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.

Law And Public Policy [clear]

Title	Offering	Standing	Credits	Credits	When	F	W	S	Description	Faculty	Days	Multiple Standings	Start Quarters	Open Quarters
Climate Solutions Rob Cole environmental studies law and public policy sustainability studies	Program	JR–SRJunior–Senior	16	16	Day		W 15Winter		We will explore the causes of global climate change and study the many actions and social behaviors that we can take to minimize human contributions to it. We will examine the scientific evidence for global warming and the efforts to discredit that evidence. We will study the role of multinational corporations in global climate change and how they influence governmental policies and public opinion. We will focus on how to respond to global warming in a fashion that works toward sustainability and equity in the ecosystems that support life on the planet. We will pay particular attention to issues of justice between humans and how humans interact with other species.In order to understand actions we can take, this program will explore sustainable lifestyle strategies as well as how to resist corporate influence on consumer consumption. We will study the approaches of biomimicry, sustainable architecture, equitable distribution of food and shelter, minimal-impact industrial processes, local food production, less toxic methods of producing and a variety of low-impact lifestyles. We will examine the methods advocated by visionary groups like Second Nature, Climate Solutions and Cradle-to-Cradle. We will study current federal energy policy and its connection to climate change, as well as the more proactive policies adopted by hundreds of cities. Students will complete a series of audits of their personal consumption and carbon-generation patterns. We will study methods of computing carbon dioxide budgets including carbon sequestration methods, the intricacies of carbon capping and offsetting strategies and opportunities to reduce net carbon dioxide production. Students can expect to do research on emerging technologies and strategies that move us to carbon neutrality while fostering sustainability and justice.In addition to exploring how we can all lessen our impact on global climate change and move toward equity, students can expect to sharpen their critical reasoning, writing and speaking skills, as well as their ability to work with quantitative methods and to interpret quantitative data from a variety of sources.Students will be expected to make at least two small-group presentations on a climate solution of their own choosing and complete a term research paper on a topic of their choice.	Rob Cole	Mon Wed Thu	Junior JR Senior SR	Winter	Winter
Democracy and Free Speech revised Jay Stansell government law and government policy law and public policy political science	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall			May racists burn crosses to express their supremacist views? May protesters burn flags to express their opposition to government policy? The First Amendment is most vulnerable to erosion when we fail to protect expression that some or many find unpopular, offensive, repugnant, indecent, subversive, unpatriotic, heretical, blasphemous, etc. This program will be a comprehensive and critical examination of the wide range of issues implicated by the protection and censorship of expression.We will use the case method to study every major free speech opinion issued by the courts. This intensive study necessarily focuses on the last 90 years, since it was not until well into the 20th century that the United States Supreme Court began to protect speech from governmental suppression. Our study of controversies will include the new challenges presented by hate speech, government-subsidized art, political campaign spending and virtual technologies. Students will be expected to examine critically the formalist free speech paradigms that have evolved and to question the continuing viability of the "free marketplace of ideas" metaphor.Working in legal teams, students will develop appellate briefs on real free speech cases decided recently by the U.S. Court of Appeals and will present oral arguments before the "Evergreen Supreme Court." Students will also rotate as justices to read their peers' appellate briefs, hear arguments and render decisions. Reading for the course will include court opinions, Internet resources and various books and journal articles on our subject. Study will be rigorous; the principal text will be a law school casebook.	Jay Stansell		Sophomore SO Junior JR Senior SR	Fall	Fall
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
Food: Coevolution, Community and Sustainability Martha Rosemeyer, Lori Blewett, Thomas Johnson and Karen Hogan agriculture biology ecology history international studies law and public policy political economy sustainability studies Signature Required: Winter Spring	Program	FR–SRFreshmen–Senior	16	16	Day	F 14 Fall	W 15Winter	S 15Spring	What should we eat? How do we define "organic" and "local" food? Are current food system practices sustainable? What does food sovereignty mean? Why are approximately 1 billion of the world’s population starving and another 1 billion “stuffed” or overstuffed? Is change possible and where does one begin?Throughout history, food and cooking have not only been essential for human sustenance, but have played a central role in the economic and cultural life of civilizations. This interdisciplinary exploration of food will take a systems approach as it examines the biology and ecology of food, while also incorporating political, economic, historical and anthropological perspectives around the issue of food security and sovereignty.More specifically, our interaction with nature through the food system will be viewed through the lens of both science and policy. We will take a biological and ecological approach to the production of plants and animals for food, as well as examine the transformation of the “raw stuff of nature” through the processes of cooking, baking and fermentation. Topics span a range of scales from basic chemistry to agriculture, as we explore the coevolution of humans and their foodstuffs. A study of policy will examine origins of the current global food system and the challenges and opportunities of creating a more equitable food system at the local, national and global scale.In fall quarter, we will introduce the concept of food systems and analyze conventional and alternative agricultural practices. We will examine the botany of vegetables, fruits, seed grains and legumes that constitute most of the global food supply and their selection through evolution and domestication. Our policy focus will include a study of food system planning at the local level, the role of economics and national policies, the challenges posed by climate change and the role of various food movements.In winter quarter, we shift our attention to cooking and basic aspects of nutrition. We will examine animal products, as well as the chemistry of cooking, baking and food preservation. Additionally, the structure of proteins, carbohydrates and fats, as well as antioxidants, minerals and vitamins will be discussed. Seminar will focus on issues of global hunger, obesity, food sovereignty, farm-worker justice, and international food movements. Finally, we will study the basic physiology of taste and smell, critical for the preparation of food.In spring quarter, we will examine will examine the relationship between food and microbes from several different perspectives. Specifically we will examine fermentation, produce specific fermented foods, while studying the underlying microbial ecology. We will also consider topics in microbiology, as they relate to both food safety and food preservation, and the microbiome of the gut. Seminar will focus on cultural aspects of food.Students will directly apply scientific concepts learned in lectures to experiments in the laboratory and kitchen. Field trips will provide opportunities for observing food production, processing and citizen participation in the making of local food policy. Program themes will be reinforced in workshops and seminar discussions focused on topics addressed by such authors as Pollan, Patel and Mintz.	Martha Rosemeyer Lori Blewett Thomas Johnson Karen Hogan		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Healthcare in the U.S. - A Systemic Look Nancy Anderson and Kathy Kelly community studies economics gender and women's studies government health history law and government policy law and public policy leadership studies political science	Program	SO–SRSophomore–Senior	8	08	Evening and Weekend	F 14 Fall	W 15Winter	S 15Spring		Nancy Anderson Kathy Kelly	Sat Sun	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
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 14 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 beginning 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
Making A Difference/Doing Social Change Lawrence Mosqueda community studies law and public policy political economy Signature Required: Spring	Program	SO–SRSophomore–Senior	16	16	Day			S 15Spring	Even a casual observation of society indicates that serious social change is necessary. The question is: what are the most effective ways to make a significant change that will be long lasting and sustainable?In this program, students will study methods of social change in the classroom and participate in local, regional, national or international groups that are making a difference and have significant promise of continuing to do so in the future. Students will determine the area where they wish to work and come together to study theories of social change and test those theories in their work throughout the quarter. Our seminars will examine the readings for the week and also the work each of us is engaged in for the quarter.	Lawrence Mosqueda	Tue Thu	Sophomore SO Junior JR Senior SR	Spring	Spring
Native Decolonization in the Pacific Rim: From the Northwest to New Zealand revised Kristina Ackley and Zoltan Grossman Native American studies cultural studies geography law and public policy literature study abroad Signature Required: Spring	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall	W 15Winter	S 15Spring	Maori scholar Linda Tuhiwai Smith asserts, “Our communities, cultures, languages and social practices—all may be spaces of marginalization, but they have also become spaces of resistance and hope.” In this program we will identify and contextualize these spaces and the politics of indigeneity and settler colonialism. We will use the Pacific Rim broadly as a geographic frame, with a focus on the Pacific Northwest Native nations and the Maori in Aotearoa (New Zealand). A comparative study of the role of treaties in Washington state and New Zealand—in natural resources, governance, the arts, education, etc.—will provide a key framework for the program.By concentrating on a larger region, students will have an opportunity to broaden Indigenous studies beyond the Lower 48 states and explore common processes of Native decolonization in different settler societies. We will be studying decolonization through cultural revitalization and sovereign jurisdiction of First Nations. In order to examine the central role of Indigenous peoples in the region's cultural and environmental survival, we will use the lenses of geography, history, and literature.In fall our focus will be on familiarizing students with the concept of sovereignty, working with local Native nations and preparing to travel to Aotearoa or elsewhere. The concept of sovereignty must be placed within a local, historical, cultural and global context. Through theoretical readings and discussion, we will move from state-building in the U.S. and Canada to Native forms of nationalism. We will stress the complexities and intricacies of colonization and decolonization by concentrating on the First Nations of Western Washington and British Columbia.We will later expand the focus to appreciate the similarities and differences of Indigenous experiences in other areas of the Pacific Rim, such as Native Alaskans, Aboriginal peoples in Australia and South Pacific island peoples. We will emphasize common Pacific Rim concerns such as climate change, tourism and cultural domination.For up to seven weeks spanning the last half of winter quarter and the beginning of spring quarter, many of us will travel to Aotearoa, where we will learn in a respectful and participatory way how the Maori have been engaged in revitalizing their language, art, land and politics, and their still unfolding, changing relationships with the Pakeha (non-Maori) people and society. Students will learn about the ongoing effects of colonization as well as gain a foundation in theories and practices of decolonization. We will take as our basic premise in this program that those wishing to know about the history of a particular Native group should write it with a purpose to be in solidarity with these people today.Students will develop skills as writers and researchers by studying scholarly and imaginative works, by conducting policy research and fieldwork with Native and non-Native communities, and by comparing community and government relationships in the U.S., Canada and New Zealand. Students will be expected to integrate extensive readings, lecture notes, films, interviews and other sources in writing assignments.	Kristina Ackley Zoltan Grossman	Tue Tue Wed Fri Fri	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
The Power in Our Hands: Pathways to Social Change revised Tyrus Smith, Peter Boome, TBD, Suzanne Simons, Frances Solomon, Barbara Laners, Peter Bacho, Anthony Zaragoza, Paul McCreary, Gilda Sheppard and Mingxia Li biology community studies cultural studies environmental studies government history law and public policy literature mathematics political economy sociology	Program	JR–SRJunior–Senior	16	16	Day and Evening	F 14 Fall	W 15Winter	S 15Spring	This year’s program is designed to help students explore the history of how working hands have built the material world around us and shaped the environment, which in turn has molded our own consciousness. Realizing the capacity of working hands and the possible dual relationship between our hands with our mind is the critical first step toward empowerment of the working majority and potential social transformation.Arguably, all human expressions of intelligence both in art/craft and the written/spoken word are rooted in the hands. We will examine the theories and practices in humanities, social sciences, mathematics, natural sciences, media and technology that simultaneously represent and influence works by the hands of individuals, groups and organizations to change our society and environment locally, nationally and globally throughout the ages. For example, hands of different genders, races and social affiliations, hands that cradle, cook, weed, maneuver, calculate, experiment, film, draw, write and type will all be possible study subjects. Metaphors originated from hands, such as feel one’s way, to grasp the meaning, the right touch vs. heavy-handed, to be in touch vs. out of touch, and handling it right vs. wrong, as well as in one’s hand vs. out of one’s hand just begin to inform us how important our hands are in our consciousness. Hand gestures that solidify social bonding, express trust and admiration, and symbolize social contract are the beginning toward building social capital and cohesive communities. Our coordinated studies program consists of two major components: 1) whole campus yearlong lyceum/seminar where faculty and students will study the program theme from a broad multi-disciplined perspective, and 2) quarter long courses with a more focused approach. These courses will cover topical areas such as sociology, government, politics, education, math, law, public health, life science, media art, youth study, environment, community development, women's empowerment and political economy. The two components are linked through the program theme. In both components, we will pay particular attention to the “hands-on” style of learning through critical reflection and creative practices. Besides lyceum/seminar, a student will select two additional courses each quarter depending on career interest. The majority of the classes in the program are team-taught.Fall quarter will lay the foundation for the rest of the year, both substantively and in terms of the tools necessary for students to operate effectively in the learning community.During winter quarter, students will collaborate to investigate the characteristics and motivations of social entrepreneurs and develop action plans to promote social change.In spring quarter, we will bridge the gap between theory (mind) and practice (hand) by carrying out an action plan developed during winter quarter.	Tyrus Smith Peter Boome TBD Suzanne Simons Frances Solomon Barbara Laners Peter Bacho Anthony Zaragoza Paul McCreary Gilda Sheppard Mingxia Li		Junior JR Senior SR	Fall	Fall Winter Spring
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
Reflecting on Activism: Custer Died for Your Sins Yvonne Peterson and Gary Peterson Native American studies community studies cultural studies education field studies history law and government policy law and public policy philosophy sociology	Program	FR–SRFreshmen–Senior	16	16	Day and Weekend	F 14 Fall	W 15Winter	S 15Spring	This program is intended for students committed to activism and praxis. We’ll study the scholarship of American Indian author Vine Deloria, Jr., who drew attention to Native American issues since the 1960’s. We will focus on some of Deloria's essential questions to guide research, seminars, independent projects, and community service. Students will explore ways in which American Indians have been deprived of land, economic opportunities, treaty rights, natural resources, religious freedom, repatriation, and access to and protection for sacred places. We will conduct ethnographic interviews, historical research, and write a series of plays for tribal schools. During fall quarter we will examine how knowledge becomes a tool of social change. We will pay special attention to the differences between the knowledge bases of indigenous peoples and the dominant European-American model. How do these differences influence the political and economic realities faced by Native communities? How does one “word smith” activism and praxis for young indigenous learners? During fall and winter quarters, we will study U.S. history, critically considering the “doctrine of discovery”, colonization, and court and government decisions regarding indigenous peoples. Indian activists, tribal leaders, and scholars from the Vine Deloria, Jr. symposium will enrich the work of this program through live appearances and media presentations.Lectures, films, readings, and student-led text-based seminars will compose the primary structures used by this learning community. Quarterly, students will complete an academic project related to the theme of the program and will work in groups to explore shadow liberation theatre for Indigenous youth. Students will have the option to engage in service learning volunteer projects and internships during winter and spring quarters. Participation in this program means practicing accountability to the learning community, other communities, interacting as a respectful guest with other cultures, and engaging in constant communication with co-learners.	Yvonne Peterson Gary Peterson		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Religion and the Constitution cancelled	Program	SO–SRSophomore–Senior	16	16	Day		W 15Winter		The framers of the U.S. Constitution sought to ensure that the federal government would neither promote religion nor interfere with religious liberty. The very first two clauses of the First Amendment capture the framers' concern: "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof." On parchment, those 16 words seem simple enough. In practice, however, the two clauses often are in tension and give rise to enduring controversy over the meaning of "establishment" and "free exercise." For example, if the government exempts church property from taxation, is it assisting the establishment of religion? If the government does not exempt church property from taxation, is it interfering in the free exercise of religion?In the United States, controversies about what the religion clauses prohibit or protect intensified in the 1940s, when the U.S. Supreme Court first recognized that the First Amendment applied to the states, not just to the federal government. We will use the case method to study every major court opinion that implicates the First Amendment's religion clauses. This intensive study necessarily focuses on the last 75 years, since it was not until the 1940 case of Cantwell v. Connecticut that the Supreme Court began to protect religious rights under the First Amendment.Working in legal teams, students will develop appellate briefs on real freedom of religion cases decided recently by the U.S. Courts of Appeals and will present oral arguments before the "Evergreen Supreme Court." Students will also rotate as justices to read their peers' appellate briefs, hear arguments and render decisions. Readings for the program will include Internet resources and various books and journal articles, as well as court opinions. Study will be rigorous; the principal text will be a law school casebook.	Jose Gomez		Sophomore SO Junior JR Senior SR	Winter
Reservation-Based, Community-Determined Program: Rebuilding Native Nations-Strategies for Governance and Development (Chehalis) new Mary DuPuis and Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 14 Fall	W 15Winter	S 15Spring	This upper division program teaches from a Native-based perspective within the context of the larger global society and is designed for students who have social, cultural or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2014-2015 the theme is In fall, students introduced to the major trends and issues in by comparing and contrasting different approaches to tribal management development and the factors contributing to successful nation building. During winter quarter, students will learn about , which is an exploration of major ethical theories and their applications to a variety of current issues. Students will explore various Native perspectives on ethics and the ways in which they are manifest in contemporary Native America. Developing analytic skills and critical thinking are a key aspect of this course through, amongst other things, the analysis of cases studies on current issues in Indian communities. In spring, students will be enrolled in , which explores leadership in both mainstream and tribal contexts; students will examine how political and social forces create leaders and make history. There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course, taught from a tribal perspective in a global community, is a nine-credit unit within the program taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are two-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar held on the same four Saturdays as the Strands is called Battlegrounds, and is a one-credit workshop generally built around native case studies. The program also includes student initiated work through Independent Study.	Mary DuPuis Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program: Rebuilding Native Nations-Strategies for Governance and Development (Muckleshoot) Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 14 Fall	W 15Winter	S 15Spring	This upper division program teaches from a Native-based perspective within the context of the larger global society and is designed for students who have social, cultural or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2014-2015 the theme is In fall, students introduced to the major trends and issues in by comparing and contrasting different approaches to tribal management development and the factors contributing to successful nation building. During winter quarter, students will learn about , which is an exploration of major ethical theories and their applications to a variety of current issues. Students will explore various Native perspectives on ethics and the ways in which they are manifest in contemporary Native America. Developing analytic skills and critical thinking are a key aspect of this course through, amongst other things, the analysis of cases studies on current issues in Indian communities. In spring, students will be enrolled in , which explores leadership in both mainstream and tribal contexts; students will examine how political and social forces create leaders and make history. There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course, taught from a tribal perspective in a global community, is a nine-credit unit within the program taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are two-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar held on the same four Saturdays as the Strands is called Battlegrounds, and is a one-credit workshop generally built around native case studies. The program also includes student initiated work through Independent Study.	Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program: Rebuilding Native Nations-Strategies for Governance and Development (Nisqually) Mary DuPuis and Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 14 Fall	W 15Winter	S 15Spring	This upper division program teaches from a Native-based perspective within the context of the larger global society and is designed for students who have social, cultural or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2014-2015 the theme is In fall, students introduced to the major trends and issues in by comparing and contrasting different approaches to tribal management development and the factors contributing to successful nation building. During winter quarter, students will learn about , which is an exploration of major ethical theories and their applications to a variety of current issues. Students will explore various Native perspectives on ethics and the ways in which they are manifest in contemporary Native America. Developing analytic skills and critical thinking are a key aspect of this course through, amongst other things, the analysis of cases studies on current issues in Indian communities. In spring, students will be enrolled in , which explores leadership in both mainstream and tribal contexts; students will examine how political and social forces create leaders and make history. There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course, taught from a tribal perspective in a global community, is a nine-credit unit within the program taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are two-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar held on the same four Saturdays as the Strands is called Battlegrounds, and is a one-credit workshop generally built around native case studies. The program also includes student initiated work through Independent Study.	Mary DuPuis Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program: Rebuilding Native Nations-Strategies for Governance and Development (Peninsula) TBA and Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 14 Fall	W 15Winter	S 15Spring	This upper division program teaches from a Native-based perspective within the context of the larger global society and is designed for students who have social, cultural or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2014-2015 the theme is In fall, students introduced to the major trends and issues in by comparing and contrasting different approaches to tribal management development and the factors contributing to successful nation building. During winter quarter, students will learn about , which is an exploration of major ethical theories and their applications to a variety of current issues. Students will explore various Native perspectives on ethics and the ways in which they are manifest in contemporary Native America. Developing analytic skills and critical thinking are a key aspect of this course through, amongst other things, the analysis of cases studies on current issues in Indian communities. In spring, students will be enrolled in , which explores leadership in both mainstream and tribal contexts; students will examine how political and social forces create leaders and make history. There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course, taught from a tribal perspective in a global community, is a nine-credit unit within the program taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are two-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar held on the same four Saturdays as the Strands is called Battlegrounds, and is a one-credit workshop generally built around native case studies. The program also includes student initiated work through Independent Study.	TBA Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program: Rebuilding Native Nations-Strategies for Governance and Development (Port Gamble) TBA and Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 14 Fall	W 15Winter	S 15Spring	This upper division program teaches from a Native-based perspective within the context of the larger global society and is designed for students who have social, cultural or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2014-2015 the theme is In fall, students introduced to the major trends and issues in by comparing and contrasting different approaches to tribal management development and the factors contributing to successful nation building. During winter quarter, students will learn about , which is an exploration of major ethical theories and their applications to a variety of current issues. Students will explore various Native perspectives on ethics and the ways in which they are manifest in contemporary Native America. Developing analytic skills and critical thinking are a key aspect of this course through, amongst other things, the analysis of cases studies on current issues in Indian communities. In spring, students will be enrolled in , which explores leadership in both mainstream and tribal contexts; students will examine how political and social forces create leaders and make history. There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course, taught from a tribal perspective in a global community, is a nine-credit unit within the program taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are two-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar held on the same four Saturdays as the Strands is called Battlegrounds, and is a one-credit workshop generally built around native case studies. The program also includes student initiated work through Independent Study.	TBA Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program: Rebuilding Native Nations-Strategies for Governance and Development (Quinault) Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 14 Fall	W 15Winter	S 15Spring	This upper division program teaches from a Native-based perspective within the context of the larger global society and is designed for students who have social, cultural or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2014-2015 the theme is In fall, students introduced to the major trends and issues in by comparing and contrasting different approaches to tribal management development and the factors contributing to successful nation building. During winter quarter, students will learn about , which is an exploration of major ethical theories and their applications to a variety of current issues. Students will explore various Native perspectives on ethics and the ways in which they are manifest in contemporary Native America. Developing analytic skills and critical thinking are a key aspect of this course through, amongst other things, the analysis of cases studies on current issues in Indian communities. In spring, students will be enrolled in , which explores leadership in both mainstream and tribal contexts; students will examine how political and social forces create leaders and make history. There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course, taught from a tribal perspective in a global community, is a nine-credit unit within the program taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are two-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar held on the same four Saturdays as the Strands is called Battlegrounds, and is a one-credit workshop generally built around native case studies. The program also includes student initiated work through Independent Study.	Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program: Rebuilding Native Nations-Strategies for Governance and Development (Tulalip) Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 14 Fall	W 15Winter	S 15Spring	This upper division program teaches from a Native-based perspective within the context of the larger global society and is designed for students who have social, cultural or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2014-2015 the theme is In fall, students introduced to the major trends and issues in by comparing and contrasting different approaches to tribal management development and the factors contributing to successful nation building. During winter quarter, students will learn about , which is an exploration of major ethical theories and their applications to a variety of current issues. Students will explore various Native perspectives on ethics and the ways in which they are manifest in contemporary Native America. Developing analytic skills and critical thinking are a key aspect of this course through, amongst other things, the analysis of cases studies on current issues in Indian communities. In spring, students will be enrolled in , which explores leadership in both mainstream and tribal contexts; students will examine how political and social forces create leaders and make history. There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course, taught from a tribal perspective in a global community, is a nine-credit unit within the program taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are two-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar held on the same four Saturdays as the Strands is called Battlegrounds, and is a one-credit workshop generally built around native case studies. The program also includes student initiated work through Independent Study.	Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Washington State Legislative Internships Cheri Lucas-Jennings government law and public policy Signature Required: Winter	Program	JR–SRJunior–Senior	16	16	Day		W 15Winter	S 15Spring	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.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 journal, submitted to the faculty sponsor on a regular basis, and a portfolio of all 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 workweek, guest presentations, seminars, workshops on budget, media panels and job-shadowing regional officials and activists of choice. Interns will participate in a final mock hearing floor debate on current legislative issues.The 2015 session will involve student interns for both winter and spring quarters. Each quarter will comprise a different 16-credit contract. In spring quarter, 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 for the two-quarter internship is evaluated by the faculty sponsor, field supervisors and legislative office staff.	Cheri Lucas-Jennings	Wed	Junior JR Senior SR	Winter	Winter
What Does it Mean to be an "American"? Colonial America to Present Michael Vavrus, Artee Young and Liza Rognas American studies cultural studies gender and women's studies history law and public policy political economy political science	Program	FR–SOFreshmen–Sophomore	16	16	Day	F 14 Fall	W 15Winter		This introductory program examines how the meaning of “American” has changed historically and into our current era. Specifically, we examine how the concept of “democracy” has been applied historically. Democracy is a participatory form of government, yet many groups and individuals have not been allowed to participate fully in U.S. democratic systems since the beginning of the Republic. Our inquiry includes: What does social belonging involve? Why are some individuals included while others are excluded from full participation in civic life? How do individual or group identities influence participation in social, economic and political processes? Where and how do differences and diversity fit with the idea of the “American Dream?”To address these questions and others, this two-quarter program explores the origins and manifestations of the contested concepts of race, gender, and socioeconomic class in U.S. history as part of an investigation into identity. We will explore how identity and perceived identity have resulted in differential social, economic and political treatments and how social movements emerged to challenge systemic inequities.Central to this program is a study of historical connections between European colonialism prior to U.S. independence as a nation and the expansion of U.S. political and military dominance globally since independence and into the 21st century. In this context, students are provided opportunities to investigate how the bodies of various populations have been racialized and gendered. Students will examine related contemporary concepts such as racism, prejudice, discrimination, patriarchy, gender, class, affirmative action, white privilege and color-blindness. Students will consider current research and commentaries that surround debates on genetics vs. culture (“nature vs. nurture”).Students will engage historic and contemporary perceptions of identity through readings, dialogue in seminars, workshops, films, and academic writing that integrate program material. A goal of the program is for students to acquire knowledge of the past and its association with the present in order to connect and recognize contemporary expressions of power and privilege by what we hear, see and read as well as absences and silences that we find.These expressions include contemporary news accounts and popular culture artifacts (e.g., music, television, cinema, on-line media). As part of this inquiry, we will examine the presidency of Barack Obama in relation to discourses on race. As a learning community, we will work together to make sense of these expressions and link them to their historical origins. Students will also have an opportunity to examine the social formation of their own identities by researching the historic foundations of their own personal narratives. Current approaches from social psychology will be foundational in this aspect of the program.Visits to local cultural museums, to the Washington State Archives, the National Archives in Seattle, and attendance at a theatrical performance are tentatively planned as part of this program. Disclaimer: Films and other program materials periodically describe and present images of violence and use language that may be considered offensive, especially in regards to racial identification. The purpose of this material is to present significant events within their respective historical contexts.	Michael Vavrus Artee Young Liza Rognas	Tue Tue Wed Fri Fri	Freshmen FR Sophomore SO	Fall	Fall Winter
Worlds of Waste: Urbanization, Sanitation, and Design Eric Stein and Jennifer Gerend anthropology cultural studies environmental studies health history law and public policy	Program	FR–SRFreshmen–Senior	16	16	Day			S 15Spring	In this one quarter program, we will explore the connections between human waste, urbanization, disease, and cultural order. Looking both globally and in the U.S., with an emphasis on the Puget Sound Region, we will consider wastewater planning efforts both past and present. From global philanthropic efforts to address sanitary living conditions to new innovations in household bathroom infrastructure, our examination will address both system-wide plans as well as detailed design issues of individual units. Students will learn about urban wastewater infrastructure, technical innovations in green building solutions, such as grey water systems, and developments in low-income settings globally. We will also explore the cultural dimensions of purity and waste, looking at potty humor, the gendering of bathroom spaces, pollution, and social class. Students should be prepared to confront and question their own "yuck" thresholds as we peek into sewers, observe wastewater treatment, and inhale the waft of waste.Students will be engaged in group projects and presentations, writing based on readings of texts, fieldtrips to waste management sites, speakers, and documentaries. This program will uniquely prepare students planning to pursue careers or graduate work in public infrastructure, urban planning, global health, international development and philanthropy, or engineering.	Eric Stein Jennifer Gerend		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring