2014-15 Undergraduate Index A-Z

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Evening and Weekend Studies

Title	Offering	Standing	Credits	Credits	When	F	W	S	Description	Preparatory	Faculty	Days	Multiple Standings	Start Quarters	Open Quarters
Abnormal Psychology Susan Cummings psychology	Course	SO–SRSophomore–Senior	4	04	Evening			S 15Spring	This course is designed to help students examine abnormal and normal behavior and experience along several dimensions. These dimensions include the historical and cultural influences in Western psychology, current views on abnormality and psychological health, cultural differences in the approach and treatment of psychopathology, and the role of healthy habitat in healthy mind. Traditional classification of psychopathology will be studied, including theories around etiology and treatment strategies. Non-traditional approaches will be examined including the role of eco-psychology in abnormal psychology. This course is a core course, required for pursuit of graduate studies in psychology.		Susan Cummings	Tue	Sophomore SO Junior JR Senior SR	Spring	Spring
Academic Writing at Evergreen Emily Lardner writing	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			This writing intensive course has two purposes. The first is to help students develop as academic writers, to engage in writing as intellectual work. We will work on developing "rhetorical reading" skills--noticing not only what something is about, but also how it is put together. Building on common readings, students will experiment with writing about a topic for different audiences and purposes. We will also explore academic writing at Evergreen--how it is different from and similar to academic writing at other liberal arts colleges. This course can serve as an introduction to academic writing, or as a refresher for students with some prior experience.		Emily Lardner	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Afro-Brazilian Dance (A) Janelle Campoverde dance	Course	FR–SRFreshmen–Senior	2	02	Weekend		W 15Winter		Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Afro-Brazilian Dance (A) Janelle Campoverde dance	Course	FR–SRFreshmen–Senior	2	02	Weekend	F 14 Fall			Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Afro-Brazilian Dance (B) Janelle Campoverde dance	Course	FR–SRFreshmen–Senior	2	02	Weekend		W 15Winter		Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Afro-Brazilian Dance (B) Janelle Campoverde dance	Course	FR–SRFreshmen–Senior	2	02	Weekend	F 14 Fall			Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
The Age of Irony: 20th Century America Susan Preciso and John Baldridge American studies geography history literature	Program	FR–SRFreshmen–Senior	12	12	Evening	F 14 Fall	W 15Winter	S 15Spring	What is history for? This year-long investigation of 20 Century American history and culture will be organized around the pivotal roles of wars and social movements as shapers of American life and thought, especially the development of our sense of irony as reflected in politics and culture. Fall quarter's work will focus on World Wars I and II and the Vietnam War. During winter quarter, we will study three key movements for social change: the Progressive movements of the early 20th century, the African American Civil Rights Movement of the mid-century, and the second wave of feminism of the 1960s and 1970s. Students will write articles based on their own historical research and will publish them in a program web-zine. During spring quarter's study of culture as history, we will see how these turning points were and are reflected in our cultural lives. This is an all-level program, ideal for returning and transfer students, especially those pursuing the “Upside Down” BA degree. It is a broad liberal arts program designed for students who want to improve their historical knowledge, research skills and (multi)cultural literacy. We especially encourage those who would like a supportive atmosphere for senior-level project work to attend. Credits may be awarded in twentieth-century American history, labor history, American literature, Geography, and academic writing. It will be possible in our work over three quarters to meet some endorsement prerequisites for the Master in Teaching program. *We strongly encourage students to plan to enter the program in the fall and stay with us for winter and spring. Evergreen is unique in that it gives students the chance to be engaged with a complex intellectual project over time. By the concluding quarter of an all-year program, students amaze us with the quality and complexity of their work.		Susan Preciso John Baldridge	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
American Sign Language I, II, III (B) Beth Schoenberg language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring			Beth Schoenberg	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
American Sign Language IV - at SPSCC cancelled	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			This second-year ASL course will emphasize expressive and receptive skills development and American Sign Language fluency. Focus will be given to correct formation of signs, movement, rhythm and clarity. Idioms and slang will be taught. Prerequisite: ASL I, II, III. Credits awarded will be 4 Evergreen credits.NOTE: Course meets at South Puget Community College, Main Campus, 2011 Mottman Road SW, Olympia, WA 98512, Tuesdays and Thursdays, from 5:30 – 7:45 pm in BLDG 21, Room 286 -- The first class will meet on Tuesday, September 23 (before Evergreen's start date). Students must be registered by 5:00 PM on Thursday September 18th.		Raymond Bateh	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
The Art and Science of Sport Mark Harrison and Allen Mauney American studies cultural studies mathematics media studies physics	Program	SO–SRSophomore–Senior	8	08	Evening and Weekend	F 14 Fall	W 15Winter		-- Sport embodies an ideal of performance and meaningful action. Since ancient times, we have engaged in spectacles of play, utilizing formal and complex actions governed by rules (or conventions), rituals and aesthetics, and the laws of physics. As audiences, we derive meaning through winning and losing; we construct narratives and project values onto players and play. Through conflict, competition, and collaboration, sport reflects our deepest individual and cultural identities and desires. In its numerous iterations, sport is a singular form of human play where success and failure are by and large determined by numerical outcomes. In the last 100 years, statistical bookkeeping and quantitative analysis have played an increasingly important role in defining the quality of competiton and performance, of winning and losing. This trend points to societal values that displace human expression and cultural meaning in favor of outcomes drained of human involvement. The widespread intrusion of technology into sports training suggests that the athlete is increasingly viewed in part as a machine that can be retooled to achieve desired outcomes.Participants in this program will examine the human condition “cut to the bone” and be challenged to re-conceptualize the way we experience and think about sport through the perspective of art and science. Sport is born of human imagination and embodies deeply held ideas including competition, conflict, and collaboration. Sport is played on a moral stage with scripts taken from our culture. We will develop statistical tools to engage in increasingly data-driven conversations about sports. We will use human movement to study basic scientific descriptions of the operations of our world. Through sport we will be able to examine the psychology of play and playing, constructions of time and space, and the intersections of aesthetics, science, and technique. We will also consider the ways we mediate performance (through film, television, and other media) to generate excitement, meaning, and profits.Expect to engage through readings, films, discussions, writing and statistical assignments, and independent and collaborative work. Active learning in the form of workshops, exercises, and field trips to sporting events and performances will be a central focus of the program.		Mark Harrison Allen Mauney	Wed Sat	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Art of Helping Mary Dean sociology	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			Doing well while doing good is a challenge. Whereas some kind of help is the kind of help that helps, some kind of help we can do without. Gaining wisdom to know the paths of skillful helping of self and others is the focus of this four-credit course. We will explore knowing who we are, identifying caring as a moral attitude, relating wisely to others, maintaining trust, and working together to make change possible.		Mary Dean	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Arts and the Child: Early Childhood Hirsh Diamant education visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			All children enjoy singing, painting, and dancing, yet as we grow up this natural ability becomes suppressed and often lost. This sequence of courses will reach out to the inner child in students and provide opportunities to support children in need of care and education in the community. Lectures, studio arts, research, field trips and volunteer work with children in the community will develop students’ competency as artists, parents, and educators. The course will examine practices of education and self-cultivation from Eastern and Western perspectives. The fall course is designed with a focus on children of preschool age, 0-3 years old. Courses in winter and spring will focus on the elementary years and allow students to pursue further projects.Credit will be awarded in arts and human development.		Hirsh Diamant	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Arts and the Child: Elementary School Hirsh Diamant education visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter		All children enjoy singing, painting, and dancing, yet as we grow up this natural ability becomes suppressed and often lost. This sequence of courses will reach out to the inner child in students and provide opportunities to support children in need of care and education in the community. Lectures, studio arts, research, field trips and volunteer work with children in the community will develop students’ competency as artists, parents, and educators. The course will examine practices of education and self-cultivation from Eastern and Western perspectives. The winter course is designed with a focus on children beginning their formal schooling, K-3 grade. The course in spring will focus on grades 3-5 and above and allow students to pursue further projects.Credit will be awarded in arts and human development.		Hirsh Diamant	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Arts and the Child: Grades 3-5 and above Hirsh Diamant education media arts visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening			S 15Spring	All children enjoy singing, painting, and dancing, yet as we grow up this natural ability becomes suppressed and often lost. The spring course is designed with a focus on children during the transition from grades 3-5 and above. The objective of the course is to reach out to the inner child in students and provide opportunities to support children in need of care and education in the community. Lectures, studio arts, research, field trips and volunteer work with children in the community will develop students’ competency as artists, parents, and educators. The course will examine practices of education and self-cultivation from Eastern and Western perspectives. Course work will allow students to pursue further independent projects.Credit will be awarded in arts and human development.Class time is on Thursdays, 5:30-9pm		Hirsh Diamant	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Audio Recording I, II Zenaida Vergara media arts Signature Required: Fall Winter	Course	SO–SRSophomore–Senior	4	04	Evening	F 14 Fall	W 15Winter		This sequence of courses introduces the subject of audio production and its relation to modern media. Fall quarter will focus on analog mixers and magnetic recording with some work in digital editing. Main topics will include field recording, digital audio editing, microphone design and application, analog multi-track recording, and audio console signal flow. Winter continues this work while starting to work with computer-based multitrack production. Additional topics will include acoustics, reverb, and digital effects processing. Students will have weekly reading assignments and weekly lab assignments outside of class time.		Zenaida Vergara	Wed	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Awakening the Leader Within Dariush Khaleghi business and management leadership studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			The notion of leadership that once resonated with greatness no longer inspires new dreams, compelling visions, and revolutionary actions. The unethical behavior, self-indulging decisions, and ego-driven conduct of many contemporary leaders have eroded the society’s trust in their corporate, public and political leaders. There is an urgent need for conscious and principled leaders who are driven by a set of universal virtues, a strong moral compass, and a deep desire to serve a global society and a sustainable world. This course teaches students critical concepts and skills to examine their passion and purpose, develop vision, mission, values, and a plan of action to serve their communities. This course provides students with the opportunity to reflect, collaborate, and learn through individual and group activities including self-evaluation, cases, discussions and seminars, and team projects.		Dariush Khaleghi	Wed Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Bouncing Back: Writing Personal Resilience Joli Sandoz literature writing	Program	FR–SRFreshmen–Senior	8	08	Weekend		W 15Winter		Resilience is about adaptability, buoyancy, hardiness, and strength. We’ll read about resilience as a concept that applies to both personal and community life, and identify and articulate our own experiences and observations of bouncing back.This is a writing program, which means it’s also a reading program; careful attention to published creative nonfiction about experiences of resilience will be one of two central foci of the program. The other focus will be the writing and polishing of several short creative nonfiction pieces based in observation and personal experience.In all program efforts, we will be especially attentive to the following lines of inquiry and their implications: effective communication of event and emotion, empathy as a mode of response, and the creation on the page of a robust and multi-dimensioned narrator. is designed for anyone interested in exploring ideas and experience in order to learn and write about human resilience. Prospective professionals in the human services, education and health-related fields, and people who want to acquire or sharpen skills applicable to producing vivid and interesting nonfiction writing, may find program content particularly relevant to their interests. Previous creative writing experience is not required. Reading, writing and responding to published and unpublished work of others will make up bulk of our work together. Program participants must be willing to share their writing with all program members for their response, in person and in a program-only space online. Please note that this is not a psychology program, although our focus on resilience certainly relates to working with people; we will draw on tools and methods of analysis from the fields of creative writing, journalism and literature as we do our work.		Joli Sandoz	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Branching Out: An Ethnobotanical Garden in Community Marja Eloheimo Native American studies botany community studies consciousness studies environmental studies health natural history sustainability studies writing	Program	FR–SRFreshmen–Senior	12	12	Weekend	F 14 Fall	W 15Winter	S 15Spring	Working as a project team, this program has a mission. Students will continue to tend and refine habitat and theme areas in the Longhouse Ethnobotanical Garden, including the Sister Garden (patterned after a medicinal garden we created on the Skokomish Indian Reservation) as well as create valuable educational resources that contribute to the Evergreen community, local K-12 schools, local First Nations, and a growing global collective of ethnobotanical gardens that promote environmental and cultural diversity and sustainability. During , we will become acquainted with the garden and its plants, habitats, history, and existing educational materials. We will begin to engage in seasonal garden care and development, learning concepts and skills related to botany, ecology, Indigenous studies, and sustainable medicine. We will also establish goals related to further developing educational materials and activities, including a Web presence. Students will have the opportunity to select and begin specific independent and group projects that include learning knowledge and skills pertinent to their completion. During , we will focus on the garden's "story" through continued project work at a more independent level. Students will work intensively on skill development, research, and project planning and implementation. We will also be active during the winter transplant season and will prepare procurement and planting plans for the spring season. During , we will add plants to and care for the garden, wrapping up all of the work we have begun. We will establish opportunities to share the garden and our newly created educational materials, effectively enabling the garden to "branch out." This program requires commitment to a meaningful real-world project and strongly encourages yearlong participation. It also cultivates community within the program by nurturing each member's contributions and growth, and acknowledges the broader contexts of sustainability and global transformation.		Marja Eloheimo	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Business and Culture Along the Silk Roads Hirsh Diamant and Thuy Vu business and management cultural studies education field studies study abroad Signature Required: Spring	Program	FR–SRFreshmen–Senior	8, 12	08 12	Weekend	F 14 Fall	W 15Winter	S 15Spring	Good training in business management and cultural competence are essential requirements for the development of successful and sustainable enterprises. This program will focus on the interconnections between business, economy, and culture, with a specific application to trade, cultural exchange, and community development along the Silk Roads. For centuries, the ancient Silk Roads moved ideas and goods between the great civilizations of Asia, Pacific Rim, the Middle East, and the New World. From the time of Marco Polo and Genghis Khan to Yo Yo Ma, the Silk Roads have connected empires and fostered the development of music, art, religion, and commerce. In this program we will study contemporary and historical Silk Roads to envision sustainable commerce of Silk Roads in the future. We will develop learning, skills, and practical knowledge that are necessary to provide a strong foundation and vision for understanding the business and economic development potential of selected cultures along the Silk Roads. We will examine how developing commerce of Pacific Rim can impact the economic future of Washington State. We will learn about international trade, socially responsible enterprises, and intercultural communication. We will learn about the use of money and alternative business financing models. The program will be foundational for forming business pathways to move toward greater cultural, economic, and environmental sustainability. In fall quarter, we will learn the skills necessary for understanding the historical, cultural, and economic significance of Silk Roads and for creating a sustainable business plan. Our study in fall quarter will include learning about community resources, business economics, and social/business enterprises along the Silk Roads. In winter quarter we will learn about intercultural communication, alternative business financing models, leadership, and application of business skills in non-profit and corporate enterprises. Winter quarter will also provide an opportunity for selected students to travel on Silk Roads to China and Vietnam with faculty members Thuy Vu and Hirsh Diamant to study business, economy, culture, and education there. (Students traveling abroad can earn 12 credits.) In spring quarter we will work on practical application of acquired skills in intercultural leadership, international trade, marketing, and developing sustainable applications of students’ business plans.		Hirsh Diamant Thuy Vu	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Business and Management Strategies for a Global Society Theresa Aragon business and management	Program	JR–SRJunior–Senior	12	12	Weekend	F 14 Fall	W 15Winter	S 15Spring	This year-long, weekend-intensive, business and management program will assess business, management, and leadership in the context of contemporary technological advances and globalization. Organizations will be examined within their economic, political, and social environment. Organizational development and management strategies will be analyzed in terms of current and future utility. Traditional elements of management such as decision making, strategic planning, organizational behavior, human resources, and conflict management are incorporated throughout the program. Application of theory and enhancement of critical thinking will occur through problem solving and case study analyses. Assignments will place a heavy emphasis on developing analytical, verbal, written, and electronic communication skills through dialogue, seminars, critical essays, training modules, research papers, and formal presentations. Managerial skills will be developed through scenario building, scripting, role-play, and case development among other techniques.Fall quarter will focus on managerial self-assessment, interpersonal management skills, leadership, strategic management, and conflict management. Learning objectives will include developing an understanding of leadership and global leaders, development of interpersonal managerial skills and team building skills, and strategic planning. Winter quarter will focus on strategic management theory and organizational development. Learning objectives will include developing an understanding of basic finance, economic concepts, and strategic management. Spring quarter will focus on applying managerial skills and strategic management concepts and analytical tools in the workplace via internships. Learning objectives will include developing an ability to apply managerial skills in the workplace; developing an ability to utilize core concepts and analytical tools in strategic management in the workplace; developing an understanding of change management and the ability to apply these concepts to change in a global corporation and to develop the ability to critique and apply literature on managing people and change management in the workplace		Theresa Aragon	Sat Sun	Junior JR Senior SR	Fall	Fall Winter
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
Calculus I, II and III (B) Mario Gadea	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring			Mario Gadea	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Ceramics: Form and Function Aisha Harrison visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening			S 15Spring	In this class students will explore the sculptural and design potential of functional ceramic forms. Topics discussed will include elements of design, historical and cultural significances of functional forms, and integration of surface and form. Techniques will include wheel throwing, alteration of thrown forms, piecing parts to make complex or larger forms, and creating hand-built accoutrements.		Aisha Harrison	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Chinese, Beginning I, II, III Lin Crowley cultural studies history language studies	Course	FR–SRFreshmen–Senior	4	04	Evening and Weekend	F 14 Fall	W 15Winter	S 15Spring	This introductory Chinese course will emphasize the standard Chinese pronunciation and the building of useful vocabularies. Students with no or little prior experience will learn Chinese pinyin system and modern Mandarin Chinese through interactive practice and continuous small group activities. Learning activities may also include speaker presentations and field trips. Chinese history and culture will be included as it relates to each language lesson.Students enrolling in this course may also use this as a prerequisite for a Chinese study abroad program. If you are interested in traveling to China in the summer, please be sure to contact the faculty for more information.		Lin Crowley	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Community Resilience: An Introduction to Public Policy Joli Sandoz health political economy political science	Course	FR–SRFreshmen–Senior	4	04	Weekend	F 14 Fall			The role of public policy in strengthening local communities will be our primary emphasis, as we explore ways we can help collective efforts to respond positively to change. Course participants will begin by investigating two key concepts: "community resilience" and "public policy." Then we'll shift our attention to how public policy is formulated and implemented, and also how process helps shape a policy’s effectiveness. Part of our work will take place in simulations and serious games, widely-accepted methods of research and field inquiry in a board range of fields, including the social sciences and natural resource management.Development and application of effective presentation-preparation skills, including thinking and writing, will be a major course emphasis. Participants will be expected to attend in person or to watch online a minimum of two public meetings relevant to our work, and to write a brief report about each. Additional written assignments will include several short weekly discussion papers to be shared with other course participants. As the quarter progresses, this writing will build into a final 10 minute in-course presentation with associated documentation, based on course readings and knowledge of a specific community, to explore a topic of each student’s choice. Credit will be awarded in Public Policy: Community Resilience.This course may be taken alone. It is informally linked (with minimal overlap of content) to , another four-credit course also taught on Saturdays by the same faculty. Students enrolled in both courses may choose to complete separate final projects on different topics, or to combine their projects into a single 12-15 page exploratory paper on a topic related to public policy and human health, accompanied by a short presentation of their work in .		Joli Sandoz	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Computers and Cognition revised Ab Van Etten computer science consciousness studies	Program	FR–SRFreshmen–Senior	8	08	Evening			S 15Spring	What types of problems can be solved by computers? How do humans and computers differ in the types of problems they can solve? What is the future of computing, and will computers evolve an intelligence that includes what we would define as human thought? Can computers learn or create on their own? This program will explore the basics of computer science, how computers work, and their possibilities and limits. The program will include basic programming in Javascript, Web development, introductory computer electronics, and other computer science topics. We will contrast this with human cognition. We will then look at how computers will likely affect the way we live, work, and relate in the future. In seminar we will explore the issues surrounding machine vs human consciousness and strong artificial intelligence.		Ab Van Etten	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Core Ballet A Jehrin Alexandria	Course	FR–SRFreshmen–Senior	2	02	Weekend	F 14 Fall		S 15Spring			Jehrin Alexandria	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Spring
Core Ballet B Jehrin Alexandria	Course	FR–SRFreshmen–Senior	2	02	Evening	F 14 Fall		S 15Spring			Jehrin Alexandria	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Spring
Cornerstone: Foundations for Success Stephen Beck education writing	Course	FR–JRFreshmen–Junior	4	04	Evening	F 14 Fall					Stephen Beck	Tue	Freshmen FR Sophomore SO Junior JR	Fall	Fall
Cornerstone: Foundations for Success new Leslie Flemmer cultural studies education writing	Course	FR–JRFreshmen–Junior	4	04	Evening		W 15Winter		For new and returning students, this class is designed to help develop the knowledge, skills and confidence to be successful in your college experience. There are many kinds of academic learning and many ways of knowing. Students will have to make sense of lectures, discussions, literature, and research, all of which involve different approaches to learning. This course is designed to help you discover a pathway toward reading, writing and discussing critical issues relevant to your complex worlds. Students will examine how to increase their understanding and knowledge in relation to Evergreen's Five Foci (Interdisciplinary Study, Collaborative Learning, Learning Across Significant Differences, Personal Engagement, and Linking Theory with Practical Applications) as well as charting a course for a liberal arts degree that links career goals with lifelong learning.		Leslie Flemmer	Tue	Freshmen FR Sophomore SO Junior JR	Winter	Winter
Critical Reasoning Stephen Beck	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter		In this intensive writing course, students will learn how to critically evaluate persuasive writing as well as how to write well-reasoned, persuasive writing of their own. Students will study informal reasoning and develop their own abilities to give good reasons in writing for their own views. Students will develop their reasoning and writing skills through sustained engagement with a particular theme. This quarter's theme will be the place of "new media" (mainly, the Internet, its various highways and byways, and the myriad portable means of accessing it) in a reflective and responsibly engaged life within contemporary society.		Stephen Beck	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Drawing Practices: Figurative Studies Bruce Thompson visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter		This course focuses on the traditional life-drawing practices of observing and drawing the human figure from live models. Students will use a variety of media ranging from graphite to gouache as they learn to correctly anatomically render the human form. Homework assignments will supplement in-class instruction and visual presentations. Several readings will also be given throughout the quarter. While previous drawing experience is not required, it is recommended.		Bruce Thompson	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Drawing Practices: Foundations Bruce Thompson	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			This course is an introduction to principles and techniques in drawing. Students will gain a working knowledge of line, shape, perspective, proportion, volume, and composition. Using both wet and dry media, students will experiment with the traditions of hand-drawn imagery. Students will work toward the development of an informed, personal style, aided by research of various artistic movements and influential artists. Students will be required to keep a sketchbook throughout the quarter and complete drawing assignments outside of studio time. Presentations on the history and contemporary application of drawing will contextualize studio work. A final portfolio of completed assignments is due at the end of the quarter.		Bruce Thompson	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Engineering Beauty: The Architecture of the Renaissance Daryl Morgan aesthetics art history visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			The great dome of Santa Maria del Fiore, the Palazzo Medici, La Rotunda of the Villa Capra, St. Peter's Basilica. For a period of nearly three centuries these iconic structures, and hundreds of others, were imagined and then constructed by a group of architect/builders whose work is still admired for its marriage of elegant and innovative engineering with the design principles of classical antiquity. In this course we will examine the work of Brunelleschi, Alberti, Palladio, Michelozzo, da Vinci, Michelangelo and others as we attempt to determine the reasons for the enduring influence of the buildings they designed and the engineering principles they employed. Students will also have the opportunity to build architectural models of these structures as well as working models of the machines that were used to build them.		Daryl Morgan		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Entrepreneurship and Business Plan Development Allen Jenkins business and management leadership studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			A successful business idea is one that survives in the market. However, not all new business ideas are good ones; many are unlikely to succeed, causing serious financial and personal impact on the entrepreneurs who took the chance. Business planning and analysis aids in selecting those ideas with the highest likelihood of success. Students will study evaluation techniques for determining the business feasibility of a new idea (business modeling), methods of performing a market analysis and sales estimates with special focus on spotting market trends and opportunities. Students will learn to appreciate the business plan as an organizational and personal change agent as well as a sales document. Students will study the details associated with starting a functional new business or organization with a seminal assignment, the writing of a business plan worthy of submission to UW Foster School’s Environmental Innovation Challenge or Business Plan Competition.		Allen Jenkins	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
The Evergreen Singers Marla Elliott music	Course	FR–SRFreshmen–Senior	2	02	Evening	F 14 Fall	W 15Winter	S 15Spring	No auditions are needed for this continuing singing ensemble. We learn the basics of good voice production and master songs from a wide range of musical idioms. Members of the Evergreen Singers should be able to carry a tune, learn their parts, and sing their parts with their section. This class requires excellent attendance and basic musicianship skills. Credit will be awarded in Chorus.		Marla Elliott	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Financial Accounting, Ethics, & Accountability Allen Jenkins business and management leadership studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			This course is preparatory for careers and future studies in accounting, business, finance, and management. Financial accounting assumes no prior background in accounting. This course will cover the essentials of financial and managerial accounting for small businesses, financial statement analysis, internal control, cash management systems, and ethics. We will explore the significant roles they have in making sound business decisions, and in the management of a business; students will learn about QuickBooks accounting software. Allocating resources rely heavily on concise, credible, and understandable financial information. Anyone who wants to acquire knowledge of accounting, whether to build an effective accounting process, how to get the most out of financial reporting software, or how to use a company’s financial statements, will benefit from this course.		Allen Jenkins	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Foundations of Washington State’s Governance System Stephen Buxbaum history political economy	Course	JR–SRJunior–Senior	4	04	Evening			S 15Spring	Washington State’s local governance system was forged during two of our nation’s great mass democratic political actions – the Populist and Progressive movements. The cultural, economic and political forces that informed our state’s creation and development provide insight into how social movements develop and what factors contribute to their success and failure. Students will engage in primary source research of events that occurred following Washington’s territorial years to just prior to World War I. Class sessions will be interactive, combining presentations by the instructor and guests with seminar discussions. Learning objectives include developing student's critical thinking and writing skills.		Stephen Buxbaum		Junior JR Senior SR	Spring	Spring
French - First Year I (A), II, III Judith Gabriele language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring	This year-long sequence of courses in French emphasizes mastery of basic skills through a solid study of grammatical structures and focus on interactive oral activities. Classes use immersion style learning and students are surrounded by authentic French from the start. Student work encompasses all four language skills: listening, speaking, reading and writing. They will develop accurate pronunciation, build a useful vocabulary, work regularly in small groups and learn conversational skills. Classes are lively and fast-paced with a wide variety of creative, fun activities including music, poetry, videos, role-play, and web sites. Winter quarter themes focus on regional French traditions, cuisine, fables and poetry. Spring quarter themes focus on development of reading skills through tales, legends and viewing Francophone films from the Francophone world alongside grammatical study. Through aloud reading and discussions in French, students will acquire vocabulary proficiency, accurate pronunciation, fluidity, and dialogues. Throughout the year, students use the Language Laboratory to accelerate their skills.		Judith Gabriele	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
French - First Year I (B) Judith Gabriele language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			This first quarter of the year-long sequence of courses in French emphasizes mastery of basic skills through a solid study of grammatical structures and focus on interactive oral activities. Classes use immersion style learning and students are surrounded by authentic French from the start. Student work encompasses all four language skills: listening, speaking, reading and writing. They will develop accurate pronunciation, build a useful vocabulary, work regularly in small groups and learn conversational skills. Classes are lively and fast-paced with a wide variety of creative, fun activities including music, poetry, videos, role-play, and web sites. Students can choose to continue on in Winter quarter by joining the Tuesday/Thursday course.		Judith Gabriele	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
French - Second Year I, II, III Judith Gabriele language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring	This year-long course is designed for those who are in between Beginning and Intermediate Level, but beyond basic Beginner level. It is targeted to bring student skills up with overview and review of first year structures moving quickly to more advanced grammar. Classes will be conducted entirely in French. Students need to have a working knowledge of basic structures, particularly present and past tenses. The primary objectives are communicative interactions in French, alongside enhanced development of grammatical proficiency. Students will practice all four language skills: listening, speaking, reading and writing. They will learn not only to express themselves in French, but to understand written and spoken French and discover much they didn't know about themselves. Fall quarter Students will develop reading skills through short stories and poetry. Winter quarter themes will include theater scenes, role-play and work with films. Spring quarter students will read a short novel and work with its companion film. Throughout the year, students use the Language Laboratory to accelerate their skills.		Judith Gabriele	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
General Chemistry with Laboratory I, II, III David Smith chemistry	Course	FR–SRFreshmen–Senior	6	06	Evening	F 14 Fall	W 15Winter	S 15Spring	Chemistry is the foundation for everything around us and relates to everything we do. These courses provide the fundamental principles of general chemistry. They also provide the prerequisites for advanced chemistry, health sciences, and medical offerings. These courses also provide a basic laboratory science for students seeking a well rounded liberal arts education. This is the first course in a year-long general chemistry sequence. Topics covered in fall quarter include unit conversions, electron structures, and chemical bonding and will include related laboratory experiments. General Chemistry II builds upon material covered in General Chemistry I. Topics covered in winter quarter include thermochemistry, chemical kinetics, chemical equilibria, and acid-base equilibria. Lab work will complement in-class learning. General Chemistry III will continue with acid-base chemistry, pH, complex ion equilibria, entropy, and transition metals, as well as other related topics. This quarter also includes a lab section that will complement the course work.		David Smith	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
German, Beginning I (A),II,III Marianne Hoepli language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring	Komm und lern Deutsch! This year-long sequence of courses for beginning German students will cover basic grammatical concepts, vocabulary, and conversation. Students will develop basic skills in speaking, reading, translating, and writing standard high German. Students will also learn about culture, traditions, and customs of the German people, new and old. Through involvement in children’s stories, music, and activities in the language laboratory, students will also become familiar with idiomatic expressions. By the end of the year, students will improve their oral skills to the point of discussing short films and modern short stories and learning how to write a formal letter, a resumé, or a job application. Classes will use a communicative method and will move quickly toward being conducted primarily in German.Taught by a NATIVE SPEAKER.		Marianne Hoepli	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
German, Beginning I (B) Marianne Hoepli language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			Komm und lern Deutsch! This beginning course is part of a year-long sequence of courses for beginning German students will cover basic grammatical concepts, vocabulary, and conversation. Students will develop basic skills in speaking, reading, translating, and writing standard high German. Students will also learn about culture, traditions, and customs of the German people, new and old. Through involvement in children’s stories, music, and activities in the language laboratory, students will also become familiar with idiomatic expressions. By the end of the year, students will improve their oral skills to the point of discussing short films and modern short stories and learning how to write a formal letter, a resumé, or a job application. Classes will use a communicative method and will move quickly toward being conducted primarily in German. Taught by a NATIVE SPEAKER.		Marianne Hoepli	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
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
Grammar in Context Emily Lardner	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter				Emily Lardner	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Grant Writing and Fundraising: Ideas to Realities Don Chalmers writing	Course	FR–SRFreshmen–Senior	2	02	Weekend			S 15Spring	This course will introduce students to the fundamentals of grant writing and fund raising. After an orientation to contemporary philanthropy and trends, students will learn how to increase the capacity of an organization to be competitive for grants and other donations. We will share ways to plan realistic projects, identify promising funding sources and write clear and compelling components of a grant, based either on guidelines for an actual funder or a generic one. Working individually or in small groups, students will develop their project idea, outline the main components of a grant and prepare a brief common application.	Non-profit grantwriting and fundraising; government resource development.	Don Chalmers	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Grant Writing and Fundraising: Ideas to Realities Don Chalmers writing	Course	FR–SRFreshmen–Senior	2	02	Weekend		W 15Winter		This course will introduce students to the fundamentals of grant writing and fund raising. After an orientation to contemporary philanthropy and trends, students will learn how to increase the capacity of an organization to be competitive for grants and other donations. We will share ways to plan realistic projects, identify promising funding sources and write clear and compelling components of a grant, based either on guidelines for an actual funder or a generic one. Working individually or in small groups, students will develop their project idea, outline the main components of a grant and prepare a brief common application.	Non-profit grantwriting and fundraising; government resource development.	Don Chalmers	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Grant Writing and Fundraising: Ideas to Realities Don Chalmers writing	Course	FR–SRFreshmen–Senior	2	02	Weekend	F 14 Fall			This course will introduce students to the fundamentals of grant writing and fund raising. After an orientation to contemporary philanthropy and trends, students will learn how to increase the capacity of an organization to be competitive for grants and other donations. We will share ways to plan realistic projects, identify promising funding sources and write clear and compelling components of a grant, based either on guidelines for an actual funder or a generic one. Working individually or in small groups, students will develop their project idea, outline the main components of a grant and prepare a brief common application.	Non-profit grantwriting and fundraising; government resource development.	Don Chalmers	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
The Graphic Novel Steve Blakeslee literature visual arts writing	Program	FR–SRFreshmen–Senior	8	08	Evening		W 15Winter	S 15Spring	In the past decade in particular, graphic novels have become recognized as an important form of storytelling, shaping contemporary culture even as they are shaped by it. These book-length, comic-art narratives and compilations employ a complex and iconic visual language. Combining and expanding on elements associated with literature, 2-D visual art, and cinema, the medium offers unique opportunities for reader immersion, emotional involvement, and even imaginative co-creation. In “The Graphic Novel,” we will study sequential narratives that represent diverse periods, perspectives, styles, and subject matter--from the “high art” woodcut novels of the 1930s (e.g., Lynd Ward’s ), to contemporary memoirs such as Marjane Satrapi’s to the bizarre but compelling alternate universe of Jim Woodring’s . While many of our works include humor, they frequently center on serious topics, including war, religious oppression, social and economic inequality, and dilemmas of ethnic and sexual identity. We will carefully examine each text at multiple levels of composition, from single frames to the work as a whole, and read selected theory, criticism, and commentary, including Scott McCloud’s seminal and Matt Madden’s ingenious . As writers, students will develop and articulate their new understandings by means of response papers, visual analyses, bibliographic summaries, and other activities as assigned. Each quarter our studies will conclude with final projects focused on particular artists, works, and themes, or on the creation of original graphic narratives. Finally, while this is not a studio art course, we will experiment with drawing throughout the program as a way to develop an artist’s-eye view of comic art. Our overall goal is to develop an informed and critical perspective on this powerful medium.		Steve Blakeslee	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Green Nature, Human Nature Emily Lardner and Karen Hogan botany ecology environmental studies sustainability studies writing	Program	FR–SRFreshmen–Senior	8, 12	08 12	Evening and Weekend			S 15Spring	Plants keep the Earth and all of us alive. In , we will explore connections and intersections between "green nature"—the beautiful and fascinating realm of plant biology—and human nature. Students will develop a solid foundation in green nature—plant biology—and learn to do qualitative research as they explore how people think and feel about plants. These two questions will guide our work: Whether you’ve been a plant lover all your life or are just starting to notice the green nature around you, this program will introduce you to key concepts in plant biology and ecology and help you develop your skills of observation. We will approach the study of plants through biology and ecology with a mixture of readings, lectures, field observations and laboratory work. We will explore how people think and feel about plants—favorite house plants, flower and vegetable gardens, tree-lined streets, wild forests—by designing and conducting qualitative research studies tied to program readings. Students will engage in a range of learning activities, including frequent short writing exercises designed to increase your understanding of critical biological concepts and your ability to communicate them to non-scientists. Students will also be guided through the process of doing a qualitative research study, exploring current issues in plant-people relationships, conducting interviews and interpreting transcripts, and presenting their results in a formal research paper. Students will also keep field journals, and participate together in at least one community-based plant-related project (such as Native Plant Salvage or Kiwanis Food Bank Garden. The twelve-credit version of the program will overlap with the eight-credit version, and will feature an additional evening of class for hands-on work to develop more depth and detail in the scientific study of plants.		Emily Lardner Karen Hogan	Mon Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Health from the Inside Out Rebecca Chamberlain and Cindy Beck biology botany community studies cultural studies health history literature outdoor leadership and education writing	Program	JR–SRJunior–Senior	8	08	Weekend	F 14 Fall	W 15Winter	S 15Spring	During this year-long program, we will explore the human experience and health from the inside out. What can we do to achieve healthy bodies, minds, and spirits, sometimes referred to as being in the “flow?” Combining science and humanities, we will look at our relationships to food, family, community, culture, movement, fitness, and the environment. Through a study of theory and practice, we will learn to cultivate healthy patterns and lifestyles that develop the body and mind, creativity and human potential, and sustainable relationships with our communities and the natural world. Food For Thought: What is our relationship to food? How does it sustain healthy individuals and communities? How does it affect human potential? What is the role of food in diverse cultures? What is its influence on the history and environment of the places we live? As we explore themes through science, history, culture, literature, folklore, and social media, we will ask: How does the food we eat nourish our cells [another community], and how do our thoughts influence our cells and well-being? We will study nutrition through a practical physiological platform as well as through the tantalizing effects food has in enhancing the senses, creating culture and identity, and through its symbolism in literature, memoirs, films, historical, and journalistic accounts. Students will develop skills of analysis, writing, and performance as they explore the stories, myths, cultural and family traditions around food, from hunting and gathering and early agricultural communities to the global economic, political, and nutritional issues that challenge the world today. Participants will research locally raised and harvested foods including their cultural, environmental, nutritional, and economic influences. Research projects will culminate in a media campaign to promote local foods and connect themes to the larger community. In the Flow: We will deepen our understanding of health, fitness, creativity, and well-being as we continue to train our minds and bodies. How do people achieve their peak potential? What are the principles of movement and mindfulness that give us clues to how the body's healing processes work? From science and medicine to psychology and contemplative practices, we will explore anatomy, physiology, psychoneuroimmunology, epigenetics, exercise, and psychosomatic processes. We will look at fitness versus sports in our society, and how we can incorporate movement into everyday life. Humans need to move and are not made to be sedentary; how has this relatively new phenomenon become a health issue? We will also explore the role of creativity, emotional, and spiritual health, as we look at a variety of diverse philosophic, psychological, historical, cultural, artistic, and literary traditions. As we analyze texts from the world’s literary, mythic and wisdom traditions, we will ask: what have different cultures and traditions suggested about how to achieve balance and well-being? How can we maximize various physiological and psychological processes that integrate our interior lives and imagination with outer experiences and healthy patterns? How does this help us cultivate relationships to our communities and the natural world? Field-trips and activities will encourage both collaborative and self-motivated learning, and students will continue to refine their critical reading, writing, and thinking skills through research and writing projects, essays, poems, and memoirs about health and movement. The Power of Place: We will continue our study of health and the human experience by looking at our interactions with the environment; how does it nourish us, and how do we nurture it? How do healthy patterns help us cultivate relationships to our communities and the natural world? We will explore the role of the physical senses, natural history, literature, and practices of writing, walking, and pilgrimage--even stargazing and basic wilderness skills--as we engage with the natural world through multicultural and interdisciplinary perspectives. We will study local landmarks, historical sites, and native flora and fauna, through scientific research, essay writing, community studies, oral history, art, performance, journalism, or media projects. Fieldtrips, assignments, and activities will encourage both collaborative and self-motivated learning. Students will look at issues unique to their local environment as well as conditions in the global environment. They will choose important issues to focus on, and present their work through final projects and public presentations.		Rebecca Chamberlain Cindy Beck	Sat Sun	Junior JR Senior SR	Fall	Fall Winter Spring
Health vs. Wealth Mary Dean health sustainability studies	Course	FR–SRFreshmen–Senior	4	04	Evening			S 15Spring	We will explore the intersection where valued health care meets paid health care. In the health care arena, good intent is plagued by paradox and can yield under-funding and a mismatch with initial intent. Paradoxes and costs haunting prevention, access, and treatment will be reviewed. The books and aid our journey as will the video series, "Remaking American Medicine", "Sick Around the World," and "Sick Around America". We will consider the path of unintended consequences where piles of dollars are not the full answer to identified need.		Mary Dean	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
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
History and Systems in Psychology Susan Cummings psychology	Course	SO–SRSophomore–Senior	4	04	Evening	F 14 Fall			The purpose of this course is to provide an overall view of the emergence of psychology as a field, its historical roots, its evolution within a broader sociocultural context, and philosophical currents running throughout this evolution. Attention will be paid to the interaction of theory development and the social milieu, the cultural biases within theory, and the effect of personal history on theoretical claims. This course is a core course, required for pursuit of graduate studies in psychology.		Susan Cummings	Tue	Sophomore SO Junior JR Senior SR	Fall	Fall
Hybrid Music I, II, III Ben Kamen Signature Required: Fall Winter Spring	Course	SO–SRSophomore–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring	Students in Hybrid Music will develop original electro-acoustic compositions while developing advanced techniques in the music technology labs. Each student will complete two compositions per quarter, taking inspiration from the ideas and music of 20th century and contemporary composers. Along the way, students will develop and strengthen their technical skills through studio work. In the fall, topics will include advanced analog synthesis, effect processing, editing, and mixing. Winter quarter will focus on digital synthesis techniques, MIDI sequencing, live electronics, and multi-channel sound. In the spring, students will develop independent projects to be presented in a final public performance.		Ben Kamen	Wed	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Inscribing the Body: Embodiment and the Performance of Gender in Creative Writing David Wolach aesthetics cultural studies gender and women's studies literature media studies writing	Course	FR–SRFreshmen–Senior	4	04	Evening and Weekend		W 15Winter		In what ways is writing gendered? This class will take up "the body" as a site of radical cultural production as expansively as possible within the short time we have, considering some of the ways in which bodies are othered through language, including through discourses of disability, gender performance, and other zones of social dislocation. Each week we'll read texts by contemporary writers that we will use as models for build our own writing portfolios. Though this is primarily a creative writing class, our writing will push itself outside its usual modes of operation. Emphasis will be put on experiments in breaking genre and mixing media, collaborating on pieces as well as making individual works, and developing a poetics in relation to the social-political. We will explore texts anthologized in the recent collection , discuss and critique the rich tradition of "somatic" practices in the world of performance and live art, including the work of artists such as Marina Abramovic, and we will familiarize ourselves with important recent experiments in poetry and prose by authors such as kari edwards, Hannah Weiner, Theresa Hak Kyung Cha, and CA Conrad. Our end goal will be to curate a show and live reading that allows us to test out some of our textual experiments.		David Wolach	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Introduction to Electronics in Music (I, II, III) Ben Kamen Signature Required: Fall Winter Spring	Course	SO–SRSophomore–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring	Students in this year-long course will be introduced to the creative application of music technology from the perspective of the composer. Students will complete two compositions per quarter, developing technical skills along the way. Listening and reading taken from the early pioneers of electronic music will guide and contextualize our creative work. In the fall quarter, students will work almost exclusively in the analog domain, using mixers, tape machines, hardware effects, and analog synthesizers as their primary tools. In winter quarter, we will shift our focus to the possibilities presented by digital audio editing tools and MIDI. Students will continue to work in the digital domain in the spring quarter, further developing their skills with software synthesizers, samplers and digital effects.		Ben Kamen	Tue	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Japanese - First Year I, II, III Tomoko Hirai Ulmer language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring			Tomoko Hirai Ulmer	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Jazz Ensemble - at SPSCC James Schneider music	Course	FR–SRFreshmen–Senior	2	02	Evening	F 14 Fall			This class provides the instrumentalist with an opportunity to study, rehearse and perform selected jazz music. Students will develop skill in musical improvisation. Participation by “non-music majors” is highly encouraged. Students must have the ability to read music and have basic knowledge of music theory and ability to play a jazz instrument. College drums and piano will be used. Otherwise, students are expected to use their own instruments. If you’re uncertain whether your instrument is appropriate for this ensemble, contact faculty. Fees payable at SPSCC: $10 for music Faculty: James Schneider NOTE: 2011 Mottman Road, SW, Olympia, WA 98512, in Building 21, Room 253, Tuesday evenings from 5:30 to 8:30 p.m. BOOKS: If a text is required students will need to purchase texts for this course from the SPSCC bookstore. The book list can be found on the bookstore website under the course Musc 134.		James Schneider	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Makers of Modern Drama: Chekhov, Ibsen, and Others Marla Elliott and Thomas Rainey cultural studies history literature media studies theater Signature Required: Winter	Program	FR–SRFreshmen–Senior	8, 12	08 12	Evening	F 14 Fall	W 15Winter		This program will explore the Russian short story writer and playwright Anton Chekhov and other European dramatists, such as Heinrich Ibsen, who together are credited with the development of modern drama. We will analyze not only their fictional and dramatic works but also their lives and times, from which they drew their major characters and dramatic situations. We will also study the Stanislavsky Method as well as other aspects of modern acting techniques. During the fall quarter, we will experience Chekhov and Stanislavsky through scene work and culminate those studies in auditions for a full production of Chekhov's which we will perform at the end of winter quarter. During the winter quarter, we will study carefully filmed live performances of plays by Chekhov, Ibsen, Shaw, Brecht, and other dramatists associated with the birth of modern drama. In the winter quarter, we will also continue to read, critique, and discuss commentaries—current and past—on the plays of Chekhov and of the other late nineteenth-century and twentieth-century dramatists and determine the many reasons for the enduring legacy and influence of all these makers of modern drama. Embedded in the program, during the fall quarter, will be a 4-credit segment entitled “Anton Chekhov: Life, Times and Work.” Students enrolled in the program will participate in these seminars and lectures alongside students from the 16-credit program “Russia and the Forging of Empires”. Credit equivalencies will be in cultural history, literature, and drama.		Marla Elliott Thomas Rainey	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Making Change Happen (8 credit option of 16 credit program) Marcella Benson-Quaziena and George Freeman African American studies community studies cultural studies gender and women's studies leadership studies psychology queer studies	Program	JR–SRJunior–Senior	8	08	Weekend	F 14 Fall	W 15Winter	S 15Spring	Institutions and organizations are always in states of flux, responding to environmental and personal demands. How does institutional change happen? How do we move institutions and organizations toward greater inclusivity, equity and social justice? The guiding questions of this program are framed in terms of democracy, social justice, welfare, civil rights and personal transformation and transcendence. We will explore how we engage institutions and organizations in transformation, effective change strategies that allow for both personal and institutional paradigmatic shifts and how we become the leaders of the process. We will examine the psychology of change, what role transcendence plays in our ways of thinking about change and how equity and justice are served. This program will explore these questions in the context of systems theory, multicultural and anti-oppression frameworks, leadership development, and within the context of the civil rights movement.Our focus fall quarter is on personal development and change. We believe that the personal is political (and vice versa), so we have to understand what experiences inform our stance towards change. The focus is on the self, particularly from a cultural and autobiographical perspective, as it informs our world view. The assignments are geared to self-reflection. Remember, in order to impact change you must challenge yourself to become the change.Winter quarter's focus is on cultural groups and their development, norms and boundaries. We will examine what defines the boundaries of these groups, the norms and variation to these norms present in the group. We'll also work on the relationship of the cultural group to the larger society. Our work is geared toward understanding the collective group's position in the world and your personal and small-group interface to the group of your faculty-approved choice. This involves the central themes of democracy, social justice, inclusivity and exclusivity that form the foundation of the program. Those wanting internships will have the option of beginning this quarter. For spring, the program will broaden its areas of interest to include the community. We will examine how the self, the group and the community intersect. We will explore these points of intersection as influenced and shaped by the personal, cultural and sociopolitical forces at work in our communities. We plan to travel on a field trip to the Highlander Center ( ) this quarter. Students will put into practice the theory of the prior two quarters and the understanding they have gained about the self, the self in groups and the power of the group.		Marcella Benson-Quaziena George Freeman		Junior JR Senior SR	Fall	Fall Winter
Meaning, Satisfaction, Fulfillment, Service: Applied Psychology in the Workplace Mark Hurst and Dariush Khaleghi business and management leadership studies psychology	Program	SO–SRSophomore–Senior	8	08	Weekend		W 15Winter	S 15Spring	What is “work”? Why do we work? What are the optimal conditions for self and environment in a thriving work situation? These questions are at the center of our inquiry into human motivation, cognition, emotion, behavior and social behavior surrounding the purpose, values, efficacy, and worth that humans find in work. They involve not only the issues of the individual worker, but the settings and groups in which people work, and the ability to change and adapt to technological advances.Historically, the need to work was rooted in biological necessity (i.e., the gaining of shelter and food). This has been transformed by cultures into issues involving identity, status, roles, and tasks that make up the categories of jobs, careers, and callings.In this two-quarter program, we will examine the history of work, the current state of the world of work, and the social science that informs us of the best models of leadership and service, as we seek meaning and satisfaction in our daily lives. Students will explore work as a central source of life meaning as they engage in: 1) self (and other) awareness, assessment, regulation, and personal leadership; 2) building a knowledge base and skill set regarding character development, and social and organizational effectiveness; and 3) understanding and developing proficiency in the pro-social use of social power and social influence principles in becoming effective change agents and leaders for the “common good”. Additionally, students will examine critical topics emerging in the modern workplace (i.e., ethics, organizational justice, workplace psychology, positive and conscious leadership, etc.).We will use a variety of instructional strategies such as small and large group seminars, lectures, workshops, films, role-playing, field trips, and guest lectures and videoconferences with leaders and scientists. The material covered in this program is relevant to daily living, as well as preparatory for careers and future studies across many disciplines (Psychology and Social Service, Education, Business, Government, Human Resources, Medicine, Corrections, Law, High Tech).		Mark Hurst Dariush Khaleghi	Sat Sun	Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Metalworking Bob Woods visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening			S 15Spring	This course is an introduction to the tools and processes of metal fabrication. Students will practice sheet-metal construction, forming, forging, and welding, among other techniques, while accomplishing a series of projects that encourage student-centered design.		Bob Woods	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Metalworking Bob Woods visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter		This course is an introduction to the tools and processes of metal fabrication. Students will practice sheet-metal construction, forming, forging, and welding, among other techniques, while accomplishing a series of projects that encourage student-centered design.		Bob Woods	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Metalworking (A) Bob Woods visual arts	Course	FR–SOFreshmen–Sophomore	4	04	Evening	F 14 Fall			This course is an introduction to the tools and processes of metal fabrication. Students will practice sheet-metal construction, forming, forging, and welding, among other techniques, while accomplishing a series of projects that encourage student-centered design.		Bob Woods	Tue	Freshmen FR Sophomore SO	Fall	Fall
Metalworking (B) Bob Woods visual arts	Course	JR–SRJunior–Senior	4	04	Evening	F 14 Fall			This course is an introduction to the tools and processes of metal fabrication. Students will practice sheet-metal construction, forming, forging, and welding, among other techniques, while accomplishing a series of projects that encourage student-centered design.		Bob Woods	Thu	Junior JR Senior SR	Fall	Fall
Multitrack Composition I, II, III Peter Randlette media studies music Signature Required: Fall Winter Spring	Course	JR–SRJunior–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring	Multitrack Composition is the study of audio technology and its role in changing the art of music composition and production. This three quarter long continuing class is concerned with the use of modern recording technologies as instrument. The use of signal processing, tape/computer based manipulation, and the structure of multitrack recorders and audio consoles allow a great number of techniques to be created on the fly to generate, modify, and document musical sound. Fall quarter will be spent reviewing operation, design and application of the campus facilities to gain common skill levels and technical knowledge, and complete proficiency in the Communications Building API1608 and Neve 5088 studios and associated facilities. The course is for musicians and engineers who want to develop compositional, technical and collaborative skills in modern production. This is a lab course with limited (20) positions available. Please make sure you complete an application and speak with the sponsor regarding your skills. If you have any questions, please contact the sponsor.		Peter Randlette	Tue	Junior JR Senior SR	Fall	Fall Winter Spring
Musical Instruments: Design, Build, Play Bob Woods visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter		In accompaniment to the study of musical sound, participants will construct a series of simple musical instruments that incorporate a vibrating membrane, vibrating string(s), or column of air. These unique soundings will present further exploration of scales/tunings, electrification, composition and more. We will practice playing our instruments together with help from a guest artist. No previous experience (musical or otherwise) is required, and all levels (especially musical) are welcome. Required text: by Bart Hopkin.		Bob Woods	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Musical Theatre as Liberal Education: Interdisciplinary Lessons from Sondheim Marla Elliott and Mark Harrison literature music theater	Program	FR–SRFreshmen–Senior	8	08	Evening and Weekend			S 15Spring	“Art, in itself, is an attempt to bring order out of chaos.” “Musicals are, by nature, theatrical, meaning poetic, meaning having to move the audience's imagination and create a suspension of disbelief, by which I mean there's no fourth wall.” --Stephen Sondheim Stephen Sondheim is widely considered by critics and public alike to be the most influential and innovative composer/lyricist in American musical theatre. His works demonstrate that musicals, both on and off Broadway, are powerful vehicles for important ideas about self, culture, history, and creativity. Working with the sources, scores, and texts for these complex and subtle musical plays requires us to collaborate, to cross cultural barriers, and to become personally engaged with the ways they are embodied. We will learn how Sondheim brings "order out of chaos.” From a performance standpoint, we will study (and sing!) representative songs from Sondheim’s musicals. Students will also actively participate in staging practices of the musical in general and Sondheim's works in particular. Our examination of Sondheim's art will also involve analysis and some writing. Students will be expected to read the assigned texts, do required listening and screening, and complete all writing assignments.		Marla Elliott Mark Harrison	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Musicianship Marla Elliott music	Course	FR–SRFreshmen–Senior	2	02	Evening			S 15Spring	Students will learn fundamentals of music literacy and piano technique, and develop free, healthy singing voices. This class emphasizes the value of live performance and collaboration with other musicians. At the end of the quarter, students will perform both vocally and on piano for other class participants and invited family and friends. This class requires excellent attendance and a commitment to practice every day. Credit will be awarded in Musicianship.		Marla Elliott	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Musicianship Marla Elliott music	Course	FR–SRFreshmen–Senior	2	02	Evening	F 14 Fall			Students will learn fundamentals of music literacy and piano technique, and develop free, healthy singing voices. This class emphasizes the value of live performance and collaboration with other musicians. At the end of the quarter, students will perform both vocally and on piano for other class participants and invited family and friends. This class requires excellent attendance and a commitment to practice every day. Credit will be awarded in Musicianship.		Marla Elliott	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Odissi Dance and Culture Jamie Colley anthropology consciousness studies cultural studies dance religious studies	Course	FR–SRFreshmen–Senior	4	04	Evening			S 15Spring	Odissi, one of the major classical dances of India, combines both complex rhythmic patterns and expressive mime. This class will be devoted to the principles of Odissi dance, the synthesis of foot, wrist, hand and face movements in a lyrical flow to express the philosophy of yoga based dance. Throughout the quarter, we will study the music, religion, and history of Indian dance and culture.		Jamie Colley	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Odissi Dance and Culture Jamie Colley anthropology consciousness studies cultural studies dance religious studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			Odissi, one of the major classical dances of India, combines both complex rhythmic patterns and expressive mime. This class will be devoted to the principles of Odissi dance, the synthesis of foot, wrist, hand and face movements in a lyrical flow to express the philosophy of yoga based dance. Throughout the quarter, we will study the music, religion, and history of Indian dance and culture.		Jamie Colley	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
On Reading Well Steve Blakeslee literature writing	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			This course will help students to develop clearer and more comprehensive understandings of literary texts, as well as to forge a more rewarding relationship with reading in general. In a supportive group environment, students will explore a range of reading strategies, including textual analysis, background research, response and summary writing, and recitation. Then they will apply these tools to an in-depth study of several literary works; likely titles for Fall 2014 include Mary Shelley’s and Charles Dickens’s Our overall goal is to become more resourceful, effective, and insightful readers.		Steve Blakeslee	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Orchestra - at SPSCC Chip Schooler music	Course	FR–SRFreshmen–Senior	2	02	Evening	F 14 Fall			Musicians proficient on orchestral instruments will rehearse and perform works from the standard orchestral repertoire, together with students at South Puget Sound Community College. No audition is required. Required fee payable at SPSCC: $45 for orchestra music Faculty: Chip Schooler NOTE: , 2011 Mottman Road, SW, Olympia, WA 98512, Building 21, room 253, Thursdays, from 7-9:30 pm BOOKS: If a text is required students will need to purchase texts for this course from the SPSCC bookstore. The book list can be found on the bookstore website under the course Musc 160		Chip Schooler	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Painting: An Introduction Bruce Thompson visual arts Signature Required: Spring	Course	FR–SRFreshmen–Senior	4	04	Evening			S 15Spring	Designed for intermediate to advanced art students, this course will focus on introductory painting techniques using a variety of media. It is highly recommended that students have previous experience with college level drawing courses. As a class, we will paint from observation using still lifes, the figure, and the landscape. Abstraction in contemporary painting will also be addressed. Class time will be devoted to studio work, presentations, demonstrations, and critiques. Students will be expected to work outside of designated class time to complete all required assignments.		Bruce Thompson	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Personal Finance and Investing Allen Jenkins business and management leadership studies	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter		The first part of this course looks at the problems and techniques of personal financial planning. Topics covered include managing personal cash income, controlling expenditures; dealing with inflation and recession; taxes, insurance, annuities, credit, budgeting, home ownership, bank accounts, debt abatement and how to manage credit reporting and credit scores. The second part of this course is an in-depth examination of long-term value investment decisions. The material covered includes the theories and techniques employed in investment analyses and portfolio management decisions. This course is a hands-on interactive class designed to help students understand the mechanics and importance of managing personal finances, credit, and value investing for the future. Students will develop an understanding of the investment markets, with all their potential and their warts. Students will gain an appreciation for a basic understanding how economics influence/shape markets. Students will learn about the stock market using proven business like principles within a value-investing framework. Each student will create and manage a mock investment portfolio.		Allen Jenkins	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Photography, Beginning Steve Davis media arts visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening			S 15Spring	This course emphasizes beginning-level skill development in camera use, lighting, exposure, b/w film and print processing. We will also briefly explore digital photography techniques. The essential elements of the class will include assignments, critiques and surveys of images by other photographers. Students of this class will develop a basic understanding of the language of photography, as a communications tool and a means for personal expression. Students must invest ample time outside of class to complete assignments.		Steve Davis	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Photography, Beginning Hugh Lentz media arts visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			This course emphasizes beginning-level skill development in camera function, exposure, and black-and-white film development and darkroom printing. We will focus on photography's role in issues of the arts, cultural representation, and mass media. Students will have assignments, critiques, collaborations, and viewing of work by other photographers. Each student will complete a final project for the end of the quarter.		Hugh Lentz	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Photography, Color and Lighting Hugh Lentz media arts visual arts Signature Required: Winter	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter		In this course we'll be learning to print from color negatives, work with medium format cameras, photograph with electronic flash and work in the studio environment. There will be assignments, critiques, and viewing the work of other photographers. All assignments and all work for this class will be in the studio with lighting set-ups. In addition to assignments, each student will be expected to produce a final project of their own choosing and turn in a portfolio at the end of the quarter.		Hugh Lentz	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Photography, Digital Steve Davis communication media arts visual arts	Course	SO–SRSophomore–Senior	4	04	Evening	F 14 Fall			This course will introduce students to photographic practice through digital means. A brief introduction to digital video will also be included. Students will create work as exhibition-quality prints, and also create a photographic portfolio for the Web.		Steve Davis	Tue Thu	Sophomore SO Junior JR Senior SR	Fall	Fall
Photography, Documentary Steve Davis communication media arts visual arts Signature Required: Winter	Course	SO–SRSophomore–Senior	4	04	Evening		W 15Winter		This class will explore how photography can be effectively used as a tool for creative documentation. You may work in any photographic mediums with which you are experienced (conventional B/W, color, digital). Students will be expected to maintain an online blog/web gallery showing in-progress photography with appropriate text. Final projects must address a particular topic (from your perspective) and clearly communicate your message to a broad audience.		Steve Davis	Tue Thu	Sophomore SO Junior JR Senior SR	Winter	Winter
Photography Techniques Hugh Lentz media arts visual arts Signature Required: Spring	Course	SO–SRSophomore–Senior	4	04	Evening			S 15Spring	This is an intermediate to advanced class where students will be using older photographic methods and techniques. We’ll be spending a significant part of this class learning about and using view cameras. Additionally, we'll be working with UV printing, lith films, pinhole cameras, and more. There will be assignments based in these processes, and each student will produce a final project. We’ll also look at the work of contemporary and historical artists using these methods.		Hugh Lentz	Mon Wed	Sophomore SO Junior JR Senior SR	Spring	Spring
Physics I, II and III Mario Gadea	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring			Mario Gadea	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
PLE Document Writing Nancy Parkes communication writing Signature Required: Spring	Course	FR–SRFreshmen–Senior	4, 6, 8	04 06 08	Evening			S 15Spring	Prior Learning from Experience allows people with significant professional and/or community-based experience to kick-start or accelerate a college degree. Students receive significant support from peers and faculty in learning how to assemble a portfolio that shows the “college equivalent learning” they have gained through professional and/or community-based work. Students earn credit through a combination of coursework and faculty evaluation of the completed essay, which is a separate and economical assessment that speeds time to degree. Students completing a PLE document generally describe he experience as “transformative,” helping them to understand he college level equivalence of their professional and community-based experience, as well as preparing them for future academic and professional work. The program has a prerequisite course, which you will find under “Writing from Life.” . You will also find further information, including a video, at . Finally, The Olympian wrote an article about the program, which you can find at		Nancy Parkes	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
PLE Document Writing Nancy Parkes communication writing Signature Required: Fall	Course	FR–SRFreshmen–Senior	4, 6, 8	04 06 08	Evening	F 14 Fall			Prior Learning from Experience allows people with significant professional and/or community-based experience to kick-start or accelerate a college degree. Students receive significant support from peers and faculty in learning how to assemble a portfolio that shows the “college equivalent learning” they have gained through professional and/or community-based work. Students earn credit through a combination of coursework and faculty evaluation of the completed essay.This separate and economical assessment and award of credit for prior learning speeds time to degree. Students completing a PLE document generally describe the experience as “transformative,” helping them to understand the college level equivalence of their professional and community-based experience, as well as preparing them for future academic and professional work. The program has a prerequisite course, which you will find under “Writing from Life.” You will also find further information, including a video, at . Finally, The Olympian wrote an article about the program, which you can find at		Nancy Parkes	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
PLE Document Writing Nancy Parkes communication writing Signature Required: Winter	Course	FR–SRFreshmen–Senior	4, 6, 8	04 06 08	Evening		W 15Winter		Prior Learning from Experience allows people with significant professional and/or community-based experience to kick-start or accelerate a college degree. Students receive significant support from peers and faculty in learning how to assemble a portfolio that shows the “college equivalent learning” they have gained through professional and/or community-based work. Students earn credit through a combination of coursework and faculty evaluation of the completed essay.This separate and economical assessment and award of credit for prior learning speeds time to degree. Students completing a PLE document generally describe the experience as “transformative,” helping them to understand the college level equivalence of their professional and community-based experience, as well as preparing them for future academic and professional work. The program has a prerequisite course, which you will find under “Writing from Life.” You will also find further information, including a video, at . Finally, The Olympian wrote an article about the program, which you can find at .		Nancy Parkes	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Poetry for the People: Landscapes of Community Suzanne Simons aesthetics community studies writing	Program	SO–SRSophomore–Senior	8	08	Weekend			S 15Spring	Grace, beauty, hardship, resiliency, humor, creativity. Such are some of the themes found in the poetry of community. In establishing her landmark program Poetry for the People, poet-activist June Jordan recognized the power of poetry to inspire the powerless of all backgrounds to speak their truths and ignite change. That inspiration, wrote Gaston Bachelard in comes from "a consciousness associated with the soul." In cultivating both the expansiveness of the soul necessary to write poetry and the voice needed to speak our truths, this program will explore how communities engage poetry to illluminate stories and images of grace, beauty, creativity, hardship, resiliency and humor. Our basis of exploration will be grounded in both content and form. Regarding content, we will ground our studies in poetry as expression of empowerment among communities, including ones that have traditionally been marginalized. Regarding form, we will explore several poetic structures or genres, from ekphrastic to spoken word, as well as engage with poetic techniques such as metaphor and simile. This program welcomes students with all levels of expertise in poetry, from novice to experienced, as well as those new to poetry who bring a sense of curiosity and openness to experiment with this art form. All students need to come with a willingness to share their poetry, engage in critique, and revise their work. Activities may include extensive reading of published poets, workshopping student poems, field trips, guest speakers, in-class writing exercises, films and seminar. We may also take advantage of opportunities as part of National Poetry Month in April. For final projects, students may choose to create either an individual or small group chapbook of poetry, or a spoken word video. Students will also participate in a public reading/performance of their original work.		Suzanne Simons	Sat	Sophomore SO Junior JR Senior SR	Spring	Spring
Positive Psychology (A) Mark Hurst psychology	Course	FR–SRFreshmen–Senior	4	04	Weekend	F 14 Fall			Following Frankl's existentialist urgings toward hope and meaning, as well as the humanists’ emphasis on self-actualization, leading scholars in psychology founded "positive psychology" in 1998. Since that time, we now have a better understanding of humans at their best. This worldwide collaborative effort has attempted to balance early psychology’s focus on psychopathology. In this class, we will study correlates to life satisfaction and examine empirical science as well as practical strategies for promoting well being, quality of life, and resilience. Students will engage in experiential activities related to gratitude, hope, altruism, etc., as well as seminar with inmates working on this material in a state prison.		Mark Hurst	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Positive Psychology (B) Mark Hurst psychology	Course	FR–SRFreshmen–Senior	4	04	Weekend	F 14 Fall			Following Frankl's existentialist urgings toward hope and meaning, as well as the humanists’ emphasis on self-actualization, leading scholars in psychology founded "positive psychology" in 1998. Since that time, we now have a better understanding of humans at their best. This worldwide collaborative effort has attempted to balance early psychology’s focus on psychopathology. In this class, we will study correlates to life satisfaction and examine empirical science as well as practical strategies for promoting well being, quality of life, and resilience. Students will engage in experiential activities related to gratitude, hope, altruism, etc., as well as seminar with inmates working on this material in a state prison.		Mark Hurst	Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
The Practice of Writing Steve Blakeslee writing	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			This course will give students a broad overview of prose writing and help them to broaden, deepen, and improve their own writing practice. We will explore every element of the writing process, learning to brainstorm, structure, draft, critique, rewrite, polish, share, and reflect. The course will also address key principles of good writing, challenges like procrastination and writer’s block, and ways to develop productive writing routines.		Steve Blakeslee	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Principles of Finance - at SPSCC Karen Halpern business and management	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			This class will introduce students to basic finance theory and decision-making. Students will learn to analyze financial statements, evaluate risk and return, and examine sources of internal and external funds for businesses. The class will review basic economic concepts, including the effect of monetary policy and will study securities, the securities market, and the effect of debt. The key concepts are applicable to both small and large businesses.		Karen Halpern	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Russian, Beginning I, II, III Elena Smith cultural studies language studies literature visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring	This year-long course is designed to teach students to read the mysterious looking Cyrillic script, write the unique Russian cursive, construct sentences and express themselves in Russian. Students will immerse themselves in the colorful cultural and historical context provided by authentic text, film, music, and visual arts. Exploring selected works by such literary masters as A. Pushkin, L. Tolstoy, and A. Chekhov, to name a few, students will be able to understand not only the specifics of Russian grammar and vocabulary but also the complexities of Russian character and the Russian way of thinking as documented and preserved by outstanding Russian authors.		Elena Smith	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Science Journalism: Foundation for democracy? Suzanne Simons communication writing	Program	FR–SRFreshmen–Senior	8	08	Evening and Weekend	F 14 Fall					Suzanne Simons	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Sculptural Ceramics and the Art of Mexico Ann Storey and Aisha Harrison Native American studies aesthetics anthropology cultural studies gender and women's studies history international studies literature visual arts	Program	SO–SRSophomore–Senior	12	12	Evening and Weekend	F 14 Fall	W 15Winter		This will be an interdisciplinary ceramic sculpture and art history program that will explore the dynamic artistic traditions of Mexico from ancient times to the present. We will take a thematic approach to our historical studies, exploring Mesoamerican art and spirituality, colonial artistic traditions, Day of the Dead belief and rituals, the Virgin of Guadalupe and the on-going contribution of women to the culture, the post-revolutionary mural and printmaking traditions, and Chicano culture. Moving from theory to practice we will work to deepen our understanding of the ideas we have discussed in seminar through an intense ceramic studio practice. Fall quarter, we will focus on drawing and sculpting the human figure/skeleton; developing our sense of the human form, working on abstraction, and creating a Day of the Dead sculpture/altar. Winter quarter we will continue to use the handbuilding skills learned in fall to create a Tree of Life sculpture and a ceramic tile mural.		Ann Storey Aisha Harrison	Tue Thu Sat	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Senior Seminar: Reflections on Becoming Educated Stephen Beck	Course	SR ONLYSenior Only	4	04	Evening			S 15Spring			Stephen Beck	Tue	Senior SR	Spring	Spring
Small Business Finance and Development Allen Jenkins business and management leadership studies	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter		This course is preparatory for careers and future studies in business, finance, and management. Small Business Finance assumes no prior background in finance or quantitative methods; it will cover the analysis of financial statements and the use of ratio analysis to interpret how well a company has performed; operational levers that affect company performance; and the cost of raising money (cost of capital) in debt markets and in equity (stock) markets. The program endeavors to engender financial intelligence, and quantitative reasoning using everyday business situations (case studies) as a way to uncover what is real, to "look through" nicely ordered numbers for clues to potential problems, interpret, and convey financial data clearly, concisely, and accurately. Excel is used for assignments, and in so doing, the complexities of calculations should not be an impediment to learning and will allow students to concentrate on analytical thinking. Practical applications will include the time value of money, problems with financial statements, vertical and horizontal analysis, ratio analysis, profitability, break-even analysis, forecasting, pro-forma financial statements, working capital management, effective rate of return, cash flow analysis, and forecasting, techniques of capital budgeting, and risk managementThe course will provide tools to guide understanding of "What the Numbers Really Mean," the essentials of finance for entrepreneurs, small business owners, and managers. We will discover why liquidity is not the same as profitability, and why cash is so important to a business. We will study how investments made in a business add value to the business, and how to manage working capital to improve a company’s cash flow and profitability. Data analysis is pervasive in business as a way of limiting risk and forecasting in an uncertain world. In this respect, business analysis forms analytical bridges across diverse fields of business, and assist in tackling complex business problems.		Allen Jenkins	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Spanish, Beginning I, II, III (A) Arleen Sandifer language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring	This year-long sequence of courses covers the first year of Spanish. Have you wanted to learn Spanish so you can communicate face-to-face when you take that long-dreamed of trip to the sunny beaches of Mexico, Central or South America? Have you noticed that you hear more Spanish being spoken in the various community locations you frequent such as grocery, hardware and department stores? Are you curious about the culture of the people that now constitute the largest ethnic minority in the United States? Have you come to the conclusion that being able to communicate in Spanish would greatly increase your professional or academic flexibility and value? Did you study Spanish previously and want to “brush up” on your skills? Any and all of these are excellent reasons to study Spanish, and one of the Spanish classes offered at Evergreen will meet your needs.You may need to start with Beginning Spanish I if you have little or no experience with learning the language or if your previous experience with studying the language was some years ago. Beginning Spanish II may be the best class for you if you have fairly recent or familial experience with the language and a good grasp of the fundamentals of grammar such as conjugation of verbs and the appropriate use of . Sometimes, students with recent, more advanced study, whether through real world or academic experience, are ready for Beginning Spanish III. One of the Spanish language faculty can assist you in finding the right class for your needs. Classes are highly interactive, safe environments to practice your new skills. A wide range of learning activities is provided so that students learn to read, write, speak and understand the language. Students use a written text and workbook for self-study. An online learning vehicle is also used so that students are immersed in the various components of the language. Students have access to a language lab that incorporates Rosetta Stone for additional practice. Cultural activities are integrated into the classes so that students learn not only the language but also the major cultural values and traditions of countries where Spanish is spoken. A culminating language fair is held during spring quarter in conjunction with other language classes and provides language students with opportunities to display their own learning as well as learn about the other cultures represented by those languages. Come join us and begin expanding your world – present and future!The following is a short description of the material covered in each of the Beginning Spanish classes:Beginning Spanish I: Beginning Spanish I students acquire the skills to understand written and oral language and to express themselves in written and oral language about the following: greetings, introductions, expressions of courtesy, academic life, days of the week, schedules, family, identifying and describing people, professions and occupations, leisure activities, sports, asking for and giving directions within a city or campus, travel and vacation arrangements and activities, months and seasons of the year and weather. Students acquire the following grammatical structures: use of the verbs and , conjugation of verbs in the present tense including stem-changing verbs, and , noun/adjective agreement, subject/verb agreement, and various idiomatic expressions related to the topics studied.Beginning Spanish II: Beginning Spanish II students acquire the skills to understand written and oral language and to express themselves in written and oral language about the following: vacations and other free time activities, months of the year, seasons and weather, clothing and shopping, negotiating a price and buying, colors, daily routines and time expressions, food and meals. Students acquire the following grammatical structures: use of the reflexive mood and preterit tense, including verbs and in the preterit, demonstrative pronouns, direct and indirect object pronouns, and various idiomatic expressions related to the topics studied.Beginning Spanish III: Beginning Spanish III students continue to build their knowledge base of the foundational communicative structures, including: use of reflexive verbs, indefinite and negative words, preterite of irregular and stem-changing verbs, double object pronouns, the imperfect tense, contrasting uses and meanings of preterite and imperfect tenses, familiar and formal commands, and the present subjunctive. These structures are acquired while communicating about the following: describing one’s daily personal hygiene and life routines, shopping for and describing food and preparing meals, parties and celebrations, family relationships and stages of life, identifying parts of the body and symptoms and medical conditions to obtain medical assistance and daily domestic chores and routines.		Arleen Sandifer	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Spanish, Beginning I, II, III (B) David Phillips language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring	Students in Beginning Spanish I gain foundational skills and begin efforts to communicate in the language. This immersion-mode Spanish course is designed for students with little or no experience in the language. Initially, students listen closely, acquire useful vocabulary and learn basics of pronunciation. Students practice speaking and share readings in small collaborative groups. All along we strive to create an active, stress-free learning environment. In-context topics include people, school, pastimes, time, home, food, and travel. Elements of grammar are integrated into written practice exercises. The textbook, audiovisuals, music and games complement the learning. This Beginning Spanish sequence continues on with courses in winter and spring quarters.In Beginning Spanish II, students build upon what they learned previously to develop Spanish language skills in listening comprehension, conversation, reading and writing. One prior quarter of college-level Spanish or one year of high school Spanish is required. The course takes place entirely in Spanish in an interactive learning environment. Conversation sessions in small groups involve practical topics. Class discussions and audiovisual presentations cover diverse issues related to Latin American societies and Hispanic cultures. Students expand their range of vocabulary, with emphasis on verbs in past tenses, pronouns and other key elements of grammar. Written assignments are extensive, with opportunities for self-directed creative writing and reading. This course sequence continues into spring quarter. Beginning Spanish III prepares students for future language studies at intermediate level, as well to communicate in Spanish during travel and studies abroad, and in the workplace. Two prior quarters of college-level Spanish or two years of high school Spanish are required. Emphasis is placed on reinforcing writing and grammar skills, and on developing conversational fluency. In-depth readings and basic level research help to expand knowledge of vocabulary and syntax. The course involves readings and interactive discussions of Latin American and Hispanic cultures, societies and environment. Students will have opportunities to carry out individual research and writing projects on topics of their choice.		David Phillips	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Spanish, Beginning II new David Phillips language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			Beginning Spanish II is designed for students with some prior Spanish studies; for example, one quarter at college-level or a year in high school. The course takes place entirely in Spanish in an interactive learning environment. Students review and build upon their language skills through listening, conversation, reading and writing. Conversation takes place mainly in small groups. Class discussions and audiovisual presentations will cover a wide range of practical and cultural topics. Students acquire and expand their working vocabulary, with emphasis on applying verbs, pronouns and key elements of grammar. Writing and reading assignments reinforce their communication skills. Level testing and placement advising will be available during the first week to help students who need to determine their skill level.		David Phillips	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Spanish, Intermediate I, II, III Hugo Flores language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring	This year-long sequence of courses is designed for students who have developed conversational Spanish language skills. Communication in class takes place entirely in Spanish. These courses build upon previous work to strengthen communication skills and fluency in Spanish. Coursework focuses on intensive conversation, reading, and writing, as well as practice of selected grammatical structures. Group conversations and written work will focus on practical themes as well as on many topics related to Latin American societies and Hispanic cultures. By spring, students will be working with complex and abstract ideas in their reading of selected short stories and current news from different sources and in their writing of papers based on specific questions.		Hugo Flores	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Sports in American Culture Cindy Beck mathematics sociology	Course	JR–SRJunior–Senior	4	04	Evening	F 14 Fall			Sports have a significant influence on our Identity -- why is that? This course will examine how competitive sports bring communities together to create a regional as well as national identity. Issues such as gender and race, politics and economics will be discussed. Fall season high school, college and professional sports		Cindy Beck	Mon	Junior JR Senior SR	Fall	Fall
Statistics I Alvin Josephy mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Alvin Josephy	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Statistics I (A) Alvin Josephy mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter		This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Alvin Josephy	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Statistics I (A) Alvin Josephy mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening			S 15Spring	This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Alvin Josephy	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Statistics I (B) Allen Mauney mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Allen Mauney	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Statistics I (B) Allen Mauney mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter		This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Allen Mauney	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Statistics II Alvin Josephy mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter		In this class we will explore the concepts of inferential statistics. This class assumes that the student has a prior background in descriptive statistics. The class will discuss probability, especially in terms of probability distributions, and move on to hypothesis testing. In this context, the class will work with several distributions, such as t, chi square, F as well as the normal distribution, and work with ANOVA and multiple regression. The class will finish with an introduction to non-parametric statistics. In addition, the students will consider journal articles and research concepts, and will prepare a small presentation using the concepts from the class.		Alvin Josephy	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Statistics II Alvin Josephy mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening			S 15Spring	In this class we will explore the concepts of inferential statistics. This class assumes that the student has a prior background in descriptive statistics. The class will discuss probability, especially in terms of probability distributions, and move on to hypothesis testing. In this context, the class will work with several distributions, such as t, chi square, F as well as the normal distribution, and work with ANOVA and multiple regression. The class will finish with an introduction to non-parametric statistics. In addition, the students will consider journal articles and research concepts, and will prepare a small presentation using the concepts from the class.		Alvin Josephy	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Theatre: Rehearsals and Performances - at SPSCC cancelled	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			This class will focus on theory, methods, and analysis of theatre productions, including acting and technical theatre scenery construction, costumes, properties, lighting, sound, and box office through their practical application in the production of a play. The class will produce Picnic, a play by William Inge, with performances scheduled November 14-16 and 20-23. Required fee payable at SPSCC: $10 for dramatic script Faculty: Don Welch NOTE: , 2011 Mottman Road, SW, Olympia, WA 98512, in Building 21, Room 221, The Black Box in the Center for the Arts on Monday, Wednesday and Thursday evenings from 6:00 p.m. to 9:00 p.m. BOOKS: If a text is required students will need to purchase texts for this course from the SPSCC bookstore. The book list can be found on the bookstore website under the course Drma 272.		Don Welch	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Theories of Personality Susan Cummings psychology	Course	SO–SRSophomore–Senior	4	04	Evening		W 15Winter		The major personality theorists will be presented sequentially within their cultural and historical contexts. This will provide the students with a broader understanding of the evolution of ideas concerning human nature. Exploration of theories will be limited to those that apply specifically to the practice of counseling. Attention will be paid to the interaction of the individual with the social milieu, the cultural biases within theory, and the effect of personal history on theoretical claims. This course is a core course, required for pursuit of graduate studies in psychology.		Susan Cummings	Tue	Sophomore SO Junior JR Senior SR	Winter	Winter
Timely and Timeless Work Toward Sustainability Robert Knapp and Helena Meyer-Knapp community studies sustainability studies	Program	SO–SRSophomore–Senior	12	12	Evening and Weekend	F 14 Fall			The Buddhist teacher Joanna Macy says three kinds of work are needed in this time of transition away from the Industrial Growth form of society: slowing the damage to Earth and its inhabitants, inventing the new structures of life, work and governance, and shifting values and worldviews from exploitation to coexistence. This program combines philosophy and pragmatism in pursuit of these kinds of work. Specifically, it leads students into the practice of sustainable design at two levels—community and global. At the same time, it challenges students to consider profound questions of governance, ethics, beauty and spiritual life because good designs for sustainability are tuned both to present circumstances and long-term realities: the timely and the timeless.Student teams, with faculty guidance, will make conceptual designs for situations in the Olympia or campus community or in regional organizations with global reach, such as Amazon.com or Joint Base Lewis-McChord. Design can be physical or organizational, but always means imagination disciplined by hard information and analysis. Students will acquire skills in both. Exercises will touch on community consultation, organizational profiling, engaging constructively with your enemies, focused imagination, prototyping and mockups, information graphics and project assessment.Background lectures, book seminars, films and workshops will all build understanding of relevant history (how we got to this transitional time), concepts (who “we” are, our diversity and how to understand our situations) and skills (how to act effectively). Topics will include community design, environmental and social ethics, history of sustainability, conflict transformation and multiparty negotiation, design theory, low-tech materials, the role of feelings and their disciplined expression. Students need to be willing to tackle open-ended problems, combine abstract and concrete thinking, respond with insight to real-world information and obstacles, and produce carefully finished writing, presentations and other work.	sustainability, peace studies, design, community organizing and political and international relations.	Robert Knapp Helena Meyer-Knapp	Wed Sat	Sophomore SO Junior JR Senior SR	Fall	Fall
Toward Becoming a Teacher Steve Cifka education	Course	JR–SRJunior–Senior	4	04	Evening		W 15Winter		Many idealistic, well-intentioned new teachers find themselves frustrated by their early experiences in public schools and soon leave public education entirely. This frustration is not inevitable. This course, taught by a professor with more than 30 years’ experience teaching in public schools, will explore the skills needed to become a passionate, powerful teacher in the 21st century. We will investigate some of the inevitable struggles—both political and personal—that teachers encounter in public schools today, and we will hear how passionate teachers overcome those tensions. This course may be of particular interest to upper-division students who are considering careers in education, but will also interest any student who wishes to look closely at issues in public education today. As part of this course, students who plan to apply to the Master in Teaching program can begin the classroom observations required for application.		Steve Cifka	Thu	Junior JR Senior SR	Winter	Winter
Under the Influence: Art, Writing and Inspiration Ann Storey and Nancy Parkes American studies aesthetics art history gender and women's studies international studies literature visual arts writing	Program	SO–SRSophomore–Senior	8	08	Evening and Weekend			S 15Spring	What are the relationships among art, writing and transformation? Have artists been inspired by creative writing and have writers been inspired by art? The answer is a resounding yes! In this interdisciplinary art and writing class we will explore examples of mutually creative influence coming from these sister arts. In turn we will create art and writing that draws on these twin sources of creativity, with a special emphasis on relationship to environment and place. We are concerned with art and writing that addresses both cultural and personal transformation. We will learn the formal analysis of art and literature so that we can engage in "close reading" of both. Also, we will read literature that shows the many ways that works of art can be cherished and understood throughout time. Our primary studio practices will be drawing, assemblage, book arts and collage. Students will also engage in creative writing workshops that often involve art.		Ann Storey Nancy Parkes	Wed Sat	Sophomore SO Junior JR Senior SR	Spring	Spring
Undergraduate Projects in Critical and Creative Practices with J. Sandoz Joli Sandoz communication writing Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Evening	F 14 Fall	W 15Winter	S 15Spring	This is an opportunity for students to work on faculty-driven scholarly and creative projects. By working with faculty in a studio and research “apprentice” model, students will gain hands-on experience in visual arts studio practices, film/media production practices, the creative writing workshop focused on craft, critical research and writing, library and archival research practices, and much more. (creative nonfiction) draws from experience and field, archival and library research to write creative essays about experiences and constructions of place, and about cultural practices of embodiment. She also experiments with juxtapositions of diagrams, images and words, including hand-drawn mapping. Students working with Joli will be able to learn their choice of: critical reading approaches to published works (reading as a writer), online and print research and associated information assessment skills, identifying publishing markets for specific pieces of writing, or discussing and responding to creative nonfiction in draft form (workshopping). Joli’s projects underway include a series of essays on place and aging; an essay on physical achievement and ambition; and a visual/word piece exploring the relationship of the local to the global.		Joli Sandoz		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Civic Intelligence (Research and Action Laboratory) Douglas Schuler Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring	Civic intelligence attempts to understand how "smart" a society is in addressing the issues before it and to think about – and initiate – practices that improve this capacity. It is a cross-cutting area of inquiry that includes the sciences – social and otherwise – as well as the humanities. Visual art, music, and stories, are as critical to our enterprise as the ability to analyze and theorize about social and environmental issues.This learning opportunity is designed to allow students of various knowledge and skill levels to work in issue-oriented "clusters" with students, faculty, and others inside and beyond Evergreen who are engaged in real-world research and action in actual and potential projects. The program will help students develop important skills in organizational and workshop design, collaboration, analysis and interpretation, written and oral communication, and critical thinking skills. We also expect to focus on the development of online services, information, and tools, including civic engagement games and online deliberation.Although there are many ways to engage in this research, all work will directly or indirectly support the work of the Civic Intelligence Research and Action Laboratory (CIRAL). These opportunities will include working with the "home office." The home office work will focus on developing the capacities of the CIRAL lab, including engaging in research, media work, or tech development that will support the community partnerships. Other work can include direct collaboration outside the classroom, often on an ongoing basis. We are also hoping to support students who are interested in the development of online support for civic intelligence, particularly CIRAL. This includes the development of ongoing projects such as e-Liberate, a web-based tool that supports online meetings using Roberts Rules of Order, and Activist Mirror, a civic engagement game, as well as the requirements gathering and development of new capabilities for information interchange and collaboration.		Douglas Schuler		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research: Teaching and Learning Emily Lardner education writing Signature Required: Fall Winter Spring	Research	JR–SRJunior–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring	Students who are interested in understanding the relationship between teaching and learning, including students who are interested in pursuing a career in education (at any level--from preschool through college, and in any role--from counselor to teacher to administrator) as well as students who would like to examine the principles and practices embodied in education at Evergreen, are welcome to apply to join this research group. Students will develop their abilities to identify, analyze and synthesize studies related to the research questions. Students will also have opportunities to design individual or collaborative research projects related to the group’s research questions.We will function as a collaborative research group, and our focus will be on understanding how students develop as writers at an interdisciplinary liberal arts college with no required writing classes. We will examine early studies of student writing at Evergreen and current studies of students’ development as writers at colleges across the U.S. We will also review literature on the nature of disciplinary and interdisciplinary understanding. Based on our collective review, we will develop research questions and design research studies that will allow us to probe a variety of topics including the following: Students who participate in this group for the whole year will have opportunities to develop their own research projects related to teaching and learning. Students may choose to organize their work so that it culminates in submissions to peer-reviewed national journals like Y		Emily Lardner		Junior JR Senior SR	Fall	Fall Winter Spring
Urbanity, Smart Cities, and Civic Intelligence Douglas Schuler and Howard Schwartz architecture political economy sociology sustainability studies	Program	FR–SRFreshmen–Senior	8, 12	08 12	Evening and Weekend		W 15Winter	S 15Spring	For the first time in history, the population of the world’s city dwellers exceeds that of their rural counterparts. While the trend to crowd ever more people into cities continues, the impact of cities on the rest of the world is still profoundly felt. Cities are the economic engines that help determine the state of the rest of the social and natural worlds. And cities use resources and have ecological impacts that extend beyond their boundaries. They are also the seat of much of the cultural production and technological innovation which has broad implications for everybody.Throughout the program we will employ a civic intelligence perspective into our exploration of cities. Civic intelligence is the capacity of groups, organizations, or societies to address their shared issues effectively and equitably. Complementary themes which may be integrated into the program include sustainability, climate change, varieties of social change, art, math, science, philosophy. Several city related technological efforts may be intergrated in the program, including the Seattle Community Network and the MyNeighborhood project involving Lisbon, Milan, and other European cities.We will explore the physical forms of the cities as well as the forces they exert beyond their physical boundaries. We’ll look into things like history of social innovation in cities, urbanization in 20th and 21st centuries, current roles of the cities, responsibilities of the city, knowledge production in the city, mental and other maps, cities and power, manufacturing in the city. We will also explore a number of creative perspectives including annotating the city, appropriating the city, imagining the city, animating the city, and sensing the city.Students who register for the 12 credit option will meet from 4:30 - 6:00 every Wednesday along with students in the undergraduate research offering that focuses on civic intelligence. In this setting student teams design and implement projects as part of the Civic Intelligence Research and Action Laboratory (CIRAL). Successful CIRAL work requires student initative and the ability to working independently and also as part of a collaborative team.		Douglas Schuler Howard Schwartz		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Veterans' Next Mission: Crossing the Bridge Between Military and Academic Life Daryl Morgan	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			That service in a military organization teaches unique and valuable skills is unarguable. The successful exercise of Intelligence Gathering, Planning/Preparation, and Mission Execution depends on sound decision making, on practical leadership skills, on teamwork, and on the self-discipline that is critical to survival in life-or-death situations. The focus of this course will be on translating the language, context, and framework of your military experience, not only into effective strategies for navigating the often murky institutional and academic waters of higher education, but on beginning the process of discovering meaning in what you have experienced as warriors.The course will challenge you to learn to read with perception and discernment, to write with clarity and precision, to be not just critical thinkers but courageous ones, and to find language that will enable you to articulate what you have discovered to be true. These are habits of mind and practice that are foundational to meaningful learning and we will begin to develop them through a very intentional reflection on your own experiences and on the experiences of others. Those reflections will be guided by films, music, and works of fiction, non-fiction, and poetry augmented by tutorials in academic writing, reading, and research. You can expect to wrestle with the discoveries you make and employ the skills you acquire in formal writing assignments, in a personal journal, in small group work, and in seminar. At the heart of any academic endeavor is the library. Libraries are themselves schools and librarians are in the highest sense teachers. Each library, though, has in place a unique kind of machinery for the use of its collection. A key component of this course, then, will be teaching students to effectively manipulate the levers of the particular TESC machine in the service of your academic aims.		Daryl Morgan	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Veterans' Next Mission: Crossing the Bridge Between Military and Academic Life Daryl Morgan	Course	FR–SRFreshmen–Senior	4	04	Evening			S 15Spring	That service in a military organization teaches unique and valuable skills is unarguable. The successful exercise of Intelligence Gathering, Planning/Preparation, and Mission Execution depends on sound decision making, on practical leadership skills, on teamwork, and on the self-discipline that is critical to survival in life-or-death situations. The focus of this course will be on translating the language, context, and framework of your military experience, not only into effective strategies for navigating the often murky institutional and academic waters of higher education, but on beginning the process of discovering meaning in what you have experienced as warriors.The course will challenge you to learn to read with perception and discernment, to write with clarity and precision, to be not just critical thinkers but courageous ones, and to find language that will enable you to articulate what you have discovered to be true. These are habits of mind and practice that are foundational to meaningful learning and we will begin to develop them through a very intentional reflection on your own experiences and on the experiences of others. Those reflections will be guided by films, music, and works of fiction, non-fiction, and poetry augmented by tutorials in academic writing, reading, and research. You can expect to wrestle with the discoveries you make and employ the skills you acquire in formal writing assignments, in a personal journal, in small group work, and in seminar. At the heart of any academic endeavor is the library. Libraries are themselves schools and librarians are in the highest sense teachers. Each library, though, has in place a unique kind of machinery for the use of its collection. A key component of this course, then, will be teaching students to effectively manipulate the levers of the particular TESC machine in the service of your academic aims.		Daryl Morgan	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Veterans' Next Mission: Crossing the Bridge Between Military and Academic Life Daryl Morgan	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter		That service in a military organization teaches unique and valuable skills is unarguable. The successful exercise of Intelligence Gathering, Planning/Preparation, and Mission Execution depends on sound decision making, on practical leadership skills, on teamwork, and on the self-discipline that is critical to survival in life-or-death situations. The focus of this course will be on translating the language, context, and framework of your military experience, not only into effective strategies for navigating the often murky institutional and academic waters of higher education, but on beginning the process of discovering meaning in what you have experienced as warriors.The course will challenge you to learn to read with perception and discernment, to write with clarity and precision, to be not just critical thinkers but courageous ones, and to find language that will enable you to articulate what you have discovered to be true. These are habits of mind and practice that are foundational to meaningful learning and we will begin to develop them through a very intentional reflection on your own experiences and on the experiences of others. Those reflections will be guided by films, music, and works of fiction, non-fiction, and poetry augmented by tutorials in academic writing, reading, and research. You can expect to wrestle with the discoveries you make and employ the skills you acquire in formal writing assignments, in a personal journal, in small group work, and in seminar. At the heart of any academic endeavor is the library. Libraries are themselves schools and librarians are in the highest sense teachers. Each library, though, has in place a unique kind of machinery for the use of its collection. A key component of this course, then, will be teaching students to effectively manipulate the levers of the particular TESC machine in the service of your academic aims.		Daryl Morgan	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Vital Signs: Public Health and Social Policy Joli Sandoz health political economy sociology writing	Course	FR–SRFreshmen–Senior	4	04	Weekend	F 14 Fall			This course centers on context for actions residents and policy makers can take to help their communities become healthier, and more flexible and creative in response to change. We will draw on ideas and techniques from the field of public health as we learn about resilience, policy process, and related public health efforts in Washington State and Thurston County. Course participants will also consider the effects of income and wealth inequity on a community’s health and resilience.“Resilience” is often thought of as one person’s reaction to natural disaster or personal tragedy. But shared responses to social and environmental change are equally vital to both individual and collective well-being. Public health professionals focus efforts on fostering wellness in entire groups and populations of people, in addition to working with partners in medical care.Written assignments in will include several short discussion papers to be shared with other participants. As the quarter progresses, this writing will build into an exploratory project on a topic of each student’s choice, based in course readings. Development and use of effective writing, reading and thinking skills will be a major course emphasis. Credit will be awarded in Public Health: Community Resilience or Public Health: Social Policy, depending on the focus of the final project.This course may be taken alone. It is informally linked (with minimal overlap of content) to , another four-credit course also taught on Saturdays by the same faculty. Students enrolled in both courses may choose to complete separate final projects on different topics, or to combine their projects into a single exploratory paper on a topic related to policy and health, accompanied by a short presentation of their work in .		Joli Sandoz	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Winning the Pulitzer Prize: A Century of American Literature Emily Lardner American studies literature writing	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter		Since 1917, a Pulitzer Prize has been awarded to one novel written by an author in the U.S. that focuses on life in the U.S. We’ll use the list of Pulitzer winners to explore what makes literature good, and what literature is good for. We’ll start with the most recent winner, , by Donna Tartt, and work our way back, selectively, to the first winner, , by Ernest Poole, published in 1917. Along the way, we’ll use Terry Eagleton’s book on literary theory to help us become better, more intentional readers.		Emily Lardner	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Woodworking Daryl Morgan visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter		There is a sense of personal satisfaction and creative accomplishment to be gained from working with wood. The aim of this course is to provide a way to realize that intention through an understanding of the basic principles of designing in wood, the physical properties of the material, and the fundamental skills necessary to shape timber to a purpose.		Daryl Morgan	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Woodworking Daryl Morgan visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			There is a sense of personal satisfaction and creative accomplishment to be gained from working with wood. The aim of this course is to provide a way to realize that intention through an understanding of the basic principles of designing in wood, the physical properties of the material, and the fundamental skills necessary to shape timber to a purpose.		Daryl Morgan	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Woodworking Daryl Morgan visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening			S 15Spring	There is a sense of personal satisfaction and creative accomplishment to be gained from working with wood. The aim of this course is to provide a way to realize that intention through an understanding of the basic principles of designing in wood, the physical properties of the material, and the fundamental skills necessary to shape timber to a purpose.		Daryl Morgan	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Working in 3D Bob Woods visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening			S 15Spring	This studio course is an introduction to ways of thinking about and working with three dimensional form as it applies to sculpture and design. Formative principles, ideas, and methods will be presented. Work will include reading, slide presentations, hands-on exercises, and assigned projects using a variety of materials and techniques. Open to all levels of experience.		Bob Woods	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Writing and Speaking for Change: Advocacy in Times of Economic Inequality Lori Blewett and Nancy Parkes communication media studies political economy sociology writing	Program	SO–SRSophomore–Senior	8	08	Evening and Weekend	F 14 Fall	W 15Winter		More than 46 million U.S. residents live in poverty. Income inequality has reached record levels. Yet poverty and inequality seldom galvanize the mainstream media or elected officials. This program will introduce students to foundational social and economic concepts related to poverty and privilege. We will examine issues though the lens of intersecting community problems, with particular attention to the historical dynamics of race, class, and gender. Linking problems to potential solutions, we will ask: How can writing and speaking be used to address issues of poverty in transformative ways? How can we reach across significant differences to open both minds and hearts? What can we learn from the rhetorical strategies of past and present movements for economic justice? What are the available means of persuasion, and how do we choose among them? How can advocates get their messages heard despite the constraints of corporate-dominated media? is recommended for students interested in affecting public policy and educating the broader public about complex issues. We will consider the elements of effective, content-based advocacy including communicating with elected officials and the media. Special attention will be given to writing skills for print and online media and to public speaking skills for live audiences and radio. Students will learn introductory technical skills needed for social media, web publishing, and audio production. During winter quarter, students will work on a substantial advocacy project that may be shared with the community in written or broadcast format. This program satisfies communication requirements for selected Master in Teaching endorsement areas.		Lori Blewett Nancy Parkes	Mon Wed	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Writing as Thinking: The Power of Reflection Emily Lardner education writing	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			What are we doing when we put our thoughts into words and then think about what we've done? Why is what we initially write often different from what we imagined before we started writing? Why do some people like to make outlines prior to writing anything, and other people need to write a lot to figure out what they think? The purpose of this course is explore the relationship between writing and thinking, with a specific focus on reflection. Students in this course will develop or refine strategies to support writing, thinking and reflection within the context of a liberal arts college.		Emily Lardner	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Writing from Life Nancy Parkes communication writing Signature Required: Winter	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter		The Writing from Life class serves two distinct groups of students -- those planning to earn credit through Prior Learning from Experience, and those who want to build their skills in creative writing. Students will have the chance to kick-start, or accelerate, a college career by documenting professional and/or community-based experience. With significant support, they will learn to write essays that show the "college equivalent learning" they have gained through professional and/or volunteer work in community. Writing from Life is the springboard to this highly supportive learning community, where adults work together to ensure one another's success. Students headed toward PLE will receive significant faculty support, both one-on-one, and in class. We will also focus on academic skills that will help students to succeed in Prior Learning and in other academic courses and programs at Evergreen. Students earn four credits for this course, and may take up to 16 further credits in the Prior Learning from Experience Program. The Prior Learning prerequisite requires an easily-obtained faculty signature. Please attend the academic fair for the quarter you would like to attend (contact Admissions), and/or contact Nancy A. Parkes at . You will also find further information, including a video, at . Finally, The Olympian wrote an article about the program, which you can find at A group of up to eight students will concentrate on autobiography, essays, and writing of choice. They will participate with future Prior Learning from Experience students in reading and seminars on texts and essays, as well as writing workshops. Students in this section don't require a faculty signature to register, but must be highly capable of independent work.		Nancy Parkes	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Writing from Life Nancy Parkes communication writing Signature Required: Spring	Course	FR–SRFreshmen–Senior	4	04	Evening			S 15Spring	The Writing from Life class serves two distinct groups of students -- those planning to earn credit through Prior Learning from Experience, and those who want to build their skills in creative writing. Students will have the chance to kick-start, or accelerate, a college career by documenting professional and/or community-based experience. With significant support, they will learn to write essays that show the "college equivalent learning" they have gained through professional and/or volunteer work in community. Writing from Life is the springboard to this highly supportive learning community, where adults work together to ensure one another's success. Students headed toward PLE will receive significant faculty support, both one-on-one, and in class. We will also focus on academic skills that will help students to succeed in Prior Learning and in other academic courses and programs at Evergreen. Students earn four credits for this course, and may take up to 16 further credits in the Prior Learning from Experience Program. The Prior Learning prerequisite requires an easily-obtained faculty signature. Please attend the academic fair for the quarter you would like to attend (contact Admissions), and/or contact Nancy A. Parkes at . You will also find further information, including a video, at . Finally, The Olympian wrote an article about the program, which you can find at A group of up to eight students will concentrate on autobiography, essays, and writing of choice. They will participate with future Prior Learning from Experience students in reading and seminars on texts and essays, as well as writing workshops. Students in this section don't require a faculty signature to register, but must be highly capable of independent work.		Nancy Parkes	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Writing from Life Nancy Parkes communication writing Signature Required: Fall	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			The Writing from Life class serves two distinct groups of students -- those planning to earn credit through Prior Learning from Experience, and those who want to build their skills in creative writing. Students will have the chance to kick-start, or accelerate, a college career by documenting professional and/or community-based experience. With significant support, they will learn to write essays that show the "college equivalent learning" they have gained through professional and/or volunteer work in community. Writing from Life is the springboard to this highly supportive learning community, where adults work together to ensure one another's success. Students headed toward PLE will receive significant faculty support, both one-on-one, and in class. We will also focus on academic skills that will help students to succeed in Prior Learning and in other academic courses and programs at Evergreen. Students earn four credits for this course, and may take up to 16 further credits in the Prior Learning from Experience Program. The Prior Learning prerequisite requires an easily-obtained faculty signature. Please attend the academic fair for the quarter you would like to attend (contact Admissions), and/or contact Nancy A. Parkes at . You will also find further information, including a video, at . Finally, The Olympian wrote an article about the program, which you can find at A group of up to eight students will concentrate on autobiography, essays, and writing of choice. They will participate with future Prior Learning from Experience students in reading and seminars on texts and essays, as well as writing workshops. Students in this section don't require a faculty signature to register, but must be highly capable of independent work.		Nancy Parkes	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Writing Our Future Histories: Gender, Race, and Class in Contemporary Text Arts David Wolach aesthetics cultural studies gender and women's studies literature media studies writing	Course	FR–SRFreshmen–Senior	4	04	Evening and Weekend			S 15Spring	This course challenges students to write the world that does not yet exist. Or, as poet and theorist of radical black performance Fred Moten does, we will try to engage in writing that "investigates new ways for people to get together and do stuff in the open, in secret." Each week we’ll work individually and collaboratively on writing experiments—prose, poetry, essay—that critique and advance beyond our own assumptions about what is socially possible or probable and that do so by paying careful attention to the rhythms of current crises. As a basis for this creative production, we will engage critically with writers whose work exists at the point where the border between politics and art ruptures. In sound, in sight, and through a kind of "improvisatory ensemble" (as Moten puts it) we will resist what too often gets counted as the inevitable outcome of a political economy that treats people as objects that just happen to speak. What is inevitable about the future, and what is it about controlled acts of creative improvisation that helps us not just "guess at" but hear our future’s past?		David Wolach	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring