2014-15 Undergraduate Index A-Z

Find the right fit; Academic Advising wants to help you.

Leave feedback about the online catalog or tell us ideas about what Evergreen could offer in the future.

Catalog Views (Recently Updated, Evening & Weekend Studies, Freshman Programs, and More)

Featured Areas

View by Location

Note: No need to submit! Your results are filtered in real time, as you type.

Communication [clear]

Title	Offering	Standing	Credits	Credits	When	F	W	S	Description	Faculty	Days	Multiple Standings	Start Quarters	Open Quarters
Business for Good Joseph Tougas and Russell Lidman business and management communication community studies economics leadership studies philosophy political economy	Program	FR–SRFreshmen–Senior	16	16	Day	F 14 Fall			Most of our wants and needs are met through the activities of private business enterprises, and, to a lesser extent, of entrepreneurial nonprofits. You may be considering a career in business or entrepreneurship, or perhaps you are just exploring career options. This introductory program will provide perspective on and a foundation in skills essential for success in business and social entrepreneurship. A measure of this program’s success is whether it supports you in developing your talents and abilities, to enable you to play a positive role in these arenas. The content of this program includes economics and business statistics, as well as the study of ethics and values as they apply to leadership and decision-making. Students will acquire an understanding of the economy and its impact on firms, industries, communities, and households. They will be exposed to descriptive and inferential business statistics—necessary background for any subsequent work in marketing, finance, auditing and accounting. Students will be challenged with ethical problems that will require careful, analytical thought. In connection with the readings on ethical values, students will be encouraged to think through how their own sense of what makes life worthwhile would influence their decisions as a businessperson or community organizer. Students will need to squarely face the conflicts that inevitably arise in a pluralistic society, and learn to respond honestly and constructively in conflict situations. They will participate in team-building tasks which will provide perspective on working as part of a team, as well as independently. All of this will occur in the context of an interdisciplinary liberal education, oriented to the student’s intellectual and personal growth.The program will include lectures, seminars, workshops, guest lectures and field work. Our guest lecturers will come from successful local businesses and nonprofits. The field work will involve visiting a nearby community and producing a detailed analysis of its economic well-being. Reading for this program will include texts in economics, business statistics, and practical ethics, along with short stories and novels that illustrate the challenges of making business decisions that are both ethically and economically sound. Students will also develop practical skills working with the spreadsheet software Excel.	Joseph Tougas Russell Lidman	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Current Economic and Social Issues: Explanations, Actions and Solutions Peter Bohmer American studies communication economics media studies political economy political science sociology	Program	FR ONLYFreshmen Only	16	16	Day			S 15Spring	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 poverty and economic inequality, immigration, sexual violence, incarceration, climate change, and war on a global and national level. We will draw on political science, economics and political economy, sociology, and communication studies for our analysis, with particular attention to dimensions of class, race, gender, and global inequalities.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 and perspectives 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. We will also examine how alternative economic and social systems address these issues.Through critical analysis of media representations of current issues, students will learn to create alternative representations in the form of radio broadcasts or podcasts. Students will learn basic recording, editing, writing, and performance skills needed for audio interviews, commentaries, and documentaries.We will choose the specific issues to be addressed in the program as spring 2015 approaches, so that our study will be as relevant as possible. For each topic studied, we will combine readings with lectures, films, and workshops, along with guest speakers and field trips as appropriate to observe problems and responses first hand.Students will write short papers on each of the social and economic issues we are analyzing. You will also in groups examine in more depth and report on one of these areas.	Peter Bohmer	Tue Tue Wed Fri Fri	Freshmen FR	Spring	Spring
Development and Learning: Birth to 14 Terry Ford and Sherry Walton communication education	Program	JR–SRJunior–Senior	16	16	Day		W 15Winter	S 15Spring	This two-quarter program is designed for those interested in the interrelationships of development and learning and for those who wish to pursue a career in teaching. Participants will explore neurological, social, cognitive, linguistic and literacy development in children from birth to 14 years of age and will examine the implications of “neurotypical” and “neurodiverse” development for individuals, their parents and their teachers. Neurotypical individuals are those whose development falls within current norms specified by society, psychologists and medical doctors; neurodiverse individuals are those whose development does not conform to stated norms but who exhibit their own unique strengths, gifts and challenges.Winter quarter, guiding questions include: 1) Which factors shape development in young children?; 2) How does language develop and affect the learning process?; 3) What are the similarities, differences and influences of first and second language on development?; and 4) What roles do societal norms and expectations play in the expression of development in children’s lives?Spring quarter, guiding questions include: 1) How are neurotypical and neurodiverse individuals alike and different?; 2) How does public schooling impact development of children who are neurotypical and neurodiverse, particularly in the area of literacy acquisition?; 3) How is oral language acquisition related to literacy acquisition and how do we evaluate reading development in children?; and 4) How might we advocate for diverse learners?Students will develop knowledge in a research-based understanding of child development from a variety of theoretical perspectives; the relationships of language development, literacy acquisition and learning; an understanding of how to support the acquisition of English for students who are second language learners; the historical, sociocultural and political contexts of public schooling; information about neurotypical and neurodiverse development; and the ways in which children acquire literacy skills.In addition, students will develop skills in observing and documenting language development of individual and groups of children; analyzing oral and written language development; determining ways to advocate for and include diverse learners in the classroom; methods for determining children’s strengths and needs in reading acquisition; and interpreting reading assessment results.Program activities include interactive lectures and workshops, seminars, weekly writing, small group investigations and a long-term case study project documenting the growth of one child. Participants’ work in the program will be assessed through a case study project, written papers, participation in all class and assigned activities and a final portfolio.	Terry Ford Sherry Walton		Junior JR Senior SR	Winter	Winter Spring
Entrepreneurship and Economic Development cancelled	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall	W 15Winter		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 nonprofit 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 Friedrich von Hayek, by Thomas Paine, and by Alexis De Toqueville. In fall quarter, we will establish a foundation in economics, business, critical reasoning and the history of business development in the United States.Winter 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. A primary focus in winter will be on spreadsheet analysis of financial documents.	John Filmer	Mon Wed Fri	Sophomore SO Junior JR Senior SR	Fall
Entrepreneurship and Economic Development new Brenda Hood American studies business and management communication economics government history law and public policy leadership studies political economy	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall			What does it mean to be a successful entrepreneur? What does authentic success look like, to the individual, to the organization, to the larger community, and to the economy? Organizations fail or succeed according to their ability to adapt to fluid legal, cultural, political and economic realities. The management of organizations will be a central theme in this program, where the primary focus will be on business, economic, and community development through the lens of sustainability. Management is a highly interdisciplinary profession in which generalized, connected knowledge plays a critical role. Knowledge of the liberal arts or of technological advances may be as vital as skill development in finance, law, organizational dynamics or the latest management theory. An effective entrepreneur 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 entrepreneur.The program will be foundational for forming business pathways to move toward greater cultural, economic, and environmental sustainability. Throughout the program, we will ask: how might entrepreneurs innovate, challenge, and transform their cultures and their environments as well as themselves? One of the goals of this program is to develop a set of competencies that will address this need in an increasingly challenging economic and business climate, as we also engage in developing a well-rounded education. Critical reasoning will be a significant focus in order to explicate certain entrepreneurship 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. Students can expect to attain a diverse skill set, including entrepreneurship, economics, sustainable business practices, critical reasoning and the ability to integrate business within community development.Texts will include by Norman Scarborough, by Thomas Sowell, by M. Neil Browne and Stuart Keeley. Seminar texts include by Eliyahu Goldratt and Jeff Cox, by Andres Edwards and David Orr, and by Elane Scott and Rick Stephens.	Brenda Hood	Mon Wed Fri	Sophomore SO Junior JR Senior SR	Fall	Fall
Forensics and Criminal Behavior Rebecca Sunderman, Andrew Brabban and Toska Olson biochemistry biology chemistry communication gender and women's studies mathematics physiology sociology writing	Program	FR–SRFreshmen–Senior	16	16	Day	F 14 Fall	W 15Winter	S 15Spring	How can we think analytically and critically about crime in America? Why is crime such a central focus in modern American society? How is a crime scene analyzed? How are crimes solved? How can we prevent violent crime and murder? This program will integrate sociological and forensic science perspectives to investigate crime and societal responses to it. We will explore how social and cultural factors including race, class and gender are associated with crime and criminal behavior. In addition, we will consider criminological theories and explore how social scientists can help identify offenders through criminal profiling and forensic psychology.Through our forensics investigations, we will examine subjects including biology, chemistry, pathology and physics. We will study evidentiary techniques for crime scene analysis, such as the examination of fingerprints, DNA, blood spatter, fibers, glass fractures and fragments, hairs, ballistics, teeth, bones and body remains. Students will learn hands-on laboratory and field approaches to the scientific methods used in crime scene investigation. Students will also learn to apply analytical, quantitative and qualitative skills to collect and interpret evidence. Students can expect seminars, labs, lectures, guest speakers and workshops, along with both individual and group project work.This is an introductory program about science, critical thinking and the perspectives of sociology, chemistry and biology through the lens of crime analysis. Students interested in developing their skills in scientific inquiry, critical thinking and interdisciplinary studies should consider this program. Students who may not consider themselves to be "science" students are encouraged to enroll.	Rebecca Sunderman Andrew Brabban Toska Olson		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
How Language Works Rachel Hastings and Diego de Acosta communication language studies linguistics	Program	FR–SRFreshmen–Senior	16	16	Day			S 15Spring	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?We will consider these questions and others through the lens of linguistics. We will study the sound systems of languages (phonetics and phonology), the structure and meaning of sentences (semantics and syntax) and the mysteries of word formation (morphology). We will discuss ways in which languages change and interact with societal structures (sociolinguistics), the nature of language life cycles and the process of language acquisition. We will look at the grammar of English as well as less-known languages from different parts of the world. Through the course of the program students will learn a variety of conceptual and empirical techniques, from analyzing speech sounds to calculating aspects of linguistic meaning to identifying conditions associated with language change and loss in human societies.This program will be an intensive examination of topics requiring a significant amount of reading as well as regular problem sets and essays.	Rachel Hastings Diego de Acosta		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Mediaworks Julia Zay and Ruth Hayes art history communication media arts media studies visual arts writing Signature Required: Fall	Program	SO–SRSophomore–Senior	16	16	Day and Evening	F 14 Fall	W 15Winter	S 15Spring	As media artists, we define the responsibilities we have to our audiences and the subjects of our work. This is a foundation arts program that explores what it means to make an image, to make a photographic image, to make moving time-based images and to pair image with sound. We approach these questions philosophically, historically and materially—through the critical-creative practices of reading, writing, making, critique and reflection. This inquiry will require that we examine the implications of making new images and/or appropriating and repurposing old ones in our age of media proliferation and saturation. It also will require that we return to media’s roots in the 19th century to examine how photographers, vaudevillians, artists and others invented their way into cinema. We will critically engage with traditions of film and video practice as well as related forms of visual art, mapping a broad contextual territory and challenging received notions of the boundaries between forms, genres and mediums.We will focus our creative work on a broad category called “nonfiction” that includes experimental and documentary forms, developing skills in the crafting of both live-action and animated moving images. We will explore the technologies and material properties—as well as multiple exhibition modes—of sound and moving image media, and apply these to projects that explore essayistic and autobiographical approaches, among others. We will spend significant time in critique to help each other see, describe, evaluate and improve our creative and critical work.In fall, we will focus on building essential skills in practices of attention: seeing, listening and experiencing. We will apply these skills to everything we do; class sessions will include lectures/screenings, conceptual and technical workshops, seminar, critical reading and writing and critique. We will gain skills in animation, 16mm film, video, audio and drawing as we explore the larger social and historical contexts and philosophical questions surrounding each medium. Students will form collaborative groups to research and develop projects informed by multiple disciplines that will be the focus of their winter quarter creative work. In winter, we will deepen our study and practice of media, moving towards more intentional examinations of how our investments in collaboration, community and networks can animate our intellectual and creative work. We will also consider the environmental impacts of this work. In spring, as a culmination of the work in fall and winter, students will organize themselves into affinity groups as they each prepare an extensive proposal, including research prospectus and planning documents, for an independent nonfiction media project that will include both exhibited and written components. We encourage collaborative projects. Students will sharpen their conceptual design skills as they identify the most useful forms for this work; this could be film or video, animation, audio, installation, performance and/or an internship. Weekly critiques, presentations by visiting artists, screenings, research presentations, community service projects and technical workshops will support each student's emerging work.	Julia Zay Ruth Hayes		Sophomore SO Junior JR Senior SR	Fall	Fall
Multicultural Counseling: A Holistic Perspective Heesoon Jun communication consciousness studies cultural studies health psychology Signature Required: Fall	Program	SR ONLYSenior Only	16	16	Day	F 14 Fall	W 15Winter	S 15Spring	The program is designed to meet the multicultural counseling competency requirements of the American Psychological Association (APA): counselor awareness of his or her own cultural values and biases, counselor awareness of the client’s worldview and culturally appropriate intervention strategies. Students will critically examine roles of ethnocentric bias, attribution error, asymmetric perception, social projection, implicit learning, inappropriate generalizations in research, governmental and institutional policies, and developing inter- and intra-personal communications. Each quarter, students are required to complete reflective and transformative learning activities, participate in somatic psychology through mindfulness movement, record weekly conscious raising activities, participate in videotaped counseling skill building, semiweekly intensive journal writing and weekly collaborative work. Fall quarter emphasis is awareness of students’ own values and biases through writing their own personality development according to conventional personality theories. Winter quarter emphasis is awareness of the client’s worldview through increasing critical reasoning skills, learning to integrate scientific inquiry with clinical inquiry by learning to examine primary research journal articles and their utility in counseling, in addition to learning multicultural counseling skills. Spring quarter emphasis is culturally appropriate assessment, diagnosis and treatment through learning the APA's ethics code. In both winter and spring quarters, students will be required to complete internships of 10 hours per week at social and human service organizations which provide opportunities to apply their classroom learning in a practical setting.The program will emphasize consciousness studies, psychological research interpretation, studies in internalized oppression/privilege and systemic oppression/privilege, multicultural counseling theories and practice, and social justice and equity.	Heesoon Jun	Tue Wed Fri	Senior SR	Fall	Fall
Photography, Digital Steve Davis communication media arts visual arts	Course	SO–SRSophomore–Senior	4	04	Evening	F 14 Fall			This course will introduce students to photographic practice through digital means. A brief introduction to digital video will also be included. Students will create work as exhibition-quality prints, and also create a photographic portfolio for the Web.	Steve Davis	Tue Thu	Sophomore SO Junior JR Senior SR	Fall	Fall
Photography, Documentary Steve Davis communication media arts visual arts Signature Required: Winter	Course	SO–SRSophomore–Senior	4	04	Evening		W 15Winter		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). Students will be expected to maintain an online blog/web gallery showing in-progress photography with appropriate text. 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
PLE Document Writing Nancy Parkes communication writing Signature Required: Spring	Course	FR–SRFreshmen–Senior	4, 6, 8	04 06 08	Evening			S 15Spring	Prior Learning from Experience allows people with significant professional and/or community-based experience to kick-start or accelerate a college degree. Students receive significant support from peers and faculty in learning how to assemble a portfolio that shows the “college equivalent learning” they have gained through professional and/or community-based work. Students earn credit through a combination of coursework and faculty evaluation of the completed essay, which is a separate and economical assessment that speeds time to degree. Students completing a PLE document generally describe he experience as “transformative,” helping them to understand he college level equivalence of their professional and community-based experience, as well as preparing them for future academic and professional work. The program has a prerequisite course, which you will find under “Writing from Life.” . You will also find further information, including a video, at . Finally, The Olympian wrote an article about the program, which you can find at	Nancy Parkes	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
PLE Document Writing Nancy Parkes communication writing Signature Required: Fall	Course	FR–SRFreshmen–Senior	4, 6, 8	04 06 08	Evening	F 14 Fall			Prior Learning from Experience allows people with significant professional and/or community-based experience to kick-start or accelerate a college degree. Students receive significant support from peers and faculty in learning how to assemble a portfolio that shows the “college equivalent learning” they have gained through professional and/or community-based work. Students earn credit through a combination of coursework and faculty evaluation of the completed essay.This separate and economical assessment and award of credit for prior learning speeds time to degree. Students completing a PLE document generally describe the experience as “transformative,” helping them to understand the college level equivalence of their professional and community-based experience, as well as preparing them for future academic and professional work. The program has a prerequisite course, which you will find under “Writing from Life.” You will also find further information, including a video, at . Finally, The Olympian wrote an article about the program, which you can find at	Nancy Parkes	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
PLE Document Writing Nancy Parkes communication writing Signature Required: Winter	Course	FR–SRFreshmen–Senior	4, 6, 8	04 06 08	Evening		W 15Winter		Prior Learning from Experience allows people with significant professional and/or community-based experience to kick-start or accelerate a college degree. Students receive significant support from peers and faculty in learning how to assemble a portfolio that shows the “college equivalent learning” they have gained through professional and/or community-based work. Students earn credit through a combination of coursework and faculty evaluation of the completed essay.This separate and economical assessment and award of credit for prior learning speeds time to degree. Students completing a PLE document generally describe the experience as “transformative,” helping them to understand the college level equivalence of their professional and community-based experience, as well as preparing them for future academic and professional work. The program has a prerequisite course, which you will find under “Writing from Life.” You will also find further information, including a video, at . Finally, The Olympian wrote an article about the program, which you can find at .	Nancy Parkes	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Race to the Top, Race to the Bottom: Interrogating Educational Policy, Law and Media Grace Huerta and Artee Young American studies communication community studies education field studies law and public policy media studies writing	Program	SO–SRSophomore–Senior	16	16	Day			S 15Spring	Educational ranking in the United States and globally has long been controversial, even more so today as student and teacher accountability measures drive our perceptions of what constitutes an effective and equitable American school. How exactly have these perceptions of educational success and failure been formed: by history, by legal precedent, by educational policy, by economics, and by the media? In this program, we will analyze how such factors influence our perceptions and assessment of American schooling today.By conducting field research and tutoring in the public schools, comparing and contrasting school practices, policies, local, state and federal laws, as well as tracking media representation, we will analyze the nature of public education and how it has been conceptualized and depicted in the United States and abroad.Our final research project will consider how to interrogate both the depictions of schooling and how accurate depictions play an important role in the shaping of equitable U.S. educational policy in the future.	Grace Huerta Artee Young	Mon Tue Thu	Sophomore SO Junior JR Senior SR	Spring	Spring
Science Journalism: Foundation for democracy? Suzanne Simons communication writing	Program	FR–SRFreshmen–Senior	8	08	Evening and Weekend	F 14 Fall				Suzanne Simons	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Undergraduate Projects in Critical and Creative Practices Naima Lowe, Shaw Osha (Flores), Kathleen Eamon and Joli Sandoz African American studies art history communication 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 14 Fall	W 15Winter	S 15Spring	This is an opportunity for students to work on faculty-driven scholarly and creative projects. By working with faculty in a studio and research “apprentice” model, students will gain hands-on experience in visual arts studio practices, film/media production practices, the creative writing workshop focused on craft, critical research and writing, library and archival research practices, and much more. (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 short lyric nonfiction, and 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 essays on illusion and delusion, and 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 communication writing Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Evening	F 14 Fall	W 15Winter	S 15Spring	This is an opportunity for students to work on faculty-driven scholarly and creative projects. By working with faculty in a studio and research “apprentice” model, students will gain hands-on experience in visual arts studio practices, film/media production practices, the creative writing workshop focused on craft, critical research and writing, library and archival research practices, and much more. (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	Fall	Fall Winter Spring
Undergraduate Projects in Critical and Creative Practices with N. Lowe Naima Lowe African American studies art history communication 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 14 Fall	W 15Winter	S 15Spring	This is an opportunity for students to work on faculty-driven scholarly and creative projects. By working with faculty in a studio and research “apprentice” model, students will gain hands-on experience in visual arts studio practices, film/media production practices, the creative writing workshop focused on craft, critical research and writing, library and archival research practices, and much more. (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
Understanding Language revised Diego de Acosta communication language studies linguistics	Program	JR–SRJunior–Senior	16	16	Day	F 14 Fall			This one-quarter program is designed to allow advanced students to develop their understanding of how languages are structured and how they change over time. We will consider linguistic structure at various levels, from the sounds and gestures of speech to the structure and meaning of words and sentences. We will also work to understand the complex relationship between an individual's knowledge of language and the broader function of language in human society and history. Throughout the quarter, we will look at a variety of languages from around the world and learn to analyze, describe and compare them. Topics for the quarter will include phonetics and phonology, historical linguistics, comparative linguistics and dialectology, language and gender, and field methods. Our work for the quarter will include discussions of linguistic theory, extensive reading of primary and secondary scientific literature, regular problem sets and an independent research project.	Diego de Acosta		Junior JR Senior SR	Fall	Fall
Writing and Speaking for Change: Advocacy in Times of Economic Inequality Lori Blewett and Nancy Parkes communication media studies political economy sociology writing	Program	SO–SRSophomore–Senior	8	08	Evening and Weekend	F 14 Fall	W 15Winter		More than 46 million U.S. residents live in poverty. Income inequality has reached record levels. Yet poverty and inequality seldom galvanize the mainstream media or elected officials. This program will introduce students to foundational social and economic concepts related to poverty and privilege. We will examine issues though the lens of intersecting community problems, with particular attention to the historical dynamics of race, class, and gender. Linking problems to potential solutions, we will ask: How can writing and speaking be used to address issues of poverty in transformative ways? How can we reach across significant differences to open both minds and hearts? What can we learn from the rhetorical strategies of past and present movements for economic justice? What are the available means of persuasion, and how do we choose among them? How can advocates get their messages heard despite the constraints of corporate-dominated media? is recommended for students interested in affecting public policy and educating the broader public about complex issues. We will consider the elements of effective, content-based advocacy including communicating with elected officials and the media. Special attention will be given to writing skills for print and online media and to public speaking skills for live audiences and radio. Students will learn introductory technical skills needed for social media, web publishing, and audio production. During winter quarter, students will work on a substantial advocacy project that may be shared with the community in written or broadcast format. This program satisfies communication requirements for selected Master in Teaching endorsement areas.	Lori Blewett Nancy Parkes	Mon Wed	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Writing from Life Nancy Parkes communication writing Signature Required: Winter	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter		The Writing from Life class serves two distinct groups of students -- those planning to earn credit through Prior Learning from Experience, and those who want to build their skills in creative writing. Students will have the chance to kick-start, or accelerate, a college career by documenting professional and/or community-based experience. With significant support, they will learn to write essays that show the "college equivalent learning" they have gained through professional and/or volunteer work in community. Writing from Life is the springboard to this highly supportive learning community, where adults work together to ensure one another's success. Students headed toward PLE will receive significant faculty support, both one-on-one, and in class. We will also focus on academic skills that will help students to succeed in Prior Learning and in other academic courses and programs at Evergreen. Students earn four credits for this course, and may take up to 16 further credits in the Prior Learning from Experience Program. The Prior Learning prerequisite requires an easily-obtained faculty signature. Please attend the academic fair for the quarter you would like to attend (contact Admissions), and/or contact Nancy A. Parkes at . You will also find further information, including a video, at . Finally, The Olympian wrote an article about the program, which you can find at A group of up to eight students will concentrate on autobiography, essays, and writing of choice. They will participate with future Prior Learning from Experience students in reading and seminars on texts and essays, as well as writing workshops. Students in this section don't require a faculty signature to register, but must be highly capable of independent work.	Nancy Parkes	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Writing from Life Nancy Parkes communication writing Signature Required: Spring	Course	FR–SRFreshmen–Senior	4	04	Evening			S 15Spring	The Writing from Life class serves two distinct groups of students -- those planning to earn credit through Prior Learning from Experience, and those who want to build their skills in creative writing. Students will have the chance to kick-start, or accelerate, a college career by documenting professional and/or community-based experience. With significant support, they will learn to write essays that show the "college equivalent learning" they have gained through professional and/or volunteer work in community. Writing from Life is the springboard to this highly supportive learning community, where adults work together to ensure one another's success. Students headed toward PLE will receive significant faculty support, both one-on-one, and in class. We will also focus on academic skills that will help students to succeed in Prior Learning and in other academic courses and programs at Evergreen. Students earn four credits for this course, and may take up to 16 further credits in the Prior Learning from Experience Program. The Prior Learning prerequisite requires an easily-obtained faculty signature. Please attend the academic fair for the quarter you would like to attend (contact Admissions), and/or contact Nancy A. Parkes at . You will also find further information, including a video, at . Finally, The Olympian wrote an article about the program, which you can find at A group of up to eight students will concentrate on autobiography, essays, and writing of choice. They will participate with future Prior Learning from Experience students in reading and seminars on texts and essays, as well as writing workshops. Students in this section don't require a faculty signature to register, but must be highly capable of independent work.	Nancy Parkes	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Writing from Life Nancy Parkes communication writing Signature Required: Fall	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			The Writing from Life class serves two distinct groups of students -- those planning to earn credit through Prior Learning from Experience, and those who want to build their skills in creative writing. Students will have the chance to kick-start, or accelerate, a college career by documenting professional and/or community-based experience. With significant support, they will learn to write essays that show the "college equivalent learning" they have gained through professional and/or volunteer work in community. Writing from Life is the springboard to this highly supportive learning community, where adults work together to ensure one another's success. Students headed toward PLE will receive significant faculty support, both one-on-one, and in class. We will also focus on academic skills that will help students to succeed in Prior Learning and in other academic courses and programs at Evergreen. Students earn four credits for this course, and may take up to 16 further credits in the Prior Learning from Experience Program. The Prior Learning prerequisite requires an easily-obtained faculty signature. Please attend the academic fair for the quarter you would like to attend (contact Admissions), and/or contact Nancy A. Parkes at . You will also find further information, including a video, at . Finally, The Olympian wrote an article about the program, which you can find at A group of up to eight students will concentrate on autobiography, essays, and writing of choice. They will participate with future Prior Learning from Experience students in reading and seminars on texts and essays, as well as writing workshops. Students in this section don't require a faculty signature to register, but must be highly capable of independent work.	Nancy Parkes	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Writing the New Journalism: Creative Nonfiction Thomas Foote communication writing	Program	FR–SRFreshmen–Senior	16	16	Day	F 14 Fall			Writers have come to realize that the genre of nonfiction writing can be as colorful and gripping as any piece of fiction. The difference is that nonfiction writers are not burdened with inventing characters, dialogue, plot and description because everything they write about actually happened. Creative nonfiction writers assemble the facts and events and array them artistically and stylistically, using the descriptive techniques of the fiction writer. They immerse themselves in a venue, set about gathering their facts while demonstrating scrupulous accuracy, and then write an account of what happened in their own voice. The Greyhound Bus Company advertised “getting there is half the fun.” In the genre of creative nonfiction, because the reader already knows how the piece ends before it begins. Students will become proficient with the form through intensive fieldwork, research and writing. We will begin by studying field research methodology in preparation for observational studies in the field designed to teach the difference between truly seeing and simply looking. Students can’t write and describe something they can’t see clearly.Students will conduct field research to learn to pay attention to detail, read and discuss representative examples of the form, and meet weekly in regularly scheduled writing workshop. Following a period of redrafting and corrections, students will present their final piece to the group in the last week of the quarter. We will read and discuss the following creative nonfiction books: ed. by Sims & Kramer, by Jon Krakauer, by Barbara Myerhoff, by John Berendt, by Mitch Albom, by Robert Kurson, and by Truman Capote.	Thomas Foote		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall