must reach for the development of aesthetic standards that should inform any piece of writing that’s worth reading and that merits any meaningful critical response.Our work will be collaborative and social. The class blends lectures, student presentations, workshops, and seminar periods. Students will present their work regularly for critique (generally in small sections), and they will enjoy the difficult work of responding to their peers with concrete suggestions. Students from all disciplines are welcome, especially since effective writing and rhetoric is a fundamental part of a good liberal arts education.		Sara Huntington		Junior JR Senior SR	Fall	Fall
Writing Our Future Histories: Creative Writing out of Struggle David Wolach cultural studies political economy writing	Course	FR–SRFreshmen–Senior	4	04	Evening and Weekend		W 14Winter			This course challenges students to write the world that does not yet exist. Or, as poet and theorist of radical black performance Fred Moten does, we will try to engage in writing that "investigates new ways for people to get together and do stuff in the open, in secret." Each week we’ll work individually and collaboratively on writing experiments—prose, poetry, essay—that critique and advance beyond our own assumptions about what is socially possible or probable and that do so by paying careful attention to the rhythms of current crises. As a basis for this creative production, we will engage critically with writers whose work exists at the point where the border between politics and art ruptures. In sound, in sight, and through a kind of "improvisatory ensemble" (as Moten puts it) we will resist what too often gets counted as the inevitable outcome of a political economy that treats people as objects that just happen to speak. What is inevitable about the future, and what is it about controlled acts of creative improvisation that helps us not just "guess at" but hear our future’s past?		David Wolach	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter

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