2014–15 Academic Catalog

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)

Recently Updated

New and updated within the last 30 days

Featured Areas

View by Location

Searching & Filtering Options

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

Philosophy [clear]

Title		Offering	Standing	Credits	Credits	When	F	W	S	Su	Description	Preparatory	Faculty	Days	Multiple Standings	Start Quarters	Open Quarters
Astronomy and Cosmologies EJ Zita astronomy history philosophy physics		Program	SO–SRSophomore–Senior	16	16	Day			S 15Spring		Our goal in this program is to learn beginning to intermediate astronomy through lectures, discussions, interactive workshops and observation, using the naked eye, binoculars and telescopes. We will learn about the evolution and structure of our universe and celestial bodies. Students will build and take home astronomical tools such as spectrometers and position finders. Students will also research a topic of interest via observations and reading, and share their research with classmates.In our seminars we will discuss the idea of cosmologies: how people across cultures and throughout history have understood, modeled, and ordered the universe they perceived. We will study creation stories and worldviews, from those of ancient peoples to modern astrophysicists. Students will meet in small teams for pre-seminar discussion, and write essays and responses to the readings.Students taking this program must be willing to work in teams and use computers for online assignments. Students are invited to help organize an observation field trip to regions with clear skies.		EJ Zita		Sophomore SO Junior JR Senior SR	Spring	Spring
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
Business on the Brink: Ethics and the Financial Crisis Stephen Beck business and management philosophy political economy		Program	SO–SRSophomore–Senior	8	08	Evening	F 14 Fall				The financial collapse of 2007-2008 triggered the "Great Recession" in the U.S. and had devastating consequences on people worldwide. In this country, many people lost their houses through foreclosure and their jobs through the resulting contraction that rippled through the economy. While today the U.S. economy is officially in recovery, many people have yet to feel the recovery's benefits.Yet the financial collapse was no natural disaster. What was the role of people in power, both in business and in government, in making decisions and taking actions with far-reaching consequences? Taking as our starting point the principle that with power comes responsibility, in this program we will examine the ethical lessons of the financial crisis and its fallout. We will examine events surrounding the financial crisis in order to develop a preliminary understanding of it as well as to motivate our central questions: What ethical, political and social responsibilities people in various roles and positions of power have? Did ethical and political lapses in the way that we conceive of and conduct business and finance allow this crisis to unfold? And, perhaps most important, what kind of power can gain by coming to a greater understanding of these matters? Students will come to understand different ways to conceive of their ethical relationships to those close to them as well as to society and the world more broadly, and they will exercise their understanding in careful thinking about the recent financial crisis, to culminate in an ethical position essay. This program is preparatory to work and further study in ethics, politics, business, and social responsibility.		Stephen Beck	Wed Sat	Sophomore SO Junior JR Senior SR	Fall	Fall
Calculated Fiction: Adventures in Structure Steven Hendricks, Brian Walter and Kathleen Eamon aesthetics literature mathematics philosophy writing		Program	JR–SRJunior–Senior	16	16	Day			S 15Spring		This is an upper division program aimed to support interdisciplinary work among students with some experience in any of our disciplines: mathematics, the humanities, or creative writing. Together, and drawing on our respective backgrounds, we will explore how conceptual tools like philosophical terms, fictional narratives, and mathematical systems depend upon and challenge the structures of knowledge—edifices built up against the unknown. We'll see how practices in all three disciplines function to exceed or disrupt conventional thinking, and we'll pursue our own experiments in the use of constraints to help emancipate us from aesthetic traditions and generic structures of meaning.We’ll regard each of these disciplines as ongoing conversations that can both expand and limit what we can know and what we can imagine. For us, mathematics will be an imaginative, humanist endeavor: a study of patterns, a struggle for certainty and precision that yields a language of symbols that in turn reveals new possibilities for inquiry. Philosophy will help us both think about the conditions for the possibility of world-making and examine fictional worlds as aesthetic objects. In our study of literature, we’ll attend closely to structures in language and narrative that make meaning possible. We’ll read work by contemporary literary experimentalists working within the aesthetic and philosophical lineages of Borges and Calvino, story tellers for whom time, space, and being are of more interest than plot. Philosophical texts will likely include works by Kant, Benjamin, Adorno, and Lacan. We'll also read texts that describe the scope, content, and aesthetic of modern mathematical work, such as Davis and Hersh's .		Steven Hendricks Brian Walter Kathleen Eamon		Junior JR Senior SR	Spring	Spring
Give and Take: Reflecting on Helping Others Joli Sandoz education literature philosophy writing		Program	FR–SRFreshmen–Senior	8	08	Weekend			S 15Spring		To whom do we give, and from whom do we take? What is the social "language" of giving and receiving? And what characterizes respectful and mutual relationships between givers and receivers of services, in professional settings? We’ll read, think and write about these questions first in our own lives, and then within the contexts of the human service, medical, writing, teaching, law, community organizing and social justice professions. Writing will be our primary (though not the only) mode of inquiry, as we acknowledge and learn from attention directed toward our own lives and those of others. Members of will draw on empathy and personal experience in addition to our readings, to produce short pieces of story- and experience-based nonfiction. Because this is in part a writing program, it is also a reading program; participants will be expected to read carefully factual and creative assigned texts, with attention to both content and the writer’s craft. Our work in class will include instruction in making decisions ethically, in reading for information and to understand and appreciate creative texts, and in writing to engage and educate readers. Another important part of our work together will be discussing our readings and the writing produced by program members. In all program efforts, we will be especially attentive to the following lines of inquiry and their implications: how best to address inequities and complexity within service relationships, and how to draw on personal energy and knowledges to serve the common good. To lend our classroom work particularity, one focus will be on relationships and reciprocity between people who are abled and people who are disabled by prevailing environmental and social arrangements. Sustainability of personal efforts to reach out to others will be an important consideration.Program participants must be willing to share their writing with all program members for response, in person and in a program-only space online. Previous creative writing experience is not required. Please note that this is not a psychology program, although our work will center on working with people; we will draw on tools and methods of analysis from the fields of writing, literature and ethical decision making.		Joli Sandoz	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Individual Study: Humanities and Social Sciences Bill Arney community studies consciousness studies cultural studies education government health literature philosophy philosophy of science political economy political science psychology sociology writing Signature Required: Winter		Contract	FR–SRFreshmen–Senior	16	16	Day		W 15Winter			Individual Study offers opportunities for students to pursue their own courses of study and research through individual learning contracts or internships. Bill Arney sponsors individual learning contracts in the humanities and social sciences. All students ready to do good work are welcome to make a proposal to Bill Arney.		Bill Arney		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Movement/Thought Bill Arney and Kabby Mitchell dance education philosophy		Program	FR–SRFreshmen–Senior	16	16	Day			S 15Spring		Ever been moved by a thought? Ever find yourself moving through your thoughtfulness? Ever think, 'I'd better get a move on'? In this program, you will, all that and more. We'll take up thoughts and dance with them. We'll think about movement, our own, others', our own in groups. The earliest schools of philosophy in the West aimed not for correct systematic thinking but for fashioning an 'art of living.' We'll see and feel what that can possibly mean in our time. Students will come to enjoy more flexibility and coordination, in body and mind.In addition to the common work of the program, students will complete an independent study project worth up to half the award of credit.		Bill Arney Kabby Mitchell		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Poet-Philosophers/Philosopher-Poets Marianne Bailey and Leonard Schwartz aesthetics classics literature philosophy writing		Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall	W 15Winter			From Heraclitus and Nietzsche to Blanchot and Levinas, philosophers have sought to speak as poets: to recreate the language of their tradition in order to speak the ineffable, truths of intuition and experience which seem to lie beyond language as commonly conceived. From Homer to Mallarmé, Artaud or Pound, poets have revealed through their enigmatic languages, truths of our existence and the nature of the world. Poets engage in epistemological inquiry, ask metaphysical questions; philosophers use metaphorical language, symbol, aphorism or parable, as vehicles of insight. In this program we will study a select group of philosophers who, in the wake of Friedrich Nietzsche, write and think as poets and conversely, those poets who write and think philosophically. From Wallace Stevens, there is a lineage of American poetry, which draws from continental philosophy.We will consider how it is that a writer's words open into a multitude of interpretations, or that a symbol, as philosopher Paul Ricoeur writes, points toward a meaning otherwise inaccessible. The poets and philosophers whom we will study never relent in their fascination with the diverse avenues of knowing, or with reconceiving their means of expression; they act with the reckless abandon of the free spirit described by Nietzsche in his essay, "On Truth and Lie in an Extramoral Sense," daring to “speak only in forbidden metaphors.”We will examine works embedded in the creative power of myth and the artist-writer’s work as a ritual gesture. All students will read, write and analyze poetic, philosophical and critical texts; will discuss key theorists in aesthetic theory, and will choose between two series of workshop/seminars: either poetics/creative writing or philosophy/Nietzsche and his work’s influence on contemporary writing. Over the two quarters of this program, students will develop and complete a major personal project. This substantial body of work, students will conceive during Fall quarter, and carry through by the close of winter quarter; this offers serious writers of poetry, theory, philosophy and interpretation the opportunity to undertake a collection of philosophical/poetic experimental writings, a performance/spectacle, or an interpretive work on philosophy or literature.This upper-division program demands a serious commitment of time and effort; the works which we will read are difficult; the writings we expect substantive. We welcome serious students of philosophy, poetics and theory, those capable of designing and carrying through a major independent writing project.		Marianne Bailey Leonard Schwartz		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
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
Ships of Wisdom: Ancient Trade Routes and the Diffusion of Ideas Joseph Tougas and Ulrike Krotscheck classics cultural studies history maritime studies philosophy		Program	FR–SOFreshmen–Sophomore	16	16	Day		W 15Winter	S 15Spring		In this program, we will investigate how and why humans, throughout history, have taken to the sea to explore the limits of their known world. What were the motives and the consequences of these dangerous ventures? We will focus on some specific case studies, including the ancient Mediterranean, the Pacific Northwest, the Chinese empire, the Polynesian islanders and the Atlantic during the age of sail. We will also learn about some theories of economic and cultural exchange over long distances. Some of the questions we will address include: How did humans develop the navigational and boat-building technologies needed for overseas exploration? What motivated overseas exploration? What new kinds of knowledge were gained through this travel and what is the relationship between the material goods and the ideas and ideologies that were traded? How do modern archaeologists and historians go about piecing together answers to questions like these?We will read texts on archaeology, ancient history and philosophy, anthropology and maritime studies. In addition to historical and scientific accounts, we’ll read works of literature, seeking an understanding of the age-old connections between human cultures and the sea. We will consider the religious, philosophical and scientific practices that grew out of those connections—practices that are the common heritage of coast-dwelling peoples around the globe. We will also work on reading, writing and critical thinking skills. In order to test our theories in practice, we will have opportunities to become familiar with the local coastal environment and its rich cultural history. This will take the form of a field trip to the Makah Museum and other sites of historical and archaeological interest on the Washington coast in winter and a three-day sailing expedition in spring.		Joseph Tougas Ulrike Krotscheck		Freshmen FR Sophomore SO	Winter	Winter Spring
Silence, Solitude, Laziness and Other Pillars of the Good Life Bill Arney and Sara Huntington consciousness studies education philosophy sociology writing		Program	FR–SRFreshmen–Senior	16	16	Day	F 14 Fall				Hayden Carruth, “Freedom and Discipline”Silence has been banished by ear buds, the roar of politics and the economy, and the hum of hard disks doing our searching. Solitude? Think- as you're tempted to buy a retreat in a monastery or take a guided walk in a faraway canyon- of surveillance and our collective reliance on Facebook and its e-cousins. Laziness? We're anxious to be worker bees, and the last defense of a “right to be lazy” was written by Paul Lafargue in 1883. Silence, solitude, laziness: gone.This program will consider three paradoxical, counterintuitive hypotheses: Silence may open space to enjoy the virtues of vernacular speech and living in common. Solitude may allow us to know the importance of embracing others. Laziness may be more productive than work if our aim is the good life.We will follow the paths of iconoclasts, monks, mystics, utopian socialists, Charlie Chaplin and other artists, stoics and cynics and the occasional (certified) sociologist or philosopher to remember what we know about living well.In addition to the common work of the program, students will undertake an independent study of considerable significance that should be more admirable than convincing.At least four class hours each week will be devoted to writing, learning to make artful sentences. Students will read their work aloud and learn to accept and give good, open and public criticism of writing. In addition to the common work of the program, students will undertake an independent study of considerable significance that should be more admirable and beautiful than convincing. This project will account for up to half of the credit to be awarded. If your own writing practice contains even a scintilla of laziness, that’ll change.		Bill Arney Sara Huntington		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Structures and Strictures: Fiction, Mathematics and Philosophy Steven Hendricks, Toshitami Matsumoto, Kathleen Eamon and Brian Walter aesthetics literature mathematics philosophy writing		Program	FR–SOFreshmen–Sophomore	16	16	Day	F 14 Fall	W 15Winter			In this program, we will explore how tools for thinking--like philosophical terms, fictional narratives and mathematical systems--are involved in building up and also challenging structures of knowledge. We will ask: Are these defenses against the unknown or our only ways of accessing it? Through critical and creative writing projects, we will see how practices in all three disciplines also work to disrupt conventional thinking and we will pursue experiments in the use of constraints to free us from our own aesthetic traditions and generic modes of thought.We’ll regard academic disciplines as ongoing conversations that can both expand and limit what we can know and what we can imagine. We will work to understand how mathematics is an imaginative, humanist endeavor, a study of patterns that yields new languages and opens up possibilities in the world. Philosophy will help us both think about the conditions for the possibility of world-making and examine fictional worlds as aesthetic objects. In our study of literature, we’ll attend closely to structures in language and narrative that make meaning happen. We’ll read work from the avant-garde tradition, by contemporary literary experimentalists, and by storytellers for whom time, space and being are of more interest than plot. Philosophical texts will likely include works by Kant, Benjamin, Adorno and Lacan. We'll also read texts that describe the scope, content and aesthetic of modern mathematical work, such as by Philip J. Davis and Reuben Hersh. Many of these texts are challenging, but we will work together to develop the skills needed to approach them in reading, writing and conversation. In fall, students will be introduced to disciplinary approaches to formulating and responding to complex questions. Regular work of the program will include seminars, short papers and workshops in literature, philosophy, writing and mathematics.In winter, in addition to seminar and workshops, students will pursue a creative and critical writing project connecting all three disciplines, with opportunities to develop a chosen emphasis.		Steven Hendricks Toshitami Matsumoto Kathleen Eamon Brian Walter		Freshmen FR Sophomore SO	Fall	Fall Winter
Student-Originated Studies: Independent Projects in Literature, Philosophy, Myth/Religion and Writing Marianne Bailey literature philosophy religious studies writing		SOS	FR–SRFreshmen–Senior	16	16	Day			S 15Spring		In this SOS, students will learn how to conceive, plan, structure and successfully carry through a major independent learning project. More importantly, they will have the pleasure and fulfillment of realizing a major college-level independent body of work. Students have an exciting array of humanities and artistic areas to work in. For example, I can foresee projects as different from one another as a well edited collection of stories or free form poetry, perhaps illustrated and bound in a beautiful book, or a research project in religious symbolism and ritual in Celtic or Haitian worldviews, or in archetypal characters such as the Trickster, the Underworld mediators, or the artist/Orpheus and his quest. A student could write and compile an innovative collection of essays and images dealing with a philosopher such as Nietzsche or Foucault; or with a philosophical topic, such as the human/nature relationship, or the power and nature of artistic language. Students could also plan and research a transformational, pilgrimage journey, keep a rich travel journal, make art quality photographs and present the pilgrimage experiences at the quarter’s end to your colleagues in the class. Students could plan a multimedia spectacle or a short film based on artistic work as a small group in the style of the Surrealists.In other words, if it is a challenging academic or artistic body of work which you find deeply fascinating and which will keep you going enthusiastically for a quarter, we can shape this idea and make it possible for you to carry it through. We will do this step-by-step, in close collaboration between professor and individual student, and with the support of a small group of other program students working in similar veins of inquiry or creation, who will serve as a critique and support group. At Evergreen this mode of intellectual and creative work is a hallmark of our belief in fostering self-direction, intellectual discipline and stamina, and in pursuing academic projects about which we are passionate. It is no easy feat, however, to master the fine art of writing and proposing, let alone bringing to fruition, a top quality independent learning project. The purpose of this SOS is first, to coach you through the conception stage, then, to help you to choose your readings and activities and make your schedule, and finally, to guide and support you along the path to completion of the best work of which you are capable.During the first eight weeks of spring quarter, students will meet every week with their professor as an individual, and as a member of a small work and critique group. We will meet as a large group, as well. Students will report in writing and orally on their progress every week. In the final weeks of the quarter, all students will present their completed work to the group.Students enrolling should have a first proposal of a project which they want strongly to undertake, including, at least, the kind of work you plan to do, for example: writing poetry, studying the work of a given writer or philosopher, and/or studying a particular kind of religious or mythic symbolism. This should be carefully written, typed and ready on the first day of class. The rest we will do during the first two weeks of the program. You may enroll in this program for 12 or 16 credits.		Marianne Bailey	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Undergraduate Research in Critical and Creative Practices with K. Eamon Kathleen Eamon aesthetics philosophy Signature Required: Fall Winter Spring		Research	SO–SRSophomore–Senior	0, 16	0 16	Day	F 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.		Kathleen Eamon		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in the Humanities Trevor Speller, Greg Mullins, Stacey Davis and Nancy Koppelman literature philosophy political science Signature Required: Fall Winter Spring		Program	JR–SRJunior–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring		Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (European history) specializes in French history from the 18th century to the present, as well as the history of French colonies in North and West Africa. Students who wish to study European social, cultural, political, intellectual or religious history from the Middle Ages to the present, including topics in the history of gender and sociocultural aspects of the history of art, are welcome to propose research projects. Students are welcome to work with Dr. Davis on her ongoing research projects on 19th-century political prisoners, notions of citizenship and democracy in modern Europe, memory and the history of aging. (American studies) specializes in American social, literary and intellectual history until 1920. Students who wish to study in these fields are welcome to propose research projects and senior theses. Particular interests include the social and intellectual history of the Puritans; the founding generation, immigrants, the working class and the middle class; industrialization and reform movements; pragmatic philosophy; the history of childhood; and the history of technology and consumer culture. Students are also welcome to work with Nancy to participate in her ongoing research projects on alcohol reform movements, the histories of social/economic mobility and of individual physical movement, and ethical themes in American cultural history. (American literature, queer theory) specializes in 20th-century and contemporary literature and comparative American Studies (U.S./Brazil). His broad interests include the crossroads of aesthetics and politics, national versus transnational formations of literary studies, queer gender and sexuality, memory studies and poststructuralist theory. Most of the capstone projects he has supervised in the past have been centrally concerned with literary and cultural theory, including visual culture and queer theory. Students are enthusiastically welcome to work with Greg on his research on cultures of human rights and representations of human rights in literature and film. (British/anglophone literature) specializes in the long 18th century (1650-1830), including the Restoration, the Enlightenment and Romanticism. Students who wish to study the literature and political philosophy of these periods are welcome to propose research projects, including capstone projects and senior theses. Particular interests include the rise of the novel, the conception of reason and rationality and representations of space and place. Previous projects have included studies of Romantic women writers and travel writing. Students are also welcome to work with the faculty member to develop his ongoing research projects on such authors as Daniel Defoe, John Locke, Thomas Hobbes, Bishop Berkeley, Jonathan Swift and John Milton.		Trevor Speller Greg Mullins Stacey Davis Nancy Koppelman		Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in the Humanities with G. Mullins Greg Mullins literature philosophy political science Signature Required: Fall Winter Spring		Research	JR–SRJunior–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring		Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (American literature, queer theory) specializes in 20th-century and contemporary literature and comparative American Studies (U.S./Brazil). His broad interests include the crossroads of aesthetics and politics, national versus transnational formations of literary studies, queer gender and sexuality, memory studies and poststructuralist theory. Most of the capstone projects he has supervised in the past have been centrally concerned with literary and cultural theory, including visual culture and queer theory. Students are enthusiastically welcome to work with Greg on his research on cultures of human rights and representations of human rights in literature and film.		Greg Mullins		Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in the Humanities with N. Koppelman Nancy Koppelman literature philosophy political science Signature Required: Fall Winter Spring		Research	JR–SRJunior–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring		Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (American studies) specializes in American social, literary and intellectual history until 1920. Students who wish to study in these fields are welcome to propose research projects and senior theses. Particular interests include the social and intellectual history of the Puritans; the founding generation, immigrants, the working class and the middle class; industrialization and reform movements; pragmatic philosophy; the history of childhood; and the history of technology and consumer culture. Students are also welcome to work with Nancy to participate in her ongoing research projects on alcohol reform movements, the histories of social/economic mobility and of individual physical movement, and ethical themes in American cultural history.		Nancy Koppelman		Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in the Humanities with S. Davis Stacey Davis literature philosophy political science Signature Required: Fall Winter Spring		Research	JR–SRJunior–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring		Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (European history) specializes in French history from the 18th century to the present, as well as the history of French colonies in North and West Africa. Students who wish to study European social, cultural, political, intellectual or religious history from the Middle Ages to the present, including topics in the history of gender and sociocultural aspects of the history of art, are welcome to propose research projects. Students are welcome to work with Dr. Davis on her ongoing research projects on 19th-century political prisoners, notions of citizenship and democracy in modern Europe, memory and the history of aging.		Stacey Davis		Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in the Humanities with T. Speller Trevor Speller literature philosophy political science Signature Required: Fall Winter Spring		Research	JR–SRJunior–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring		Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (British/anglophone literature) specializes in the long eighteenth century (1650-1830), including the Restoration, the Enlightenment, and Romanticism. Students who wish to study the literature and political philosophy of these periods are welcome to propose research projects, including capstone projects and senior theses. Particular interests include the rise of the novel, the conception of reason and rationality and representations of space and place. Previous projects have included studies of Romantic women writers and travel writing. Students are also welcome to work with the faculty member to develop his ongoing research projects on such authors as Daniel Defoe, John Locke, Thomas Hobbes, Bishop Berkeley, Jonathan Swift and John Milton.		Trevor Speller		Junior JR Senior SR	Fall	Fall Winter Spring