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Title	Offering	Standing	Credits	Credits	When	F	W	S	Su	Description	Preparatory	Faculty	Days	Multiple Standings	Start Quarters	Open Quarters
A New Middle East?: Diagrams, Diagnosis, and Power Amjad Faur, Eirik Steinhoff and Sarah Eltantawi aesthetics cultural studies media studies political science religious studies Signature Required: Spring	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter	S 16Spring		This program will focus on some of the most intractable and convoluted crises engulfing the Middle East and North Africa in order to better understand their root causes on behalf of identifying potential solutions. Revolution, counter-revolution, civil war, theocracy, dictatorship, corruption, torture, iconoclasm, imperialism, dispossession, terrorism, sanctions, invasions, occupations, insurgencies, counter-insurgencies, clash of civilizations, clash of ignorance: these are a few of the central terms used in the news to describe the recent present in the region. What do these words mean? What caused the actions and events they refer to? Who are the major players, the agents of stability and change --- for better or worse? How are we to determine what is better or worse? What material or conceptual structures (from countries to theories) do we need to comprehend before we attempt to answer these questions? How can we develop a nuanced analytical language that will allow us to describe these complex crises and their causes over and against the myths and slogans they are so frequently reduced to? How, in other words, can we better understand the history that underlies the news, and what futures might such an understanding make possible?In the fall and winter quarters, students can look forward to a dynamic mix of lecture, seminar, and workshop anchored in a constellation of intensive reading, responsive writing, and active looking. An oscillating relationship between theorizing, doing things with words, and making things visible will serve as the engine of our transdisciplinary inquiry, which seeks to uncover overlooked relationships in order to increase the overall power and scope of our analysis.Our interdisciplinary inquiry will be anchored in the methods of diagramming and diagnosis. We will begin, for instance, by plotting, on a massive sheet of paper, the myriad interrelationships between sectarian, religious and ethnic populations of the region, tracking, in particular, the evolution of their alliances and conflicts. Students will maintain and update this diagram throughout the three quarters, and reflect on the labyrinthine web that constitutes the region in all its complexity. This diagram will act as a template from which students will begin to look for the connective tissues that may help to resolve the current climate of conflict. We will diagnose these conflicts and their major players not only through the analytical frameworks of geography, history, comparative religion, and political science, but also in light of aesthetic practices, such as poetry and fiction, on the one hand, and image-making (and image-breaking) of all shapes and sizes, on the other. What can art teach us that theory overlooks? What are the limits of disciplinary approaches forged in Europe and the U.S. when it comes to describing the crises convulsing the Middle East and North Africa? What other kinds of diagnosis might our diagrammatic approach allow us to come up with?The program will closely examine the dramatic sequence of uprisings most often referred to as “The Arab Spring” that shifted the dynamics of power and resistance across the region and that led to some of the most visible and volatile events unfolding in the area today (such as the Syrian civil war, the emergence of ISIS, Kurdish autonomy, and so on). We will study this sequence in relation to the ongoing geopolitical processes (such as imperialism, self-determination, and resource extraction) that led to the founding of the countries in the region in the first place, our premise being that “there is no just way in which the past can be quarantined from the present” (as Edward Said has argued).In the spring, students will form large blocs to begin the process of negotiating and proposing actions designed to ameliorate the regional conflicts we have been studying. This process could follow the form of model legislative bodies such as the U.N. or the Arab League, on the one hand, or the form of more impromptu assemblies of the sort that have sprung up in Tahrir Square or in autonomous Kurdish territory, on the other. By the end of spring quarter, students will have completed a complex diagnostic diagram of the region, and faculty will collate student recommendations to send to the Arab League, the U.N., and other pertinent bodies. Students will also have the opportunity to produce and curate images that relate to a representation of the Middle East and North Africa. Students will learn to apply the complexities of visual analysis to the visual languages that have helped create and support colonial aspirations and the creation of identity across the spectrum of the region’s varied populations.		Amjad Faur Eirik Steinhoff Sarah Eltantawi		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Adolescence and Aging: The Journey to the Self Janys Murphy psychology	Program	FR–SRFreshmen–Senior	16	16	Day		W 16Winter			In this all-level interdisciplinary program we will explore human development, primarily the theories of adolescence and aging. We will also look at present day development, including the physiology of stress, basic neurobiology, and current research on adolescence and aging. Some guiding questions will be: What is the hero’s journey? What archetypes does the current journey invoke? How do we act as being on the way to being?We will consider concepts from addiction studies, family therapy, interpersonal neuropsychology, psychodrama, as well as ideas from humanistic and existential psychology, and philosophy. Program activities will include reading and discussing theorists such as Daniel Siegel, Joseph Campbell, Carl Rogers, Carl Jung, and Victor Frankl, engaging in small group activities and lectures, and participating in writing, performance, and movement workshops.To support our study of human development we will also engage in the weekly practice of yoga, and the study of yoga philosophy and other mindfulness disciplines. One major project will be to engage in a self-study that includes using media, studying the Enneagram, reading from “The Artists Way,” and conducting qualitative research. A second major project will be to select, research, and practice a specific mindfulness discipline and teach this discipline in a final presentation. Students will write a literature review of a developmental theorist of their choice.		Janys Murphy	Mon Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
The African American Experience Tom Womeldorff and Midori Takagi African American studies cultural studies economics history political economy sociology	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall				The ascension of Barack Obama, the first Black President, prompted many conservative and liberal commentators to proclaim the United States to be a “post-racial” society; racial equality will be the new norm. Yet since the 2008 election, African Americans are still incarcerated at a higher rate than whites, they continue to be victims of police shootings at a disproportionate rate, the wealth and income disparities between Blacks and whites remains, and negative constructions of the realities of Blacks still persists. Today, 150 years after emancipation, 50 years after the civil rights movement, and after the election of Obama, there continues to be a significant racial divide in the United States. Why do deep racial divisions persist? Why do they persist even though skin color differences correlate to geography and the sun’s ultraviolet light, and there is no biological basis for the constructed categories of “Black,” “White,” “Asian,” “Latino” and “Native American”? How, then, is race constructed? And why were the categories of race developed with some groups having greater privileges and rights than others?		Tom Womeldorff Midori Takagi		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Against All Odds: The African American Experience Kabby Mitchell African American studies cultural studies literature sociology	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		How did Black women and men, of many different cultures and ages, succeed against all odds? How did they move from the master narrative to their own agency? Where did they find the insurmountable courage to deconstruct and reconstruct their lives? In this program, students will participate in an inquiry-based exploration of the resiliency, efficacy, and longevity of the lives and legacies of selected Black women and men from Ancient Egypt to present-day African Americans. Our exploration will use the lenses of Ancient Egyptian studies, African, African-American and Afro-Disaporic history, dance history, and popular culture to investigate these women’s and men’s lives with cultural contextualization.		Kabby Mitchell	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Anthrozoology Michael Paros anthropology biology consciousness studies cultural studies philosophy of science physiology psychology zoology	Program	FR–SRFreshmen–Senior	16	16	Day		W 16Winter			Why do humans keep pets and at the same time raise animals for food? What are the psychological and moral complexities that characterize our relationships with animals? What is the impact of human-animal interactions on the health and well-being of people and animals? How do we assess the relative welfare of animals under a variety of circumstances? This program is an interdisciplinary study of human (anthro) and animal (zoo) interaction. This topic of inquiry will be used to study general biology, evolutionary biology, zoology, anthropology, and philosophy. Through field trips, guest speakers, reading, writing, and discussion, students will become familiar with the multiple and often paradoxical ways we relate to companion animals, animals for sport, zoo animals, wildlife, research animals, and food animals. We will use our collective experiences, along with science-based and value-based approaches, to critically examine the ever-changing role of animals in society.We will begin the quarter by focusing on the process of animal domestication in different cultures from an evolutionary and historical perspective. Through the formal study of animal ethics, students will also become familiar with different philosophical positions on the use of animals. Physiology and neuroscience will be used to investigate the physical and mental lives of animals, while simultaneously exploring domestic animal behavior. Students will explore the biological basis and psychological aspects of the human-animal bond. They will then study the science of animal welfare and complete a final project in which they will apply their scientific and ethical knowledge to a controversial and contemporary animal welfare question. Students will finish the quarter with a multiple-day trip to University of British Columbia, where they will visit with faculty and students doing active research in animal welfare science.Students will be expected to read primary literature in such diverse fields as animal science, ethology, neurobiology, sociobiology, anthropology, and philosophy. Student success in this program will depend on commitment to in-depth understanding of complex topics and an ability to combine empirical knowledge and philosophical reflection.		Michael Paros		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Art and Architecture in Motion: Performance Art Walter Grodzik aesthetics architecture art history dance theater visual arts Signature Required: Fall Winter	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter			In this two quarter program, students will study the history, theory, and practice of 20th century Avant-garde performance, including Surrealist, Dada, Futurist, Cubist, Bauhaus, and other more recent contemporary Performance Art traditions. Emphasis is this program is on experiential learning through workshops stressing technique, theory, and composition and the live performance of original and reconstructed works.In the first quarter, students will study 20th century Western experimental performance art through the reading of texts, performance manifestos, and film screenings. In weekly workshops, students will investigate and practice newly-learned techniques and reconstruct historical performances. Students will also engage their learning through the use of improvisation and the composition of original performance works. There will be multiple rehearsals scheduled each week to reconstruct and create new work. Works in progress will be shared regularly in performance workshop for peer and faculty critique.In the second quarter, students will continue studies of Performance Art in order to create a body of short performances to be presented at the end of the quarter. Students will be heavily involved in both workshops and independent rehearsals in order to realize their final public presentation.This is an advanced program in practice and theory, designed particularly for theater and dance students, however, avant-garde performance works are multidimensional, and students in the performing arts, media arts, and visual arts with musical and kinesthetic sensitivity are welcome.Workshops are progressive and attendance is essential, requiring high levels of maturity, independent time management, and organization. Students need to be able to work collaboratively and should exhibit a high-level of independence. Most experiential learning cannot be "made up", and students are expected to be active and enthusiastic participants in all aspects of the program, at all meetings, and to demonstrate integrative, independent, and critical thinking.		Walter Grodzik	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Art Forms, Resistance and Counter-narratives in India Savvina Chowdhury and Ratna Roy cultural studies dance gender and women's studies political economy	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		What role does dance, theatre, art and literature play in liberatory struggles? From anti-colonial struggles during the colonial era to ongoing struggles for democracy, this program will explore the role played by art forms and artists in resisting colonial domination, negotiating power structures and offering counter-narratives. Our program will examine forms of resistance that arose in the context of colonial India, as well as those that mark the postcolonial experience of India as a nation of diverse communities. Through our study of history, literature, dance, theatre and political economy, we will examine the ways in which marginalized communities in India have used various art forms to “talk back” to narratives of domination and create public spaces that counter the psychic and social oppressions of colonialism, neocolonialism and neoliberalism today. Some of the art forms we will explore include: the street theatre, dance and literature that played a significant role in anti-colonial struggles; the music, traditions and lives of who contested the strictures of gender and class by living lives that flouted the dominant norms of womanhood and femininity; as well as the music and street theatre of contemporary marginalized communities facing displacement and dispossession. Throughout the quarter, we will use the lenses of political economy to contextualize the backdrop of material conditions in which these art forms were practiced historically, as well as the conditions in which they are performed today.		Savvina Chowdhury Ratna Roy	Tue Tue Wed Thu Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
The Art of Living Consciously Terry Setter, Cynthia Kennedy and Bill Arney aesthetics consciousness studies sociology	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall				"The art of living" is an ancient concept, one that has always suggested that by being educated correctly one could come to live consciously and conscientiously, attentively, and with a sense of purpose. “Correct” education required both education of the mind and education of the body. One cultivated the mind through philosophical discussion with elders and masters who also prescribed appropriate practices for the body. This program will begin by contrasting “the art of living” and its characteristic effort to refine life by cutting away the unnecessary in favor of the Good, with modern life that constantly seeks to expand one's choices, options, and alternatives, all of which tend to distract our attention from our “true” purpose. Among other practices, we will study walking, reading, and writing: walking as political (e.g., protest marches), aesthetic (the "dandy"), and ascetic (pilgrimage) activity; reading not as information acquisition or entertainment but, as many religions do, as a practice of discernment of wisdom; writing not to express oneself or to find one's voice, but as a dedicated effort to find words to help one appreciate and understand embodied experience. We will explore questions about values in life as well as the writings of authors such as C.G. Jung, Ivan Illich, and Joanna Macy.We will explore ways people have used resources and practices, personal to global, to craft richer, more meaningful lives. We will have weekly workshops in movement and somatic practices as well as an overnight retreat to build program cohesion and explore new skills. During the term, students will work collaboratively to create responses to our program materials. They will also conduct independent research on a topic of their choosing, related to the program content; this project will account for up to half of the awarded credit.		Terry Setter Cynthia Kennedy Bill Arney		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Attachment Across the Lifespan Janys Murphy psychology	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		In this program, we will explore human development during childhood, adolescence and adulthood, including studying current research on early childhood and aging. Some guiding questions will be: What is development? What arrests development, and more importantly, what repairs it? What is attachment and how does it present itself across the lifespan?We will consider development by exploring concepts from attachment theory, child development theory, existential theory, Jungian analysis, interpersonal neurobiology, and qualitative research. Program activities will include reading and discussing texts from such authors as Erel Shalit, Frances Jensen, Sherry Turkle, Carol Garhart Mooney, and Victor Frankl, engaging in small group activities and lectures, and participating in writing and movement workshops. Students will research and present in groups on a major developmental theorist as a way to integrate historical and current concepts. Students will also participate in a qualitative interview with another person in order to increase observation skills and understanding of developmental milestones.Our study of development will include a consideration of ourselves and our own autobiographical narrative. To support this narrative, we will engage in the weekly body mind practices such as yoga, and complete a self-study project that includes exploring values, personality assessments, media, and art. Throughout the quarter, students will regularly reflect on their own development, and their growing understanding of developmental theory, culminating in a final formal portfolio.		Janys Murphy	Mon Mon Tue Tue Thu Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Back in the Days: History Through Hip Hop and Haiku Anthony Zaragoza African American studies American studies cultural studies gender and women's studies history literature music political economy	Program	FR–SRFreshmen–Senior	4, 8, 16	04 08 16	Day				Su 16 Session I Summer	We'll explore history through the lens of seemingly contrasting art forms: hiphop and haiku. Beginning with Lipsitz’s idea that artistic expression reflects, responds to and shapes historical realities, we'll look back to Hiphop's beginnings in Africa, connections to the Caribbean, birth in NYC, and growth into a global phenomenon. Meanwhile, Haiku, a thousand years old with roots in China, leaves its initial role as mood-setter for a longer Japanese work, appears solo as a linguistic snapshot, and flowers into Japanese popular art with worldwide influence. We'll examine these histories, read and write poems, listen to music, watch films, and compare/contrast these global art forms. Students who take the course for more than four credits will have the option of doing independent projects and readings related to deepening the learning and work of the course. 12 and 16 credit students will complete the additional work over the full summer session. If you are absolutely unable to meet at the listed hours, but are still interested in the class, email me at zaragozt@evergreen.edu, and we can find a solution.		Anthony Zaragoza	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Beethoven, Blake, and the Sounds of Revolution Leonard Schwartz and Andrea Gullickson literature music writing	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		Ideas matter. Words and music are powerful; they can profoundly alter how we view ourselves, everything outside ourselves, and the intersection of the two. What can the works of composer Ludwig van Beethoven and poet William Blake teach us about the power of imagination and the possibilities of human freedom? Through close listening and reading, we will study the textures of their work in the context of the 19th century, as well as consider several of their late 19th-century inheritors and 20th-century transformers and critics: in poetry, the experimental formalism of Gertrude Stein and Louis Zukofsky (“upper level music, lower level speech”); and in music, the compositions of Richard Wagner and John Adams. Other readings will include Nietzsche’s Georg Buchner's and Adalbert Stifter's as well as essays by Maynard Solomon, Richard Taruskin, Edward Said, and Theodore Adorno. Particular works of Beethoven to be considered are the 3rd, 5th, and 9th symphonies, piano sonata No. 17, and his late string quartets.		Leonard Schwartz Andrea Gullickson	Mon Tue Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Beyond the Binary in Science and the Arts Chico Herbison and Amy Cook American studies biology cultural studies gender and women's studies	Program	FR–SOFreshmen–Sophomore	16	16	Day	F 15 Fall				This program will explore issues of identity and our tendency to see the world in binary (that is, "either/or") terms. We all rely, in varying degrees, on certain categories and labels to help us understand ourselves and our environment. What if those categories blurred or merged and we began to see plants, animals, and people in “and/both” terms rather than “either/or” fashion? What does it mean to be “black and white” or “male and female” or “human and machine”? One of the goals of this program is to expose flaws in binary forms of thinking and analysis and, in the process, help students question the very foundations of what is considered normal in our world.The sciences, the arts, and popular culture will be our primary investigative tools. Topics for exploration will include race, biology, and genetics; the fusion of human and machine (cyborgs, artificial intelligence, implants, and prostheses); diversity, gender, and sexuality in nature (for example, marine invertebrates that have both male and female sex organs or transgender expression among hummingbirds); how mixed-race and transgender identities help challenge the mythologies of race and gender; and what cinematic representations of vampires, monsters, and aliens can teach us about the meanings of "human" and other topics.Our learning goals will include development of analytical/critical thinking, reading, and writing skills; communication skills; and the ability to work across disciplines and differences. Weekly activities will include lectures/presentations, labs, workshops, film screenings, and seminars. Students will be required to submit weekly lab reports and seminar assignments, maintain an Identity Journal, and produce and present a final project.		Chico Herbison Amy Cook	Tue Wed Thu Thu Fri	Freshmen FR Sophomore SO	Fall	Fall
Beyond Yoknapatawpha: Southern History and the Novel Geoffrey Cunningham history literature	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		“The past is never dead. It’s not even past.”As the “sole owner and proprietor” of the fictional Yoknapatapwha County, William Faulkner created an innovative literary landscape to explore the history of the American South. This program will use the interests and themes of Faulkner’s saga to study the literature generated by Southern history. Beginning with Yoknapatawpha, our program will broaden to include the works of Southern novelists Ernest J. Gaines, Robert Penn Warren, Alice Walker, Ralph Ellison, Kate Chopin, and Pat Conroy. Throughout we will study the history of race, slavery, the Civil War, and segregation along with the themes of violence, class, and gender.Students in this program will read novels as well as select literary criticisms and biographies. We will pay particular attention to the structure, aesthetic quality, and purpose of each writer’s work. Students will write responses to each reading and will produce an expository essay on a chosen aspect of the program’s theme. Classes will include seminars, lectures, film screenings, workshops on criticism, and recitations in which students will present their own writing. Throughout we will focus on the literature generated by the history of the American South. : This program includes a substantial amount of reading, which students will need to complete on time. Students will write a two-page response paper to each reading, which must be completed and presented in seminar. Students will also be required to write one fifteen-page expository essay on Southern history and its literary legacy.		Geoffrey Cunningham	Tue Wed Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Bodies That Matter Carolyn Prouty, Laura Citrin and Rita Pougiales anthropology biology gender and women's studies health physiology psychology sociology Signature Required: Winter	Program	FR–SOFreshmen–Sophomore	16	16	Day	F 15 Fall	W 16Winter			Bodies are tangible; they have form and substance, a materiality that we can perceive, sense, and touch. Bodies, too, can sense and feel the world they inhabit—the heat of the sun, the pain of a thorn, the coolness of water, the slap of an insult, the jolt from a pleasant surprise. Bodies are organisms that grow, change, and die. It is within these bodies that we experience what we call a And yet, bodies are also signs; like a text, we learn to read (and misread) our body and the bodies of others. The color, size, age, and sex of a body (among other features) are computed to determine meaning and value. Some bodies matter in our cultural, political, historical field more than others; some bodies are prized and imitated. The body, in its psychological, biological, and social realms, will be at the center of our study. We will investigate the knowledge we have created about the body and how that knowledge relates to broader cultural, historical, environmental, and political forces. Our study will integrate current research and scholarship from the fields of psychology, biology, anthropology, feminist epistemology and philosophy, public health, literature, and sociology. We will study introductory anatomy and physiology—the basics of how our bodies work—in order to know something about the physical matter of which our bodies are comprised, and concepts in public health that help us to understand the contexts which determine health and illness. Our work in social psychology will examine the everyday interplay between embodied individuals and the social world in which we live, move, think, emote, and act. Through anthropological, sociological, and feminist lenses, we will examine the history, institutions, and cultural beliefs that shape how and why bodies are judged to be healthy or sick, normal or abnormal, beautiful or ugly, virtuous or deviant, powerful or weak.In this lower-division program for freshmen and sophomores, we will pay special attention to nurturing intellectual skills and sensibilities. In particular, we will help students learn to listen and observe attentively, do close and critical reading with challenging texts, contribute clear and well developed writing, make relevant contributions to seminar discussions, and acquire research and laboratory skills in biology, social psychology, and anthropology.		Carolyn Prouty Laura Citrin Rita Pougiales		Freshmen FR Sophomore SO	Fall	Fall Winter
Botany: Plants and People Frederica Bowcutt botany cultural studies field studies natural history writing Signature Required: Winter	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter			This program focuses on people's relationships with plants for food, fiber, medicine, and aesthetics. Students will study economic botany through seminar texts, film, and lectures that examine agriculture, forestry, herbology, and horticulture. They will examine political economic factors that shape our relations with plants. Through economic and historical lenses, the learning community will inquire about why people have favored some plants and not others or radically changed their preferences, such as considering a former cash crop to be a weed. In our readings, we will examine the significant roles botany and natural history have played in colonialism, imperialism, and globalization. Initiatives to foster more socially just and environmentally sustainable relations with plants will be investigated.In fall, weekly workshops will help students improve their ability to write thesis-driven essays defended with evidence from the assigned texts. In winter, students will write a major research paper on a plant of their choosing, applying what they've learned about plant biology and economic botany to their own case study. Through a series of workshops, they will learn to search the scientific literature, manage bibliographic data, and interpret and synthesize information, including primary sources. Through their research paper, students will synthesize scientific and cultural information about their plant.This program serves both advanced and less experienced students who are looking for an opportunity to expand their understanding of plants and challenge themselves. This two-quarter program allows students to learn introductory and advanced plant science material in an interdisciplinary format. Students will learn about plant anatomy, morphology, and systematics. Lectures based on textbook readings supplement the laboratory work. The learning community will explore how present form and function informs us about the evolution of plants such as mosses, ferns, conifers, and flowering plants. Students will get hands-on experience studying plants under microscopes and in the field. Students will also learn how to maintain a detailed and illustrated nature journal to develop basic plant identification skills of common species.		Frederica Bowcutt	Mon Tue Wed Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
The Business of Art: Earning a Living as an Artist Andrew Buchman, Lee Lyttle and Jon Baumunk business and management economics music theater visual arts	Program	FR–SOFreshmen–Sophomore	16	16	Day	F 15 Fall	W 16Winter			This program is designed for business and arts students with a strong interest in making a living as an entrepreneur, operating in the nonprofit art world, or making a career in creative industries, and bridging the conventional gaps between creativity, business sense, and social engagement. An artist or entrepreneur who understands the principles of a well-run organization and can deal effectively with management issues like economics, finance, business planning, marketing, negotiating contracts, legal issues such as free speech and fair use, applying for grants, and strategic planning, we'll find, is likely to gain more artistic and professional freedom. For-profit and nonprofit organizations are different, and we want to make sure students gain knowledge of the vast range of ways they can make a living in and around the arts. By examining art, music, and theatre worlds, we will discover structures that help foster vibrant artistic communities—but also basic business and entrepreneurship principles applicable in many other contexts, including the entertainment and media industries. We'll meet business and nonprofit leaders (often artists themselves) who bring artists and art lovers together. We'll cover concepts in economics, gain critical reasoning skills, and learn about entrepreneurship, how to start a business, and management as a profession. We'll cover topics like strategic planning, tax and copyright law, prices and markets, promotion and marketing, budgeting, fundraising, job-hunting using social media, and working with employees, customers, and boards of trustees. Financial accounting and budgeting, two skill areas covered in some depth in winter quarter, will use and develop your quantitative and symbolic reasoning skills.Activities in the program will include options for related independent creative work and research on working artists, workshops on how to create and read complex spreadsheets and budgets, career counseling, and a rich mix of critical and creative projects, including a series of visits to local arts organizations and with Evergreen alumni active in many creative endeavors, followed by further research, analysis, and critiques. Each quarter's work will include an optional week of travel and study to a big city in the United States: to New York City during the fall and Los Angeles during the winter. Students unable to travel to these cities can pursue related fieldwork in the Pacific Northwest. By the end of the program we expect you to have developed practical skills in financial literacy and career-building, be able to think creatively about ways to connect your own artistic and wage-earning work lives, have an impact on organizations in communities you care about, acquire firsthand knowledge of a diversity of successful arts initiatives, and communicate effectively in the languages of business and nonprofit administration.		Andrew Buchman Lee Lyttle Jon Baumunk	Tue Wed Thu	Freshmen FR Sophomore SO	Fall	Fall Winter
Caliban and the Witch Miranda Mellis, Peter Bohmer and Elizabeth Williamson cultural studies gender and women's studies literature political economy theater writing	Program	FR–SRFreshmen–Senior	16	16	Day and Evening	F 15 Fall				How can monsters and witches, figured so closely in relation to animals both in being endangered and dangerous, help us think about climate change, the sixth great extinction we are currently undergoing, transition, transformation, and adaptation? How might these – monsters, witches, and climate change – be tied to social movements, political economy, and social change?This intensive literature, creative writing, and political economy program will take up the above questions and others. Students in this program will learn to read, think, and discourse analytically and will develop creative and critical writing and research skills through the study of contemporary and historical relationships between climate change, inequality, and capitalism. We’ll learn about the changes in the global political economy from the Middle Ages to the present and its implications for daily life. Pivotal concepts will be introduced to analyze the past, the present and possible futures through literary and economic lenses. Shakespeare's whose anti-hero, Caliban, has become a symbol of resistance to colonization – will form a core text. The program title is taken from Silvia Federici's study an illuminating analysis of the movements and peoples who had to be suppressed in order to build the foundations of modern capitalism. Using these two texts as our focal points, students will be introduced to key concepts in Marxist, feminist, economic, and post-colonial theory as well as experimental approaches to contemporary storytelling, including feminist and post-colonial appropriations. Students will be invited to re-think the political-economic underpinnings of inherited conceptions of space and knowledge. We'll also consider the dominant role that storms, droughts, shipwrecks, and other disasters have played in canonical and contemporary art, and participate, along with a consortium of other programs in sciences and humanities, in shared curriculum focused on climate change.		Miranda Mellis Peter Bohmer Elizabeth Williamson	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Chemistry Counts! Riley Rex and Vauhn Foster-Grahler chemistry mathematics	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		This program will explore topics in chemistry at the introductory level. It is designed for students who are eager to gain an understanding of chemistry so that they can pursue further studies at the general chemistry level and for those seeking to broaden their liberal arts education. Program activities will include lectures, workshops, and laboratory experiments. We will begin the study of introductory chemistry by exploring the structure of the atom and the nature of the chemical bond and proceed towards an understanding of molecular geometry. This will lead us to discussions of the periodic table, chemical reactions, mole concepts, and stoichiometry. In the laboratory, we will develop bench skills and lab techniques. In particular, we will focus on measurements, preparing solutions, titrations, and spectroscopy while learning how to use spreadsheet software for data collection and analysis. In chemistry workshops, students will work in small groups to solve problems that further their understanding of the topics covered in lectures. Collaborative learning will be expected and emphasized although students will be responsible for their individual work.In the mathematics workshops we will use multiple representations to study linear, exponential, rational, and logarithmic functions using a problem-solving approach to college algebra. Collaborative learning will be emphasized. In the science seminar, students will read historical and contemporary readings in math and science and discuss how multiple cultures view math and science. Students will give a presentation to the class on a topic related to or as an extension of the seminar readings.		Riley Rex Vauhn Foster-Grahler	Tue Tue Wed Wed Thu Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
China: Religion, Folklore, and Arts Rose Jang, Wenhong Wang and Hirsh Diamant cultural studies language studies religious studies study abroad theater visual arts	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter	S 16Spring		With China’s emergence as one of the world’s leading political players and economic powerhouses within the last four decades, there has been increasing international attention and news coverage on current Chinese political and economic developments. Today’s China, under a new generation of leadership ushering in many unprecedented reform programs, remains an enigma for most Westerners. The program aims to unravel part of that mystery through study of China's cultural roots and ideological foundations. We will dig the roots of Chinese culture by probing into Chinese religion and folklore and examining several different forms of Chinese artistic activities, including performing arts, visual arts, and arts of self-cultivation.In fall quarter, we will study the religions and folk culture of China. We will examine the formal histories and primary tenets of Chinese “Three Teachings”: Confucianism, Daoism, and Buddhism. Mythology, fairy tales, and fantasies, transmitted either orally or in written texts, will also inform our study as symbolic expressions of spiritual forces and religious aspirations within the cultural psyche. The combined energy of official and popular religions, spiritual and “superstitious” practices, folk and secular activities—with their literary and visual manifestations—has affected Chinese society and political structure over centuries. By reading translated texts and viewing different religious and cultural activities on film, we will try to discover and dissect the interlocked relationships between religion, spirituality, philosophy, and folk culture in the Chinese contexts.In winter quarter, we will focus on the arts of China, both traditional and modern. Chinese arts have long been a necessary vessel for the outpouring of spiritual and folk energy from all facets of Chinese life and society. We will read Chinese literature and drama that grew from the repertoire of popular stories, study Chinese theatre as a continuation of Chinese storytelling and acrobatic traditions, and delve into the spiritual core of Chinese visual arts. Students will read texts as well as engage in movement workshops and artistic experiments which connect cultural studies with practical, hands-on exercises.Faculty will take interested students to China either at the end of winter quarter or in spring quarter. These students will study Chinese performing arts in one of the most prestigious theatre schools in Beijing for four weeks, and spend two more weeks traveling to the south to continue exploring Chinese culture with a focus on religion, spirituality, and folk culture. Students who do not go to China will conduct independent research projects on Evergreen's campus.A Chinese language class will be embedded within the program. Students traveling to China will continue to study Chinese language at the institutions we will visit and through daily functions and encounters, which will provide incentives and opportunities for further language study.		Rose Jang Wenhong Wang Hirsh Diamant		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Computer Science Foundations Neal Nelson, Adam King, Sheryl Shulman and Richard Weiss computer science mathematics Signature Required: Winter Spring	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter	S 16Spring		The goal of this program is for students to learn the intellectual concepts and skills that are essential for advanced work in computer science and beneficial for computing work in support of other disciplines. Students will have the opportunity to achieve a deeper understanding of increasingly complex computing systems by acquiring knowledge and skills in mathematical abstraction, problem solving, and the organization and analysis of hardware and software systems. The program covers material such as algorithms, data structures, computer organization and architecture, logic, discrete mathematics, and programming in the context of the liberal arts and compatible with the model curriculum developed by the Association for Computing Machinery's Liberal Arts Computer Science Consortium.The program content will be organized around four interwoven themes. The computational organization theme covers concepts and structures of computing systems from digital logic to the computer architecture and assembly language supporting high-level languages and operating systems. The programming theme concentrates on learning how to design and code programs to solve problems. The mathematical theme helps develop mathematical reasoning, theoretical abstractions, and problem-solving skills needed for computer scientists. A technology and society theme explores social, historical, or philosophical topics related to science and technology.We will explore these themes throughout the year through lectures, programming labs, workshops, and seminars.		Neal Nelson Adam King Sheryl Shulman Richard Weiss	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Creating Dance: Chakras, Color, and Conflict Robert Esposito aesthetics dance philosophy psychology visual arts Signature Required: Winter	Program	FR–SRFreshmen–Senior	16	16	Day		W 16Winter			This full time program focuses on the creative process through movement, dance, and symbolic color theory. Using the Tantric chakra system as a dynamic map of progressive mind-body development, the syllabus builds on the fall 2015 program, , and leads to the spring 2016 program, . Although designed to interface effectively with these programs, it also stands on its own and new students with prior experience in movement, dance, or visual art are welcome. The program goal is twofold: to refine awareness of the student's educational and life path through performance art, and to facilitate a dynamic interplay of inner connectivity with outer expressiveness through movement to establish and enrich a sense of cooperative community. We'll explore how aesthetic color theories relate to the chakra system as an inspiration, structure, and methodology for creating dance that speaks deeply and eloquently to the human situation. We'll explore questions such as: What is my purpose or path in life? How can we nurture relationships that help achieve common goals through just and sustainable practices? How can we balance intuitive, creative imagination with concrete techniques producing verifiable results? The chakra system will be studied as both a dynamic structure for understanding human consciousness, and as a developmental process that locates, identifies, and provides methods for working with creative blocks. We will demystify chakra work to generate practical movement toward mind-body integration, clarity of intent, and a sense of community. Text and movement seminars explore the history, theory and practice of Tantric and Taoist philosophy, esoteric anatomy, artistic color theories, and dance kinesiology. Activities alternate, overlap, and integrate drawing/painting, selecting or making sound, and progressive classes in dance technique, theory, and composition in an experimental, non-judgmental, and collaborative workshop environment.		Robert Esposito	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Creating Dance Sacred and Profane Robert Esposito aesthetics art history cultural studies dance Signature Required: Spring	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		The central focus of this intensive modern dance program is dance composition, including rigorous daily classes in technique, theory, composition, and performance. Compositions are evaluated on the basis of inventiveness, structure, and performance. Choreographic space, shape, time, and motion are used as metaphors for concepts and dynamics of culturally perceived sacred and profane values and meanings. Students create original choreography, drawing content from thematic program premises, their own life experience, and past interdisciplinary study. Conceptual themes include power and powerlessness, belonging and alienation, freedom and inhibition, sadness and happiness, beauty and ugliness.Activities include daily classes in Nikolais/Louis technique, theory, and improvisation; and weekly dance labs in composition, critique, and stage craft. Morning sessions include an advanced Pilates-based floor barre, standing center work stressing rhythmic precision, spatial focus, and balance, and dynamic movement in large space. Afternoon workshops rotate between movement classes in theory, improvisation, composition, text and film seminars, and performance forums in which students share work in progress for peer and faculty review. Each week has a clear theoretical premise explored daily from a technical, compositional, and axiological perspective. Choreographic craft elements of space, shape, time, and motion are explored as sociocultural metaphors ranging from the mundane to the sublime, from anxiety to ecstasy. In Week 6, a focus on stage craft is added, including small and large group work, preparing choreography for presentation, working with music, costumes, scenery, props, and lighting for dance.Lectures, films, and seminars will review the history of various art forms, and compare the creative process in dance, painting, architecture, and poetry. Seminars situate texts, film and art in critical, aesthetic, historical, and sociocultural contexts. Writing will balance creative and analytical styles, including weekly journals and debriefs. The program culminates with a public concert of selected student work. Choreography will be selected based on inventiveness, structure, and performance quality.		Robert Esposito	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Critical Thought and Social Consciousness through Film Michelle Aguilar-Wells consciousness studies sociology	Program	FR ONLYFreshmen Only	16	16	Day		W 16Winter			This introductory program uses film that revolves around complex issues found in society and that may offer different perspectives on human and societal behavior. Students will view and analyze a minimum of 15 popular and documentary films. The class will be divided into four topical areas: race relations, corporate influence and impacts, LGBTQ community issues, gender study, and student selected topics. Examples of films that may be included are: Crash, Milk, American History X, Wall Street, Grand Torino, Blackfish, Traffic, Missrepresentation, and How to Survive a Plague. Several foundational books will be studied in support of the topics. Students will review critiques of the films, participate in seminars, use organizing techniques to identify concepts, and review competing and historical perspectives. In addition, students will begin to understand the roots of social/activist movements. Students will produce reflections, comparative analyses, and a substantial (topic of choice) research paper, deep reflective questions for the films, and research work associated with each film category. Students will learn to apply critical modes of questioning to issues in their own communities. They will understand the meaning of social consciousness and the value of significant dialogue. Students should be prepared to enter into difficult discussions with civility and respect. Students are expected to critically examine their own beliefs in light of differing perspectives. Students can expect to earn credit in political science, critical thought, social consciousness, media studies, or social justice. : students in this program be prepared to view films that offer controversial, uncomfortable, emotional or trigger subject matter, and may be rated R.		Michelle Aguilar-Wells		Freshmen FR	Winter	Winter
Culture and Violence Steven Niva and Catalina Ocampo cultural studies international studies literature political science Signature Required: Winter	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter			Periods of war and violence are also periods of immense cultural production. Those who engage in war and violence often draw upon and rearrange existing cultures and forms; at other times, they invent new cultural traditions and forms to legitimate and facilitate their actions. At the same time, others draw upon resources in the existing culture or invent new cultural forms to respond to, contest, and resist war and violence. If war and violence can be made through culture, they can also be unmade through cultural practices. This two-quarter program will examine the production of culture in a variety of wars and violent contexts drawn largely from the Middle East and Latin America in the 20 and 21 centuries. Utilizing theoretical perspectives and methods from political science, cultural studies, and literature, we will examine questions such as: What forms does violence take? What cultural forms facilitate violence? What cultural forms are produced by violence? What cultural forms can respond to or resist war and violence? We will examine diverse types of war and violence in the modern period, from interstate war to new forms of warfare and violence. We will focus on case studies of insurgency, civil war, counterinsurgency, and the “drug wars” in places such as Guatemala, Colombia, and Mexico, as well as the U.S. invasion and occupation of Iraq and forms of violence in Israel-Palestine and Lebanon. In all of these cases, we will study representations of violence in literature and art, as well as cultural production and resistance by artists observing and responding to violence. For example, we will look at how a mayor used performance to lower rates of urban violence in Bogotá, Colombia, how an Iraqi performance artist used his body to question war, and how a rebel-poet in Chiapas, Mexico, has led a revolution of indigenous peasants largely through literary production. The primary learning goals of the program include obtaining a thorough knowledge of cases of war and violence in the present period; furthering an understanding of cultural production in Latin America and the Middle East; and developing skills in literary and artistic interpretation, critical thinking, analytical and creative writing, and cross-cultural communication.The program will explore the meaning and practice of violence through a variety of formats and media, including novels and testimonies, films and video, and historical and analytical texts. Exercises and assignments will include class presentations, role-plays, writing workshops, and analytical papers. The program’s objective is to push us to think more deeply about how violence can transform cultures and how cultural production can be mobilized to disrupt cycles of violence. The program will provide a stimulating context for political and intellectual dialogue and guidance on writing, research methods, Internet research, and approaches to challenging texts and ideas.		Steven Niva Catalina Ocampo	Tue Tue Wed Wed Fri Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Dance as Art: Making Connections Robert Esposito aesthetics dance visual arts	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall				This is a modern dance-based program linking the major principles of dance and visual art. Dance is primarily a kinetic art based in the human body. When presented to an audience, dance is also a visual art. Our work will be hands-on, working with both physical and perceptual forces. Embodied physical forces, like gravity, time, space, effort, motion, and momentum, will be linked to visual perceptual forces like shape, perspective, line, volume, and color. Together they present an aesthetic impression that is interpreted by an audience as sensation, emotion, thought, and behavior. Using texts and movement, we will review basic anatomy, learning the musculoskeletal structure and function of major body parts by isolating and then integrating them into a whole-body movement practice serving as an instrument of artistic design. We will gradually integrate the major principles of visual art, creating dance compositions in the studio, while simultaneously designing visual components of choreography like costuming, prop and set design, lighting, staging, and presentation. Please note: This is a movement-based program and students should be prepared for continuous, disciplined and well-focused physical activity.Dance technique, practiced daily, will begin with learning an advanced Pilates “floor-barre”, building physical strength, stamina, range of motion, body awareness, and control. We will then add aesthetic dance exercises designed to refine physical movement into an expressive, fine art practice. The architecture, notation, and functionality of dance are based in Laban and Bartenieff movement analysis. Activities include a Pilates floor barre, Nikolais-Louis dance technique, dance theory/improvisation, composition, and performance, augmented by anatomical and object drawing, a study of color theory, and designing and constructing visual components of theatrical production. Previous dance experience at the beginner/intermediate level is advised.		Robert Esposito	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Dangerous Reading: Readings in the History of Ideas Stacey Davis and Leonard Schwartz history literature philosophy writing	Program	FR ONLYFreshmen Only	16	16	Day	F 15 Fall	W 16Winter			What does it mean to read? How does reading shape one’s identity, and how does identity shape how one reads, and what one finds in those books? In this two-quarter program, we will examine the intertwined developments of poetry and history, and the implications of those histories for a theory of reading. What is the function of the poem, how is it to be heard or read, and how do its metaphors and syntax shape the very way a people or person might think and feel? What is the traditional role of the historian, and how do historians produce texts that authorize their own truth? How do historical and poetical works, and the various epistemological claims made in their name, interact in the contemporary moment? What is the role of translation in the dissemination of literary texts and shaping of the historical imagination? In the past, reading was deadly serious business. In this program, we’ll explore the relationship between illuminated manuscripts, medieval devotion, and power; how the advent of printed reading rocked Europe and sparked 100 years of war in the 16 century; links between political cartoons, scandalous pamphlets, and the terror of the French Revolution; the ways in which readers in the Romantic age fashioned a notion of themselves and their visions of a good life through their readings; and how the advent of post-structuralism in the 20 century has exploded the way we think of reading today. From Homer and Thucydides forward, there has been a competition between poetry and history over the right way to read and remember. Readings will include Thucydides' , Homer's , Sappho's , Plato's and St. Augustine's We will also consider sections of Dante's Montaigne's and Jean-Jacques Rousseau's as well as, crucially, Marcel Proust's We’ll delve into the cultural history of reading through texts such as Robert Darnton's and Dena Goodman's Contemporary writers and texts to be considered in light of the double imperatives of history and poetry include Marguerite Duras' , Alice Notley's , and Roberto Calasso's . Student activities will focus on reading, writing, and seminar participation.		Stacey Davis Leonard Schwartz	Mon Tue Wed	Freshmen FR	Fall	Fall Winter
Diversity, Multiculturalism and Public Education Michael Vavrus American studies history political economy	Program	FR–SOFreshmen–Sophomore	16	16	Day			S 16Spring		What is it about diversity per se that creates social divisions within a society? What diversity topics in particular create passionate opinions across the political spectrum and filter down to public education? How can we explain these varying worldviews so that we come away with a deeper and fuller understanding of why these debates endure? What is it about diversity and multiculturalism that can elicit such strong emotions, so much so that diversity as a concept can have varying effects on the social and economic well-being of individuals and groups? How does public education contend with diversity and multiculturalism? These are among the questions explored in this program.This introductory program provides an overview of contemporary diversity issues that manifest in contentious debates in countless settings around the world. Writing is central to student learning in this program. In our collaborative learning community, students dialogue through a close reading of texts and write concise analytic papers as well as preparing papers for text-based seminar and related activities.The primary focus of this program is on the United States, with examples of the effects of these issues for school-age children on their life opportunities and economic well-being. This overview fuses history and political economy to find patterns and connections from the past to the present, including how multiculturalism has its roots in contested diversity. This further requires an inquiry into different worldviews or ideologies and the effects on public education.Through texts, films, lectures, seminars, and contemporary news accounts, students will engage in critical pedagogy. Critical pedagogy serves as a teaching-learning approach that can help us look beneath common-sense explanations for differences. Among the topics considered are skin-color consciousness and racial colorblindness; the impact of racial and ethnic identification; what constitutes a crime and just punishment; analysis of economic class in interaction with culture; immigrant and indigenous experiences; and patriarchy and its intersections with gender, sexuality, and religion. Through frequent writing assignments and speaking opportunities, students can expect to leave this program with a deeper understanding of the roots and implications of some of the major social issues regarding diversity and multiculturalism in the 21 century.		Michael Vavrus	Mon Mon Wed Thu Fri	Freshmen FR Sophomore SO	Spring	Spring
Drawn from Life Bob Haft art history literature visual arts	Program	FR ONLYFreshmen Only	16	16	Day			S 16Spring		This is an introductory program for students who don't consider themselves artists but who wish to explore the visual arts and what it means to be an artist. It includes a component on art history, a hands-on studio arts component, reading fiction and nonfiction about the theory and practice of art, and learning to write about art. The studio component for the first half of the quarter will be devoted to the study of drawing the human figure; the last five weeks will be devoted to black-and-white film photography. Some of the main objectives of this program are instilling a basic knowledge of the history of Western art, the development of students’ skills in two-dimensional image making by learning disciplined work habits in the art studios, visual thinking, and adapting a working vocabulary for talking and writing intelligently about art. Expanding students’ visual literacy will be emphasized along with the study of traditional studio techniques. Reading materials and films have been selected to initiate class discussion and encourage an ongoing dialogue on topics related to aesthetics and art history. Our seminar texts are a combination of nonfiction works dealing with aesthetics and the practices both of making and viewing art, and novels which attempt to portray the lives of artists. In addition, practicing artists will come and talk about their lives, especially in terms of their daily activities and their decisions to become artists.		Bob Haft	Tue Wed Thu Fri	Freshmen FR	Spring	Spring
Ecology of Grazing and Grasslands in the Pacific Northwest Michael Paros agriculture biology ecology Signature Required: Spring	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		This academically rigorous, field-based program will provide students with the fundamental tools to manage livestock and grasslands by exploring the ecological relationships between ruminants and the land. We will begin the quarter learning about the physiology of grasses and their response to grazing and fire. Practical forage identification, morphology, and production will be taught. Ruminant nutrition, foraging behavior, and digestive physiology will be covered as a precursor to learning about the practical aspects of establishing, assessing, and managing livestock rotational grazing operations. Ecological assessments of energy flow and nutrient cycling in grassland systems will be emphasized. We will divide our time equally between intensive grazing west of the Cascades and extensive rangeland systems in the east. Classroom lectures, workshops, and guest speakers will be paired with weekly field trips to dairy, beef, sheep, and goat grazing farms. There will be overnight trips to Willamette Valley, where we will study managed intensive grazing dairy operations and forage production, and Eastern Washington/Oregon, where students can practice their skills in rangeland monitoring and grazing plan development. Other special topics that will be covered in the program include co-evolutionary relationships between ruminants and grasses, targeted and multi-species grazing, prairie ecology and restoration, riparian ecosystems, controversies in public land grazing, interactions between wildlife and domestic ruminants, and analysis of large-scale livestock production systems.		Michael Paros		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Environmental Health: Science, Policy and Social Justice Russell Lidman and Carrie Parr (Pucko) American studies Native American studies agriculture community studies cultural studies ecology economics environmental studies government health hydrology law and government policy law and public policy natural history philosophy sustainability studies	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter			How do we make health a public priority? How do we respond to potential hazards? This introductory program considers problems related to public and environmental health in a broader context of the key frameworks of population, consumption and sustainability. We will explore the broad conditions that shape environmental health, both for humans and for ecosystems. Examining the workings of non-governmental organizations, we will be moving across and between questions of science, public policy (from municipal to international) and social justice. The program goal is to understand emerging strategies and solutions for ecological sustainability - from regional monitoring to UN negotiations. We will examine models, evidence and debates about the sources, causal connections and impacts of environmental hazards. We will be learning about existing and emergent regulatory science in conjunction with evolving systems of law, and a broad array of community responses.In the fall, we will dedicate ourselves to bridging scientific, policy and social perspectives by means of lecture, seminar, workshops and field trips. In the winter, students will engage in small group, quarter-long research projects on a topical issue to further investigate the chemical, biologic and physical risks of modern life, with an emphasis on industrial pollutants. Throughout the program, students will engage in a range of learning approaches, including computer-based collaboration with regional experts, officials and activists.		Russell Lidman Carrie Parr (Pucko)	Tue Wed Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
The Essential Ingredients of Intercultural Competence Stephanie Kozick and Heesoon Jun cultural studies psychology	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		This program offers a special opportunity for Evergreen students to study the topic of intercultural competence with students from Daejeon University in South Korea. Intercultural competence concerns a set of variables or “ingredients” that make up one’s ability to develop styles and attitudes that lead to successful interactions with persons of diverse backgrounds with respect to values, beliefs, history, and behaviors. These ingredients arise from a number of spheres of influence which we will explore through an integrated study of psychology and human development in two cultures. We will examine societal, institutional (e.g., school systems, religious communities), and familial spheres of influence on the development of self, core values, and beliefs. For example, what cultural beliefs inhibit Korean students from addressing faculty by their first names? How do we increase intercultural competence when cultural beliefs and values contradict each other? The study of cultural competence demands examination of a number of other related topics such as the study of morality, social justice, politics, anti-oppression, cultural identity, body awareness, cognition, social media, and normal vs. abnormal. These related topics will be presented to students in various instructional forms ranging from lectures, workshops, a field trip, seminars, guest speakers, reflective and expressive writing, cross- and mono-cultural small-group discussions, mindful movement, and creative project presentations by intercultural small groups. Consciousness and introspection will be emphasized for students to understand their multiples identities and intersections in order to develop effective inter- and intrapersonal communication. Workshops and other learning activities will facilitate student interaction, taking full advantage of the program’s intercultural learning environment.The goal of this program is to help students mindfully expand their worldviews and identify the kinds or types of ingredients they need to add or subtract to increase their intercultural competence.		Stephanie Kozick Heesoon Jun		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Eugenics: Toward the "Perfect" Human Donald Morisato, Rita Pougiales and Joseph Tougas anthropology biology philosophy	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		In what ways can the human being "improve"? Can improvements be made before birth as well as after birth? In seeking improvement, what is the proper balance between what we do and what we do? In this program, we consider the history of eugenics—the application of genetic principles to "improving" the human species—from its inception in the late 19th century to its most recent manifestation in contemporary medicine. We will study concepts in genetics, molecular biology, and reproductive biology to help us understand what is scientifically possible for altering human development. We will turn to anthropological studies to consider the social and political context within which such research is conducted. In particular, we will focus on what is cultural about the scientific practices and aims underlying genetic research. Additionally, we will read philosophy and literature to help us investigate what might be desirable and perhaps dangerous in this quest for "improvement."Program activities will include a laboratory component with experimental work in genetics and molecular biology. Regular writing assignments will be used to strengthen and deepen communication and analytical thinking skills. We anticipate reading such authors as Plato, Aristotle, Jean-Jacques Rousseau, Mary Shelley, Francis Galton, Daniel Kevles, Michel Foucault, and Richard Powers.		Donald Morisato Rita Pougiales Joseph Tougas		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Even When Erased, We Exist: Native American Women Standing Strong for Justice Frances V. Rains Native American studies gender and women's studies leadership studies	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall				Native American women have been erased from history. It is not that they did not exist; it is that they were , omitted from history. At the same time, stereotypes such as "squaw" and "princess" have plagued Native women since 1492. Ironically, the history of Native women has reflected a different reality with a long tradition of standing strong for justice. Native women have stood to protect the lands and the natural world, their cultures, languages, the health of their families, and Tribal Sovereignty. But few learn about these Native women, who consistently defied the stereotypes in order to work for the betterment of their peoples and nations. Drawing upon the experiences and writings of such women, we will explore the ways in which leadership is articulated in many Native American communities. We will critique how feminist theory has both served and ignored Native women. Through case studies, autobiography, literature and films, we will analyze how Native women have argued for sovereignty and developed agendas that privilege community over individuality. We will explore the activism of 20th century Native women leaders, particularly in the areas of the environment, the family system and the law.This program will implement decolonizing methodologies to give voice to some of these women, while deconstructing the stereotypes, in order to honor and provide a different way of knowing about these courageous Native American women, past and present. Students will develop skills as writers, researchers and potential advocates by studying scholarly and imaginative works and conducting research. Through extensive reading and writing, dialogue, art, films and possible guest speakers, we will investigate important aspects of the life and times of some of these Native American women across the centuries.		Frances V. Rains	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Extremophiles and Ecosystems Clarissa Dirks and Carri LeRoy biology ecology environmental studies field studies	Program	FR ONLYFreshmen Only	16	16	Day		W 16Winter	S 16Spring		Some organisms have adaptations that allow them to survive in extreme environments such as those with high temperatures, high salt concentrations, extreme cold, or without water. This program will focus on the biology, ecology, and physiology of microorganisms, fungi, plants, and animals which call extreme environments home. Specifically, we will be interested in the various behavioral, physiological, and morphological adaptations organisms have developed that allow them to live in places we would not expect to find life. In this program, we will undertake an exploration of extremophiles across the globe. We will explore organisms that dwell in deep sea vents, hot springs, polar regions, vast deserts, clouds, lava fields, caves, salt flats, and other extreme habitats. We will also explore the unique environments parasitic organisms inhabit and their interactions with host species. We will engage in the study of some of these environments with laboratory exercises and spring field trips to locations harboring these organisms.We will pair our studies of extreme organisms with studies of climate instability and how humans will need to adapt to changing environmental conditions. We will engage in these topics through readings and other media. Seminar discussions of these readings along with readings in the primary literature will provide us with a deep understanding of the range of responses humans and other living things have to extreme environments. We will engage with topics in evolutionary biology and natural selection and discuss assisted migration and ecosystem restoration.By taking this program, you will have an opportunity to earn all credits for a year of college-level General Biology. The program will also give you an introduction to basic skills including introductory statistics, experimental design, and math skills needed to solve problems in biology. Through this program, you will also have an opportunity to undertake group research projects and focused study in a related area, thereby developing important skills. These are skills that are useful broadly in the life sciences and will help you apply your hands-on experience to understanding morphological and physiological adaptations and designing scientific experiments.		Clarissa Dirks Carri LeRoy	Tue Wed Thu Fri	Freshmen FR	Winter	Winter
Eye of the Story Samuel Schrager and Caryn Cline American studies anthropology cultural studies literature media studies writing Signature Required: Winter	Program	FR–SRFreshmen–Senior	16	16	Day		W 16Winter			Our inquiry explores the power of storytelling in literature and film to take fresh looks at experience. It is designed for students who are prepared to do a serious writing or media-making project in documentary, fictional or hybrid modes. You will study a series of stellar written and audiovisual texts, examine the methods these artists use to craft compelling narratives, and mine them for inspiration and guidance as you pursue your own original work. The aim is to discover a poetics and a continuum of techniques to feed your creative practices, now and in the future. For advanced students, this program is an ideal context for advanced projects; for intermediate students, a challenging opportunity to develop their craft.Your project can be collaborative or individual; faculty will provide sustained guidance at each stage of its development, and students will support and critique one another’s work. Texts will span documentary and fiction genres, with readings by authors such as Joan Didion, Ralph Ellison, Joseph Mitchell, Octavia Butler, Grace Paley, Junot Diaz, W.G. Sebald and D.F. Wallace, films by directors such as John Akomfrah, Claire Denis, Jean-Luc Godard, Errol Morris, Yasujiro Ozu, Jay Rosenblatt and Wim Wenders, and theory from critics such as Walter Benjamin and David Bordwell. The first weeks of the quarter will include instruction in fieldwork and self-reflection: ways of listening, observing, recalling, and recording to make truthful stories. Artists will come to talk with us about their work and creative process. The program will culminate in presentations of students’ compact, polished, finished pieces of writing or film/video/web-based media.		Samuel Schrager Caryn Cline	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Globalities: Art, Culture, the City and the World Lee Lyttle and Steven Flusty cultural studies international studies sociology	Program	FR–SOFreshmen–Sophomore	16	16	Day			S 16Spring		This program is intended for those students interested in exploring the development and diffusion of arts and culture in a global urban context. Students will work to understand the mechanisms by which visual, theatrical, musical, architectural, culinary and other artistic endeavors take form within and between world cities, and in turn transform those cities. They will explore the operations and effects of globalization as a collation of extensive homogenizing and diversifying relations. Students will probe such problematic phenomena as Coca-Colonization and McDonaldization, cultural imperialism, cultural appropriation and the privatization of culture. In so doing, students will investigate institutional structures and initiatives that foster and sustain vibrant artistic communities, while also uncovering the basic market forces that operate in sectors such as the global entertainment and media industries. Students will write about, read, and discuss challenges posed by globalization of the arts, as well as intervention strategies for cultural survival. With seminars, lectures, guest speakers and films students will discuss arts and cultural development, nonprofit and governmental issues that come to light in a global context.Students will have the option of either doing a major individual or group project on one of the program’s major themes or an in-program embedded internship in which they associate with a business, governmental, or nonprofit organization that works at the intersection of the arts and culture. Students who chose to do the in-program internship must do so in consultation with the faculty and Academic Advising. Please go to for more information. Interested students should consult with the faculty about their proposed internship placements prior to or during the Academic Fair, March 2, 2015. The internships should be located in the Seattle/Portland I-5 corridor or on the Olympic Peninsula within a reasonable distance (i.e., Mason or Grays Harbor Counties). All internships must follow college procedures. While students can seek out their own internship possibilities that reflect their artistic or entrepreneurial interests, we will also work with campus resources and the faculty member's contacts to identify internship possibilities.		Lee Lyttle Steven Flusty	Mon Tue Thu	Freshmen FR Sophomore SO	Spring	Spring
Government in An Evolving Democracy Artee Young American studies community studies education government history law and government policy law and public policy	Program	FR–SRFreshmen–Senior	16	16	Day				Su 16 Summer	The defining question for this class is: What good is government?Why do we pay for “government” and what does it give us? Why does Washington State have the most regressive tax structure in the United States? Why do western states, including ours, have a citizen initiative process? How do United States Supreme Court rulings affect ideas, policies and laws about gender, marriage, gun control, education and media? What is the role of both state and Federal government in: Food production? Housing? Privacy? Water? Health? Education? What is infrastructure, and how does state-level investment in construction differ from that invested in human-delivered social/educational services? Why are roads, bridges and dams mentioned in the media only when they fail? How do gun laws like “Stand Your Ground” relate to the criminal justice system? These questions and more will be addressed in a class that provides students with theoretical and pragmatic knowledge about how government and democratic systems function in the United States and in the State of Washington. Themes include, but are not limited to, federalism, states' rights, and citizens' participatory governance and individual rights. Readings will include U. S. Supreme Court and Washington State court cases. Students will write short papers, maintain a journal on the reading assignments, participate in class discussions, and work in groups to complete a final project. The final project includes participatory research on a particular state official, which could include elected representatives and appointed state personnel, the development of structured interview questions for the research subject, a written report and an oral presentation of your research process and findings. The class will include field trips to the Temple of Justice (Washington State Supreme Court), the Washington State Archives, the Washington State Library, the Washington State Legislative building, as well as visits with state representatives, senators and local officials.Credit may be awarded in civics, government and political science. Parts of the curriculum may also contribute to coursework expectations for various teaching endorsements.		Artee Young	Mon Wed Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Hearing Voices: the Self and Other in Psychology, Language, and (Un)Creative Writing Janys Murphy and Lynarra Featherly consciousness studies philosophy psychology writing	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall				In this all-level interdisciplinary program in human development and experimental creative writing, we will study the bio- and psychosocial development of the self and explore to what degree our self-conception is structured by internal and external voices. We will employ several modes of theoretical, critical, and creative inquiry and expression, listening for and possibly re-arranging the chorus of voices that constitute the self.How does the “voice” of psychology inform our conception of who we are? How do our relationships with others inform and expand our observational selves? We will consider concepts from attachment theory, interpersonal neuropsychology, infant mental health, as well as humanistic, existential, and feminist theory using a wide range of approaches, from neuroscience to psychoanalytic thought and developmental perspectives. Our readings will include work from Erikson, Siegel, Ainsworth, Bowlby, Adler, Rogers, Horney, Freud, Jung, and Frankl.In our writing and literary work, we will ask how do our own “voices” conceive of who we are? How might we disrupt conventional conceptions of the self? In an attempt to hear ourselves and others speak differently, our (un)creative writing will take up experimental writing procedures, e.g., using source texts as material to manipulate, transform and otherwise “translate” using combinatorial play, re-structuring or de-structuring. Our literary and poetic interlocutors will likely include Kristeva, Barthes, Lacan, Žižek, Charles Bernstein, Lyn Hejinian, M. NourbeSe Philip, Maggie Nelson, Claudia Rankine, and Julie Carr.Throughout the program, we will closely read texts from psychology, literary and critical theory, and experimental and conceptual works of poetry. We will engage these works in seminars, small groups, lectures, and reading sessions. All students will develop qualitative research skills, participate in mindfulness practices, and in writing, performance, and movement workshops. Students will write both academic essays and creative work. In the fall, students will explore the chronology of human development from birth to late childhood. Using the universal language of the child, movement and play, we will work through the transitions of each stage, approaching these through both psychology and literary theory. At the end of fall quarter, students will select a subset of writing produced over the quarter to bring together, rework, and self-publish in individual “chapbooks.”		Janys Murphy Lynarra Featherly		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Images of Japan: Arts, Literature and Cinema Stephanie Kozick and Tomoko Hirai Ulmer art history cultural studies history language studies literature media studies visual arts Signature Required: Winter	Program	FR–SOFreshmen–Sophomore	12, 16	12 16	Day	F 15 Fall	W 16Winter			This two-quarter Japanese studies program examines various Japanese art forms and how their essence was appropriated in Western culture. The ancient culture of Japan fashioned a multitude of impressions in American minds as the United States developed close economic and political relationships with Japan. This program’s curriculum incorporates Japanese literature, cinema and arts as well as comparative analyses of representations or “appropriations” of Japanese culture produced by non-Japanese writers, filmmakers, and artists. In the fall quarter we will focus on the study of Japanese literature and aesthetics. The literary and artistic works we will examine include: and from the 11 century Heian court, 16 -century tea gardens, 18 -century woodblock prints (which inspired the French Impressionist), and contemporary writers such as Murakami Haruki, Yohsimoto Banana along with artists, Isamu Noguchi and Yayoi Kusama. The films we will examine include works by Kurosawa Akira, Ozu Yasujiro and Miyazaki Hayao. In the winter quarter we will shift our focus to comparative studies, examining cultural assumptions and representations made by Western writers and artists as they appropriated elements of Japanese culture. We will study different images of Japan represented in the writing of Donald Richie and Pico Iyer, films by Doris Dörrie and Sophia Coppolla, and Impressionist art. By doing so, we will contrast perspectives from both Japan and the West, creating a format for observation, discussion and inquiry.Students may enroll for 12 credits and take an additional 4-credit Japanese language class taught by Tomoko Ulmer through Evening and Weekend Studies. Taking a Japanese class along with this program provides valuable insights into Japanese culture because of the remarkably image-oriented nature of the language.		Stephanie Kozick Tomoko Hirai Ulmer	Mon Wed Thu	Freshmen FR Sophomore SO	Fall	Fall Winter
Inside and Out: Creative Writing, Sound Art and Psychoanalysis Lynarra Featherly aesthetics literature media arts music philosophy writing	Program	FR–SRFreshmen–Senior	16	16	Day		W 16Winter			In this all-level winter program in experimental creative writing, sound art and psychoanalysis, we will study the sounds and markings of internal thought and affect in the forms we find them in the world, as externally expressed. We will employ several modes of theoretical, critical, and creative inquiry and expression, listening for and bringing forth our internal processes in both creative and critical products. In our work together, we will ask how do the sounds and markings of language and the language of sound shape our creative and critical output. In our writing and sound collage work, we will explore how collecting, shaping and re-shaping found language and sound might bring the surprise of self-recognition, strike a familiar chord. We will ask how working within the constraints of found or overheard material might disrupt our ability to fully articulate who we imagine ourselves to be. In an attempt to produce creative work differently, our creative writing and sound art will take up experimental procedures, e.g., using source texts and sounds as material to manipulate, distort, transform and otherwise “translate” using combinatorial play, re-structuring or de-structuring. Our psychoanalytic, literary, sonic and poetic interlocutors will likely include Kristeva, Lacan, Žižek, Michel Chion, Gertrude Stein, John Cage and Emily Dickinson.Throughout the quarter, we will closely read psychoanalytic texts as well as texts in critical, literary and sound theory. We will engage these works in seminars, small groups, lectures, and reading sessions. Our work in this program will also include a substantial art and writing studio component. Students will spend the quarter working on one sustained creative writing project and one sustained sound art project. To those ends, students will receive ample training in sound technology and guidance in working with source texts and sounds.		Lynarra Featherly	Mon Mon Tue Tue Wed Thu Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Inside Language Diego de Acosta communication language studies linguistics Signature Required: Winter	Program	FR–SOFreshmen–Sophomore	16	16	Day	F 15 Fall	W 16Winter			This two-quarter program explores the fascinating world of languages. What do you know when you know a language? How do you get that knowledge? Are there properties that all languages share? How do languages change over time? Why are half of the world's languages now under threat of extinction? How are communities held together or torn apart by the languages they speak?We will consider these questions and others through the lens of linguistics. Topics to be examined for fall include phonetics, phonology, morphology, language change, the history of English and English dialects, key issues facing multilingual communities, and language planning. In winter, topics will include syntax, semantics, pragmatics, first language acquisition, language and gender and linguistic politeness. We will look at well-known languages and lesser-known languages and discover why they matter in our lives today. Throughout the program, students will learn a variety of conceptual and empirical techniques, from analyzing speech sounds to interpreting the rationale behind current language policy.This program will be an intensive examination of topics requiring a significant amount of reading as well as regular problem sets and essays.		Diego de Acosta	Tue Thu Fri	Freshmen FR Sophomore SO	Fall	Fall Winter
Introduction to Environmental Studies Ted Whitesell, Krishna Chowdary, Rob Cole and Alison Styring biology ecology environmental studies field studies geography international studies law and public policy natural history sustainability studies zoology Signature Required: Winter	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter			This two-quarter program is designed to introduce the interdisciplinary field of environmental studies. This field employs the tools of natural and social sciences as well as the humanities to understand and effectively address the enormous environmental challenges of this generation. The program will use a variety of teaching styles, including field trips, films, guest speakers, case study and research projects, as well as lectures and seminars on a wide array of critical environmental issues. Readings will include classics of environmental literature that have inspired and informed citizens for generations, notable contemporary books in the field, textbooks, scientific articles, and a novel. A central goal of this program is to advance students' ability to think critically and in-depth about environmental challenges and solutions. The program will expose students to the following range of topics: climate change; pollutants in our air, freshwater, oceans, and soils; the mass extinction of species; sustainability and sustainable development; ecological restoration; environmental justice; protected areas; sustainable energy; human population and the environment; science and advocacy; and threats to Puget Sound, along with efforts to protect it.Focusing on ecosystems and environmental issues in the Pacific Northwest, the fall quarter will emphasize development of the skills and tools necessary to pursue environmental studies at a more advanced level. This means instruction and practice in using the following: systems-thinking; the principles of population, community, ecosystem, and landscape ecology; ornithology; the study of landscapes and soundscapes; urban ecology; social science principles essential for understanding sustainability and conservation; field research methods; introductory quantitative and qualitative analytical methods; and the general nature of biogeochemical cycles. Emphasis will also be placed on developing skill in analytical writing as practiced in the social and natural sciences, based on research using library databases of peer-reviewed journal articles, and demonstrating competency in formatting citations and references.The winter quarter will take a more global perspective on environmental studies. Students will be challenged to apply and more fully develop the skills and knowledge introduced in the fall quarter through in-depth research projects on critical environmental problems and associated solutions. Lectures and seminars will expose students to a more advanced and in-depth examination of critical environmental problems and solutions around the world.		Ted Whitesell Krishna Chowdary Rob Cole Alison Styring	Tue Tue Wed Thu Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Introduction to Natural Science Jennifer Martinez, Sara Rose and Lydia McKinstry biology chemistry mathematics physics Signature Required: Winter Spring	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter	S 16Spring		This introductory-level program is designed for students who are prepared to take their first year of college-level science using an interdisciplinary framework. This program offers an integrated study of biology, chemistry, and physics that serves as an introduction to the concepts, theories, and structures which underlie the natural sciences. The goal is to equip students with the conceptual, methodological, and quantitative tools they need to ask and answer questions in a variety of disciplines using the models and tools of chemistry, physics and biology. Students will also gain a strong appreciation of the interconnectedness of physical, biological and chemical systems, and an ability to apply this knowledge to complex problems.Program activities will include lectures and small-group problem-solving workshops, where conceptual and technical skills will be developed. There will be a significant laboratory component: students can expect to spend at least a full day in lab each week, maintain laboratory notebooks, write formal laboratory reports, and give formal presentations of their work. Biology laboratories in this program will include participation in the SEA-PHAGE program coordinated by the Howard Hughes Medical Institute and the use of bioinformatics tools on a bacteriophage genome. We will make extensive use of quantitative applications in all program activities.All laboratory work and approximately one-half of the non-lecture time will be spent working in collaborative problem-solving groups. It will be a rigorous program, requiring a serious commitment of time and effort. Overall, we expect students to end the program in the spring with a solid working knowledge of scientific and quantitative concepts and the ability to reason critically and solve problems.Students completing this program will have covered material equivalent to one year of general biology with laboratory, one year of general chemistry with laboratory, and two quarters of algebra-based physics with laboratory. Successful students will be prepared to pursue upper-division work in chemistry, biology, and environmental science.		Jennifer Martinez Sara Rose Lydia McKinstry	Mon Mon Tue Tue Wed Wed Thu Thu Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Irish Drama in Theory and Practice Sean Williams and Walter Grodzik cultural studies music theater	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		This all-level one-quarter program engages Irish drama in terms of both its content and its context. Our explorations will encompass plays and ideas from the 19 century Anglo-Irish period through Ireland’s post-colonial time of nation-building, and the edgy works of contemporary playwrights. We will also examine aspects of Irish-American dramaturgy and playwriting. The study of various social issues as Irish (-American) identity, and religious, class, sexuality, gender, and family dynamics will all be part of what informs our studies this quarter. Weekly activities will include reading plays, participating in workshops and other hands-on activities, and developing skills in critical analysis through classroom discussions, films, and lectures. Because working with every aspect of the theatre requires public risk-taking, students should expect to be on their feet and in front of their peers from the first day of class. The faculty have an inflexible policy regarding timely and attentive participation, and assume that each student already has college-level writing skills.		Sean Williams Walter Grodzik	Mon Tue Tue Tue Wed Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Knowing the World through Thought, Sound, and Vision Joseph Tougas, Pauline Yu and Sean Williams biology cultural studies marine science music philosophy philosophy of science visual arts	Program	FR ONLYFreshmen Only	16	16	Day	F 15 Fall	W 16Winter			This first-year program focuses attention on the idea that each of us has a unique way of understanding the world because of the contexts to which we have been exposed. What is your context? How has it shaped the ways you interact with humans, institutions, and the natural world? Considering these questions opens the idea of having not just one, but several lenses through which we have built our understanding: we use all of our senses in addition to larger societal, linguistic, and biological structures to inform and guide us. The languages we use and the social structures in which we live can be thought of as systems of representation—tools that living organisms can use to get a grip on reality. In the case of language, we might say that is the material we have to work with, ( ) is the order in which we can combine those materials, and is the place where language becomes meaningful or useful. Other systems of representation—in music, visual art, and science, for example—have similar structures. How do you make sense of the world when your “lived vocabulary” includes rhythms and notes, shapes and lines, molecules and ecosystems, or color and light? How does your picture of the world change when your epistemology—your way of knowing—includes multiple systems of representation and is not limited to just words and syntax? In learning by doing, we will explore how artists use geometry and math, how musicians use physics, and how scientists engage the mystery of their environment. We will examine these systems of representation and develop new ones through creative play to explore the range of human experiences.Weekly activities will include lectures, films, and seminars. There will also be field trips in each quarter, workshops, collaborative presentations, and guest lectures. Students are expected to focus on enhancing their college-level writing skills throughout the program; each quarter's major writing assignments will require students to master the process of revision. In fall quarter, students will be introduced to important skills in approaching this material through multiple modes; issues of perspective, critical analysis, and context are important factors in deepening our understanding. As we move into winter quarter, students will have more chances to develop individual and collaborative projects focusing on particular areas of interest.		Joseph Tougas Pauline Yu Sean Williams	Mon Mon Tue Tue Wed Wed Thu Thu	Freshmen FR	Fall	Fall Winter
Light and Terror: The Enlightenment and Revolutionary France Stacey Davis history philosophy	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		This program explores the links between the European Enlightenment and the French Revolution. We start with a study of French society, beginning with the reign of Louis XIV, and then turn to Enlightenment critics of the monarchy and its nobles. Finally, we explore the French Revolution from its beginnings with the fall of the Bastille through the violent days of the Terror and the rise of the powerful Napoleonic Empire. Throughout, a main question will be: to what extent did the political theory, philosophy, and literature of Voltaire, Rousseau, and their more humble “Grub Street” imitators influence the course of the Revolution?To aid our inquiries, we will read literature of all stripes, from the lofty by Montesquieu to the sexual intrigue of Laclos’ to the frankly bawdy popular pamphlets satirizing the life of Marie Antoinette. We will study the political theory of Rousseau, Voltaire, and Montesquieu. We will examine the fine arts, including paintings from Watteau to David, as well as architecture and decorative style. Finally, we will cement our studies with a variety of texts on social, cultural, intellectual, and gender history—both secondary works and primary sources—that will allow us to uncover the lives and passions of common folk throughout this tumultuous time.Students will work with both primary source material and secondary scholarly essays. They will complete intensive writing assignments, lead seminars, and give oral presentations. Students will have the opportunity to earn credit in European history, political philosophy, literature, and art history.		Stacey Davis		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Living Well: The Anthropology of Sustainability Karen Gaul anthropology sustainability studies	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		What can we learn from past and current cultures about how to best live on this planet? How have people throughout time met their basic needs, and what systems appear to be more sustainable? What are your own goals for sustainable living today? From foraging cultures of the past, to off-the-grid communities or urban neighborhoods of today, we will explore cultural approaches to life that demonstrate prudent use of resources while maintaining thriving, healthy communities. Students will build vocabularies, analyses, and hands-on skills in the fields of both anthropology and sustainability.Student work will include careful reading, reflection and critical analysis based on program materials. Readings will include ethnographic studies of various cultural groups, as well as guides for contemporary sustainable living. Students will design and craft their own ethnographic interviews, focusing on sustainability and justice change agents in the local area. The program will include field trips to local communities where students can interact with people building intentional sustainable communities. Additionally, a community partnership component will enable us to connect to local initiatives, apply our knowledge, and offer something to the community. We will spend some portion of each week in a community partnership setting.		Karen Gaul		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Macroeconomics, Money and Crisis Tom Womeldorff economics history political economy	Program	FR–SOFreshmen–Sophomore	16	16	Day		W 16Winter			The holding of cash, stocks, bonds, and other financial assets is an act of faith: faith that the assets will hold their value into the future when they can be converted into consumption. Throughout history, the ephemeral nature of value has been forgotten during periods of low inflation and financial stability. Yet repeatedly, these periods have ended abruptly. Asset values dissolve instantaneously like a car wreck or slowly but inexorably like a chronic disease. This does not affect only “Wall Street.” It affects “Main Street” as well. In this program, we will examine the nature of money, finance, monetary policy and power in the world market system. We will focus on historical moments of financial volatility, hyper-inflation and collapsing speculative bubbles. This will aid us in understanding the 2008 economic crash and the slow recovery since then. We will consider what government’s roles should be in regulating financial sectors. As we explore these issues, we will be conscious of how the structure of our financial system differentially impacts the poor, the working class, and the holders of financial instruments (e.g., the rich and pension funds).The program will consist of three parts. Lecture and workshop will focus on introduction to macroeconomics and quantitative methods. Seminar readings will focus on mainstream, institutionalist, post-Keynesian and political economy interpretations of historical and current financial crises. Finally, each student will complete a research project related to money and finance.		Tom Womeldorff		Freshmen FR Sophomore SO	Winter	Winter
Madness and Creativity: The Psychological Link Patricia Krafcik, Michael Buse and Carrie M. Margolin cultural studies literature psychology	Program	FR ONLYFreshmen Only	16	16	Day	F 15 Fall	W 16Winter			What is creativity? Is there a relationship between states of mind and a fertile imagination? What are the psychological mechanisms involved in the larger action of the human imagination, urging us to explore new avenues, to see what others have not seen, to create what no one has yet created? Many of the world's greatest writers, artists, and thinkers have been known to struggle with conditions classified as abnormal by psychologists. We will explore these conditions and their impact on creativity, searching further for any special links between certain kinds of abnormal psychological conditions and the drive to create. We will also study the normal mind and how it functions in both mundane and creative ways.Our interdisciplinary program is not intended to serve as therapy, but rather is a serious study of psychology, literature, the arts, imagination, and the creative impulse. We will approach our questions through various modes of inquiry. Through an in-depth study of abnormal psychology, we will learn to identify and understand a number of conditions. Many of our readings combine art theory with purely scientific psychological case studies by writers such as Sacks and Ramachandran. We will read several selections of imaginative literature by Gogol, Dostoevsky, Poe, Kafka, Plath, Gilman, and other writers describing abnormal psychological conditions. In addition, we will view and study a number of films which reflect incredible creative potential.We will respond to our readings and films by channeling the imagination with a variety of creative projects. In both quarters of our program, students will discuss assigned readings and films in seminars, engage in active writing exercises, and develop projects designed to explore and stimulate creativity. Assignments will include essays, poster projects, and other creative activities. Students will also work in small groups to make two short films, one each quarter, and will film and edit them on home equipment (cell phones, home camcorders, and home computers). Guest speakers will provide additional workshops and lectures in various artistic modalities. We will take field trips to the Tacoma Art Museum and the Museum of Glass, and our work overall will prepare students to undertake a culminating project in winter term. In all our activities, students will have ample opportunities to explore their own creativity and imagination.		Patricia Krafcik Michael Buse Carrie M. Margolin	Tue Tue Wed Wed Thu Thu	Freshmen FR	Fall	Fall Winter
Matter and Motion Krishna Chowdary, Neil Switz and Riley Rex chemistry mathematics philosophy of science physics Signature Required: Winter Spring	Program	FR–SRFreshmen–Senior	12, 16	12 16	Day	F 15 Fall	W 16Winter	S 16Spring		This introductory program integrates first-year university calculus and physics with topics from chemistry and relevant areas of history and scientific literature to explore how scientists make sense of, and intervene in, the natural and human-created worlds. Careful observation of the natural world reveals an underlying order, which scientists try to understand and explain through model building and experimentation. Physical scientists seek to reveal the fundamental nature of matter, its composition, and its interactions; such understanding forms the essential background for our modern technological society. This program lays the foundation for developing this understanding. Students will be supported in developing a firm background in college-level science, becoming prepared for further work in the mathematical and physical sciences.The program will have a significant laboratory component. Workshops and seminar discussions will also allow for collaborative work on math, chemistry, and physics problems as well as an opportunity to explore connections between history, theory, and practice. The program is intended for students with solid high-school level backgrounds in science and mathematics; in particular, a good grasp of precalculus (including algebra and trigonometry) will be assumed. Equally important for success, however, will be a commitment to working hard and effectively in groups.The work will be intensive and challenging but also exciting; students should expect to spend at least 50 hours per week engaged with material during and outside of class. The program will include readings, lectures, labs, workshops, seminars, projects, frequent homework sets, quizzes, and exams; students will have the opportunity to demonstrate the knowledge they have gained in each of these settings. Students in this year-long program will also have the opportunity to work with three different physical scientists (two physicists and a chemist) via a shift in the faculty team and program style between fall and winter/spring quarters. Students who successfully complete all three quarters of the program will have covered material equivalent to a year of calculus and calculus-based physics with lab along with some related chemistry topics, and will be prepared for further introductory work in chemistry as well as upper-division work in mathematics and physics.		Krishna Chowdary Neil Switz Riley Rex		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Multitrack Audio Production Terry Setter media arts music	Program	FR–SRFreshmen–Senior	16	16	Day				Su 16 Summer	This class provides instruction in the use of digital recording studio equipment, microphone design and placement techniques, mixing console design, signal flow, monitoring techniques, room acoustics, and signal processing. There will be written assignments based upon readings in Huber's , and students will present research on topics related to audio production. In addition to the in-class activities, students will do at least 50 hours of recording and familiarization work in teams of two people each. We will record local musicians and produce finished mixes of the sessions.		Terry Setter	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
The Nature of Music: Patterns, Paradox, and Possibilities Andrea Gullickson music	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall				.” – Margaret Mead – Brian Greene The human brain seeks comprehension through the identification of patterns. Yet while we seek predictable organization, we also crave the excitement of the unexpected. Could an examination of this paradoxical human desire increase our understanding of the powerful role music plays in the lives of individuals and the communities in which they live? In this program, we will examine the many layers of patterns that fill our music as well as the unexpected disruptions within those patterns that captivate our imagination. We will consider corresponding patterns in the natural world and other human endeavors in order to better understand our environment, our place in it, and the role of art in shaping our experiences.Our work with progressive skill development will require physical immersion into the practices of listening, moving, and making music. Theory and literature studies will require the development of a common working vocabulary, writing skills, quantitative reasoning, and critical-thinking skills. Weekly activities will include readings, lectures, seminars, and interactive workshops designed to encourage students to expand and meld their creative interests within an intellectual infrastructure. Performance workshops will provide opportunities to gain firsthand understanding of fundamental skills and concepts as well as the transformative possibilities that exist through honest confrontation of challenging experiences. Writing workshops and assignments will encourage thoughtful consideration of a broad range of program topics. This balanced approach to the development of physical craft, artistry, and intellectual engagement is expected to culminate in a significant written and performance project.		Andrea Gullickson	Mon Wed Thu Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Out of the Shadows: Women of Color in the Era of Civil Rights Elizabeth Williamson and Frances V. Rains African American studies Native American studies cultural studies gender and women's studies history literature	Program	FR ONLYFreshmen Only	16	16	Day		W 16Winter			The Civil Rights era is typically described as a set of movements inching towards justice through the hard work of individual organizers—predominantly African-American males. When an entire historical moment is narrated in this way, women of color—their actions, their contributions, and their leadership—are implicitly relegated to the shadows. Students who are taught history in this way learn not to question what is “unseen,” which in turn reinforces the patriarchal status quo. This program seeks to resist that status quo by shining light on the leadership and work of many erased women of color across the decades of the 1950s-1970s.In addition to studying the crucial roles women of color played in the era of Civil Rights, we will learn about the critiques women of color provided of both white feminism and the male-dominated Black Power movement. In other words, we will highlight the role of women-of-color activists, writers, singers, and leaders in the struggle to forge a truly intersectional analysis of American systems of oppression. Because our 10-week study will necessarily be incomplete, students will be invited to do biographical or creative projects on figures and topics not covered in our syllabus.Significant attention will be paid to helping students develop their reading and critical thinking skills, and we will also supplement our textual analysis with films and music from the period.		Elizabeth Williamson Frances V. Rains	Mon Mon Wed Thu Thu	Freshmen FR	Winter	Winter
Place, Memory, Narrative: Northwest Coast Native Literature and Printmaking Kristina Ackley and Alexander McCarty American studies Native American studies literature visual arts Signature Required: Winter	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter			What is the relationship between landscape and art? How do people map and define the Pacific Northwest? Within the states of Washington, Oregon, Idaho, and the province of British Columbia there is a great diversity of Indigenous people: Pacific Northwest Coast, Coast Salish, Interior Plateau, and Interior Salish. Through literature and studio practice in serigraphy printmaking, or screen-printing, we will explore and research the historical and contemporary perspectives of traditional and innovative Indigenous artists from the Pacific Northwest regions. The printmaking studio component will address diverse visual languages, design strategies, and regional traditions.In this program we will study the ways that place affects art and literature, and link these processes to Indigenous nation-building. We will learn the histories of the region, from tribal creation stories to contemporary case studies of nationhood. We will critically consider dominant narratives, or the stories about Native people that have been disseminated in popular culture and public education, and compare and contrast that to the stories that Native people tell. The different cultural geographies and placemaking of Northwest Coast Native people are linked to ideas about “home” and recreate flexible understandings of space and identity.Our focus will be on writers and artists who see their art-making as both critically engaged and as part of their relationship to their communities. We will contrast visual sovereignty to intellectual and political sovereignty, defined as an Indigenous community’s or individual’s right to create a space for self-definition and determination. Students will learn about the different ways that Native communities have employed images and objects as links to history, identity, culture, function and ceremony.This is an entry-level program in which students will build critical analytical skills through rigorous reading and writing, as well as develop the foundations of studio art practice in the printmaking process of serigraphy. Working only on paper, students will learn to create both hand-drawn and computer generated stencils for use with the photo-emulsion printing techniques. Students will create a conceptual body of work with an emphasis on professional editioning practices.We welcome students who do not identify as artists, but have a deep interest, and all students will work to better understand their place in relationship to the dominant arts canon. Faculty will work with students to develop different forms of literacies, including visual, cultural, and political. These skills are often prerequisites for students who plan to become teachers.Students will be expected to integrate extensive readings, lecture notes, studio experiences, films, interviews and other sources in writing assignments. We will consider settler colonialism as a necessary context, but not the only frame for understanding Indigenous people. Rather, we will emphasize the resiliency and persistence of Indigenous nations.		Kristina Ackley Alexander McCarty		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Plants in Motion Krishna Chowdary and Lalita Calabria biology botany mathematics natural history physics	Program	FR–SOFreshmen–Sophomore	16	16	Day			S 16Spring		How do plants move? Growing from tiny seeds to giant trees, turning to face the sun, slowly reorienting in response to gravity, and rapidly ejecting spores, plants have developed diverse mechanisms for adjusting their bodies in physical space and in response to their environments. This program will explore the fascinating intersection of physics and botany by focusing on plants in motion. We will study plants in the lab and in the field to learn how the laws of physics constrain and enable their form and function and particularly their growth and motion. Topics will include plant growth and reproduction, tropism, transport, and conversion of energy from sunlight to sugar. Labs will involve both observation and experimentation, including the study of plant anatomy, photosynthesis, and water and nutrient transport.We welcome students new to studying college level science, and will pay particular attention to developing foundational skills in quantitative and scientific reasoning. We will work to create a supportive learning community and to improve scientific literacy through interactive lectures, seminars, workshops, labs, and field trips. Regular assignments and assessments will include readings, homework sets, short papers, lab notebooks, and exams. Students will complete a quarter long group research project related to plant physics that will culminate in a popular science and/or science education demonstration at Evergreen’s Spring 2016 Science Carnival.Students who successfully complete this program will have covered the equivalent of one quarter of introductory botany/plant biology with lab and topics in algebra-based physics with lab, and will be prepared for further introductory programs with significant science content such as Introduction to Environmental Studies, Introduction to Natural Science, and Matter and Motion.		Krishna Chowdary Lalita Calabria		Freshmen FR Sophomore SO	Spring	Spring
Practice of Organic Farming David Muehleisen agriculture biology ecology Signature Required: Summer	Program	FR–SRFreshmen–Senior	16	16	Day				Su 16 Summer	Do you want to produce food for yourself, your family and others in your community? What does it take to grow food and feed yourself and others every day throughout the year? This three-quarter program (spring, summer and fall quarters) will explore the details of sustainable food production systems using the three pillars of sustainability—economic, environmental and social justice—as our lens. Our focus will be on small-scale organic production, but we will compare and contrast that system to other production systems. Our primary focus will be on the scientific underpinning of sustainable and Organic food production, critical thinking and observation skills necessary to grow food using ecologically informed methods. In addition we will explore the farm management and business skills necessary to operate a small-scale farming operation.We will be studying and working on the Evergreen Organic Farm through an entire growing season, from seed propagation to harvest and on to market. The farm includes a small-scale direct market stand and CSA as well as a variety of other demonstration areas. All students will work on the farm every week to gain practical experiential learning. This program is rigorous both physically and academically and requires a willingness to work outside in adverse weather on a schedule determined by the needs of the crops and animals raised on the farm.During spring quarter, we will focus on soil science, nutrient management, and crop botany. Additional topics will include introduction to animal husbandry, successional crop planning, season extension, and the principles and practice of composting. In summer, the main topics will be disease and pest management, which includes entomology, plant pathology and weed biology. In addition, water management; irrigation system design, maximizing market and value-added opportunities and regulatory issues will also be covered. Fall quarter's focus will be on farm and business planning, crop physiology, storage techniques, seed saving practices and cover crops.Additional topics covered throughout the program will include record keeping for organic production systems, alternative crop production systems, techniques for adding value to farm and garden products, hand tool use and maintenance, and farm equipment safety. We will also cover communication and conflict resolution skills needed to work effectively in small groups.Topics will be explored through on-farm workshops, seminar discussions, lectures and laboratory exercises, and field trips. Expect weekly reading and writing assignments, extensive collaborative group work, and a variety of hands-on projects. The final project in the fall will be a detailed farm and business plan which integrates all the topics covered in the program. Books that may be used in the program include by Theriault and Brisebois, by Huelsman, 3 ed by Magdoff and van Es, , by Damerow, by Costenbader, by The Minnesota Institute for Sustainable Agriculture. If you are a student with a disability and would like to request accommodations, please contact the faculty or the office of Access Services (Library Bldg. Rm. 2153 Program Coordinator ), PH: 360.867.6348; TTY 360.867.6834; E-mail: prior to the start of the quarter. If you require accessible transportation for field trips, please contact the faculty well in advance of the field trip dates to allow time to arrange this. Students planning to take this program who are receiving financial aid should contact financial aid early in fall quarter 2016 to develop a financial aid plan that includes summer quarter 2017.		David Muehleisen		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Practice of Organic Farming: Fall David Muehleisen and Paul Przybylowicz agriculture biology botany ecology field studies sustainability studies Signature Required: Fall	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall				Have you ever wondered what it takes to be successful at farming? The Practice of Organic Farming, formerly the Practice of Sustainable Agriculture, is a 3-quarter long program (spring, summer and fall quarters) that can help you answer this question and more. This program will explore the knowledge and skills needed to be successful in organic farming and food production systems using the underlying sciences as a framework. Due to the interdisciplinary nature of agriculture, the various topical threads (plant science, soils, horticulture, animal husbandry, organic regulations, business etc.) will be presented throughout all three quarters, and our primary focus will be on small-scale, direct market, organic production. We will emphasize the scientific underpinning and practical applications critical for growing food using ecologically informed methods, along with the management and business skills appropriate for small-scale production.We will be studying and working on the Evergreen Organic Farm through an entire growing season, from starting seed to the sale of farm products, to preparing the farm for winter. All students will work on the farm every week to gain practical experiential learning (1 day/wk. in spring, 2 days/wk. in summer and fall). This program is rigorous both physically and academically and requires a willingness to work outside in adverse weather on a schedule determined by the needs of crops and animals raised on the farm.The topics will follow the activities on the Farm throughout the growing season. During spring quarter, our primary focus will be exploring soil and plant sciences, gaining quantitative skills, and developing a working knowledge of the yearly planning documents that guide the Organic Farm. Beginning with the organic system plan and the farm crop plan, we will study the documents and recordkeeping systems needed to guide our work throughout the growing season. In summer, the main focus will be integrated pest management for insects, weeds, and diseases. Marketing, water management, irrigation system design, and regulatory issues will also be covered. Fall quarter's focus will be on farm and business planning and cover crops.The farm practicum provides students with the opportunity to integrate theory with the practice of farming. Students will learn the various elements and systems of the Farm and hands-on skills throughout the growing season. These skills and topics will include: livestock care, greenhouse management, crop establishment and management (seeding, transplanting, irrigating, weeding, harvesting, marketing), monitoring for pests/diseases, equipment maintenance/repair, and composting, Students will also learn how to market produce primarily through a student market stand on Red Square.If you are a student with a disability and would like to request accommodations, please contact the faculty or the office of Access Services (Library Bldg. Rm. 2153, PH: 360.867.6348; TTY 360.867.6834) prior to the start of the quarter. If you require accessible transportation for field trips, please contact the faculty well in advance of the field trip dates to allow time to arrange this.Students planning to take this program who are receiving financial aid should contact financial aid early in fall quarter 2014 to develop a financial aid plan that includes summer quarter 2015.		David Muehleisen Paul Przybylowicz		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Practice of Organic Farming: Spring, Summer David Muehleisen agriculture botany business and management ecology environmental studies Signature Required: Spring	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		Have you ever wondered what it takes to be successful at farming? The Practice of Organic Farming, formerly the Practice of Sustainable Agriculture, is a 3-quarter long program (spring, summer and fall quarters) that can help you answer this question and more. This program will explore the knowledge and skills needed to be successful in organic farming and food production systems using the underlying sciences as a framework. Due to the interdisciplinary nature of agriculture, the various topical threads (plant science, soils, horticulture, animal husbandry, organic regulations, business etc.) will be presented throughout all three quarters, and our primary focus will be on small-scale, direct market, organic production. We will emphasize the scientific underpinning and practical applications critical for growing food using ecologically informed methods, along with the management and business skills appropriate for small-scale production.We will be studying and working on the Evergreen Organic Farm through an entire growing season, from starting seed to the sale of farm products, to preparing the farm for winter. All students will work on the farm every week to gain practical experiential learning (1 day/wk. in spring, 2 days/wk. in summer and fall). This program is rigorous both physically and academically and requires a willingness to work outside in adverse weather on a schedule determined by the needs of crops and animals raised on the farm.The topics will follow the activities on the Farm throughout the growing season. During spring quarter, our primary focus will be exploring soil and plant sciences, gaining quantitative skills, and developing a working knowledge of the yearly planning documents that guide the Organic Farm. Beginning with the organic system plan and the farm crop plan, we will study the documents and recordkeeping systems needed to guide our work throughout the growing season. In summer, the main focus will be integrated pest management for insects, weeds, and diseases. Marketing, water management, irrigation system design, and regulatory issues will also be covered. Fall quarter's focus will be on farm and business planning and cover crops.The farm practicum provides students with the opportunity to integrate theory with the practice of farming. Students will learn the various elements and systems of the Farm and hands-on skills throughout the growing season. These skills and topics will include: livestock care, greenhouse management, crop establishment and management (seeding, transplanting, irrigating, weeding, harvesting, marketing), monitoring for pests/diseases, equipment maintenance/repair, and composting, Students will also learn how to market produce through a Community-supported agriculture (CSA), as well as a market stand.If you are a student with a disability and would like to request accommodations, please contact the faculty or the office of Access Services (Library Bldg. Rm. 2153, PH: 360.867.6348; TTY 360.867.6834) prior to the start of the quarter. If you require accessible transportation for field trips, please contact the faculty well in advance of the field trip dates to allow time to arrange this.Students planning to take this program who are receiving financial aid should contact financial aid early in fall quarter 2014 to develop a financial aid plan that includes summer quarter 2015.		David Muehleisen		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Prison Writing Elizabeth Williamson literature political science writing	Program	FR ONLYFreshmen Only	16	16	Day			S 16Spring		What kinds of writing are possible under conditions of violent coercion and control? Prison writing gives us a glimpse into the human costs of mass incarceration, as well as the enormous power of human creativity, even in the most degrading circumstances. Although prison writing is as old as prison itself, this program will focus on work produced by those incarcerated in the United States in the late 20th and early 21st centuries. Students will read authors such as Assata Shakur, Leonard Peltier, Jimmy Santiago Baca, and Mohamedou Ould Slahi. Lectures will seek to contextualize the work of these authors within the history of mass incarceration. Students will practice honing their close reading skills through reflective and creative writing exercises. Final group projects will focus on alternatives to incarceration and may include a creative component. Students will be expected to engage in thoughtful and occasionally challenging conversations about forms of power and privilege operating in the texts and on our own bodies. Qualified students may earn program credit for participation in the Gateways Academic Mentoring Program. If you are not already an AMP volunteer and would like to apply, please contact and .		Elizabeth Williamson		Freshmen FR	Spring	Spring
Projects in Literature, Philosophy, Myth and Writing Marianne Bailey cultural studies literature philosophy writing	Program	FR ONLYFreshmen Only	12, 16	12 16	Day			S 16Spring		In this program, students will conceive, plan, structure and carry through successfully a major independent learning project. We will do this step-by-step, in close collaboration between professor and individual student, and with the support of peers. At Evergreen, this mode of intellectual and creative work is a hallmark of our belief in fostering self-direction, intellectual discipline and stamina, and in pursuing academic projects about which we are passionate. It is no easy feat, however, to master the fine art of writing and proposing, let alone bringing to fruition, a top quality independent learning project. The purpose of this program is first, to coach you through the conception stage, then, to help you to choose your readings and activities and make your schedule, and finally, to guide and support you along the path to completion of the best work of which you are capable. Students will meet every week with their professor individually and as a member of a small work and critique group. We will also meet as a large, program group for presentation of methods of analysis and useful materials, and discussion. Students will report in writing and orally on their progress every week. In the final weeks of the quarter, all students will formally present their completed work to the program. Students enrolling should have a proposal of a project which they want strongly to undertake, including, at least, the kind of work you plan to do and a narrower theme or avenue within that topic, for example: writing poetry based in landscape, studying closely a favorite work of a given writer or philosopher, studying a particular kind of religious or mythic symbolism. Students are strongly encouraged to consult with Dr. Bailey by email (baileym@evergreen.edu) or at the Academic Fair as they develop the proposal. This proposal should be carefully written, typed, and ready to submit on the first day of class.		Marianne Bailey		Freshmen FR	Spring	Spring
The Reach of Federal Indian Law and Policy Arlen Speights Native American studies law and government policy	Program	FR–SRFreshmen–Senior	16	16	Day		W 16Winter			It's been said that everyday Native lives are affected by federal policy to a uniquely high degree. This one-quarter, student-centered program will survey the layers of federal, state and tribal law and policy that affect specific, student-chosen aspects of major current issues in Indigenous communities: human services, visual/performing arts, education, urban communities, health care, religious practices, literature, sports, or other potential topics.We'll study the basis of federal Indian policy in the founding constitutional framework and in major U.S. Supreme Court cases across the court's history. We'll also survey the structure of federal, state and tribal jurisdictions and how they potentially apply to our range of issues in Native life. We'll look to current theory as a set of tools with which to unpack major questions.Each student will research a specific issue in depth, sharing their research sources as well as their development of research skills in Indigenous studies. Each student will maintain a portfolio of work that speaks for their understanding of the specific effects of law and policy on their chosen topic.Program activities will include seminars, lectures, films, and student-led discussion of ongoing research.		Arlen Speights	Mon Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
The Red Pacific Kristina Ackley and Alexander McCarty Native American studies history literature visual arts	Program	FR–SOFreshmen–Sophomore	16	16	Day			S 16Spring		Our work in this program draws inspiration from Paul Gilroy's and Jace Weaver's . Gilroy and Weaver place Africans and Native people at the center of Atlantic world history. In this program, we will do similar work with Indigenous people and the Pacific world. The Pacific ocean is not only a conduit for the physical movement of people and ideas, but also serves as a highway for connections between cultures. How can we understand a sense of place that is based both on landscape and on seascape? On vessels from voyaging canoes to tall ships, cultural and intellectual life were nourished by the exchange and circulation of ideas. We will learn about the multiple histories of the Pacific world, considering in more depth the connections between the Indigenous people of the Coast Salish region, Hawai’i, Australia, and Aotearoa. In our studies of the Pacific world, we will place Indigenous people at the center of our narrative through a focus on art, literature, and history. We will examine the Red Pacific as part of a larger story of globalization and the worldwide movement of Indigenous people and their technologies, ideas, and material goods. Indigenous people sailed the sea for multiple purposes in the last five centuries: as voyagers, adventurers, slaves/captives, soldiers, artists, and public intellectuals. We will particularly work to understand the canoe as transportation, cultural artifact, and symbol of sovereignty and nation-building. Students will analyze contemporary examples of Indigenous connections such as the Tribal Canoe Journeys, the Gathering of Indigenous Artists that was held at Evergreen in 2001, and recent voyaging of the Polynesian triangle by double-hulled waka.Students will be expected to integrate extensive readings, lecture notes, films, interviews and other sources in writing assignments. Students will learn about the different ways that Native communities have employed images and objects as links to history, identity, culture, function and ceremony. Students will develop the foundations of studio art practice in Northwest Native design and relief printmaking techniques. Students will explore and research the use of relief printmaking by indigenous artists of the Pacific world and will create a conceptual body of work with an emphasis on professional editioning practices. We welcome students who do not identify as artists, but have a deep interest, and all students will work to better understand their place in relationship to the dominant arts canon. Faculty will work with students to develop different forms of literacies, including visual, cultural, and political. These skills are often prerequisites for those who wish to be involved with artistic practice or plan on teaching.		Kristina Ackley Alexander McCarty		Freshmen FR Sophomore SO	Spring	Spring
River Reciprocity Carri LeRoy and Lucia Harrison aesthetics ecology environmental studies field studies natural history visual arts	Program	FR ONLYFreshmen Only	16	16	Day	F 15 Fall				This interdisciplinary science and visual arts program is focused on rivers, streams, and watersheds and is designed for beginning students in art and ecology. Students will explore the role of art and science in helping people develop a deep and reciprocal relationship with a watershed. We will study physical stream characteristics that affect the distributions and relationships among biological organisms. We will develop observational skills in both art and science as well as keep illustrated field journals that are inspired by a connection to a specific stream.The first half of the program focuses on the Nisqually River watershed. Through readings and field studies, students will learn the history of the watershed, study concepts in stream ecology, learn to identify native plants in the watershed, and learn about current conservation efforts. We will work with local K-12 schools to conduct water quality testing, identify aquatic macroinvertebrates, and provide environmental education to elementary school students. The study of freshwater ecology will include basic water chemistry, stream flow dynamics, primary productivity, organic matter and nutrient dynamics, aquatic insect taxonomy, ecological interactions, current threats to freshwater ecosystems, and ecological restoration. The program will focus on current research in riparian zones, streams, rivers, and watersheds. Students will have opportunities to be involved in small-scale group research projects in stream ecology. An overnight field trip will be organized to provide in-depth experiences in the field and study of rivers on the Olympic Peninsula.Students will develop beginning drawing skills and practice techniques for keeping an illustrated field journal. They will work in charcoal, chalk pastel, watercolor, and colored pencil. They will explore strategies for using notes and sketches to inspire more finished artworks. Through lectures and readings, students will study artists whose work is inspired by their deep connection to a place. Each student will visit a local stream regularly and, in the second half of the quarter, will create a series of artworks or an environmental education project that gives something back to their watershed.		Carri LeRoy Lucia Harrison		Freshmen FR	Fall	Fall
Selves and Others: Representation and Performance Steven Hendricks, Susan Fiksdal, Brian Walter and Toska Olson gender and women's studies literature sociology theater writing Signature Required: Winter	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter			Creative writers, performers, and social scientists all engage with deep inquiries into what it's like to be a person and what it means to live within a society that shapes our lives.In this program, we'll examine the cultural norms that shape our notions of selfhood, the forces that compel individuals to construct their identities and their bodies in certain ways, and the means by which creative activities, including research, can disrupt those norms and the ideologies behind them. We'll do this through specific disciplinary perspectives on the idea of the individual across three disciplines: improvisational performance, sociology, and creative writing. In the fall, major readings will include sociological studies and theoretical texts and a selection of 20 -century literature emphasizing innovative approaches to character. Active research, creative writing, and essay projects will challenge students to develop their own inquiries in relation to program themes. Regular workshops in field-research methods, creative and critical writing, and improvisation will allow students to build new skills, gain confidence with different modes of learning, and explore their own rich questions across disciplines. Beginning in winter, students will develop major projects integrating what they've learned in all three disciplines, including sociological research and creative writing, culminating in the development of collaborative performance pieces in spring quarter.		Steven Hendricks Susan Fiksdal Brian Walter Toska Olson	Mon Tue Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
So You Want to be a Psychologist Carrie M. Margolin psychology	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		Students will investigate theories and practices of psychologists to enhance their understanding of counseling, social services, and the science of psychology. We will cover history and systems of psychology. Students will read original source literature from the major divisions of the field, including both classic and contemporary journal articles and books by well-known psychologists. Students will explore careers in psychology and the academic preparations necessary for these career choices. We will cover the typical activities of psychologists who work in academia, schools, counseling and clinical settings, social work agencies, and applied research settings.Among our studies will be ethical quandaries in psychology, including the ethics of human and animal experimentation. Library research skills, in particular the use of PsycInfo and Science and Social Science Citation Indexes, will be emphasized. Students will gain expertise in the technical writing style of the American Psychological Association (APA). The class format will include lectures, guest speakers, workshops, discussions, films, and an optional field trip.There's no better way to explore the range of activities and topics that psychology offers—and to learn of cutting-edge research in the field—than to attend and participate in a convention of psychology professionals and students. To that end, students have the option of attending the annual convention of the Western Psychological Association (WPA), the western regional arm of the APA. This year's convention will be held April 28-May 1, 2016, in Long Beach, California.	psychology, education and social work.	Carrie M. Margolin	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
The Social Animal Laura Citrin psychology sociology	Program	FR–SRFreshmen–Senior	16	16	Day		W 16Winter			Eliot Aronson, , 2012 In this full-time program, we will explore the fundamentals of social psychology, the field that bridges psychology and sociology, to examine how people think, feel, and behave because of the real (or imagined) presence of social others. This program starts with the premise that human beings are inherently beings informed, influenced, and constituted by the social world. Using this perspective as a launching off point, we will investigate everyday life--from the mundane to the extraordinary--as it is lived and experienced by individuals involved in an intricate web of social relationships. This social psychological view of the self explores the ways that individuals are enmeshed and embodied within the social context both in the moment and the long-term, ever constructing who we are, how we present ourselves to the world, and how we are perceived by others. Through lecture, workshop, twice-weekly seminar, film, reading, writing and research assignments, we will cover most of the fundamental topics within the field including: conformity, emotions and sentiments, persuasion and propaganda, obedience to authority, social cognition, stereotyping, prejudice, aggression, pro-social behavior, attraction and desire. We will also learn about and practice social psychological research methods, including systematic observation, online survey, experiment, and interview. A final project will be to conduct research on a social psychological phenomenon of students’ own interest, and to use one’s research findings to create a segment for a podcast in a style similar to NPR’s “This American Life."		Laura Citrin	Tue Wed Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
The Social Gaze: Representation and Resistance Steven Hendricks, Brian Walter and Toska Olson gender and women's studies literature media studies sociology theater writing	Program	FR–SOFreshmen–Sophomore	16	16	Day			S 16Spring		In the film , Roddy Piper puts on a pair of sunglasses that reveal the subliminal messages in all art and advertising and the secret alien invasion behind it all. It's true: having a critical eye can take the joy out of mindless consumption. In this program, you'll develop your critical edge, by means of critical sociological studies of film, literary studies and creative writing as influenced by semiotics, and performance workshops that challenge you to activate your imagination in new ways—not least of all your capacity for spontaneity and collaborative storytelling. Such work will train you to see how filmic images, stories of all kinds, and social systems are assembled in ways that generate meaning and guide our thinking.Whole-program work will include three separate weeks dedicated to watching and discussing films—our own "film festivals." A critical approach to these films will be central to our shared examination and integration of program concepts and themes. Through discussion and writing about these films, you'll learn to deconstruct media messages about American culture with a special focus on gender, sexuality, race, and class. In addition, we will consider the potential for film and other creative activities to promote empowerment and social change.As a complement to our sociological study of film, students will join one of two focus areas (with limited space in each): improv performance or creative writing.In addition, everyone will participate in workshops in writing, improv, and sociology with the goal of collaborating with peers across focus areas in developing integrative projects that explore program themes of social identity, performance, social systems, dramaturgy, creative process, narrative form, representation, liberation, and empowerment.		Steven Hendricks Brian Walter Toska Olson	Tue Wed Thu Fri	Freshmen FR Sophomore SO	Spring	Spring
Speculative Everything: New Experimental Forms in Catastrophic Times Miranda Mellis and Alejandro de Acosta aesthetics cultural studies literature philosophy queer studies writing	Program	FR–SRFreshmen–Senior	16	16	Day		W 16Winter			This interdisciplinary humanities program engages concepts and new fields of inquiry that emerge at the crossroads of philosophy, anthropology, queer studies, postcolonial studies, and literature. We invite participants to be curious about ideas that are shaped directly as a consequence of crossing disciplinary borders. To speculate is to contemplate, to wager, and to wonder. To begin speculating on everything we’ll think through the figure of inconstancy (frequent and irregular change), as it has been applied to some humans, all humans, and nature or cosmos generally. We’ll use diffraction as a method, aiming to cross and combine disciplines and discourses with courage and care. We’ll study tendencies, dispositions, manifestations and conceptual infrastructures in philosophical discourses and literary texts that turn towards the catastrophic (a downturn, a sudden ending, a radical change), positing new forms (of writing, being, and thinking) that, among other things, aim to decenter the human and posit non-anthropocentric perception.Our index will include readings in Queer Ecology, New Materialism, experimental and anti-colonial literature, and early Soviet utopian scientific, philosophical, and architectural projects. Writing practices will entail a focus on the essay as a capacious, multifarious literary form and will include occasional creative writing experiments. We will cultivate the art of the seminar as critical inquiry, and care will be taken to support participants in developing and deepening reading and writing skills. We will participate in a multi-program, bi-weekly lecture series looking at the anthropocene and climate change from multiple disciplinary perspectives. Readings to include works by Oswald de Andrade, Alexander Bogdanov, Giordano Bruno, Eduardo Viveiros de Castro, Allison Cobb, Claire Colebrook, Michelle Detorie, Thalia Field, Donna Haraway, Robert Kocik, Quentin Meillasoux, Montaigne, Timothy Morton, Lorine Niedecker, Andrey Platonov, Leslie Scalapino, McKenzie Wark, and others.		Miranda Mellis Alejandro de Acosta	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Stories and Histories: El cuento latinoamericano Catalina Ocampo cultural studies international studies language studies literature writing Signature Required: Spring	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		The word “historia” in Spanish means both “story” and “history”: its dual meaning embodies the deeply intertwined relationship between historical events and forms of storytelling in Latin America. While historical forces have shaped how and which stories are told, stories have also changed the way we understand historical events in the region, and often shaped those events as well. In this program, we will explore the complex interrelationship between history and storytelling in greater Latin@ America through the lens of short stories by Latin American and Latin@ writers. We will explore questions such as: How have stories represented, shaped, and intervened in Latin American history? How does history, in turn, shape and affect the way that stories are told in Latin America? What stories are given voice? What stories are silenced? How are different stories told by various communities in Latin America?In order to strengthen students’ linguistic skills and provide greater access to materials from Latin America, all program activities will be conducted entirely in Spanish. Our readings will focus on stories by twentieth- and twenty-first-century authors like Jorge Luis Borges, José María Arguedas, Luisa Valenzuela, Julio Cortázar, Elena Garro, Ana Castillo, and Daniel Alarcón, among many others. While reading these stories, we will analyze the way they represent historical events like the Spanish conquest of the Americas and indigenous resistance, the Mexican Revolution, the Cuban Revolution, dictatorships in the Southern Cone, and Latin@ migration to the United States. We will also explore how these stories reflect on the act of storytelling and the ways in which is carried out, both through writing and through other media like the oral tradition, music, and digital forms. In addition, students will also participate in various forms of storytelling and engage in community work with Latin@ youth from the greater Puget Sound region. Our community work will provide opportunities to exchange stories and engage youth in crafting and telling their own story.The primary learning goals of the program include: strengthening Spanish-language skills in intermediate to advanced speaking, reading, and writing, furthering an understanding of cultural production in Latin America and its interrelationship with historical contexts; and developing skills in literary and artistic interpretation, critical thinking, analytical and creative writing, community-based learning, and cross-cultural communication. Program activities will include lectures, seminar, writing workshops, a weekly focus on grammatical forms, and screening of films or other media; assignments will include grammatical exercises, class presentations, creative writing exercises, analytical papers, and reflections on community work. The program’s objective is to strengthen your Spanish-language skills through immersion in the various modes of storytelling in Latin America and their relationship with historical contexts.		Catalina Ocampo	Tue Tue Wed Fri Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Student-Originated Studies (SOS): Agriculture and Food Systems David Muehleisen agriculture biology botany ecology zoology Signature Required: Winter	SOS	FR–SRFreshmen–Senior	16	16	Day		W 16Winter			Interested in learning more about agriculture and/or food? Got an individual agriculture/food related project that you’d like to complete? This Student-Originated Studies (SOS) will support students pursuing individual work in agricultural and food related topics. Topics may include on-farm internships and/or research projects. Twelve credits of this SOS will focus on individualized learning goals.The remaining four credits will be earned through common work and a required weekly group meeting to help form a peer support group for your ILC. This program is ideal for self-motivated students with an interest in agriculture and/or food systems.Students will hold in-program internships or research projects that will be 25-30 hours per week in scope. All students will come together as a class once a week to discuss each students progress on fulfilling their designated contract learning objectives. The common work will potentially include a group meeting one day a week, maintenance of a detailed field journal to capture research, field and on-farm learning, weekly readings and seminar, group discussion papers, and a final paper and presentation. In the required weekly group meetings, students will explore timely issues relevant to small scale, local, and direct market farming, and food related topics. These issues may include, but are not limited to, appropriate scale technology, nutrient cycling, water use and law, food production regulations, finances, farm and crop planning and farm business planning, sustainable production practices and other relevant issues decided upon by the group. Students’ individual projects/internships will provide the foundation for exploring relevant farming topics and give a richer and broader basis for discussion.		David Muehleisen		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Studio Projects: Material Gestures in a Shared Space Shaw Osha (Flores) and Evan Blackwell aesthetics art history cultural studies visual arts Signature Required: Spring	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter	S 16Spring		This is an entry-level visual arts program emphasizing 2- and 3-D studio practices, art history, visual literacy, artistic research, and writing. We will delve intensively into the development of studio skills in design, ceramics, sculpture, mixed media, life drawing and painting, and monotype printmaking, while exploring how these material gestures express content. As a working group, students will engage in an art practice that explores what it means to be in conversation with art history and the sociopolitical world, drawing encouragement and influence from a greater community of artists, philosophers, writers, and social critics.The program is designed to support students interested in the visual arts, as well as those who are curious about visual literacy and want to experience using materials as an approach to inquiry and expression. No prior art experience is necessary, but enthusiasm, curiosity, and a strong work ethic are required. Students should be prepared to dedicate at least 40 hours per week to studio work and rigorous reading and writing on topics related to the concepts of 20th- and 21st-century art history and critical theory. Students will be exposed to an interdivisional approach to visual arts that includes both art and humanities work: studio work; art history; visual/cultural studies, including literature, philosophy, and history; and a significant writing component.Fall and winter quarters will provide students with basic studio experience with several material approaches and will offer design and drawing workshops. Students will work in either 2-D or 3-D fall quarter, switching to the other medium in winter. There will be visits to regional museums and we will attend the Art Lecture Series. In the spring, students will have the opportunity to apply their learning to individual projects, utilizing knowledge and skills gained over fall and winter. There will also be an opportunity to go to New York City for three weeks to attend the Whitney Biennial, visit artists' studios, attend talks, and draw from observation at the Metropolitan Museum of Art. By the end of this program, students will understand how one engages with an art community to share support and inspiration, and how the artist’s work expands beyond that community and connects to critical issues. Students will begin to imagine how to situate their own projects in terms of the world around them.		Shaw Osha (Flores) Evan Blackwell		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Sustainable Work and Workplaces Robert Knapp and Helena Meyer-Knapp architecture business and management environmental studies sustainability studies	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		This program will bring together students with a variety of talents and backgrounds—visual, design-based, technical, psychological, organizational—in ways that develop their skills and enrich their understanding of how to use them effectively in real-world situations. Issues of management, energy, sensory perception, ecology, and politics all weave together to make the fabric of work and workplaces, and we will attend to all these strands. The program will be genuinely all-level, and will share some activities with the graduate elective, Brave New Workplace. The topic calls on personal experience, societal patterns, and physical arrangements in ways that are rarely studied at any level. The concepts and methods will require good thinking but not extensive previous background. All students will find challenge; they will also find that their previous work experience and future work intentions are relevant raw material to our inquiry. Between studio time and required research and readings, students should expect to spend a full 40 hours per week on program work, in or out of class.We will have a class schedule of a steady kind. There will be meetings on campus for a mixture of seminars, design labs, lectures, films and workshops. The studio will be open for student access outside class times, throughout the entire quarter.		Robert Knapp Helena Meyer-Knapp		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Territorial Expansion: America West and Russia East Thomas Rainey and Geoffrey Cunningham geography history natural history	Program	FR–SRFreshmen–Senior	16	16	Day		W 16Winter			This program will simultaneously examine the expansion of two empires into remote regions, regions that over time became integral components of the United States and Russia. European Americans expanded into the western territories of North America not long after European Russians expanded into the eastern territories of North Asia. Washington State today is as much a part of the United States as Siberia is a part of Russia. These are recent historical events, however, for indigenous non-European peoples have lived in Siberia and North America at least twenty times longer than have the now dominant Europeans. We will therefore investigate the historical, environmental and geographical conditions that led to the territorial and political expansion by Europeans into these “new” lands. We will explore how European methods of land acquisition redefined territory by using mathematical constructs to create new and clearly defined political spaces, some of which (like Alaska) Russia sold to the United States. Because territorial expansion into what became the western United States and eastern Russia also played a significant role in nation-building and national self-perception, students will also examine differing concepts of nations and nationalism.The program will include lectures, book seminars, field trips, and film analyses. Students will have the opportunity to earn credit in the following fields: history, environmental history, geography, writing, and film analysis.		Thomas Rainey Geoffrey Cunningham	Mon Mon Wed Fri Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Terroir: Chocolate, Oysters, and Other Place-Flavored Foods Sarah Williams, Steven Scheuerell and Abir Biswas agriculture anthropology environmental studies field studies gender and women's studies geology sustainability studies	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter	S 16Spring		If you crunch on a carrot, savor a cacao nib, or sip a coffee while learning about with a geologist, a permaculturalist, and a cultural theorist, what will you taste? Often associated with wine, is a French word that distinguishes a food that is what it because of a taste of the place from which it comes. There are complex cultural traditions alongside the scientific factors we will explore for describing the effects of climate, soil, environment, and agricultural practices on our perception of flavor. We'll also explore the combined effects of smell and taste and their expression in terroir in relation to scientific and consumer objectivity. Throughout the year, we will focus on case studies of specific foods to explore terroir from a variety of methodologies and disciplinary perspectives via faculty lectures, readings, seminar, writing, field trips, films, community-based service learning, independent field studies, and an alumni lecture series. Fall quarter, we’ll focus on the terroir of coffee, chocolate, and wine. We’ll begin with chocolate and tea conferences during the Week 1 weekend, followed up by a 4 day program retreat (Week 4) to Washington-Oregon wine growing country to gain an understanding of the influences of climate, topography, soils, and bedrock on viticulture in the PNW. Faculty members will provide an introduction to their disciplines in relation to terroir's expression in coffee, chocolate, and wine through a combination of lectures and tastings (grapes in the case of wine). Students will study physical geology, focusing on the broader plate tectonics and volcanic processes. Likewise, students will investigate permaculture design and will study how the landscape properties of a particular place can be modified and combined to create a unique entity. Students will also explore how terroir is a relation of reciprocity between subject and object using poststructuralist theory infused with gender and colonial critique as well as ethnographic strategies. We will engage the complexity of terroir as perception history, place soil, molecules marketing. Winter quarter, we’ll focus on oysters, chocolate, and tea. Students will have the opportunity to travel through Oregon and California on a field trip to study geological and climatological influences on agriculture and food flavors, with the option to attend the EcoFarm conference. Over the quarter, students will study soil development processes and the effects of climate change on the terroir of place-flavored foods, including the effects of changes in ocean chemistry on the terroir of oysters.Spring quarter will begin with the study of terroir's expression in honey, chocolate, and potatoes. Students will gain hands-on horticultural/gardening training at Demeter’s Garden on Evergreen’s farm to facilitate student engagement in agricultural and permaculture fieldwork. During the latter half of the quarter, everyone will complete an independent or small-group, multiweek research project, community-based service-learning experience, or field study, and will share their learning progress via a structured online program forum.		Sarah Williams Steven Scheuerell Abir Biswas	Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Therapy Through the Arts (daytime) Tacoma Gilda Sheppard and Carl Waluconis aesthetics art history communication consciousness studies cultural studies education media arts media studies music psychology sociology theater visual arts writing	Program	FR–SRFreshmen–Senior	8, 16	08 16	Day and Evening				Su 16 Summer	This program will explore the role that movement, visual art, theater, music, and media can play in problem solving and in the resolution of internalized fear, conflicts, or blocks. Through a variety of hands-on activities, field trips, readings, films/video, and guest speakers, students will discover sources of imagery, sound, and movement as tools to awaken their creative problem solving from two perspectives—as creator and viewer. Students interested in human services, social sciences, media, humanities and education will find this course engaging. This course does not require any prerequisite art classes or training. Students may attend either day or evening sessions; first, second or full sessions for 8 or 16 credits accordingly.		Gilda Sheppard Carl Waluconis	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Therapy Through the Arts (evening) Tacoma Gilda Sheppard and Carl Waluconis aesthetics art history communication consciousness studies cultural studies education media arts media studies music psychology sociology theater visual arts writing	Program	FR–SRFreshmen–Senior	8, 16	08 16	Day and Evening				Su 16 Summer	This program will explore the role that movement, visual art, theater, music, and media can play in problem solving and in the resolution of internalized fear, conflicts, or blocks. Through a variety of hands-on activities, field trips, readings, films/video, and guest speakers, students will discover sources of imagery, sound, and movement as tools to awaken their creative problem solving from two perspectives—as creator and viewer. Students interested in human services, social sciences, media, humanities and education will find this course engaging. This course does not require any prerequisite art classes or training. Students may attend either day or evening sessions; first, second or full sessions for 8 or 16 credits accordingly.		Gilda Sheppard Carl Waluconis	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Time Past: Earth Processes and Human History Kenneth Tabbutt and Ulrike Krotscheck anthropology cultural studies environmental studies geology history Signature Required: Winter	Program	FR ONLYFreshmen Only	16	16	Day	F 15 Fall	W 16Winter			Our understanding of the ancient past is based on physical evidence that has survived the destruction of time. Archaeologists and geologists strive to reconstruct the past with an incomplete record of artifacts and evidence from the rock record. Theories are developed, refined, or discarded as new evidence comes to light or analytical tools enable new information to be gleaned. Reinterpretation is an ongoing process and paradigm shifts are common. This program will introduce students to the fundamentals of archaeology and geology, focusing on the deductive process that these disciplines employ and the interpretation of the evidence of past events. Students will learn and apply Geographic Information Systems (GIS) and explore current theories in geology and archaeology. Geologic processes, in particular catastrophic events, have allowed the preservation of artifacts from past cultures, and past cultures have, in some cases, had a profound impact on the earth. Time will be a critical dimension in this program: hundreds, thousands, millions, and even billions of years before the present.During fall quarter, students will learn the fundamentals of physical geology. In addition, students will learn the methods and practice of archaeology, with a particular focus on the history of the Pacific Northwest region. Data collection and analysis using quantitative methods will be integrated with the theory and Excel will be used as a tool for analyzing and displaying data. Field trips will provide an opportunity to observe geologic features and artifacts. A multi-day field trip around the Olympic Peninsula will take place early in the quarter. Students will be expected to critically analyze texts and academic trajectory and discuss them in seminar.During winter quarter, the focus will turn to environmental geology, in particular geologic hazards such as earthquakes, volcanism, tsunamis, and debris flows. These geologic processes are only considered hazards when they impact human health, transportation, and property. The focus will be on those events that were catastrophic to past civilizations. In this quarter, the archaeological component will expand globally and include examples from the Mediterranean to the South Pacific. Students will learn to use GIS to display and assess geologic hazard data.		Kenneth Tabbutt Ulrike Krotscheck		Freshmen FR	Fall	Fall Winter
U.S. Foreign Policy and the Roots of Terrorism Steven Niva history international studies political science	Program	FR ONLYFreshmen Only	16	16	Day			S 16Spring		This program will critically examine debates over the nature and causes of terrorism and violence directed against the United States from the Middle East, and the contending policy options concerning how best to respond to it. The program will focus primarily on debates in the U.S. since the attacks of 9/11 by exploring different theories of terrorism, political violence, and counterterrorism offered by various scholars and theorists. The program will examine the history of U.S. foreign policy in the Middle East, the rise of Al-Qaida and Jihadist terrorism, and the responses by the U.S. to these developments in the 21st century.To meet the learning goals of this program, students will have to obtain a thorough knowledge of current events; develop a thorough understanding of the history of U.S. foreign policy in the Middle East; learn how to assess and compare competing theories of terrorism and counterterrorism strategies; understand the diversity of political, cultural, and religious beliefs within the Middle East; engage in critical thinking; and develop informed opinions regarding all of these topics. The program will be organized around a series of texts, exercises, and assignments, including in-class presentations, role-plays, and several analytical papers. We will watch films and documentaries to supplement our learning.	politics and public policy, international politics, and Middle East studies.	Steven Niva		Freshmen FR	Spring	Spring
Visualizing Climate Change Anne de Marcken (Forbes) and Peter Impara environmental studies field studies geography media arts natural history visual arts writing	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		The shapes of coastlines and glaciers, the migratory paths and distribution of species, the length and character of the seasons…climate change is visible in large and subtle shifts, but still it is hard to grasp and hard to communicate. We will spend spring quarter learning to see, interpret and represent our changing world using computer mapping, spatial analysis and presentation, visual storytelling, web development, creative nonfiction, and crowd-sourced narrative. Students will develop critical, creative, scientific and technical skills as they research, analyze and interpret ecological change through readings and seminars, in writing and computer workshops, and by using the landscape itself as a classroom.This program will emphasize creativity and hands-on learning. Students will spend extended time in the field conducting structured observations, practicing site and landscape analysis and collecting the data and images they will use to shape representations of climate change. There will be two all-program, multi-day field trips: one to study the shrinking glaciers of Mt. Rainier and the other to the Olympic Peninsula coast where sea level rise and warming, increased storm action, and acidification are having dramatic effects on the coastal ecosystem. In both places we will consider the geological, ecological, cultural and economic implications of climate change.These two extended all-program field studies will provide opportunities to practice skills and expand ideas gained in workshop and seminar settings and which will inform ongoing independent work leading to a cumulative web-based project employing maps and images to tell the story of climate change.		Anne de Marcken (Forbes) Peter Impara		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Visualizing Microbial Seascapes: An Introduction to Animation and Marine Biology Ruth Hayes and Gerardo Chin-Leo biology environmental studies marine science media arts visual arts Signature Required: Winter	Program	FR–SOFreshmen–Sophomore	16	16	Day	F 15 Fall	W 16Winter			This program will examine marine environments and life from the perspectives of science and the visual and media arts, emphasizing animation. Marine life constitutes a majority of the biomass and diversity of life, and marine microorganisms play major, complex roles in global ecological processes. We will focus on these relationships and how human activity affects them. In the past century, humans have severely impacted Earth’s ecosystems, degrading habitats and over-exploiting natural resources. Some scientists have termed this period of human influence the Anthropocene. We will explore ways that science and art can increase understanding of natural phenomena and human impacts on them, contributing effectively to solving environmental problems. We will learn how artists and marine scientists use close observation, analysis, and integrative thinking to communicate important concepts and values. We will experiment with ways to represent the movements, behaviors, and functions of microorganisms, as well as the larger structures of marine environments. Artists routinely base their works on scientific findings; students will practice such research-based creative strategies to respond to and represent marine phenomena in their drawings and animation.Students will explore how marine sciences and visual arts inform each other. Lectures will present concepts and terms unique to each discipline and include creative works about and inspired by the natural world. Labs, workshops, and field trips will offer experience in marine environments and conceptual and technical skills with which to represent them in drawing and animation. Through readings, writing assignments, and seminar discussions, students will learn how scientists and artists can contribute to understanding complex natural phenomena, raising awareness of and mitigating environmental problems. Students will integrate their learning in polished thematic creative works.In fall quarter, we examine ecosystems such as estuaries, intertidal zones, and the deep sea, taking an ecological perspective and emphasizing the role of microorganisms in these habitats. Students will learn drawing and animation skills as they explore how to represent microorganisms and their activities in small- and large-scale environments. In winter, we shift focus to the diversity of marine life and how organisms have adapted to environmental changes. Students will pursue more ambitious approaches to creative representations of marine life, environments, and the challenges they face. A multi-day field trip to the Friday Harbor Marine Labs will provide hands-on experience and inspiration for students' creative projects. Both quarters, we will join with other programs in common activities focused on issues related to the Anthropocene.		Ruth Hayes Gerardo Chin-Leo		Freshmen FR Sophomore SO	Fall	Fall Winter
Visualizing Microbial Seascapes: An Introduction to Animation and Marine Biology Gerardo Chin-Leo and Ruth Hayes biology marine science media arts visual arts writing	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		In order to provide another entry point for students at all levels interested in animation and marine biology, Visualizing Microbial Seascapes (VMS) will explore the same themes as the fall/winter program did. This is a continuation of the fall/winter VMS program. This program examines marine environments and life from the perspectives of science and the visual and media arts, emphasizing animation. Marine life constitutes a majority of the biomass and diversity of life, and marine microorganisms play major, complex roles in global ecological processes. We will focus on these relationships and how human activity affects them. In the past century, humans have severely impacted Earth’s ecosystems, degrading habitats and over-exploiting natural resources. Some have termed this period of human influence the Anthropocene. We will explore ways that science and art can increase understanding of natural phenomena and human impacts on them, contributing effectively to solving environmental problems. We will learn how artists and marine scientists use close observation, analysis, and integrative thinking to communicate important concepts and values. We will experiment with ways to represent the movements, behaviors, and functions of microorganisms, as well as marine environments' larger structures. Artists routinely find inspiration in scientific findings; students will practice such research-based creative strategies to respond to and represent marine phenomena in drawing and animation.Lectures will present concepts and terms unique to animation and marine biology and include creative works about and inspired by the natural world. Labs, workshops, and field trips will offer experience in marine environments and conceptual and technical skills with which to represent them visually. Through readings, writing assignments and seminar discussions, students will learn how scientists and artists can contribute to understanding complex natural phenomena, raising awareness of and mitigating environmental problems. Students will integrate their learning in polished thematic creative works.		Gerardo Chin-Leo Ruth Hayes		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Walking to Santiago de Compostela Bill Arney and David Phillips consciousness studies history philosophy sociology study abroad	Program	FR–SRFreshmen–Senior	16	16	Day		W 16Winter	S 16Spring		, “The Way,” is a collection of traditional pilgrimage routes that end in Santiago de Compostela, Spain. A monk said, “The only thing all pilgrims have in common is an interior necessity— ” As we study paths to Santiago, you will learn not just the . It may teach you why you had to go, about yourself, or how you want to live. This walk is a “focal activity” that makes demands and requires discipline, helps you sense relationships even when walking alone, reassures you about unknown capabilities, and, as one writer put it, gives you a “glimpse of life-giving possibilities.” In winter, we will study, first, the political history and the art of walking, especially the connection between walking and writing. Then we will take up the historical, religious, political, and cultural background of the and its place in contemporary Spain. Pilgrims’ accounts provide many takes on why people go to Santiago, what is required—physically, mentally, and financially—for walking routes that vary from 100 kilometers to more than 1,600 kilometers, what “pilgrimage” might mean in our time, and the kinds of meanings people make of their experiences after they return. Readings will range from the mystical realm to first aid for blisters, from spirit care to foot care, and everything in between. This portion of the program will involve significant lecture time, guest presentations, seminars and writing. And we will—all together, in small groups, and alone—take some walks. A substantial independent study project will give each student a personal entrée and continuing connection to “The Way.” Projects will be designed to continue during the students’ walks in the spring. Conversational Spanish, integrated within the program, will further students' preparations. In spring, everyone will be prepared to get to his or her starting point during the first week and begin his or her Way. Students will continue their independent studies and will provide volunteer service at two pilgrims’ shelters or other service organizations along the way. Most of week seven or eight will be spent together in Santiago, reflecting thoughtfully, carefully, playfully and, most important, together on our walks. Then we will probably walk the , the old pagan route toward the setting sun, the (the "Coast of Death") and “the end of the world.” Some may decide that it is important to follow the route from north to Muxía and back to Santiago. For a comprehensive program description and supplementary material on the , visit If you are a student with a disability and would like to request accommodations, please contact the faculty or the office of Access Services (Library Bldg. Rm. 2153, PH: 360.867.6348; TTY 360.867.6834) prior to the start of the program.		Bill Arney David Phillips		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Where Are You? Introduction to Geography and Geographical Awareness Martha Henderson geography	Program	FR–SRFreshmen–Senior	12, 16	12 16	Day			S 16Spring		Ever wonder why sixth grade geography was so boring? Memorizing place names and locations is NOT geography! Join this program and learn a new way of being in the world. This program will provide an overview of geography as an academic discipline and a knowledge base that defines the uniqueness of places, regions, environmental conditions, and spatial abilities. Using a traditional geography textbook, we will cover the four main areas of geography: physical or Earth sciences; regions of the world; patterns of social organization, and basic methods of data collection and mapping techniques. We will also read a set of texts that inform the creation of landscapes of meaning, environmental awareness, and resource management in the United States. Class meeting times will be used for introductory lecture materials, seminar on texts, and field trips. The online component will include a set of assignments and inquiry based learning.		Martha Henderson		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Writer's Paradise Nancy Parkes literature writing	Program	FR–SRFreshmen–Senior	8, 16	08 16	Evening and Weekend				Su 16 Summer	Fiction! Essays! Non-fiction! Creative non-fiction! Academic writing! Journalism! Poetry! Dive into any of these genres in . This craft-intensive program offers weekly peer-critique groups, copious feedback from faculty, seminars on fiction and creative non-fiction, workshops to sharpen skills and generate ideas, and one-on-one and online critique. Deepen your engagement with your own writing, build critical reading skills, and refine your editorial eyes and ears. We’ll study stories, essays, a novel, and poems that allow us to study writing strategies. Students will be introduced to close, critical reading practices, and, in short, learn to read like writers. Students may enroll for 8 credits either first or second session, or for the full 16-credit session.In addition to intensive writing and study of the craft, you’ll engage in writing-related activities that explore the creative process and the written word, including weekend day retreats to delve deep into your writing process in the peace and tranquility of Evergreen's Organic Farm. is designed to help beginning and accomplished writers to develop skills that they can use artistically, academically, and professionally. Regular weeknight sessions will include lectures, workshops, seminar, and guided critique group opportunities. Classroom work emphasizes the critique process, fine tuning, generating work, close reading, and practices of literary study. Readings will include selection on the craft writing along with examples of brilliant prose, essays, and poetry by diverse contemporary authors.The program schedule is designed for students with jobs and those who wants to work intensively on writing. The schedule is summer-friendly. Students may enroll for the full 10-week quarter or for either of the 5-week sessions. Students can expect to have significant time with faculty, as well as opportunities to work independently and with strong peer support.A unique aspect of the program is strategically-timed weekend retreats. We'll have two full-weekend retreats per session during which we'll meet all day Saturday and Sunday for workshops, walks, sharing work, and discussion. We will also use these times for guest speakers and workshops.Some students will choose to engage in a series of local and regional hikes along with sensory exercises to expand the creative process. These techniques will enable you to engage in and maintain a creative space regardless of what your future holds.Other students will develop varied writing-related group activities to fortify their writing experiences with support from the faculty.*This program may help future Master in Teaching Students to fulfill the 12-credits in expository and other writing. The program may also help current MIT students to meet English Language Arts endorsements. Please contact faculty ( ) to further discuss this, or see us at academic fair for summer.		Nancy Parkes	Mon Wed Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Writing the New Journalism - Creative Nonfiction Thomas Foote communication field studies literature writing	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter			Writers have come to realize that the genre of nonfiction writing can be as colorful and gripping as any piece of fiction. The difference is that nonfiction writers are not burdened with inventing characters, dialogue, plot and description because everything they write about actually happened. Creative nonfiction writers assemble the facts and events and array them artistically and stylistically, using the descriptive techniques of the fiction writer. They immerse themselves in a venue, set about gathering their facts while demonstrating scrupulous accuracy, and then write an account of what happened in their own voice. The Greyhound Bus Company advertised, “getting there is half the fun.” In the genre of creative nonfiction, because the reader already knows how the piece ends before it begins. Students will become proficient with the form through intensive fieldwork, research and writing. We will begin by studying field research methodology in preparation for observational studies in the field designed to teach the difference between looking and truly seeing. Students can’t write and describe something they can’t see clearly. Betty Edwards in writes, “drawing is not really very difficult. Seeing is the problem, or, to be more specific, shifting to a particular way of seeing.” Edwards teaches that if you could it, you could draw it. Students in this program will do a lot of looking with the goal of eventually seeing what they’re looking at. Like documentary filmmakers, we will pay particular attention to visual metaphor. Students will conduct field research to learn to pay attention to detail, read and discuss representative examples of the form, and meet weekly in regularly scheduled writing workshop. Following a period of redrafting and corrections, students will present their final piece to the group in the last week of fall quarter. They will submit this polished piece for publication in a magazine or journal. We will read and discuss creative nonfiction pieces written by noted authors. A partial book list includes by John Krakauer, by Sebastian Junger, by John Berendt, and by Barbara Myerhoff. Other readings will be added. In winter quarter, we will continue our study of creative nonfiction and sharpen our sensitivity to literary techniques through reading and discussing representative pieces by noted authors such as Susan Orlean and Mitch Albom. Students will spend much of their time working on their individual major nonfiction narrative. This form allows the use of first-person narration, demands careful attention to detail, and requires the writer to be immersed in a subject area over an extended period of time. Students will immerse themselves in a venue of their choice, subject to approval by the faculty, which will provide the subject matter for their narrative. We will also use the ethnographic field research techniques of analysis and interpretation to add depth to the narrative. Following a period of redrafting and corrections, students will polish the final piece and send it out for publication.	creative writing, creative nonfiction, the humanities, and journalism.	Thomas Foote		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter