2015–16 Undergraduate Index A–Z

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Title	Offering	Standing	Credits	Credits	When	F	W	S	Su	Description	Preparatory	Faculty	Days	Multiple Standings	Start Quarters	Open Quarters
The 1960s @ 33⅓ Chico Herbison American studies music writing	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session I Summer	This course will explore U.S. popular culture of the 1960s through five of the decade’s seminal albums: The Beach Boys’ , James Brown’s , Bob Dylan’s , Jimi Hendrix’s , and . Our texts will include each album’s counterpart from the book series. The final project will be a similar close reading of another 1960s album. Students interested in expanding their final projects into a major piece of music writing—à la the series—can develop Individual Learning Contracts for additional credit during second session.		Chico Herbison	Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
21st Century Photography Steve Davis media arts visual arts	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session II Summer	This class is an introduction to photographic expression using contemporary photographic techniques, and will explore the usage of photography through social media, archival inkjet printing, multimedia, and on-demand print publishing. Students will learn to use prosumer and professional grade full-frame and medium format cameras. You will learn to edit and manage collections with Adobe Lightroom and Photoshop, and work in Photoland’s photography studios. You will have full access to the Digital Imaging Studio and to our darkroom facilities. Digital cameras are available through Media Loan. Class requirements include scheduled assignments, research, and a final project consisting of new, photographically-derived, digital work—selections of which will be printed in book form, and made available to you.		Steve Davis	Mon Tue Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
A Brief Survey of Western Art: From Cave Paintings to Urinals Amjad Faur aesthetics art history cultural studies history visual arts	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session II Summer	This program is designed to introduce students to the historical trajectory of Western art through its turbulent succession of movements and practices. We will explore the early development of representational images and how ancient civilizations came to lay the groundwork for almost 2,000 years of European art. The program will look closely at the broader implications of how developments in visual representation and stylistic forms were almost always tied to social, political, religious, and sexual / gendered battles happening on the ground. The program will examine the sociopolitical implications of form and content in bodily and spatial representation in painting, sculpture, and photography. From Giotto's reintroduction of Greek Classicism and Humanism into 14th century religious painting to Neoclassicism's usurping of Rococo as a visual analogy of The Reign of Terror, and the total reorganization of artistic thought and practice brought about by Dadaism and photography, students will consistently seek to identify and contextualize the underlying factors of Western art's formal transformations. We will explore the disintegration of mimetic representation in the 19th and 20th centuries and the rise of abstraction, Modernism and Postmodernism. Students will be expected to write close, critical analysis of artists and movements covered in the program. Students will write a final paper investigating the critical responses to a post-19th century artist and explore the ramifications of that artist and the public/critical responses to their work.		Amjad Faur	Mon Tue Tue Wed Thu Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
Abnormal Psychology Susan Cummings psychology	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		This course is designed to help students examine abnormal and normal behavior and experience along several dimensions. These dimensions include the historical and cultural influences in Western psychology, current views on abnormality and psychological health, cultural differences in the approach and treatment of psychopathology, and the role of healthy habitat in healthy mind. Traditional classification of psychopathology will be studied, including theories around etiology and treatment strategies. Non-traditional approaches will be examined including the role of eco-psychology in abnormal psychology. This course is a core course, required for pursuit of graduate studies in psychology.		Susan Cummings	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Academic Writing at Evergreen Emily Lardner writing	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				This writing intensive course has two purposes. The first is to help students develop as academic writers, to engage in writing as intellectual work. We will work on developing "rhetorical reading" skills--noticing not only what something is about, but also how it is put together. Building on common readings, students will write and revise several academic essays. Students with more academic experience will have the option of writing essays in areas related to their academic concentrations. A key element for all students will be engaging in productive revision processes. We will also explore academic writing at Evergreen--in particular, the purpose and practice of Evergreen's Academic Statement. This course can serve as an introduction to academic writing; for more advanced students, it offers the opportunity to develop a stronger practice of revision.		Emily Lardner	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Acting Workshop Mark Harrison theater	Program	FR–SRFreshmen–Senior	8	08	Weekend				Su 16 Session I Summer	In this class, students will develop or improve upon fundamental acting skills, including how to play strong and dynamic action and how to live truthfully in imaginary circumstances. They will learn effective vocabulary and rehearsal techniques, text analysis (ranging from Shakespeare to modern playwrights), and methods for breaking down a scene into units of action. They will work on making the best use of their voice and physical skills in creating a character. Students will choose, rehearse and present a monologue for auditioning and a two- or three-character scene. In addition to five Saturdays, there will be regular rehearsals outside of class and an online component that includes readings, plays and acting texts, as well as critical writing and screening of films and documentaries. Wear comfortable clothes for movement and prepare to explore “play” in every sense of the word.		Mark Harrison	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
Adolescent Literature Terry Ford education literature	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Summer			Terry Ford	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Advanced Foundations for Successful and Sustainable Business Zoe Van Schyndel and Glenn Landram business and management Signature Required: Winter Spring	Program	JR–SRJunior–Senior	16	16	Day	F 15 Fall	W 16Winter	S 16Spring		During this program, students will develop the skills and insight needed to conduct and understand the relationship between business and society and how business practices such as innovation, critical analysis, ethics, sustainability, management, and leadership influence outcomes. Factors that are key to business success will be explored from a number of different perspectives and stakeholder views. The program includes fundamental work in entrepreneurship, leadership, management, ethics, quantitative work, corporate finance, accounting, financial statement and ratio analysis, as well as the concept of time value of money. In the fall, the program includes four credits of basic undergraduate statistics, which will serve as a foundation for further work in advanced social sciences, including graduate programs (e.g., an MBA or MPA) requiring statistics. Through seminar texts, daily readings from the Wall Street Journal, independent research, movies, speakers, field trips, business simulations, group projects, workshops, and student presentations, students will examine business and finance from a variety of viewpoints. Seminar texts include books representing entrepreneurship, innovation, management science, finance, marketing, ethics, and management. We will read Goldratt and Cox’s , Sheryl Sandberg's , and Malcolm Gladwell’s During winter quarter, students will work in small groups on formally proposed, extensive independent projects focused on improving their research skills. They will be required to analyze and critique a compelling problem or issue centered on our primary themes of economically successful businesses. The research includes a term paper and will conclude with a multimedia presentation to the rest of the program. Students will also cover forecasting, linear programming, decision analysis using tree diagrams, and queuing theory from the field of management science.In the spring quarter, student teams will compete in an advanced business simulation. The simulation will require substantial student research, including analysis of quantitative and qualitative data. Students will finish the simulation with improved teamwork skills as well as a greater understanding of financial statement analysis, competitive strategy, marketing, operations, and business economics.Upon successful completion of the program, students will be better equipped to understand how a successful business is operated and to work with financial data and procedures in the conduct of business and public policy. They will also be better prepared for the quantitative requirements of businesses and governments.		Zoe Van Schyndel Glenn Landram		Junior JR Senior SR	Fall	Fall Winter Spring
Advanced Programming Languages Sheryl Shulman computer science	Program	SO–SRSophomore–Senior	8	08	Day				Su 16 Summer	This class will focus on developing programming techniques in a variety of programming languages. Possible languages include C, C++, Java, Haskell, ML, and OCAML. This is an opportunity to explore languages in more depth, increase you expertise in programming, prepare for more advanced work, and increase the depth and breadth of your programming background. In connection with the practical programming component we will also read papers on programming language design, emphasizing recent language innovations such as generics, multi-paradigm languages, the introduction of lambda terms and their role, and higher-order programming.	Computer Science	Sheryl Shulman	Tue Thu	Sophomore SO Junior JR Senior SR	Summer	Summer
Advanced Research in Environmental Studies Dylan Fischer, Pauline Yu, Carri LeRoy, Abir Biswas, Erik Thuesen and Alison Styring agriculture botany community studies ecology environmental studies geography geology health hydrology law and government policy marine science zoology Signature Required: Fall Winter Spring	Program	JR–SRJunior–Senior	V	V	Day	F 15 Fall	W 16Winter	S 16Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Environmental Studies. This independent learning opportunity is designed to allow advanced students to delve into real-world research with faculty who are currently engaged in specific projects. The program will help students develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking skills—all of which are of particular value for students who are pursuing a graduate degree, as well as for graduates who are already in the job market. studies nutrient and toxic trace metal cycles in terrestrial and coastal ecosystems. Potential projects could include studies of mineral weathering, wildfires, and mercury cycling in ecosystems. Students could pursue these interests at the laboratory scale or through field-scale biogeochemistry studies, taking advantage of the Evergreen Ecological Observation Network (EEON), a long-term ecological study area. Students with backgrounds in a combination of geology, biology, or chemistry could gain skills in soil, vegetation, and water collection and learn methods of sample preparation and analysis for major and trace elements. studies plant ecosystem ecology, carbon dynamics, and nutrient cycling in forests of the Southwest and western Washington. This work includes image analysis of tree roots, molecular genetics, plant physiology, carbon balance, nitrogen cycling, species interactions, community analysis, and restoration ecology. He also manages the EEON project ( ). See more about his lab's work at: . Students participating in this program work closely with ongoing research in the lab, participate in weekly lab meetings, and develop their own research projects. conducts research on linkages between terrestrial and aquatic environments. She is trained as a freshwater ecologist and primarily studies in-stream ecosystem processes and aquatic communities. She and her students study leaf litter decomposition in streams as a major input of organic material to aquatic systems. In addition, she conducts research on aquatic macroinvertebrate community structure, aquatic fungal biomass and standard water quality and hydrology measurements in stream and river environments. studies birds. Current activity in her lab includes avian bioacoustics and avian monitoring and research in Evergreen’s campus forest and other nearby locations. Bioacoustic research includes field monitoring of local birds using audio recordings and microphone arrays, and editing and identifying avian songs and calls from an extensive collection of sounds from the campus forest as well as tropical forest sites in Borneo. Local research projects in the campus forest and nearby locations include Pacific wren mating and life-history strategy, cavity formation and use by cavity-nesting birds (and other cavity-dependent species), and monitoring long-term trends in bird populations and communities using a variety of standard approaches. conducts research on the ecological physiology of marine animals. He and his students are currently investigating the physiological, behavioral, and biochemical adaptations of gelatinous zooplankton to environmental stress and climate change. Other research is focused on the biodiversity of marine zooplankton. Students working in his lab typically have backgrounds in different aspects of marine science, ecology, physiology, and biochemistry. studies the developmental physiology and ecology of marine invertebrates. She is interested in the biochemistry of the seawater-organism interface, developmental nutritional biochemistry and metabolic depression, invasive species, carbonate chemistry (ocean acidification), and cultural relationships with foods from the sea. Students have the opportunity to collaboratively develop lines of inquiry for lab and/or field studies in ecology, developmental biology, physiology, marine carbonate chemistry and mariculture.		Dylan Fischer Pauline Yu Carri LeRoy Abir Biswas Erik Thuesen Alison Styring		Junior JR Senior SR	Fall	Fall Winter Spring
Adventure Travel and Ecotourism: The Businesses and Their History Robert Smurr business and management environmental studies history	Program	JR–SRJunior–Senior	16	16	Day	F 15 Fall				This program will examine the history, development, and business policies of the adventure travel and ecotourism industries. The United States introduced this new sphere of tourism to the international community in 1969, when three American climbers created the world’s first adventure travel company, Mountain Travel which took eager clients to the Himalayas. This company, and the thousands that soon followed worldwide, tapped into many tourists’ desire for more adventurous trips. Trekking, rafting, and climbing—most often in foreign countries—all became hallmarks of this new type of tourism. Exploring distinct cultures and diverse peoples in more natural settings, especially those far removed from cities, created an explosion of opportunities in the tourism business worldwide. In addition to learning the history and economic power of these industries, we will also examine specific business models in the program. All students, for example, will create at least two plans: the first will be a dream adventure travel destination; the second will be a dream ecotourism destination. Since each student will be the “owner” of a new adventure travel or ecotourism business for a period of this program, dream trips will need to make economic sense. You will need to understand your client base, their income, their desires, and your company’s special skills. Several guest speakers with long histories in adventure travel and ecotourism will give us added insight, as will numerous field trips.		Robert Smurr	Tue Wed Fri	Junior JR Senior SR	Fall	Fall
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
Afro-Brazilian Dance (A) Janelle Campoverde dance	Course	FR–SRFreshmen–Senior	2	02	Weekend		W 16Winter			Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Afro-Brazilian Dance (A) Janelle Campoverde dance	Course	FR–SRFreshmen–Senior	2	02	Weekend	F 15 Fall				Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Afro-Brazilian Dance (B) Janelle Campoverde dance	Course	FR–SRFreshmen–Senior	2	02	Weekend		W 16Winter			Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Afro-Brazilian Dance (B) Janelle Campoverde dance	Course	FR–SRFreshmen–Senior	2	02	Weekend	F 15 Fall				Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
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
Algebraic Thinking Natalya Strand education mathematics	Course	FR–SRFreshmen–Senior	4	04	Day			S 16Spring				Natalya Strand	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Algebraic Thinking Natalya Strand education mathematics	Course	FR–SRFreshmen–Senior	4	04	Day		W 16Winter					Natalya Strand		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
American Sign Language I, II, III (A) Jeremy Quiroga language studies	Course	FR–SRFreshmen–Senior	4	04	Day	F 15 Fall	W 16Winter	S 16Spring				Jeremy Quiroga	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
American Sign Language IV - at SPSCC Raymond Bateh	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				This second-year ASL course will emphasize expressive and receptive skills development and American Sign Language fluency. Focus will be given to correct formation of signs, movement, rhythm and clarity. Idioms and slang will be taught. Prerequisite: ASL I, II, III. Credits awarded will be 4 Evergreen credits.NOTE: Course meets at South Puget Community College, Main Campus, 2011 Mottman Road SW, Olympia, WA 98512, Tuesdays and Thursdays, from 5:30 – 7:45 pm in BLDG 21, Room 286 -- The first class will meet on Tuesday, September 22 (before Evergreen's start date). Students must be registered by 5:00 PM on Thursday September 17th.		Raymond Bateh	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
American Sign Language V - at SPSCC Claudia Foy	Course	FR–SRFreshmen–Senior	4	04	Evening		W 16Winter			This second-year ASL course will continue the development of ASL fluency, emphasizing expressive and receptive skills development. Focus will be given to correct formation of signs, movement, rhythm and clarity. Idioms and slang will be taught, as well as introduction to ASL linguistics. Prerequisite: ASL IV. Credits awarded will be 4 Evergreen credits. NOTE: Course meets at South Puget Community College, Main Campus, 2011 Mottman Road SW, Olympia, WA 98512, Tuesdays and Thursdays, from 5:30 – 7:45 pm in BLDG 23-201		Claudia Foy		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
American Sign Language VI - at SPSCC Claudia Foy	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		This second-year ASL course will continue the development of ASL fluency, including expanded vocabulary, including ASL idioms, increased proficiency in ASL's grammar, linguistics, and non-manual features through intensive conversational and public speaking exercises. Prerequisite: ASL V. Credits awarded will be 4 Evergreen credits. NOTE: Course meets at South Puget Community College, Main Campus, 2011 Mottman Road SW, Olympia, WA 98512, Tuesdays and Thursdays, from 5:30 – 7:45 pm in BLDG 21-286.		Claudia Foy		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
American Ways of Seeing Susan Preciso and Ann Storey American studies art history history literature	Program	FR–SRFreshmen–Senior	8	08	Evening	F 15 Fall				The mid-nineteenth century, often called the “American Renaissance,” was a time when writers and artists made a conscious effort to create a uniquely “American” vision—one that differed from European models. They embraced the challenge of depicting what they viewed as a new utopia--an unspoiled and vast continent. Painters and writers saw themselves as "seers," pushing their work into visionary realms. They drew on American experience and places, like Whitman’s Manhattan and Brooklyn, Thoreau’s Walden Pond and Thomas Cole’s Hudson River Valley. Melville’s stories of whaling and life at sea and the Luminist painters’ visions of sky, light and ocean all helped to shape an “American” identity. We will explore the relationships between the writing and the art and learn how the Transcendentalists in writing and oratory mirrored the Luminists in painting, expressed through a veneration of nature. We will include the experience of women, such as Abby Williams Hill, a notable landscape artist who braved bears, frostbite and a stampeding mule train to paint in the Cascades (while not neglecting her six children and being active in the early childhood education movement). We will ask why this period is still compelling and how this “American” identity continues to resonate in our culture.As part of our study, we will learn formal analysis of text and image and we will also incorporate creative writing—another way to link words with images. Moving from theory to practice, we will create assemblages, such as the Cornell Box, that allow us to express through art what we have learned about American literature and art history. As the Tacoma Art Museum has recently opened its new wing, housing one of the largest collections of art of the American West, we will visit the museum, bringing our practice of formal analysis as a generative lens through which we understand both iconic and new American “ways of seeing.” Credits will be awarded in Art History and American Literature		Susan Preciso Ann Storey	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Anatomy and Physiology I Amanda Kugel biology	Course	FR–SRFreshmen–Senior	6	06	Evening				Su 16 Session I Summer	Anatomy and Physiology is the study of the structure and of the organs and organ systems of a living body. Students will conduct scientific investigations using scientific knowledge and methodology that will enable them to make educated conclusions based on critical thinking and problem solving skills. The areas studied will be an integration of biology and chemistry and will include, but are not limited to: organization of the body, chemical basis for life, cells & tissues, integumentary system, skeletal system, muscular system, nervous system, endocrine system, blood, circulatory system, lymphatic & immune systems, respiratory systems, digestive system & metabolism, urinary system, and reproductive system. An emphasis will be placed on real-world applications, and active-learning exercises will be included along with laboratory experiences. By the end of this course, students will have an even greater appreciation of the complexity and wonder of the human body.		Amanda Kugel	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Anatomy and Physiology II Amanda Kugel biology	Course	FR–SRFreshmen–Senior	6	06	Evening				Su 16 Session II Summer	Anatomy and Physiology is the study of the structure and of the organs and organ systems of a living body. Students will conduct scientific investigations using scientific knowledge and methodology that will enable them to make educated conclusions based on critical thinking and problem solving skills. The areas studied will be an integration of biology and chemistry and will include, but are not limited to: organization of the body, chemical basis for life, cells & tissues, integumentary system, skeletal system, muscular system, nervous system, endocrine system, blood, circulatory system, lymphatic & immune systems, respiratory systems, digestive system & metabolism, urinary system, and reproductive system. An emphasis will be placed on real-world applications, and active-learning exercises will be included along with laboratory experiences. By the end of this course, students will have an even greater appreciation of the complexity and wonder of the human body.		Amanda Kugel	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
Arabic For Beginners Steven Niva	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session I Summer	Arabic for Beginners will introduce students to both and in order to provide the foundations for further study in the Arabic language. The course is designed for students with little or no background in the Arabic language. It is open to accepting some students with introductory background, but they must be ready to revisit some introductory material. Students will learn Arabic script and basic grammar rules, expand their vocabulary, and practice conversational Arabic used in everyday encounters. They will also watch films, listen to music and discuss cultural topics related to language use. This course prepares students for language-based area programs, and for advanced first year Arabic language requirements.		Steven Niva	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Archaeological Field School: Excavating Olympia's First Homestead Ulrike Krotscheck American studies anthropology history	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session II Summer	In this program, which will be the second season of Evergreen's archaeological field school, students will learn the methods of archaeological field practice, including survey, mapping, excavation, and the recording and conservation of artifacts. The site under investigation is the homestead of George Bush and his wife Isabella. They were the first non-native settlers in this state, eventually establishing the community of New Market, which later became Tumwater. As the first pioneers to settle in Washington Territory, the Bushes were important for the subsequent history of our state. They paved the way for other settlers of all ethnic backgrounds, whose increasing presence helped the United States claim this disputed territory over Great Britain in 1846. Bush's children and grandchildren continued to occupy the land he was granted, and the last residence was not torn down until the 1960's. The goal of the second season of this field school is to complete surface survey and archaeological excavation begun in 2015, and to work on public outreach with the project.This program follows an alternate schedule: The program will start in the week of the second session, on August 1st, and will continue summer evaluation week; Sep 2nd. The first two weeks (August 1st- Aug 15th) will be conducted online, with an introduction of archaeological methods and the historical context of the site. Readings and discussions for the first two weeks will all happen on the online program platform. Good access to internet is therefore required for all students.Presence on campus will be required beginning on August 16th on, when we begin field- and lab-work with an intensive schedule (see below). Since in the second half of the session students will be working outside in the field, they should be prepared for physical exertion and inclement weather. Students will learn proper excavation and field recording methods, interact with the public, and process the finds. Students will also participate in individual or group research projects about an aspect of this site. In the final week of the program, which falls during summer evaluation week (August 29-Sep 2), students will learn to classify, record, clean, and conserve any artifacts found, and will have the opportunity to contribute to the writing and publication of the final excavation report.		Ulrike Krotscheck	Mon Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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 and Archive Julia Zay art history media arts media studies visual arts writing	Program	JR–SRJunior–Senior	16	16	Day	F 15 Fall				We are living in the archive. The 21st century, age of the digital and of infinite information horizons, offers particularly fertile conditions for future artists, writers, curators, and educators to meet, collaborate, and reinvent their identities as cultural workers, memory agents, and experimental pedagogues. This program is designed to support students in the arts and humanities who are interested in forging a practice that combines creative and critical engagement with questions of memory, the writing of history, the document and the object, the history of exhibition and display, the gallery, museum, and archive.We will investigate the ways that cultural institutions, including museums, ethnographic films, and documentary photography have written "official" histories; our own creative experiments will be directed toward critiquing and intervening in these visual narratives by working closely with archival materials. Our studios and laboratories will often be museums and archives; we will visit museums in Seattle and Portland, and we will spend time almost every week in a local archive, getting to know the Washington State Archives here in Olympia as artist-researchers.This is an advanced program for students who are looking to develop their own research-based artistic practice and who want to pursue small-scale individual or collaborative projects within the context of a program structured around supporting that work through lecture/screenings, presentations, weekly writing workshop and project critique, and seminars on common readings. Students will plan independent work for the quarter under faculty guidance. Students will also share in leading class sessions that may include regular work-in-progress presentations, seminar facilitation, and other presentations of research related to program themes. Projects supported: critical/creative writing (we will do our best to blur the line between these), non-traditional writing for the moving image and performance, video and film, photography, and other visual arts.Students interested pursuing an in-program internship as part of their academic work in the program should register first, then research their options and contact the faculty to discuss further.		Julia Zay		Junior JR Senior SR	Fall	Fall
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 Counseling Mukti Khanna consciousness studies psychology somatic studies	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session I Summer	This class will focus on both theory and practice in the field of psychology related to counseling for individuals, groups and communities. Students will develop paraprofessional counseling skills based on peer counseling, energy psychology, person- centered expressive arts therapy and intermodal expressive arts therapies.Mindfulness and somatic practices, including qigong and jin shin jyutsu, will be explored in terms of developing presence as a counselor, therapeutic skills, emotional regulation and understanding health from a mind -body perspective in counseling situations.Students will study personality theory to understand the theoretical orientations that support counseling practice from psychodynamic, humanistic and East-West paradigms in psychology.Modes of instructions will include seminars, case studies, counseling labs, workshops, assessments and theoretical projects.		Mukti Khanna	Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
The Art of Counseling Mukti Khanna consciousness studies health psychology	Program	JR–SRJunior–Senior	16	16	Day and Weekend		W 16Winter			This upper-division program will focus on both theory and practice in the field of psychology related to counseling for individuals, groups, and communities. The program will also focus on applications of social justice multicultural counseling work in the mental health field through theoretical readings and case studies.Students will study personality theory to understand the theoretical orientations that support counseling practice from psychodynamic, behavioral, humanistic, and transpersonal paradigms in psychology. Students will develop paraprofessional counseling skills based on peer counseling, energy psychology, and expressive arts therapy models of practice. Mindfulness and somatic practices will be explored in terms of developing presence as a counselor, therapeutic skills, and understanding interpersonal dynamics in counseling situations.Modes of instructions will include seminars, counseling labs, workshops, assessments, and theoretical projects.		Mukti Khanna		Junior JR Senior SR	Winter	Winter
Art of Helping Mary Dean sociology	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				Doing well while doing good is a challenge. Whereas some kind of help is the kind of help that helps, some kind of help we can do without. Gaining wisdom to know the paths of skillful helping of self and others is the focus of this four-credit course. We will explore knowing who we are, identifying caring as a moral attitude, relating wisely to others, maintaining trust, and working together to make change possible.		Mary Dean	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
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
Art of Mosaic Ann Storey art history visual arts	Program	FR–SRFreshmen–Senior	8	08	Evening			S 16Spring		This interdisciplinary class will explore the art and art history of mosaics An ancient art that combines practicality with beauty, the mosaic medium is currently having a renaissance as contemporary artists explore its emergence as a sustainable medium that often uses recycled materials. It is also a functional art form that is often used in architectural design and in outdoor sites. In studying the history of mosaics, we will concentrate on three eras when mosaic art flourished: the classical, Byzantine and medieval periods; the Arts and Crafts Movement and the Art Nouveau style that grew out of it; and contemporary mosaics. Students will be guided in a process for making both two-dimensional and three-dimensional mosaic artworks and will also have writing projects, research assignments, and workshops to help them to more critically write about and talk about art. Projects ideas will grow out of studying the history of mosaics. Critique/analysis sessions will emphasize using design principles to make more compelling artworks.		Ann Storey	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Art Since 1500 Olivier Soustelle art history	Course	FR–SRFreshmen–Senior	4, 6	04 06	Day				Su 16 Session I Summer	Artists have always pushed the boundaries of the cultures in which they live. This class studies world art history since 1500 from the Renaissance to the 20th century, focusing on artistic innovations in paintings, sculpture, architecture and the decorative arts in Europe, North America, and Asia. Credit is possible in either art history or world cultures/civilizations. Students earn 4 credits during two weeks of intensive class meetings, June 20 to July 1, 2016. Students enrolled for 6 credits will then have the remainder of the summer session to research and write on topics they choose, with faculty guidance. This is a companion class to "Europe Since 1500."		Olivier Soustelle	Mon Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
"As Real as Rain": The Blues and American Culture Chico Herbison and Andrew Buchman African American studies American studies cultural studies music writing	Program	JR–SRJunior–Senior	16	16	Day			S 16Spring		David Ritz, music writer This program will provide an introduction to, and overview of, that magnificent and enduring American art form we know as “the blues”: its musical elements, African and African American roots and precursors, historical and stylistic evolution, major practitioners, and its influence on other musical genres (most notably, jazz, rhythm & blues, rock & roll, rock, and rap/hip hop). Equally importantly, we will examine its impact on American culture and, among other ventures, apply a blues theory of aesthetics to U.S. literature in general, and African American literature in particular. Our primary written text will be the anthology, (Steven C. Tracy, editor). Additional written texts will include biographical and autobiographical selections, fiction, poetry (including music lyrics), and scholarly articles on the blues. Weekly film screenings will include a range of fiction works and documentaries such as Martin Scorsese’s critically acclaimed series, . Finally, there will be extensive listening assignments that will provide the soundtrack for our journey from Africa to the southern United States, to the urban North, throughout our nation, and across the globe. We will devote two weekly seminars to close readings of written texts, films, and music. In addition to short weekly writing assignments, students will produce a final project that will help them refine both their expository and creative nonfiction writing skills. There will be a weekly open mic opportunity for musicians—whether aspiring or experienced—to play and share the blues, as well as a three-day field trip to a major Pacific Northwest blues festival.		Chico Herbison Andrew Buchman	Tue Tue Thu Thu Fri	Junior JR Senior SR	Spring	Spring
Astronomy and Cosmologies EJ Zita astronomy history philosophy physics	Program	SO–SRSophomore–Senior	16	16	Evening			S 16Spring		Our goal in this program is to learn beginning to intermediate astronomy through lectures, discussions, interactive workshops, and observation using the naked eye, binoculars, and telescopes. We will learn about the evolution and structure of our universe and its celestial bodies. Students will build and take home astronomical tools such as spectrometers and position finders. Students will also research a topic of interest via observations and reading and share their research with classmates.In our seminars, we will discuss the idea of cosmologies: how people across cultures and throughout history have understood, modeled, and ordered the universe they perceived. We will study creation stories and worldviews, from those of ancient peoples to modern astrophysicists. Students will meet in small teams for pre-seminar discussion and write essays and responses to the readings.Students taking this program must be willing to work in teams and use computers for online assignments. They are invited to help organize an observation field trip to regions with clear skies.		EJ Zita		Sophomore SO Junior JR Senior SR	Spring	Spring
Astronomy and Cosmology: Stars and Stories Rebecca Chamberlain astronomy education field studies literature philosophy of science writing	Program	FR–SRFreshmen–Senior	8	08	Day, Evening and Weekend				Su 16 Session II Summer	This program is focused on fieldwork and activities designed for amateur astronomers and those interested in inquiry-based science education, as well as those interested in exploring mythology, archeo-astronomy, literature, philosophy, history, and cosmological traditions.Students will participate in a variety of activities from telling star-stories to working in a computer lab to create educational planetarium programs. We will employ qualitative and quantitative methods of observation, investigation, hands-on activities, and strategies that foster inquiry based learning and engage the imagination. Through readings, lectures, films, workshops, and discussions, participants will deepen their understanding of the principles of astronomy and refine their understanding of the role that cosmology plays in our lives through the stories we tell, the observations we make, and the questions we ask. We will participate in field studies at the Oregon Star Party as we develop our observation skills, learn to use binoculars, star-maps, and navigation guides to identify objects in the night sky, and operate 8” and 12” Dobsonian telescopes to find deep space objects. We will camp in the high desert and do fieldwork for a week.		Rebecca Chamberlain		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Atoms, Molecules, and Reactions Rebecca Sunderman, Clyde Barlow, Krishna Chowdary and Neil Switz chemistry physics Signature Required: Winter Spring	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall	W 16Winter	S 16Spring		This is a year-long, upper-division science program in physical chemistry. In this program we will go from introductory chemistry concepts of the shapes of atomic and molecular orbitals, and explore how these shapes are known mathematically and measured experimentally. Similarly, we will move from stating that some materials are conductors to examining the solid-state structural characteristics that indicate a material is a potential conductor or semiconductor. This program is devoted to exploring the "But why?" of physical chemistry by examining topics in thermodynamics, quantum mechanics, kinetics, advanced inorganic chemistry, and materials chemistry. During Winter and Spring quarters statistical mechanics – the discipline that most unites physics and chemistry – will enable us to derive from first principles such “chemistry” topics as the law of mass action, the ideal gas law, the heat capacity of solids, and the Gibbs free energy, and such “physics” topics as the behavior of semiconductors, the Planck blackbody law, Bose-Einstein condensation, and the Chandrasekhar limit for stellar collapse. Many of the topics in this program require a strong mathematical foundation and comfort with application of calculus. Elements of upper-division linear algebra, differential equations, and probability will be taught in conjunction with the chemistry and physics content of this program.The program will encompass lectures, workshops, labs, group projects, seminars, homework, essays, field trips, and community interaction events. Primary topics of study will include: thermodynamics (enthalpy, entropy, Maxwell relations), statistical mechanics (equipartition, the Boltzmann factor, chemical potential, Bose and Fermi statistics), quantum mechanics (Schrodinger equation, atomic and molecular energy levels, electronic structure of atoms and molecules, spectroscopy), kinetics (unimolecular and biomolecular kinetics, reaction spontaneity, current kinetic theories), and properties of materials (phase diagrams, solid-state structure, bonding theories, applications of symmetry and point groups, electronic and magnetic properties of materials), as well as the chemistry of transition metal complexes and materials synthesis. Each quarter will involve significant advanced laboratory work focusing on instrumentation, experimental design and research, and structured experimentation. Additional focus on scientific writing, scientific ethics, and societal issues connected to science will be incorporated throughout the year.		Rebecca Sunderman Clyde Barlow Krishna Chowdary Neil Switz	Mon Mon Tue Tue Wed Thu Fri	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
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
Audio Recording I, II Zenaida Vergara media arts Signature Required: Fall Winter	Course	SO–SRSophomore–Senior	4	04	Evening	F 15 Fall	W 16Winter			This sequence of courses introduces the subject of audio production and its relation to modern media. Fall quarter will focus on analog mixers and magnetic recording with some work in digital editing. Main topics will include field recording, digital audio editing, microphone design and application, analog multi-track recording, and audio console signal flow. Winter continues this work while starting to work with computer-based multitrack production. Additional topics will include acoustics, reverb, and digital effects processing. Students will have weekly reading assignments and weekly lab assignments outside of class time.		Zenaida Vergara	Wed	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
The Authentic Self: Becoming an Instrument of Change Marla Elliott and Marcella Benson-Quaziena communication cultural studies visual arts Signature Required: Spring	Program	JR–SRJunior–Senior	8, 12	08 12	Weekend	F 15 Fall	W 16Winter	S 16Spring		You are the most powerful and versatile tool you have. Do you know who are you and what you stand for? Is that who you want to be? How can you use your presence as an instrument of change? How do you know what you evoke/provoke in others? How do you move in the world with awareness of your authentic self? The ability to communicate and influence is crucial to our effectiveness as we move through many systems. This program is designed for students who want to develop skills of self-knowledge and “use of self” as an instrument of social change. Students will be asked to develop goals for using their learning in their own work or life settings and to examine how we internalize our theories of influence into our stance as agents of change. There will be opportunities to show our individual presence and to experience the impact of that presence on others. Together these art forms facilitate both self-knowledge and social change. By combining theory and practice, students in will develop powerful skills in communications, empathy, and group dynamics. We will use acting to assist us to observe carefully the nature of human feeling and interaction, and to use our observations to create insight in our audiences and ourselves; singing to make art out of breathing, to literally tune ourselves to the subtlest vibrations our bodies are capable of; songwriting to imagine words, rhythm, and melody together and to put forth our imaginations into public space; and human development theory to give us a frame for understanding self in context. We will focus on how we present our authentic selves to the outside world. We will use maskmaking, performance work, and presentation skills to explore exterior expressions of our interior selves. A major focus of this quarter will be to explore how we use ourselves to influence change. We will focus on two person and dyadic systems as we asses ourselves in intimate communities. How do we form and sustain primary relationships? How do we take care of each other? How do we connect in friendships, relationships and colleagueship? At the interpersonal level of system, boundaries are drawn between pairs: individual/individual, individual/subgroup, and individual/group. The goal of work at this level is to clarify the nature of the boundary, to understand the boundary between self and other, to define how often and with whom interaction takes place, and to notice how exchanges of influence and information occur across that boundary. *Spring quarter students taking the program for will engage in an additional 4 credit project related to working with dyadic systems. The project will include a research paper and a creative project using performing, media, and/or visual arts. Possible Texts:Csikszentmihalyi, Mihaly. 1991: HarperCollins; ISBN: 0060920432Gergen, K. (2009) . Oxford University Press, USA. ISBN: 0195305388Smith, Anna Deavere. . 1994: Anchor; ISBN: 0385473761Sotomayor, Sonya. (2013) . Vintage. ISBN: 9780345804839 Credits will be awarded in arts and culture and psychology.The Program will be offered in an Intensive Weekend format.		Marla Elliott Marcella Benson-Quaziena	Sat Sun	Junior JR Senior SR	Fall	Fall Winter Spring
Autobiography Steve Blakeslee literature writing	Program	SO–SRSophomore–Senior	8	08	Evening		W 16Winter	S 16Spring		“All sorrows can be borne,” writes Isak Dinesen, “if you put them in a story, or tell a story about them.” This program will approach autobiography (literally, ‘self-life-writing’) as a powerful way to make sense of human experience, particularly in times, places, and social, political, and personal settings that differ from our own. Our texts will range from classics in the genre, like Angelou’s and McCourt’s , to works of autobiographical fiction by Joyce and Plath, to innovative graphic novels like Marjane Satrapi’s and Craig Thompson’s In seminars, students will delve into the intricate issues of memory, authority, persona, and truth that present themselves to every writer of self-narrative; in “writing marathons” they will learn to write freely and fearlessly about their experiences, thoughts, and emotions. Students will also develop and articulate their new understandings by means of response papers, reflective journals, bibliographic summaries, and related activities. Finally, each quarter students will write substantial memoir-essays of their own, developing their topics and drafts in a supportive group environment.		Steve Blakeslee	Tue Thu	Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Awakening the Leader Within Dariush Khaleghi leadership studies	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		We need a new generation of leaders and game changers. The notion of leadership that once resonated with greatness no longer inspires new dreams, compelling visions, and revolutionary actions. The unethical behavior, self-indulging decisions, and ego-driven conduct of many contemporary leaders have eroded the society’s trust in their corporate, public and political leaders. There is an urgent need for conscious and principled leaders who are driven by a set of universal virtues, a strong moral compass, and a deep desire to serve a global society and a sustainable world. This course teaches students critical concepts and skills to examine their passion and purpose, develop vision, mission, values, and a plan of action to serve their communities. This course provides students with the opportunity to reflect, collaborate, and learn through individual and group activities including self-evaluation, cases, discussions and seminars, and team projects.		Dariush Khaleghi	Tue	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
Basics of Scientific Illustration Angela Mele art history	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session I Summer	Students will learn basic traditional and digital techniques in scientific illustration. This is a course for anyone wishing to improve their drawing skills, from quick sketches of moving critters to richly detailed botanical illustrations. This course is also for scientists interested in creating visuals to interpret their work. With access to Evergreen’s natural history collections, farm, and gardens, students have unique reference material to work from. They may also choose to illustrate local research topics or special objects from their personal collections. Discussions in the history of the practice provide students with context for their work. Media covered include pencil, ink, colored pencil, watercolor, and gouache; we will also cover basic digital illustration and design using the Adobe Suite. Students will learn to properly scan, save, edit, and reproduce their work in print and on the web. Class time consists of demonstrations, practicing techniques, discussions about illustration history and applications, guest lectures on special topics, field journaling, and critiquing finished originals and printed reproductions. Students will develop a portfolio of illustrations made for a variety of applications including field guides, posters, scientific publications, magazines, and interpretive signs. Selected works by each student will be displayed in an exhibit at the end of the course.		Angela Mele	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Be Wilder: Writing from Wilderness John Schaub literature outdoor leadership and education sustainability studies writing	Program	FR–SRFreshmen–Senior	8	08	Day and Evening				Su 16 Session II Summer	Many cultures have traditions of teachers and students spending time in wilderness. We’ll let wilderness work in us, inspire us and help immerse us in writing. Carrying our own food and shelter will focus us, and open new outlooks on sustainability. We’ll live Leave-No-Trace ethics as we paddle to Squaxin Island and hike in the Olympic and Cascade Mountains, including Rainier and St. Helens. We’ll read, seminar, write and critique, with ongoing faculty feedback.This all-level program could be an orientation for incoming students, and a chance for anyone to engage deeply with writing, and/or produce a finished publishable manuscript.		John Schaub	Mon Tue Wed 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
Beginning Drawing: Grounds Jonathan Happ	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Summer	Beginning Drawing: Grounds investigates the expressive possibilities of image making using the Evergreen campus grounds and surrounding forest as the primary subject. This course is designed to develop foundational drawing skills, personal imagery, and an ability to articulately examine creative work. To do so will explore the visual language of realism and both formal and informal abstraction through traditional and experimental drawing exercises.		Jonathan Happ	Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Better and Worse: Health and Inequality in the U.S. Nancy Anderson and Wenhong Wang health law and public policy sociology Signature Required: Spring	Program	JR–SRJunior–Senior	8	08	Evening and Weekend		W 16Winter	S 16Spring		As of 2015, one in ten Americans do not have health coverage; American life expectancy, at 79 years old, is four years worse than Italy.What factors are responsible for our state of health and wellbeing, as individuals and societies? How does inequality with respect to socioeconomic status relate to health inequity? What are the additional effects of race and ethnicity? What can we do as individuals, communities, and as a nation to eliminate inequality? Can the Affordable Care Act help us eliminate health inequity? How do we compare with other countries and what can we learn from them? These questions form the central concerns of this 8 credit program. We will be addressing these questions in the larger social context of increasing inequality in the U.S. in the past several decades. Our learning community will work as individuals and in small groups to understand what inequality means and how where we stand socially affects our health in every way, from our circumstances of birth to our life expectancy and mode of death.		Nancy Anderson Wenhong Wang	Sat Sun	Junior JR Senior SR	Winter	Winter 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
Biodiversity Studies in Argentina Erik Thuesen biology botany ecology environmental studies field studies language studies marine science natural history study abroad zoology Signature Required: Fall	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall	W 16Winter			In the 19th century, well-known European scientists such as Darwin, d'Orbigny, and Bonpland traveled in Argentina and brought their knowledge of the flora and fauna back to Europe. The marine, desert, and alpine environments of the Southern Cone harbor flora and fauna are very different from similar environments in North America. In this two-quarter program, we will carry out intensive natural history studies of the unique organisms and ecosystems of Argentina, focusing on those of Patagonia. After an introductory week in Olympia at the start of fall quarter, the study-abroad portion of the program will commence with a four-week intensive study of Spanish language in Buenos Aires, which will prepare us for our travels and studies in Argentina during fall and winter quarters.We will read primary literature articles related to the biodiversity of Argentina, and each student will be responsible for presenting different topics during weekly seminars. We will begin to study the flora and fauna of the Southern Cone through preliminary readings, lectures, and classwork in Buenos Aires. We will take a short trip to the subtropical province of Misiones, then move to the coastal and mountain regions of Patagonia where we will study the area's natural history, beginning with field studies on the Atlantic coast, and then moving to the Andean Lakes District, taking advantage of the progressively warmer weather of the austral spring. Students will conduct formal field exercises and keep field notebooks detailing their work and observations.During winter quarter (summer in the Southern Hemisphere), students will reinforce their language skills with two weeks of intensive Spanish studies in Patagonia, examine montane habitats, and then work in small groups on focused projects examining topics of biodiversity. It will be possible to conduct more focused studies on specific ecosystems or organisms, including those of southern parts of Patagonia. Clear project goals, reading lists, timelines, etc., will be developed during fall quarter in order to ensure successful projects in winter quarter. Examples of individual/small group projects include comparisons of plant/animal biodiversity between coastal, desert, and alpine zones; comparative studies on the impacts of ecotourism activities on biodiversity; and examining community composition of intertidal habitats along a gradient from north to south, among others.		Erik Thuesen		Sophomore SO Junior JR Senior SR	Fall	Fall
Biogeochemistry: Microbes, Rocks, and Soils Andrew Brabban and Abir Biswas biochemistry biology chemistry environmental studies field studies geology	Program	SO–SRSophomore–Senior	16	16	Day			S 16Spring		This upper-division science program will examine the interplay between the biological and chemical processes of the Earth's hydrosphere and lithosphere. Many environmental processes occur as a result of specific microbial processes that are intrinsically controlled by the substrate (geology) and the geochemical parameters (redox, pH), making these studies inherently interdisciplinary.Over the quarter, we will investigate biotic and abiotic controls on the cycling of important elements (specifically key biological and chemical elements of carbon, nitrogen, iron, etc., and elements we often consider toxic such as arsenic and heavy metals) in both "pristine" and polluted systems, and in aerobic to anaerobic systems. Students will cover topics in environmental microbiology examining the roles microorganisms play in the environment, their metabolism, and the broad diversity of the ecosystems they occupy. Likewise, students will cover topics in geochemistry and geobiology examining the role of microbes in element cycling at the Earth's surface. Laboratory work will focus on both classical microbiological methods, as well as newer biochemical and molecular procedures to determine the biodiversity of soil and water samples and the activity of specific organisms within an ecosystem. In addition, students will learn field sampling techniques, collect soil and/or water samples in the field during day trips, and conduct relevant geochemical analyses in the laboratory to elucidate element cycles. Weekly seminars and student presentations discussing recent research from the primary literature will be important components of the program.		Andrew Brabban Abir Biswas	Mon Mon Tue Wed Wed Thu	Sophomore SO Junior JR Senior SR	Spring	Spring
Black and White Photography: Summerwork Bob Haft	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session I Summer	"Black and White Photography: Summerwork" is an intensive, hands-on program for students of all skill levels wishing to learn the basics of the 35mm camera (or larger format), darkroom techniques, aesthetics, and a short history of photography. Expect to shoot at least 20 rolls of film for full credit and write five short responses to individual photographs. A final project involves production of a book of photographs; each student will receive a copy at quarter’s end. Emphasis is placed on learning to see as an artist does, taking risks with one’s work, and being open to new ideas.		Bob Haft	Mon Tue Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
Book Arts: Hand Bookbinding Steven Hendricks visual arts	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session II Summer	Learn the basics of the ancient and modern craft of hand bookbinding. In this five-week course, you'll learn the adhesive-free methods of coptic binding and sewing on cords and the more modern case-binding approach. You'll also learn the finer details of hand-sewing end-bands and crafting sturdy and beautiful endpapers. Combine this course with "Book Arts: Book Design" and/or "Book Arts: Letterpress Printing" to round out your love of books!		Steven Hendricks	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Book Arts: Letterpress Printing Steven Hendricks visual arts	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session II Summer	Learn the basic skills of the fine craft of letterpress printing. Steeped in lore, letterpress printing is a fantastic skill for poets, writers, graphic designers, lovers of typography, book artists, artists, and printmakers. Drawing on Evergreen's huge collection of mid-century metal type, you will learn to design, hand-set, and print your own projects on Evergreen's Vandercook printing presses. After developing proficiency with basic techniques, you'll be able to complete your own small broadside or folio project. Combine this class with other "Book Arts" courses to indulge your love of words and books!		Steven Hendricks	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
Branching Out: An Ethnobotanical Garden in Community Marja Eloheimo Native American studies botany community studies consciousness studies environmental studies health natural history sustainability studies writing	Program	FR–SRFreshmen–Senior	12	12	Weekend	F 15 Fall	W 16Winter	S 16Spring		Working as a project team, this program has a mission. Students will continue to tend and refine habitat and theme areas in the Longhouse Ethnobotanical Garden, including the Sister Garden (patterned after a medicinal garden we created on the Skokomish Indian Reservation) as well as create valuable educational resources that contribute to the Evergreen community, local K-12 schools, local First Nations, and a growing global collective of ethnobotanical gardens that promote environmental and cultural diversity and sustainability. Our work will also contribute to the new Indigenous Arts Campus. During , we will become acquainted with the garden and its plants, habitats, history, and existing educational materials. We will begin to engage in seasonal garden care and development, learning concepts and skills related to botany, ecology, Indigenous studies, and sustainable medicine. We will also establish goals related to further developing educational materials and activities, including a Web presence. Students will have the opportunity to select and begin specific independent and group projects that include learning knowledge and skills pertinent to their completion. During , we will focus on the garden's "story" through continued project work at a more independent level. Students will work intensively on skill development, research, and project planning and implementation. We will also be active during the winter transplant season and will prepare procurement and planting plans for the spring season. During , we will add plants to and care for the garden, wrapping up all of the work we have begun. We will establish opportunities to share the garden and our newly created educational materials, effectively enabling the garden to "branch out." This program requires commitment to a meaningful real-world project and strongly encourages yearlong participation. It also cultivates community within the program by nurturing each member's contributions and growth, and acknowledges the broader contexts of sustainability and global transformation.		Marja Eloheimo	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Bryophytes and Lichens of the Pacific Northwest Lalita Calabria biology botany ecology environmental studies field studies	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall				The Pacific Northwest (PNW) supports one of the world's most diverse assortments of bryophytes and lichens. Bryophytes (mosses, liverworts and hornworts) are the earliest land plants. Lichens, are not plants at all- they are a diverse group of symbiotic organisms composed of a fungal partner with an algae and/or cyanobacteria. Together, bryophytes and lichens occur on nearly every continent and ecosystem in the world and are among the most sensitive indicators of environmental change. In the ecosystems where they occur they work to stabilize soils, reduce water and nutrient run-off and provide habitat and nesting material for invertebrates and vertebrates. Moreover, lichens and mosses represent ~30% of the world’s eukaryotic biological N-fixation and peat-moss alone stores nearly 33% of all global terrestrial carbon.This upper-division science program focuses on bryophytes and lichens- their taxonomy, ecology and biology. Field trips will emphasize life history of these species as well as the sight recognition of major groups and proper collection methods. Lab activities will involve identifying collected specimens to species using dichotomous keys and developing proficiency in techniques for the identification of mosses and lichens, such as thin-layer chromatography and chemical thallus testing for lichens, dissection and slide-making techniques and use of compound and dissecting microscopes. Many of these lab skills can be applied broadly to other taxonomic groups of plants and fungi. Lectures and seminars will focus on readings from bryology and lichen textbooks as well as a variety of essays and scientific papers relating to the evolution, systematics and ecology of these taxa. Students will conduct quarter-long group research projects, which may include herbaria-based taxonomic studies and field-based floristic studies.		Lalita Calabria	Mon Mon Tue Tue Wed Thu	Sophomore SO Junior JR Senior SR	Fall	Fall
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
The Business of Nonprofit Enterprises Rebecca Chamberlain and Thuy Vu business and management communication	Program	FR–SRFreshmen–Senior	8	08	Weekend			S 16Spring		Nonprofit organizations, also known as social enterprises, are the growth engines for building communities and implementing social change. How do nonprofit agencies operate in American society? How do they interact with private and public agencies? What makes a nonprofit business successful, fiscally, socially, and ethically? How do nonprofits cultivate a culture of altruism, enrich communities, promote social services, and develop responsible goals and missions? How do nonprofit leaders use storytelling as a strategic tool to promote their vision, advocate for their mission, build community, and inspire generosity, both within and outside their agencies? How do nonprofits raise funds through grants, fundraising, and responsible business practices? How do nonprofit agencies promote personal, social, and economic sustainability on local and global scales? What can go wrong, and how do nonprofit organizations measure their effectiveness? How are nonprofit agencies working to shape the future of entrepreneurship, social service, human potential, sustainability, and creativity? Participants will address the challenges faced by nonprofits, and work to identify and develop the skills and competencies they need to understand, develop, manage, or operate a sustainable and successful nonprofit businesses. Program topics will focus on developing leadership and public presentation skills, and on identifying how leaders effectively tell stories. We will look at nonprofits that work nationally and internationally, and we will study local nonprofit agencies that are successful in advocating for social, cultural, arts, educational, and environmental programs. Students will have the opportunity to explore the issues, challenges, and opportunities that arise from working with various types of businesses across the boundaries of cultural difference. This program is for students with strong interests in business management, community development, organizational behavior, arts and cultural advocacy, writing and communications. The program is designed to facilitate interactive learning through seminar discussions and workshop activities. Students will develop leadership, writing, storytelling, and communication skills. They will have the opportunity to integrate their learning experience by means of developing business venture proposals or by doing in-service community internship projects.		Rebecca Chamberlain Thuy Vu	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Calculus 2 and 3 Allen Mauney mathematics	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session II Summer	The program is divided into two major topics: integral calculus and multivariable calculus. The integral is developed as the area under a curve and approximated using various numerical methods. The Riemann Integral is introduced rigorously. The connection between anti-differentiation and the definite integral is made via the FTC. A standard variety of integration techniques are used to solve applied problems in geometry and the physical sciences. Differential equations are introduced. Multivariable calculus including gradients and multiple integrals are formally developed and used to strongly reinforce the idea of the derivative and the integral. Taylor polynomials are briefly introduced.		Allen Mauney	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Calculus and Analytical Geometry I, and II (A) Vauhn Foster-Grahler mathematics	Course	FR–SRFreshmen–Senior	4	04	Day	F 15 Fall	W 16Winter			Calculus I, II, and III is a year-long sequence of courses that will provide a rigorous treatment of the procedures, concepts, and applications of differential and integral calculus, multi-dimensional space, sequences, and series. This year-long sequence is appropriate for students who are planning to teach secondary mathematics or engage in further study in mathematics, science, or economics. During fall quarter, we will engage in a rigorous study of derivatives and their applications through multiple modes of inquiry. Winter quarter will focus on procedures and applications of integration. Spring quarter topics include introduction to multi-dimensional space, introduction to differential equations and sequences and series. There will be an emphasis on context-based problem solving and collaborative learning. If you have questions about your readiness to take this class, please contact the faculty.		Vauhn Foster-Grahler	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Calculus I, II and III (B) Allen Mauney	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall	W 16Winter	S 16Spring				Allen Mauney		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Calculus III Krishna Chowdary mathematics Signature Required: Spring	Course	FR–SRFreshmen–Senior	4	04	Day			S 16Spring		Calculus III is the third quarter in the standard year-long calculus sequence and will provide a rigorous treatment of the procedures, concepts, and applications of the calculus of sequences and series and multi-dimensional space. Topics include: an introduction to infinite series (particularly power series); vectors, planes, and motion along a curve; partial derivatives; and multiple integrals. Applications in the physical sciences will be emphasized. Collaborative learning and context-based problem solving will be emphasized. Students will be evaluated on engagement, homework, quizzes, and exams. This course is taught as a stand-alone part of the Matter and Motion program and will meet Monday and Friday, 1 - 3 pm. Students who have successfully completed Calculus I and Calculus II and are interested in taking this course are encouraged to contact the faculty Krishna Chowdary . The text will be the 6 edition of Hughes-Hallet (specifically portions of ch. 9 – 16).		Krishna Chowdary	Mon Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
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
Caring for a Living Planet Stephen Beck and Karen Hogan biology ecology philosophy	Program	SO–SRSophomore–Senior	12	12	Evening and Weekend	F 15 Fall				Why and how should we care for our planet? Do we have reason to care only about other human beings, or should we care about non-human animals as well? How about other organisms -- or even whole ecosystems? And what about people and other living things in the future? How does knowledge of living things help us to care about them?In this program, we will take as our focus questions about our reasons to protect and preserve life, human and non-human, now and in the future. We will study biology, specifically evolution and ecology, to understand the variety and complexity of life, and we will study philosophical ethics, specifically environmental ethics, to understand our ethical place in the world. This program will help students to widen their understanding of the world and their place within it.		Stephen Beck Karen Hogan	Mon Mon Wed Wed Sat Sat Sat Sat Sat	Sophomore SO Junior JR Senior SR	Fall	Fall
Ceramics: Expressive Portraits Aisha Harrison visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Session I Summer	In this all-levels course, we will work on capturing an expression/presence with a portrait bust. Our goal will be to make a fairly realistic bust using photographs or a mirror as a basis for the sculpture. With a variety of helpful three dimensional aides, handouts, and demos, students will learn the planes of the face, the basic anatomy of the head and neck, and will work to sculpt the features to give the bust a sense of presence. We will use a basic solid building construction method utilizing a steel pipe armature. We will consider textural, fired, and cold surface treatments to finish the pieces.		Aisha Harrison	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Ceramics: Form and Function Aisha Harrison aesthetics visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening		W 16Winter			In this class students will explore the sculptural and design potential of functional ceramic forms. Topics discussed will include elements of design, historical and cultural significances of functional forms, and integration of surface and form. Techniques will include wheel throwing, alteration of thrown forms, piecing parts to make complex or larger forms, and creating hand-built accoutrements.		Aisha Harrison	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Ceramics: Foundational Skills Aisha Harrison visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				This is an introductory studio course in forming processes and surface options in ceramics. Students will learn the hand-building techniques of pinching, coil-building, slab-building, extruding, and get an introduction to wheel-throwing. Surfaces will include terra sigillata, stains, slips and low-fire glazes. We will also cover common ceramic terminology, materials, and firing techniques.		Aisha Harrison	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Ceramics: Sculpting the Human Form Aisha Harrison visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		In this class students will sharpen their observation skills by rendering the human form using a live model. Topics discussed will include the ethics of using the human form in art, determining if a figure is needed in a work, and the implications of using a partial or whole body. Skills covered include construction of armatures, sculpting around an armature with solid clay, hollowing and reconstruction, and techniques for sculpting problematic areas like heads, hands, and feet. A variety of surface options will also be covered including fired and room temperature glaze.		Aisha Harrison	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Change Agents: Creating Pathways in Uncertain Times Tacoma Tyrus Smith, Peter Boome, Dee Dunn, Suzanne Simons, Frances Solomon, Peter Bacho, Barbara Laners, Arlen Speights, Anthony Zaragoza, Paul McCreary, Mingxia Li and Gilda Sheppard biology community studies cultural studies environmental studies government law and public policy literature mathematics political economy sociology	Program	JR–SRJunior–Senior	16	16	Day and Evening	F 15 Fall	W 16Winter	S 16Spring		This program will focus on developing strategies for creating and navigating change as we look toward the future. The goal is to enhance students' capacities to respond to and promote change on personal and institutional levels. Within this context, students will study historical trends and contemporary practices that will shape and impact their future endeavors. By analyzing and evaluating the effectiveness of existing models, students will develop proactive interventions to address pressing community problems.The topic of change will be approached through studies in philosophy, history, sociology, psychology, political economy, scientific inquiry, environmental studies, law, literature, visual/media arts, mathematics, and logic. Students will enhance their knowledge with skill development in the following areas: writing, mathematical reasoning, media literacy, multimedia technology, statistics, public speaking, and organizational and community development.During the fall, students will explore historical and philosophical traditions that inform efforts to design pathways for future possibilities. This includes investigating personal and societal notions of the natural and social worlds as portrayed through arts and humanities, natural sciences, and social sciences.During the winter, students will utilize an interdisciplinary approach to explore and understand contemporary models of change. This includes researching specific community-based problems and identifying proactive strategies that address such concerns.During the spring, students will investigate successful models of change to extrapolate how such models might be useful, but also might be limited in their capacity to address future possibilities, and to propose proactive community-based interventions tailored to specific community concerns.		Tyrus Smith Peter Boome Dee Dunn Suzanne Simons Frances Solomon Peter Bacho Barbara Laners Arlen Speights Anthony Zaragoza Paul McCreary Mingxia Li Gilda Sheppard		Junior JR Senior SR	Fall	Fall Winter Spring
The Changing Landscape Kenneth Tabbutt and Carrie Parr (Pucko) botany ecology environmental studies field studies geology	Program	SO–SRSophomore–Senior	16	16	Day			S 16Spring		Landscapes are the result of complex interactions between geological and biological processes. Due to the dynamic nature of geomorphology and ecology, landscapes are constantly changing. While many of the changes are driven by natural processes, others are, at least in part, the result of human activities. This program will examine earthquakes, landslides, lahars, tsunami, floods, fires, disease outbreaks and storm events and their impacts on landscapes and ecosystems. We will also explore how climate has influenced historic changes in the landscape and, using climate models, we will consider its role in shaping the future. The program will focus on the Pacific Northwest, incorporating field trips, field research, and case studies. Geographic Information Systems (GIS) will be used to analyze and display spatial, geological and biological data. There will be a four day field trip around the Olympic Peninsula that will allow students to examine a range of changing landscapes, including the dam removal project on the Elwha River and provide an opportunity to conduct some research in the field. Students will also work collaboratively on a specific landscape, conducting research and assessing the effectiveness of regulatory oversight to reduce or mitigate change. Although the focus of the program will be on the science associated with landscapes, the program will provide a framework for understanding how regulation, land management and land use planning can mitigate environmental disasters.		Kenneth Tabbutt Carrie Parr (Pucko)		Sophomore SO Junior JR Senior SR	Spring	Spring
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
Children's Literature Jon Davies communication education literature psychology	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session II Summer	Participants will engage in readings, discussions, written analyses, and workshops that address literary and informational texts for children from birth to age 12. Topics include an examination of picture and chapter books, multicultural literature, literature from a variety of genres, non-fiction texts across a range of subjects, and censorship. This course meets requirements for the Washington State reading endorsement.		Jon Davies	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
China and Japan: Traditional and Contemporary “Silk Roads” Hirsh Diamant and Tomoko Hirai Ulmer classics communication consciousness studies cultural studies education geography history international studies language studies philosophy	Program	FR–SRFreshmen–Senior	8	08	Weekend			S 16Spring		This program will introduce the history, culture and philosophy of China and Japan. We will use the theme of Silk Roads in our examination of China as the heart of Asian civilization and Japan as a constant presence at the eastern end of the routes. We will examine Asian philosophies including Daoism, Confucianism, Buddhism and Shintoism. We will learn the ideographic languages and their embedded worldview and sensitivities as expressed in poetry and literature; and we will envision contemporary and future Silk Roads with new trends, aspirations, and beliefs. Our inquiry into Chinese and Japanese history will focus on periods in which foreign influences were most influential, for example the time when Buddhism, along with tea, traveled on Silk Roads. Another transformation occurred in the 20 century, with devastating conflicts of WWII. Most of today’s complex political issues between China and Japan stem from this war. For centuries China has played, and is continuing to play, a central role in Asia. Japan embraced Chinese culture while modifying it to fit Japan’s political and cultural climate and needs. Japanese language, architecture, literature and art are steeped in Chinese influences. Japan is also a repository of both tangible and intangible Chinese culture that has disappeared from China itself. Treasures from the Silk Road and Tang Dynasty dance and music from the 8 century still survive in Japan. Such heritage has, in turn, helped produce a present day cultural renaissance in China. Much scholarship about China has been continually flourishing in Japan and the contemporary pan-Asian culture is developing beyond national borders. Program activities will include field trips to the Chinese and Japanese gardens in Portland, Oregon; calligraphy demonstrations and workshops; and learning about Chinese tea culture and Japanese tea ceremony.		Hirsh Diamant Tomoko Hirai Ulmer	Sat	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
Chinese, Beginning I, II, III Lin Crowley cultural studies history language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall	W 16Winter	S 16Spring		This introductory Chinese course will emphasize the standard Chinese pronunciation and the building of useful vocabularies. Students with no or little prior experience will learn Chinese pinyin system and modern Mandarin Chinese through interactive practice and continuous small group activities. Learning activities may also include speaker presentations and field trips. Chinese history and culture will be included as it relates to each language lesson.Students enrolling in this course may also use this as a prerequisite for a Chinese study abroad program. If you are interested in traveling to China in the summer, please be sure to contact the faculty for more information.		Lin Crowley	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Civic Intelligence Laboratory Douglas Schuler communication community studies media studies political science sociology sustainability studies	Program	SO–SRSophomore–Senior	8, 12	08 12	Evening and Weekend	F 15 Fall	W 16Winter	S 16Spring		21st Century inhabitants of the earth find no shortage of complex problems that demand our attention. They run the gamut from pandemics to unsafe neighborhoods, economic collapse to unemployment, climate change to institutional racism. But why are some groups more likely than others to successfully address the issues they face? In this program we hypothesize that humankind must become "smarter" about its affairs if there is to be any chance of making social and environmental progress. Everywhere we see how money and power control how things are managed — or not. The playing field is not level, but positive change occur. Civic intelligence is the name for the type of collective intelligence that addresses significant shared problems effectively and equitably. Intelligence, whether in a single person or collectively, in classes, cities, nations or the world, is a complex ecosystem of interacting ideas, visions, perceptions, assertions, and questions. And intelligence is not just in the head: it is deeply intertwined with action — planning, evaluating, doing — and interacting with other people. We will explore civic intelligence through seminars, films, workshops, lectures and group projects throughout the program. But because civic intelligence is not enough — we also will learn about civic intelligence by it. Throughout the three quarters we will use the lens of a laboratory to employ and explore civic intelligence. We will read and other writings that focus on a problem-solving, experimental approach and that John Dewey and other authors advanced. We will strive to make our own program into a "lab" of sorts and collect data as we move forward. We plan to consciously leverage Evergreen's underlying philosophy as a non-traditional, experimental school that integrates theory and practice to explore how students can take a more active role in their education and in their interactions in the world. We will also work with one or more research and action efforts. Possibilities include an innovation network of people working in small to mid-sized cities, towns, or neighborhoods in Washington State; Evergreen's Center for Community Based Learning and Action (CCBLA), and a county-wide health initiative. The program will help students develop important skills in organizational and workshop design, collaboration, analysis and interpretation, written and oral communication, and critical thinking skills.		Douglas Schuler	Wed Sat	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
College Physics I Sara Rose physics	Course	FR–SRFreshmen–Senior	6	06	Day				Su 16 Session I Summer	College Physics I covers the first half of a year-long algebra-based College Physics curriculum, with the second half covered in College Physics II, offered second Summer session.College Physics I will cover Measurement, Vectors, Kinematics, 2D-motion, Force, Work, Energy, Momentum, Circular motion, Statics, Solids and Fluids, Temperature, Heat, Thermodynamics, and Relativity.College Physics II will cover Vibrations and Waves, Sound, Electric Charge and Fields, Electric Potential and Energy, Current and Resistance, DC Circuits, Magnetism, Induction, AC circuits, Light, Optics, and Quantum Physics.Both courses will include much hands-on exploration and lab work, and both solo and group activities.Students may take the first session only, second session only, or both sessions.		Sara Rose	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
College Physics II Sara Rose	Course	FR–SRFreshmen–Senior	6	06	Day				Su 16 Session II Summer			Sara Rose	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Communicating Science Jennifer Martinez biology communications	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session II Summer	The Communicating Science program will be dedicated to training future scientists and health professionals to communicate more effectively with the public. As the strain for federal funding continues, the ability to communicate scientific research effectively is more important now than ever. Questioning and skepticism is implicit in science. However, researchers have a responsibility to share the meaning and implications of their work. Everyone -- researchers, public officials, potential investors, the media, educators and students -- all have a vested interest in the direction of future research. The goal of this program is for students to learn to communicate clearly and effectively about research and why it matters, in terms non-scientists can understand.With a focus on communication, this program will explore research based on cell signaling and intercellular communication. This will include topics such as: signaling pathways, the importance of the extracellular matrix, and aberrant signaling that can lead to cancer and other pathologies. Those who are unaware of the uncertain nature of science can react to articles in these fields with misplaced hope or unnecessary alarm. This program will address this issue by providing a stronger understanding of current research and its relevance to society. Students will attend lectures for background knowledge. Students will participate in workshops to develop skills in reading and analyzing scientific literature. Improvisation and public speaking activities will enhance abilities of audience adaptation and highlighting relevant ideas. In addition, students will learn how to adapt their scientific writing to a variety of audiences. Upper-division science credits may be awarded to students who have taken the Introduction to Natural Sciences program or equivalent coursework and successfully complete an independent library research assignment and presentation, in addition to completing all program requirements.		Jennifer Martinez	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Community Connections - What Makes Communities Work (at Grays Harbor) Stephen Buxbaum and Lester Krupp business and management community studies education political economy sociology writing	Program	SO–SRSophomore–Senior	8	08	Weekend	F 15 Fall	W 16Winter	S 16Spring		The communities of Grays Harbor will be our learning laboratory for our investigation into what makes communities work. We will use a multidisciplinary approach in the examination of how these communities evolved and the role that local schools and educational institutions played as the region grew and developed.This year-long program will help students develop the skills needed to assess their communities, capture their observations, and articulate them in a useful form. Students will work to improve critical thinking, research methods, analytical reading and writing, and understanding across differences of socio-economic class, race and ethnicity. This program will support students pursuing advanced degrees or careers in the field of education, government and non-profit service organizations.Students will work in teams as they learn research skills, participate in field activities, and keep a record of their progress through a variety of assignments, such as mapping, journaling, oral histories, and data analysis. One of the primary objectives of this program will be to give back to the communities we are studying by adding to historical internet archives and creating photo journals, stories, poems and published articles.Our contextual focus will be the formation of communities in the “Harbor” – generally speaking the geographic region that is connected to the communities of Aberdeen, Cosmopolis and Hoquiam. Special emphasis will be given to the evolution of the region’s public school system and to current educational issues from policy to classroom practice.Our examination of the history of the region will seek out answers to how past events inform the current issues in education and community development policy that the Grays Harbor region is facing now and in the future. Students will learn how to work with primary source material and conduct research as a means of learning skills that are transferable to a broad range of social science disciplines.		Stephen Buxbaum Lester Krupp	Sat	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
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
Computers and Cognition Ab Van Etten computer science consciousness studies	Program	FR–SRFreshmen–Senior	8	08	Evening			S 16Spring				Ab Van Etten	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Concert Band- at SPSCC TBA music	Course	FR–SRFreshmen–Senior	2	02	Evening	F 15 Fall				Students in this course will perform a variety of band literature from classic Sousa marches to modern compositions. It is open to all students with proficiency on woodwind brass and percussion instruments. Previous band experience recommended.This class meets at South Puget Sound Community College, 2011 Mottman Road, SW, Olympia, WA 98512, Building 21, room 253.		TBA	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Concert Band- at SPSCC Scott Pierson music	Course	FR–SRFreshmen–Senior	2	02	Evening		W 16Winter			Students in this course will perform a variety of band literature from classic Sousa marches to modern compositions. It is open to all students with proficiency on woodwind brass and percussion instruments. Previous band experience recommended.		Scott Pierson		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Consciousness: Eastern Philosophy of Mind and Contemplative Practices Jamyang Tsultrim consciousness studies psychology religious studies	Program	FR–SRFreshmen–Senior	8	08	Evening and Weekend				Su 16 Session I Summer	Can consciousness be studied through trained subjective experience? In the recent decade, methodologies utilizing have evolved as a crucial tool in investigating the nature of consciousness. Exploring and comprehending the nature and function of human consciousness can help us to discover our innate potential at the deepest levels of advanced consciousness. Students in this program will integrate the findings of Western science with Eastern (Buddhist) philosophies of mind, and will engage in contemplative techniques such as systematic training in universal ethics, refined attention, mindfulness, analytical skills, and direct experience. Main areas of inquiry include the nature of mind and its functions, store-house consciousness, grosser and subtler mind, conceptual thought and non-conceptual awareness, attention, emotions and perceptions.		Jamyang Tsultrim	Mon Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Conserving Wildlife: Landscapes, Habitat, and the ESA Peter Impara ecology environmental studies field studies geography natural history Signature Required: Winter	Program	JR–SRJunior–Senior	16	16	Day	F 15 Fall	W 16Winter			How do we conserve endangered animals? These are complex species, often with specific habitat needs. They interact in elaborate ways with members of their species, other species, and with the landscape as a whole. A detailed understanding of what kinds of habitats species need, and how these habitats are distributed across landscapes, is crucial to managing landscapes to ensure future survival of particular species.This upper-division program will focus on examining and analyzing the habitat needs of endangered species. Students will learn, develop and apply an intricate interdisciplinary suite of knowledge and techniques that include spatial analysis; ecological modeling; integration of scientific, legal and political information; and computer tools such as Geographic Information Systems (GIS) to develop habitat conservation plans for threatened and endangered species as listed under the Endangered Species Act (ESA) of 1973. Students will apply a rigorous approach to collecting and analyzing biological, ecological, and habitat data, using GIS to develop habitat suitability models and cost surface maps. Students will learn the importance of developing spatial analyses that communicate ecological information for decision making and planning. They will integrate information into species habitat conservation plans (HCPs), learning to effectively communicate goals, objectives, actions and options while following federal guidelines.Habitat analysis will be conducted at the landscape scale, integrating the disciplines of landscape ecology with wildlife habitat analysis, wildlife biology, and habitat conservation planning. As a final project, students will develop and present a formal HCP for a threatened or endangered Pacific Northwest species. Students will be required to understand and apply legal concepts associated with the Endangered Species Act of 1973 and develop an understanding of stakeholders’ concerns and related issues surrounding resource users that may or may not come into conflict with the conservation of their selected species. Lectures will cover the areas of landscape ecology, island biogeography and meta-population theory, spatial analysis, GIS, wildlife habitat analysis, and habitat conservation planning. Guest speakers will present recent case studies and approaches to conservation planning. Field trips to locations where wildlife management and conservation are occurring will expose students to methods of habitat assessment, conservation and restoration.		Peter Impara	Tue Tue Wed Thu	Junior JR Senior SR	Fall	Fall Winter
Contemporary Native American Art in Cultural and Historical Contexts Gail Tremblay Native American studies aesthetics art history history writing	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall				This program will examine the work of Indigenous artists in North America who have helped define the Contemporary Native American Art Movement since the 1960s and will trace the movement’s evolution through 2015. Beginning with an examination of works by seminal artists like Alan Houser, Oscar Howe, Fritz Scholder, and Helen Hardin, who transformed American Indian art, students will explore the way that these artists and the Indigenous artists who came after them became an innovative force that redefined the place of American Indian/First Nations artists in the global art world. We will analyze the way these various generations of artists have created movements in the Americas that have challenged anthropological and colonial paradigms that define aesthetically exquisite objects made by Indigenous peoples as artifacts to be studied in an ethnographic context rather than as works of fine art. We will look at the way the art/craft divide in European and American settler art discourse has affected the way Indigenous art has been defined. Through detailed analyses, students will critically reflect on not only the aesthetic principles inherent in Indigenous artwork, but also on the historical and cultural contexts which inform the artists of the Contemporary Native American Art Movement. Finally, students will learn how to look at, interpret, understand, and write about the works of contemporary Indigenous artists in the United States and Canada.		Gail Tremblay	Mon Tue Thu	Sophomore SO Junior JR Senior SR	Fall	Fall
Core Ballet Jehrin Alexandria dance	Course	FR–SRFreshmen–Senior	2	02	Evening				Su 16 Session I Summer	In this course, students will be learning the basic steps and terminology of Classical Ballet. In addition they will learn a series of exercises that help strengthen and develop their core muscular system. This course is excellent for those who want to increase their flexibility and overall coordination as well as work on their ability to focus and experience a greater self awareness via movement. Basic dance attire is required.		Jehrin Alexandria	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Core Ballet A Jehrin Alexandria	Course	FR–SRFreshmen–Senior	2	02	Day	F 15 Fall						Jehrin Alexandria	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Core Ballet A Jehrin Alexandria	Course	FR–SRFreshmen–Senior	2	02	Day			S 16Spring				Jehrin Alexandria	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Core Ballet B Jehrin Alexandria	Course	FR–SRFreshmen–Senior	2	02	Evening			S 16Spring				Jehrin Alexandria	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Core Ballet B Jehrin Alexandria	Course	FR–SRFreshmen–Senior	2	02	Evening	F 15 Fall						Jehrin Alexandria	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Cornerstone: Foundations for Success Lester Krupp education writing	Course	FR–JRFreshmen–Junior	4	04	Evening			S 16Spring		What do you hope to gain from being in college? What will it take for you to succeed here? This 4-credit class is an opportunity for beginning and returning students to think deeply about their education, to develop skills that contribute to college success, and to chart a path toward career goals and life-long learning. We will begin by investigating the history and function of the Liberal Arts in society, with special attention given to the Five Foci of an Evergreen Education (Interdisciplinary Study, Collaborative Learning, Learning Across Significant Differences, Personal Engagement, and Linking Theory with Practice). In the process of our investigation, students will work to strengthen their academic reading, writing, note-taking, speaking, and critical reasoning skills. Students will identify areas of particular academic interest and need, and they’ll develop strategies to meet those learning goals in the future.		Lester Krupp	Wed Thu	Freshmen FR Sophomore SO Junior JR	Spring	Spring
Cornerstone: Foundations for Success Lori Blewett cultural studies education writing	Course	FR–JRFreshmen–Junior	4	04	Evening		W 16Winter			For new and returning students, this class is designed to help develop the knowledge, skills and confidence to be successful in your college experience. There are many kinds of academic learning and many ways of knowing. Students will have to make sense of lectures, discussions, literature, and research, all of which involve different approaches to learning. This course is designed to help you discover a pathway toward reading, writing and discussing critical issues relevant to your complex worlds. Students will examine how to increase their understanding and knowledge in relation to Evergreen's Five Foci (Interdisciplinary Study, Collaborative Learning, Learning Across Significant Differences, Personal Engagement, and Linking Theory with Practical Applications) as well as charting a course for a liberal arts degree that links career goals with lifelong learning.		Lori Blewett	Tue	Freshmen FR Sophomore SO Junior JR	Winter	Winter
Cornerstone: Foundations for Success Lester Krupp education writing	Course	FR–JRFreshmen–Junior	4	04	Evening	F 15 Fall						Lester Krupp	Thu	Freshmen FR Sophomore SO Junior JR	Fall	Fall
Counseling Methods and Strategies George Freeman psychology	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session II Summer	Counseling Methods and Strategies will introduce students to the world of therapeutic skills used in counseling and therapy. Students will develop their active listening skills, group leadership, and explore the counseling theories guiding therapeutic endeavors. Our reading will include personality theory, diagnoses and psychopathology, and ethics. Students will develop through experiential communication skills a range of approaches from behavioral to depth psychology.		George Freeman	Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Creating Community and Health Through Gardens Marja Eloheimo agriculture community studies health	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session I Summer			Marja Eloheimo	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
Creative Solutions: Activism, Advocacy, and Self-Determination in Indian Country Erin Genia Native American studies community studies cultural studies	Program	SO–SRSophomore–Senior	16	16	Day			S 16Spring		Within this program, upper division students will investigate an array of policy issues affecting indigenous people locally, nationally and internationally through the lens of Tribal self-determination, advocacy and activism. Students will complete a major research project on a topic of their choosing, relating to contemporary indigenous issues in arts and culture, the environment, governance and policy, social services, health or education. Through readings, research, workshops, lectures, discussion and writing, students will examine indigenous leadership and organizations, the path from activism and advocacy to policy and law, tribal sovereignty, international indigenous peoples’ issues, and the role of artists and culture bearers in creating space for positive change. Students will learn applicable strategies for research, community organizing, policy development and cultural competency. Students will be assessed on the quality of their written work, class participation, presentation skills, ethical research and collaborative group work.		Erin Genia	Mon Tue Thu	Sophomore SO Junior JR Senior SR	Spring	Spring
Creative Writing Workshop Nancy Parkes communication writing	Program	SO–SRSophomore–Senior	8	08	Evening			S 16Spring		Creative Writing Workshop is designed for students interested in gaining or building on a foundation in fiction or creative non-fiction writing. Through our writing, reading and review of film as a medium, we will examine and practice the craft of creating rich characters, vibrant scenes, and crisp dialogue. Through our reading and critique work, we will build “tool kits” of literary writing and reading techniques. Students will produce one memoir-based piece; a short story, novel chapter, or journalistic piece; and a “student choice” writing block (two major pieces—both drafted and extensively revised). We will concentrate on the artistic and process of draft, and the craft of revision. Students should also expect to spend time outside class critiquing peer work. While the focus of the program is creative writing, this class will help students to learn storytelling techniques useful in non-profit, business, and other professional settings.Texts and Assigned Writing:Writing Fiction: The Practical Guide from New York’s Acclaimed Writing School (Gotham Writer’s Workshop)Gotham Writer’s Workshop Fiction Gallery: Exceptional StoriesSelf Editing For Fiction Writers , Browne and KingNovel selected by individual student writing groupsProvided online: Custom collection of short stories and poems		Nancy Parkes	Mon Mon Mon Wed Wed Wed	Sophomore SO Junior JR Senior SR	Spring	Spring
Crime and Punishment (online) Julianne Unsel and Arleen Sandifer law and government policy law and public policy political economy political science	Program	FR–SRFreshmen–Senior	12	12	Day, Evening and Weekend				Su 16 Summer	This program will take a critical look at controversial issues in the criminal justice system, including police misconduct and interrogation, mandatory minimum sentencing, criminalization of immigration, prosecutorial discretion, the insanity defense, children tried as adults, privatization of prisons, physician-assisted suicide, and grass roots activism related to police use of force. It will be taught online through the Canvas virtual learning environment, a chat room for live webinars, and e-mail. Attendance at a one-time face-to-face orientation will be required 7:00 to 9:30 pm on Monday, June 20. Requests for alternative orientation arrangements considered on a case by case basis.		Julianne Unsel Arleen Sandifer		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Crisis and Transformation in the U.S.: Political Economy, Class, and Social Movements Jeanne Hahn history political economy political science sociology	Program	JR–SRJunior–Senior	16	16	Day		W 16Winter			While crises are often seen as rough times, unexpectedly and temporarily interrupting what is taken as normal, we will study them as aspects of fundamental change and restructuring resulting in opportunities for some and reversals for others, often setting in motion a new political-economic trajectory.For many, the economic and political crisis of the past decade was their first experience with a relatively sudden and severe economic downturn in which political priorities are restructured and outcomes uncertain. Similarly, for many, Occupy was their first experience of a mass opposition movement. These were not new phenomena in the United States. We will place our current crisis in historical and theoretical context through the examination of four periods of political-economic crisis and transformation, focusing on political economy, social movements, and the media. Two are well known: our current crisis and the deep depression that bridged the close of World War I to the opening of World War II. Another largely forgotten period is the Great Depression of the late 19th century, out of which emerged a modern industrialized United States. Additionally, we will investigate the first crisis, spanning the end of the Revolutionary War through the ratification of the Constitution. Each period was characterized by economic crisis and social upheaval, ultimately resulting in a transformation of U.S. capitalism.		Jeanne Hahn	Tue Wed Fri	Junior JR Senior SR	Winter	Winter
Critical Reasoning Stephen Beck	Course	FR–SRFreshmen–Senior	4	04	Evening		W 16Winter			In this intensive writing course, students will learn how to critically evaluate persuasive writing as well as how to write well-reasoned, persuasive writing of their own. Students will study informal reasoning and develop their own abilities to give good reasons in writing for their own views. Students will develop their reasoning and writing skills through sustained engagement with a particular theme. This quarter's theme will be the role of reasoned argument in a pluralistic society.		Stephen Beck	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
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
Cultivating Voice: A Writing Tutor's Craft Sandra Yannone education writing Signature Required: Spring	Course	FR–SRFreshmen–Senior	2	02	Day			S 16Spring		This course combines a seminar with a practicum to prepare students to become peer tutors at Evergreen's Writing Center on the Olympia campus. In seminar, we will explore tutoring theories, examine the role of a peer tutor and develop effective tutoring practices. In the practicum, students will observe peer tutoring and graduate to supervised tutoring. The course also will address working with unique populations of learners. Students considering graduate school in related fields will benefit from this course.		Sandra Yannone		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Cultural Sovereignty: Indigenous Peoples' Cultural and Heritage Governance Issues Erin Genia	Course	JR–GRJunior–Graduate	2	02	Evening and Weekend				Su 16 Session II Summer	This course will examine the landscape and language of Indigenous peoples’ heritage and cultural resources in a changing environment. With a focus on protection, preservation, restoration and revitalization of Indigenous peoples’ cultures, the course will deliver an overview of legal structures at the federal level, including NAGPRA and the Indian Arts and Crafts Act, as well as tribal, state, local government and international governance mechanisms. Students will consider the ongoing work of tribal museums and heritage departments, and Native arts and culture organizations on tribal cultural sovereignty, and will investigate efforts for repatriation, protection of sacred sites, intellectual property and more.		Erin Genia	Fri Sat Sun		Summer	Summer
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
Dance Intensive Jehrin Alexandria dance theater	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session I Summer	This two-week, Monday through Friday class runs from July 11-24th and is for students of any level of dance experience. The morning session consists of Ballet and the Beamish Bodymind Balancing System. This system has been used by elite dancers, singers and actors around the world to help prevent injuries, increase flexibility, strength and focus while decreasing tension in the body and mind. The afternoon session consists of contemporary, modern and other dance forms.		Jehrin Alexandria	Mon Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Dances with Stars: A Fusion of Poetry and Science Suzanne Simons aesthetics education literature writing	Program	SO–SRSophomore–Senior	8	08	Weekend			S 16Spring		Science and poetry are equally informative guides to knowledge and enlightenment, their fusion a natural consequence of the quest to make the unknown known, argue authors Erin Colfax and Nancy Gorrell in In this program, we will explore literary patterns and pedagogical practices for connecting poetry and science. For our framework, we will use the four elements of air, fire, water, and earth. Central questions include what is the relationship between poetry and science? How can poetry heighten understanding of and interest in science, and vice versa? How can scientific and mathematical concepts be applied to writing poetry? In what ways do poetry and science bring form to chaos, helping us make sense of our lives and the world? How can science poetry be woven into K-12 curricula? Our exploration of poetry will include writing in formal patterns, such as haiku, couplets, tercets, ballad stanza, villanelle and sestina. We will compare these forms to free verse through our own writing and collections of science poetry. Activities may include community poetry/spoken word events, exploring Evergreen's Natural History Collection, birding field trip, and participating at Evergreen's Science Carnival by teaching science poetry workshops to K-12 students.Credits will be awarded in poetry and science education.		Suzanne Simons	Sat	Sophomore SO Junior JR Senior SR	Spring	Spring
Dangerous Ladies in Changing Times: An Investigation of Significant Women of American Identity in the 20th and 21st Centuries Tacoma Barbara Laners cultural studies gender and women's studies history sociology	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Summer	This class will examine the role of women in the development of America's social, economic, legal, and political history. More particularly, the class will focus on women from slavery, suffrage, the civil rights movement, and new issues raised by a contemporary interpretation of the 14th Amendment. All aspects of the gender equity gap will be explored, including new definitions and the impact of who is included therein.		Barbara Laners	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
Descartes and His Legacy Stephen Beck philosophy	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session I Summer	Descartes is often called the Father of (western) Modern Philosophy. With good reason: Descartes powerfully redirected the western conception of philosophical inquiry as well as articulated several philosophical views – for instance, on knowledge, on the nature of persons, on the relation between mind and body – that continue to exert influence today even while they draw sharp criticism. We will read several of Descartes’ works carefully, along with writings by a range of critics, from his contemporaries to ours. This work will help us to answer the question: What is at stake in accepting or in rejecting Descartes’ positions?		Stephen Beck	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Discrete Math Brian Walter mathematics	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session I Summer			Brian Walter	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Diversity and Multiculturalism: Historical and Contemporary Perspectives Michael Vavrus American studies history political economy	Program	JR–SRJunior–Senior	16	16	Day	F 15 Fall				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 fast-paced 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, research-based 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 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	Junior JR Senior SR	Fall	Fall
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
Drawing: Foundations Aisha Harrison visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		This course is an introduction to principles and techniques in drawing. Emphasis will be on learning to draw what you see through close observation. Students will be introduced to a variety of drawing materials and techniques as well as proportion, sighting, perspective, value and composition. Students will develop a context for their work through readings and research projects about influential artists. Students will be required to keep a sketchbook throughout the quarter and complete drawing assignments outside of studio time. A final portfolio of completed assignments will be due at the end of the quarter.		Aisha Harrison	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Drawing: Foundations Aisha Harrison visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				This course is an introduction to principles and techniques in drawing. Emphasis will be on learning to draw what you see through close observation. Students will be introduced to a variety of drawing materials and techniques as well as proportion, sighting, perspective, value and composition. Students will develop a context for their work through readings and research projects about influential artists. Students will be required to keep a sketchbook throughout the quarter and complete drawing assignments outside of studio time. A final portfolio of completed assignments will be due at the end of the quarter.		Aisha Harrison	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Drawing: The Human Form Aisha Harrison visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening		W 16Winter			This course will focus on accurately rendering the human form through close observation of a live model. During this course we will start by translating what we see onto paper, and progress to using the figure to communicate content. We will deepen our understanding of what we are drawing by developing an understanding of how basic anatomy affects the shape of the body. Students will be required to keep a sketchbook throughout the quarter and complete drawing assignments outside of studio time. A final portfolio of completed assignments will be due at the end of the quarter.		Aisha Harrison	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Drawing Through Media: The Portrait Gretchen Bennett	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session II Summer	The goals of this course include the development of individual drawing skills and lines of inquiry, as well as a working knowledge of the histories and contemporary concerns of drawing, and a practical basis for further inquiry into all the visual arts and beyond. Using simple methods and means, the practice of drawing is approached from both traditional and experimental directions. In-class drawing sessions are complemented by independent, outside of class work and assigned readings in art history and theory, as well as literature. Critical thought and research are used, through given texts and viewing experiences. The course considers the two principal aspects of drawing today—the conceptual, theoretical discourse, and the areas of human experience that drawing has come to be associated with: informality, authenticity, immediacy, history, memory and narrative. A close read is given to ‘draw’ and ‘media,’ including using a range of drawing tools, such as charcoal, graphite pencils, color pencils and ball point pen, and looking at drawing, in terms of mediated space, screen, atmosphere and filter. This course takes portrait drawing as its constant and through it, we ask what it is to face something, while exploring empathy, collaboration and observation. Contemporary drawing is experienced as an expanded field of practice, as we look closely into daily life, in order to connect outwardly to students’ individual lines of inquiry. We'll look at a diverse range of contemporary artists who use drawing in their practice.		Gretchen Bennett		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
EastWest Psychology: Destructive Mind/Emotion Jamyang Tsultrim consciousness studies philosophy psychology	Course	FR–SRFreshmen–Senior	4	04	Weekend		W 16Winter			Are destructive emotions innately embedded in human nature? Can they be eradicated? A growing body of Western research has examined these and other questions through the perspectives of Eastern psychology and philosophy which view destructive emotions, perceptions, and behaviors as the primary source of human suffering. To alleviate this suffering, Eastern psychology has developed a rich and varied methodology for recognizing, reducing, transforming, and preventing these destructive forms of mind and emotion. After examining the nature and function of the afflictive mind/emotions, students will choose one emotion to study in-depth and develop effective East/West interventions to transform this emotion/state of mind.		Jamyang Tsultrim	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
EastWest Psychology: Positive Mind/Emotion Jamyang Tsultrim consciousness studies physiology psychology	Course	FR–SRFreshmen–Senior	4	04	Weekend	F 15 Fall				In what ways do our positive emotions/perceptions enhance our ability to see reality? Are there effective methods for training the mind to cultivate positive thought/emotions? Students will analyze the nature of constructive emotion/thoughts, their influence on our mental stability and brain physiology, and methodologies for influencing and improving mental development and function. Students will explore the correlation between mental training of the mind and physiological changes in the brain. We will also examine the nature of the genuine happiness from Eastern and Western psychological models of mind/emotion as well as from a traditional epistemological model of cognition based on Indo-Tibetan studies.		Jamyang Tsultrim		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Ecological Agriculture: Healthy Soil, Healthy People Martha Rosemeyer, Thomas Johnson and Carolyn Prouty agriculture biology botany environmental studies health international studies political economy sustainability studies Signature Required: Winter Spring	Program	SO–SRSophomore–Senior	16	16	Day		W 16Winter	S 16Spring		More than three-quarters of the arable land mass of the planet is influenced by human needs and desires for food and fiber. There are competing visions for the future of our agriculture and food systems. A global, fossil-fuel-based system provides large quantities of inexpensive food along with significant environmental and social impacts. Another vision is a local, community-based system that produces higher quality, but more expensive, food while seeking to minimize environmental and social impacts. Critical questions that will inform our inquiry include: Can we grow high-quality food that is available to everyone? How did we get into this current agricultural predicament of industrial production and a global population that is simultaneously both “stuffed” and “starved?” How can an individual make a difference?This program will provide an interdisciplinary study of agriculture in the context of food systems. We will explore competing ideas while developing ecological and holistic thinking, which will be applied in hands-on laboratory and field exercises, expository and scientific report writing, critical analysis of film, and quantitative reasoning. Seminar will examine history, policy, and socioeconomic and political contexts of agriculture and health.In winter, we will focus on soil science, particularly soil ecology and nutrient cycling in lecture and lab. We will also examine food and agricultural policy at the national, state and local level, as well as the prospects for creating more sustainable food systems. Our learning will be supported by an extended field trip to the Ecological Farming Conference in California and visits to a number of rural farms and urban agriculture projects. Seminar will examine U.S. agricultural history, food system policy, economics, and moral and ethical dimensions of food production. In spring, we will combine the topics of global farming systems, public health, and the health of agricultural workers. We will study basic ecological principles and practices involved in sustainable agriculture, indigenous agriculture, and permaculture. Farming intersects with larger questions of occupational health, including health-related burdens of workers in agriculture broadly, and specifically in migrant laborers in the United States. Integrating scientific and political population-based analyses, students will examine public health principles, tools, and policies related to pesticide exposure and other chemical, biological, and physical risks faced by agricultural workers. Seminar will focus on understanding structural history of agriculture, exploring the common roots of both malnutrition, hunger, and obesity. A three-day field trip and three-credit independent project or in-program internship will complete in-class learning.		Martha Rosemeyer Thomas Johnson Carolyn Prouty		Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Ecological Agriculture: Crop Botany and Plant Genetics Donald Morisato and Martha Rosemeyer agriculture biology botany ecology sustainability studies	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall				How do seeds form? How do plants develop from seeds? How do plants adapt to particular environmental conditions? The modification of plant evolution by human selection has played a major role in the history of agriculture. Ecological agriculture is based on an understanding of plant biology, either through the grazing of livestock or the growing of food crops. This program focuses on the science of crop botany and genetics as a basis for propagation, seed-saving, and plant breeding. In one strand, the basic life cycle and reproductive botany of crop members of the most important plant families will be explored. This systematic survey will make connections to their center of diversity and origin. In a second strand, the principles of plant breeding will be presented through an introduction to Mendelian and quantitative genetics. Some of the agricultural methods of plant reproduction, by both sexual and vegetative propagation, will be considered. Readings may include Kingsbury's Nabhan's , and Navazio’s . The adaptation of crop plants to specific environments, especially in this era of climate change, becomes increasingly critical for the future of sustainable agriculture. Laboratory and field experiments, as well as field trips to local farms and plant breeding centers, will provide an applied context for our inquiry.		Donald Morisato Martha Rosemeyer		Sophomore SO Junior JR Senior SR	Fall	Fall
Ecological and Environmental Economics Ralph Murphy business and management ecology economics environmental studies government law and government policy law and public policy political science	Program	JR–SRJunior–Senior	16	16	Day	F 15 Fall				This advanced social science program examines the methods and applications of ecological and environmental economics for environmental problem solving. The major goal of the program is to make students familiar and comfortable with the methodologies, language, concepts, models, and applications of ecological and environmental economic analysis. The program does not assume an extensive background in economics; therefore it begins by quickly reviewing selected micro economic principles. We will study the models used in natural resource management, pollution control approaches, and sustainability as an empirical criterion in policy development. We will explore externalities, market failure and inter-generational equity in depth. Examples of case studies we will evaluate include: natural resources in the Pacific Northwest; management and restoration of the Pacific Salmon stocks and other marine resources; energy issues including traditional, alternative, and emerging impacts from hydraulic fracturing (fracking), oil trains and climate change; selected issues of environmental law; wetland and critical areas protection and mitigation; and emerging threats such as ocean acidification and low oxygen zones. We also will develop a detailed consideration of the theory and practice of benefit cost analysis. The program concludes by critically evaluating the strengths and weaknesses of using ecological and environmental economics to develop solutions to environmental problems.Program activities include lectures, seminars, research and methods workshops, field trips, quizzes, exams, and a research assignment.		Ralph Murphy	Tue Wed Thu Fri Fri	Junior JR Senior SR	Fall	Fall
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
Ecopsychology Susan Cummings psychology	Course	FR–SRFreshmen–Senior	2	02	Evening				Su 16 Session II Summer	Mind and nature are inseparable. The natural world is not outside of us or separate from us, but it us. Ecopsychology is an exciting emerging perspective that explores the connection between psychological and ecological health. Many of our psychological ills and our addictions are directly related to our lack of awareness and our perceived disconnection from our natural origins. The very destruction of our habitat is an expression of this lack of connection to the ground of our being. There are many emerging approaches to deal with this, such as the greening of playgrounds, nature-based therapy, architecture that aims to connect us with a healthy habitat, and the exploration of our assumptions. We will explore the historical and cultural influences underlying and leading up to this perceived separation from nature, cultural differences in perspectives, assumptions in psychology, the connections between pathology and this perceived separateness from nature, and the role of connectedness with nature in child development. We will also explore the role of innovation, creativity and Active Hope in ecopsychological healing. Students will review the literature, engage in experiential activities and projects, and brainstorm solutions. Depending on the weather, we may spend some time outdoors.		Susan Cummings	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
E-government Larry Dzieza	Course	JR–GRJunior–Graduate	2	02	Evening and Weekend				Su 16 Session I Summer	This 2 credit course explores contemporary practices, challenges, and opportunities at the intersection of information technology, public administration and democratic governance. Information technology is increasingly "how organizations get things done" but using IT effectively has special challenges in the public sector. The course seeks to ground discussions in current IT theories and explore evidence of their application through readings and presentations from practitioners in public sector IT. We will explore ways in which data and information technologies have become a key driver in the delivery of services and in some cases have become the service itself.		Larry Dzieza	Fri Sat Sun		Summer	Summer
The Emerging Self George Freeman gender and women's studies psychology queer studies	Program	JR–SRJunior–Senior	16	16	Day	F 15 Fall				The "emerging self" connotes our continued process of development through the life span. This program explores the concept of the self, a range of developmental theories, and frames the question of "Who am I?" as a therapeutic endeavor. We will use our personal journey of self discovery as one aspect of the emergent self. We will explore both established theoretical models as well as the literature of "self-help" to come to an understanding of the academic as well as the layperson's views of the self.		George Freeman	Mon Tue Wed	Junior JR Senior SR	Fall	Fall
Employment Law Natividad Valdez and Theresa Aragon business and management	Course	SO–SRSophomore–Senior	4	04	Evening and Weekend	F 15 Fall				The course will review the major employment laws, including those dealing with discrimination, sexual harassment, disability, family leave, wage standards, and the Employee Retirement Income Security Act as well as and the Consolidated Omnibus Budget Reconciliation Act (COBRA). Students will learn how to apply these major laws to 'real-work' situations and will have a very good understanding of the major provisions.		Natividad Valdez Theresa Aragon	Tue Tue Sat Sat Sun	Sophomore SO Junior JR Senior SR	Fall	Fall
Energy Policy Analysis Laurance Geri	Course	JR–GRJunior–Graduate	4	04	Weekend				Su 16 Session I Summer	How do we transform the energy systems of the U.S. and the world to provide us with the energy we need, in an environmentally sustainable way? The threat from climate change has made the search for answers to this question vital to our collective future. This course will examine how public policy in the energy sector is crafted in the U.S. and other countries, with a focus on how analysis can clarify the scenarios available to us, and their potential consequences. We will also examine the many dimensions of energy, including sources, technologies, the operation of energy markets, and the economic, social, national security and environmental implications of energy use.		Laurance Geri	Sat Sun		Summer	Summer
Energy Systems and Climate Change EJ Zita agriculture environmental studies physics sustainability studies	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall	W 16Winter			This interdisciplinary program will study how energy is harvested and transformed, used or abused by humans. We will explore interactions between natural systems and human systems to understand global changes currently affecting the Earth system. What is the evidence for, what are the consequences of, and what can be done about global warming? How can we find our personal roles in addressing the challenges facing Earth and its inhabitants?We will study solutions ranging from renewable energy to sustainable farming and (insert your idea here). Our approach is based in natural science, with an emphasis on critical thinking. This challenging and rewarding two-quarter program will include lectures and workshops by faculty and guest lecturers; seminars on books and articles; inquiry-based writing and peer feedback; qualitative and quantitative reasoning and problem solving; and hands-on research projects in spring, to engage our inquiry and learning together.In fall, our work will include research planning for students interested in more advanced studies in spring. Every student will write several short inquiry-based essays, and will respond to peers' writing, in addition to participating in face-to-face seminars. Small teams will meet at least twice weekly to discuss readings and prepare for class together. Students will make presentations in class on current topics of interest, and teams will facilitate discussions. No mathematical or technical design texts or prerequisites are required in winter quarter.Our efforts in winter will include more challenging quantitative work, including research projects. Every student will write several short inquiry-based essays, and will respond to peers' writing, in addition to face-to-face seminars. Students will build on quantitative problem solving begun together in the classroom. Small teams of your choice will meet weekly to discuss readings and prepare for class together. Students will do research projects, make presentations in class and at regional meetings, and write research reports. Research projects typically range from greenhouse gas reduction projects to sustainable energy, agriculture, building, or urban planning.		EJ Zita	Tue Thu Fri	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Engaging with the Endangered Northwest Rebecca Chamberlain and Nancy Parkes Native American studies communication cultural studies ecology environmental studies literature natural history sustainability studies writing	Program	FR–SRFreshmen–Senior	8	08	Evening and Weekend	F 15 Fall	W 16Winter			The Pacific Northwest is home to pressing environmental issues, including coal and oil exports, loss of habitat, water quality, fisheries, and effects of global warming. The coal industry wants to use Northwest ports for shipping to Asia, which could result in 100 million tons of coal being shipped through the region by rail. A dozen oil pipelines are proposed, and trains carrying oil have derailed in other regions. Will these projects, as opponents contend, endanger both Northwest peoples and the environment? Or as proponents--including many labor unions--argue, would they bring critical jobs to economically dislocated and disadvantaged areas? What entities have the power to decide whether these projects will be built? What methods can be used to get clear information to those who are affected? What are the human health and environmental risks from coal dust, train wrecks, and potential oil spills? How do citizens become engaged? What is the role of indigenous communities? What are the roles of advocates, allies, and supporters--on both sides--and how do these positions grow out of environmental and other histories?In engaging with these issues, we will ask, how do we speak meaningfully about our relationship to the natural world? We will learn how stories and ethnography empower individuals and communities to understand their connection to place. Through a practice of writing, and study of both eco-criticism and natural history literature, we will examine concepts and values around wilderness and the human connection to the natural world. We will consider the traditional division between labor and environmental interests, its roots, and whether these two groups may be able to foster collaborations that address both jobs and environmental protection. Our work will include analysis of disparate views and values, and common ground among environmental groups, tribes,		Rebecca Chamberlain Nancy Parkes	Mon Mon Wed Wed Sat Sun Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Enhanced Grantwriting and Fundraising: Ideas to Realities Don Chalmers writing	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Session I Summer	This course helps students understand and appreciate United States philanthropy, especially non-profit organizations and what they must do to seek and secure outside funding. We'll define and discuss key components of developmental readiness like board development and strategic planning that funders view as important to organizational sustainability. We'll learn how to research funding sources. A primary focus of the course is grant writing, specifically how to prepare a competitive grant application to a corporate, foundation or federal source. The course also shares keys to successful grant administration and other resource development activities. These activities include annual funds, special events, contracting, planned giving, in-kind contributions and more. Join us this summer to learn ways to convert your ideas to realities!		Don Chalmers	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Environmental Challenges and Solutions Ted Whitesell environmental studies sustainability studies	Program	FR–SRFreshmen–Senior	12	12	Day				Su 16 Summer	–	ecological restoration, sustainable agriculture, conservation, resource management, environmental health, climate impacts analysis, environmental justice, environmental advocacy, environmental education, and much more!	Ted Whitesell	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
Ethnobotany Grows in the Garden - Late Summer Intensive Marja Eloheimo Native American studies botany health natural history	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session II Summer	During this weeklong intensive, students will spend time in the Longhouse Ethnobotanical Garden at Evergreen learning to identify, care for, and use native, edible, and medicinal plants in late summer. Students will participate in workshops, carry out projects, and engage in daily nature journaling, reading, and writing. Plan to spend much of your time outdoors.		Marja Eloheimo	Mon Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
Europe Since 1500 Stacey Davis history	Course	FR–SRFreshmen–Senior	4, 6, 8	04 06 08	Day				Su 16 Session I Summer			Stacey Davis	Mon Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
The Evergreen Singers Marla Elliott music	Course	FR–SRFreshmen–Senior	2	02	Evening	F 15 Fall				No auditions are needed for this continuing singing ensemble. We learn the basics of good voice production and master songs from a wide range of musical idioms. Members of the Evergreen Singers should be able to carry a tune, learn their parts, and sing their parts with their section. This class requires excellent attendance and basic musicianship skills. Credit will be awarded in Chorus.		Marla Elliott	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
The Evergreen Singers Marla Elliott music	Course	FR–SRFreshmen–Senior	2	02	Evening			S 16Spring		No auditions are needed for this continuing singing ensemble. We learn the basics of good voice production and master songs from a wide range of musical idioms. Members of the Evergreen Singers should be able to carry a tune, learn their parts, and sing their parts with their section. This class requires excellent attendance and basic musicianship skills. Credit will be awarded in Chorus.		Marla Elliott	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
The Evergreen Singers Marla Elliott music	Course	FR–SRFreshmen–Senior	2	02	Evening		W 16Winter			No auditions are needed for this continuing singing ensemble. We learn the basics of good voice production and master songs from a wide range of musical idioms. Members of the Evergreen Singers should be able to carry a tune, learn their parts, and sing their parts with their section. This class requires excellent attendance and basic musicianship skills. Credit will be awarded in Chorus.		Marla Elliott	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Evil in the Modern World Stephen Beck and Thomas Rainey history literature philosophy	Program	SO–SRSophomore–Senior	8	08	Evening and Weekend			S 16Spring		How are we to understand the atrocities that human beings visit upon each other? Are they to be seen as upwellings of Evil in the human spirit? Or have we moved beyond the need to understand human actions by appeal to "evil"? Once God became a problem and not a given for people, the nature and the existence of evil similarly became a problem. We will read closely works by Dostoevski, Nietzsche, Arendt, Camus, and other incisive observers of the human condition from the 19th and 20th centuries.		Stephen Beck Thomas Rainey	Mon Mon Wed Wed	Sophomore SO Junior JR Senior SR	Spring	Spring
Evolution and Ecology Across Latitudes Heather Heying, David Phillips and Bret Weinstein anthropology biology consciousness studies ecology environmental studies field studies natural history philosophy of science study abroad writing zoology Signature Required: Fall	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall	W 16Winter	S 16Spring		Why are there so many species on the planet? Why are there more species nearer the equator than at the poles? This program seeks robust, meaningful explanations for these complex phenomena. In parallel, it approaches human cultural variation in a biotic context, addressing the questions: Where have humans traditionally fit in relation to biological nature, and how has our unparalleled within-species diversity been shaped by nonhuman forces? This program will introduce students to a unique and broadly applicable set of analytical tools, and apply them across a range of settings and scales that would be impossible in a traditional academic context.We will study patterns across space and time, revealing the selective forces that shaped the distribution, form, behavior, and interaction of organisms from all extant branches of the tree of life. From mycorrhizal fungi that live in the roots of trees to bats collecting fruit high in the moonlit canopy, organisms are best understood embedded in the context of the forces that gave rise to them.Though all sciences share a method of inquiry, the theoretical toolkit necessary to understand complex biological systems is different from the more familiar tools of the fundamental sciences, such as chemistry and physics. When an insect extracts nutrients from a leaf by detoxifying compounds built to deter herbivory, both the insect, and the plant whose leaf is consumed, have invested resources in an objective, and their gains and losses can be evaluated in terms similar to those in economics and engineering. We will apply concepts such as sunk costs, zero-sum game, and adaptive landscapes across systems and taxa.We will compare Pacific Northwest rainforest to the Ecuadorian Amazon, witnessing ecology’s most extreme, ubiquitous, and mysterious species-diversity pattern: the latitudinal diversity gradient. We will compare the Amazon at Earth’s most species-rich location—Yasuní—with equatorial montane, cloud forest, and altiplano habitats, revealing dramatic predictable reductions in species diversity that occur at a given latitude, with increases in elevation. And we will compare the high-diversity Amazonian habitat in the humid lowland east to the comparatively low-diversity habitats of the arid Andean rainshadow to the west.In tandem with our study of habitats, we will seek to understand indigenous cultures that have historically inhabited these biomes. We will consider the impact of glaciation and the role it played in initiating the diaspora of New World populations which diversified across the entirety of the Americas before Europeans arrived in the 15th century. Where there is archaeological evidence, we will interpret it in the context of the precolonial world.In fall, we will focus on logical tools, concepts, and language needed to understand evolutionary patterns. We will investigate levels of selection, and grapple with the relationship between genes, cultural memes, and epigenetic markers. We will take several field trips within Washington to experience relevant phenomena (e.g., Hoh rainforest, indigenous fishing on the Klickitat River, the channeled scablands). In winter and spring, we will travel to Ecuador, visit several sites, and spend extended field time investigating patterns across a tropical landscape of unparalleled diversity.		Heather Heying David Phillips Bret Weinstein	Mon Wed Thu	Sophomore SO Junior JR Senior SR	Fall	Fall
Experience Japan Tomoko Hirai Ulmer anthropology international studies language studies Signature Required: Summer	Program	FR–SRFreshmen–Senior	8	08	Day, Evening and Weekend				Su 16 Session I Summer	Experience Japan is an intensive, in-country program that gives students first-hand experience of contemporary Japanese culture, society and language. This program will take you to Tamagawa University in Tokyo, Evergreen’s long-time exchange partner. You will attend classes, engage in activities with the students and conduct research on a topic of your choice. Classes at Tamagawa University include regular bilingual classes and seminars specially designed for Evergreen students. Extra-curricular activities and field trips, arranged by the faculty and Tamagawa students, will take you to Tokyo's historically and culturally significant sites, including the Kabuki Theatre and Ghibli Museum, and nearby towns such as Kamakura and Hakone. Admission is open to all students regardless of language ability. 2016’s planned departure date is Friday, June 17 and return date, Saturday, July 9. Interested students should contact Tomoko Hirai Ulmer via email at and request an application form.		Tomoko Hirai Ulmer		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Experimental Watercolor Jill Sattler	Course	FR–SRFreshmen–Senior	2	02	Evening				Su 16 Session II Summer	Experimental Watercolor embraces the concept of play and builds upon basic watercolor skills to extend a student’s technical and conceptual range. Students will explore, through various application techniques and personal experimentation, to find a rhythm within their work and technical skill. This will be done by looking at the different spaces we traverse and examining the objects within that space. We will be looking at authors who speak about objects and how our perception of things reveals how we are oriented toward the world.Students are expected to show personal growth and development in their skills and aesthetic awareness.Class time will be used to experiment with various forms of watercolor and ways to manipulate the water to the artist's advantage.Group critique follows each project. The conversation can show the artist what is working within the creative process and which areas can be improved. Students will learn to form critical comments, make observations, form respectful opinions and listen with intent to feedback about the “work” and not about the artist.		Jill Sattler	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
Feminist Jurisprudence Artee Young African American studies American studies education gender and women's studies government history law and government policy law and public policy political science	Program	SO–SRSophomore–Senior	16	16	Day			S 16Spring		Feminist jurisprudence is a philosophy of law based on the political, economic, and social equality of the sexes. Students will be introduced to various schools of thought and concepts of inequality in the law spanning historical periods from the 1920s (ratification of the 19th Amendment to the Constitution) to the present. Students will investigate historical foundations of gender inequality as well as the history of legal attempts to address that inequality, including U.S. Supreme Court cases; Federal laws, including Title VII and Title IX; and feminist jurisprudence. Lectures and discussions will include topics on the development of the Constitutional standard for sex equality, legal feminism from the 1970s to the present incorporating work and family as well as home and workplace conflicts. Students and faculty will review legal precedents related to feminist jurisprudence raised by the Supreme Court’s interpretations of the law and analyzed and discussed by the legal community in law review articles and related academic research. Issues presented by the cases will include, among others: women as lawyers, women and reproduction, prostitution, surrogacy and reproductive technology, women and partner violence, pornography, sexual harassment, taxation, gender and athletics. Students will also examine current and historical documents on inequality and legal issues that continue to impact women. Intersections of gender and race will also be critically analyzed.The Socratic method and lectures will be the principal modes of instruction. Student panel presentations on assigned topics/cases will contribute to new knowledge and an enhanced understanding of feminist jurisprudence and its place in the historical development of women’s rights and responsibilities. In addition to panel presentations, students will be required to produce legal memoranda, journals and a final research project submitted in one of the following forms: a well-documented research paper/article on feminist jurisprudence, an art/graphics project reflecting historical or current women’s legal issues, or a forum on a specific feminist legal issue/topic, among others.		Artee Young	Mon Mon Mon Wed Wed Wed Thu Thu Thu	Sophomore SO Junior JR Senior SR	Spring	Spring
Field Ecology Dylan Fischer and Erik Thuesen biology botany ecology environmental studies field studies marine science natural history writing zoology	Program	JR–SRJunior–Senior	16	16	Day			S 16Spring		This program is designed to provide a premier hands-on experience in learning how to conduct field science in ecology at the advanced undergraduate level. We will focus on group and individual field research to address patterns in ecological composition, structure, and function in natural environments. Students will participate in field trips to local and remote field sites and will develop multiple independent and group research projects in unique marine and terrestrial ecosystems from the Puget Sound to the east side of the Cascades (in Washington).We will work as a community to develop and implement field projects based on: 1) workshops in rapid observation and field data collection; 2) participation in large multiyear studies in collaboration with other universities and agencies; and 3) student originated short- and long-term studies. Students will focus on field sampling, natural history, and library research to develop workable field-data collection protocols. Students will implement observation- and hypothesis-driven field projects. We will learn to analyze ecological data through a series of intensive workshops on understanding and using statistics in ecology. Students will demonstrate their research and analytical skills through scientific writing and presentation of all group and individual research projects.Specific topics of study will include community and ecosystem ecology, plant physiology, forest ecology, marine ecology, ecological restoration, riparian ecology, fire disturbance effects, bird abundance and monitoring, soundscape ecology, insect-plant interactions, disturbance ecology, and statistics in biology. We will emphasize identification of original field research problems in diverse habitats, experimentation, statistical analysis, and writing in journal format. All students will be expected to gain competency in advanced statistics and scientific writing.		Dylan Fischer Erik Thuesen	Tue Wed Thu Fri	Junior JR Senior SR	Spring	Spring
Film and Gender Elizabeth Williamson cultural studies gender and women's studies media studies queer studies	Course	FR–SRFreshmen–Senior	4	04	Weekend				Su 16 Session II Summer	This course examines film through the lens of gender studies. Both film studies and gender studies will be covered at an introductory level, with additional support and opportunities provided to students with previous experience. We will focus primarily on female-identified performers, producers, and directors, but we will address their work through an intersectional lens, with attention paid to elements of race and sexuality, as well as to non-binary gender identities. There will be one screening with lecture every week; students will watch additional films at home and post weekly screening reports. More advanced students may pursue a research or screenwriting project in lieu of weekly reports.		Elizabeth Williamson	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Forbidden Knowledge Susan Preciso and Mark Harrison cultural studies literature media studies theater visual arts	Program	FR–SRFreshmen–Senior	8	08	Evening and Weekend		W 16Winter	S 16Spring		Across time and cultures, humankind has struggled with taboos that obstruct the pursuit of knowledge deemed inappropriate or dangerous, but what is “forbidden” intrigues us all. In this humanities program, we will explore the ways that forbidden knowledge inspired artists throughout the ages. We will ask how the forbidden differs in the mythology of one culture to another. We will study some great works of art that have been inspired by forbidden knowledge. While powerful people and institutions have often dictated what is acceptable for us to know, the arts, literature, and mythology have been the chief mechanisms through which we have been able to explain or justify this fundamental human conflict. For example, in the creation stories of Genesis and Milton’s we encounter one of western culture’s most enduring mythic structures. and Mary Shelley's speak to a more modern dilemma about acquisition and use of knowledge.In this two quarter program we will explore this complex subject through visual art, music, poetry, film, theatre and literature. Roger Shattuck’s will provide one analysis of the stories, but we’ll read other critical approaches as well. During Winter quarter we will concentrate on the classical past; our readings will include Genesis, and In the Spring, we will turn our attention to the modern age. Our readings will include Christina Rossetti's , A.S. Byatt's , Tony Kushner's and Alan Ginsberg's . Students will be expected to read critically and well, take excellent reading notes, and write occasional critical essays on assigned topics. They will participate in seminar, lecture, workshop, and a possible field trip. This immersion in the humanities is especially suited for those students planning to teach in areas of literature or the arts. It is also for students who are curious about the ways in which artists and writers working in different genres push us to understand the world and our place in it.Credits will be awarded in literature and cultural studies.		Susan Preciso Mark Harrison	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter Spring
French - First Year I, II, III Judith Gabriele language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall	W 16Winter	S 16Spring		This year-long sequence of courses in French emphasizes mastery of basic skills through a solid study of grammatical structures and focus on interactive oral activities. Classes use immersion style learning and students are surrounded by authentic French from the start. Student work encompasses all four language skills: listening, speaking, reading and writing. They will develop accurate pronunciation, build a useful vocabulary, work regularly in small groups and learn conversational skills. Classes are lively and fast-paced with a wide variety of creative, fun activities including music, poetry, videos, role-play, and web sites. Winter quarter themes focus on regional French traditions, cuisine, fables and poetry. Spring quarter themes focus on development of reading skills through tales, legends and viewing Francophone films from the Francophone world alongside grammatical study. Through aloud reading and discussions in French, students will acquire vocabulary proficiency, accurate pronunciation, fluidity, and dialogues. Throughout the year, students use the Language Laboratory to accelerate their skills.		Judith Gabriele	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
French - Second Year I, II, III Judith Gabriele language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall	W 16Winter	S 16Spring		This year-long course is designed for those who are in between Beginning and Intermediate Level, but beyond basic Beginner level. It is targeted to bring student skills up with overview and review of first year structures moving quickly to more advanced grammar. Classes will be conducted entirely in French. Students need to have a working knowledge of basic structures, particularly present and past tenses. The primary objectives are communicative interactions in French, alongside enhanced development of grammatical proficiency. Students will practice all four language skills: listening, speaking, reading and writing. They will learn not only to express themselves in French, but to understand written and spoken French and discover much they didn't know about themselves. Fall quarter Students will develop reading skills through short stories and poetry. Winter quarter themes will include theater scenes, role-play and work with films. Spring quarter students will read a short novel and work with its companion film. Throughout the year, students use the Language Laboratory to accelerate their skills.		Judith Gabriele	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Fundamentals of Plant Biology Karen Hogan biology botany ecology	Program	FR–SRFreshmen–Senior	12	12	Evening and Weekend		W 16Winter	S 16Spring		Virtually all life on Earth that most of us will ever see is made possible by plants. This program will provide a foundation to understand what plants do and how they do it. Winter quarter will focus on plant structure and function — how plants acquire resources, grow and develop, and respond to the physical environment. Spring quarter will focus on plants at ecological level, including population dynamics, interactions between plants and other species, and the role of plants in the global ecosystem. While we will take a scientific approach to the study of plants, this program is intended to be accessible to non-scientists and does not assume a strong background in the sciences. Learning experiences will include lectures, workshops, seminars, frequent short quizzes, a midterm and a final exam, and some outdoor activity (mostly in spring). Each quarter, students will keep a field journal and write two iterations of a research paper based on their developing understanding of plant biology. This class is not intended to enable students to identify every plant they see, but we will spend some time in spring on basic principles of taxonomy and plant identification using dichotomous keys.Winter quarter will focus particularly on plant structure and function. Spring quarter will be more concerned with topics in ecology and evolution.		Karen Hogan	Mon Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Gateways for Incarcerated Youth W. Joye Hardiman African American studies American studies cultural studies education Signature Required: Fall	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall				This program offers Evergreen students the opportunity to co-learn with individuals incarcerated in a medium/maximum-security institution for juvenile males. It is high stakes work that demands consistent engagement—approximately 10-12 hours a week in class and 4-6 hours a week at the institution (including travel time). The learning of students enrolled in this program fuels and is fueled by the learning of the incarcerated students.A fundamental principle of the Gateways program is that every person has talents given to them at birth and valuable experiences that can contribute to our shared learning. It is our job as human creatures to encourage each other to seek out and develop our passions and gifts. These values are manifested in the practices of popular education, central to our work in the prison classroom. Our goal is to create an environment in which each person becomes empowered to share their knowledge, creativity, values and goals by connecting respectfully with people from other cultural and class backgrounds. All students will wrestle with topics in diversity and social justice alongside other subjects chosen by the incarcerated students—the main feature of popular education is that it empowers those seeking education to be the local experts in shaping their own course of study.Popular education works through conscientization, the ongoing process of joining with others to give a name to socioeconomic conditions, to reflect critically on those conditions, and thereby to imagine new possibilities for living. In order to do this work successfully, students will practice learning how to meet other learners "where they are at" (literally, in order to better understand the conditions that put some of us in prisons and others in colleges). Students will also develop or hone their skills in contextualizing and analyzing socioeconomic phenomena. Most importantly, students will learn that solidarity does not mean "saving" other people or solving their problems—it means creating conditions that allow them to articulate those problems through genuine dialogue and supporting them as they work toward their own solutions. Program participants will have the opportunity to reflect on how different individuals access and manifest their learning as they gain experience in facilitating discussions and workshops. In the process of collectively shaping the Gateways seminar, they will also learn how to organize productive meetings and work through conflict. Each quarter, students will take increasing responsibility for designing, implementing and assessing the program workshops and seminars. Throughout the year we will seek to expand our collective knowledge about various kinds of relative advantage or privilege while continually working to create a space that is welcoming and generative for all learners.High stakes community-based work requires trust, and trust requires sustained commitment. This program requires that all participants be ready to commit themselves to the program.		W. Joye Hardiman	Tue Tue Wed Wed Thu Thu	Sophomore SO Junior JR Senior SR	Fall	Fall
Gateways for Incarcerated Youth: Writing Imprisonment, Writing Freedom Chico Herbison African American studies American studies cultural studies education Signature Required: Winter	Program	SO–SRSophomore–Senior	16	16	Day		W 16Winter			This program offers Evergreen students an opportunity to co-learn with juvenile males incarcerated in a medium/maximum-security institution (Green Hill Institution in Chehalis, Washington). It is high stakes work that demands deep and consistent engagement: approximately 12 hours a week in class on the Evergreen campus, 4 hours a week in class at Green Hill, and a modest involvement in other activities (such as fundraising) that help support and expand the educational resources available to the incarcerated youth.The learning of the Evergreen students in this program fuels, and is fueled by, the learning of the Green Hill students. A fundamental principle of the Gateways program is that every person has special talents and valuable experiences that contribute to our shared learning. Our primary goal—supported by the theories and practices of popular education—is to create an environment in which each student becomes empowered to share their knowledge, creativity, values, and visions and dreams by connecting respectfully with people from a range of cultural, class, and other backgrounds.On the Evergreen campus, students will explore—through faculty presentations, film screenings, workshops, and seminars—issues of race/ethnicity, culture, class, gender, power, and the many meanings of imprisonment and freedom in U.S. history and society. In the Green Hill classroom, Evergreen and Green Hill students will collaborate on a variety of projects, and will assume responsibility for the design, implementation, and assessment of weekly activities. Evaluation of Evergreen student performance will be based on participation in workshops and seminars on campus and at Green Hill, weekly seminar papers and creative writing exercises, and a capstone creative nonfiction writing project.		Chico Herbison	Tue Tue Wed Wed Fri Fri	Sophomore SO Junior JR Senior SR	Winter	Winter
Gender, Power, and Relationships Simona Sharoni communication community studies gender and women's studies health sociology	Course	FR–SRFreshmen–Senior	2	02	Weekend				Su 16 Session I Summer	Students will explore the characteristics and dynamics of both healthy and unhealthy relationships with special attention focused on college life. Students will examine critically the literature about gender-based violence with special attention to intimate-partner violence, rape and sexual assault. Through the use of films, small-group discussions, role-playing and other interactive activities, students will not only become aware, but also build confidence and practical skills for violence prevention and intervention on campus and in the community.		Simona Sharoni	Fri Fri Sat Sat Sun Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
General Biology Clarissa Dirks biology	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session II Summer	Living systems will be studied on the molecular, cellular, and organismal level. Topics that will be covered include, but are not limited to, biomolecules, cell structure and function, genetics, gene expression and regulation, evolutionary biology, biodiversity, introduction to ecology, plant and animal physiology, and the scientific method. The lab component will reinforce concepts and ideas explored in lectures, readings, and workshops. Some components of our work will take us outside to do field surveys and learn about the ecosystem and habitats around us. This biology course is excellent preparation for students interested in taking more advanced life science courses or for future work in environmental science.		Clarissa Dirks	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
General Chemistry I with Lab Tony Molinero chemistry	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session I Summer	We will begin the study of general chemistry by exploring the structure of the atom, 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, stoichiometry, and properties of gases. Time permitting other topics such as thermochemistry may be explored. In the laboratory we will work to develop the skills needed to be successful in a chemistry lab. In particular we will focus on measurements, preparing solutions, titrations, and spectroscopy.		Tony Molinero	Tue Wed Thu Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
General Chemistry II with Lab Riley Rex chemistry	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session II Summer	This course is designed to offer the equivalent of the second half of a year-long course in general chemistry. The topics to be presented will include thermochemistry, properties and physical changes of matter, solution chemistry, kinetics, thermodynamics, chemical equilibrium, acid-base chemistry, and aqueous equilibria. Additional topics in electrochemistry, nuclear chemistry, and coordination chemistry may be presented if time permits. Course activities will include lectures, small-group problem-solving workshops, and laboratories. Laboratory work will build upon the skills learned in General Chemistry I, and provide hands-on experience with additional methods relevant to the topics presented in lecture. This is part two of a two course sequence, that together cover one year of general chemistry with lab.		Riley Rex	Mon Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
General Chemistry III with Lab- at SPSCC Charles Kramer	Course	FR–SRFreshmen–Senior	5	5	Evening			S 16Spring		This is the third quarter of a general chemistry sequence for designed for students interested in engineering, biological science, physical science, pre-med, pre-dental, and math fields. Topics covered include acids and bases, solubility and complex ion equilibria, thermodynamics - entropy, reduction-oxidation reactions and electrochemistry and nuclear reactions and issues. This course stresses problem solving and critical thinking. We will meet for 4 hours lecture and 3 hours lab per week. NOTE: 2011 Mottman Road, SW, Olympia, WA 98512, in Building 35, Room 251, Tuesday and Thursday evenings from 6:00 to 9:20 p.m. BOOKS: If a text is required students will need to purchase texts for this course from the SPSCC bookstore. The book list can be found on the SPSCC bookstore website under the course Chem&163.		Charles Kramer	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Genes and Development Donald Morisato biology Signature Required: Winter	Program	JR–SRJunior–Senior	16	16	Day		W 16Winter			The union of a sperm and egg initiates the process of development in which a single cell—the fertilized egg—eventually produces hundreds of different cell types that form distinctive tissues and organs. If the developmental program is encoded in the genome, how are the key regulatory genes expressed in the right place and at the right time, and what do these genes do? Genetics provides a powerful approach for studying complex biological pathways. By analyzing mutations that result in developmental defects, geneticists can not only learn how normal genes control cell growth and cell communication, but can also gain insights into the logic of how an organism establishes its major body axes and achieves spatial patterning. This advanced program will provide an overview of the genetic strategies used to study questions in developmental biology. How do we make and isolate mutations that affect a complex process? How do we analyze the order and location of gene action in developmental pathways? How do we identify the gene that corresponds to a mutant phenotype and analyze its function at the molecular level? We will focus on several model organisms, including the fruit fly We will also consider several developmental mechanisms underlying evolutionary change. A key aim of this program will be the analysis of experimental design and logic. Emphasis will be placed on reading and interpreting primary research papers, in both seminar discussions and written critiques. There will be a significant laboratory component applying contemporary genetic and molecular biological techniques to the study of development. We will also consider some of the philosophical and ethical implications of this scientific work by reading and discussing novels that explore these topics.		Donald Morisato		Junior JR Senior SR	Winter	Winter
The Geography of Polar Regions Martha Henderson environmental studies geography	Program	JR–SRJunior–Senior	16	16	Day	F 15 Fall						Martha Henderson		Junior JR Senior SR	Fall	Fall
Geometry Neal Nelson education mathematics	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session I Summer	This class is an introduction to both Euclidean and non-Euclidean geometry suitable for teachers or others interested in gaining a deeper understanding of mathematics, mathematical proof, and the historical and conceptual evolution of geometrical ideas. The course will concentrate on problem solving and the development of mathematical skills, particularly proofs, with the goal of understanding the major conceptual developments in the history of geometry. Class activities will be primarily reading, problem solving, and discussion with lectures as needed. The course is suitable for middle and secondary math endorsements.		Neal Nelson	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
German, Beginning I, II, III Marianne Hoepli	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall	W 16Winter	S 16Spring				Marianne Hoepli	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Global Realities, Local Consequences: Making Social Welfare Socially Just Cynthia Sousa	Course	JR–GRJunior–Graduate	4	04	Evening and Weekend				Su 16 Session II Summer	Political and historical forces fundamentally shape the contexts of social welfare. Why, for instance, do some societies insist on a social welfare program that is universal and state-controlled, and others permit a patchwork system that relies heavily on the private sector? What role do values and ethics play into these decisions? How are trajectories of social welfare influenced by global political tendencies? In this course we will use a worldview that integrates the global with the local as we critically analyze trends and issues related to health and social welfare. In addition to gaining a comparative perspective on social welfare regimes around the world, we will examine the varied effects of globalization, along with how both public and non-profit agencies might envision and develop socially just solutions to problems that cross borders. We will also work together to consider ways of modes of practice that challenge professional imperialism and instead encourage a deep sense of partnership with those we serve.		Cynthia Sousa	Fri Sat Sun		Summer	Summer
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
Grammar for Teachers Jon Davies communication education language studies writing	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session II Summer	Writing is critical to learning and a vital tool for communication. Improving the teaching of writing can improve student writing. Effective teachers of writing gain insight from their own writing experiences and also that of their peers. English grammar provides many challenges for writers as they move from early drafts to finished pieces of writing. Decades of research suggests that teaching grammar in isolation has little, if any, effect on student writing. In this course we will explore English grammar in the context of our own writing, including issues of style, punctuation, and mechanics. Through the process of addressing grammar in our own writing, we will develop strategies to support student writers in the classroom. Even though this course is especially suited for educators and undergraduate students interested in education, all writers interested in polishing their writing are welcome.		Jon Davies	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Grammar in Context Emily Lardner education writing	Course	FR–SRFreshmen–Senior	4	04	Weekend				Su 16 Session I Summer			Emily Lardner	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Grammar in Context Emily Lardner	Course	FR–SRFreshmen–Senior	4	04	Evening		W 16Winter					Emily Lardner	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Grant Writing and Fundraising: Ideas to Realities Don Chalmers writing	Course	FR–SRFreshmen–Senior	2	02	Weekend			S 16Spring		This course will introduce students to the fundamentals of grant writing and fund raising. After an orientation to contemporary philanthropy and trends, students will learn how to increase the capacity of an organization to be competitive for grants and other donations. We will share ways to plan realistic projects, identify promising funding sources and write clear and compelling components of a grant, based either on guidelines for an actual funder or a generic one. Working individually or in small groups, students will develop their project idea, outline the main components of a grant and prepare a brief common application.	Non-profit grantwriting and fundraising; government resource development.	Don Chalmers	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Grant Writing and Fundraising: Ideas to Realities Don Chalmers writing	Course	FR–SRFreshmen–Senior	2	02	Weekend	F 15 Fall				This course will introduce students to the fundamentals of grant writing and fund raising. After an orientation to contemporary philanthropy and trends, students will learn how to increase the capacity of an organization to be competitive for grants and other donations. We will share ways to plan realistic projects, identify promising funding sources and write clear and compelling components of a grant, based either on guidelines for an actual funder or a generic one. Working individually or in small groups, students will develop their project idea, outline the main components of a grant and prepare a brief common application.	Non-profit grantwriting and fundraising; government resource development.	Don Chalmers	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Grant Writing and Fundraising: Ideas to Realities Don Chalmers writing	Course	FR–SRFreshmen–Senior	2	02	Weekend		W 16Winter			This course will introduce students to the fundamentals of grant writing and fund raising. After an orientation to contemporary philanthropy and trends, students will learn how to increase the capacity of an organization to be competitive for grants and other donations. We will share ways to plan realistic projects, identify promising funding sources and write clear and compelling components of a grant, based either on guidelines for an actual funder or a generic one. Working individually or in small groups, students will develop their project idea, outline the main components of a grant and prepare a brief common application.	Non-profit grantwriting and fundraising; government resource development.	Don Chalmers	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Grant Writing Essentials Sylvie McGee	Course	JR–GRJunior–Graduate	4	04	Evening				Su 16 Summer			Sylvie McGee	Wed		Summer	Summer
The Graphic Novel Steve Blakeslee literature visual arts writing	Program	FR–SRFreshmen–Senior	4, 8	04 08	Evening				Su 16 Session I Summer	Over the past 30 years, the graphic novel has won numerous readers with its bold topics, innovative forms, and vivid artwork. We will explore the origins, development, and unique workings of these sequential narratives, from the socially conscious woodcut novels of the 1930s (e.g., Lynd Ward’s ) to the global adventures of Hergé’s , to Alan Moore and Dave Gibbons' 1980s game-changer, . Other works will include Scott McCloud's and recent graphic memoirs. Our overall goal is to develop an informed and critical perspective on this powerful medium. Students who register for eight credits will read and research additional graphic works or, with faculty approval, create graphic narratives of their own.		Steve Blakeslee	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
The Great Russian Novel Thomas Rainey history literature philosophy	Program	SO–SRSophomore–Senior	8	08	Evening		W 16Winter			Professor Jane Taubman, an internationlly renowned authority on Russian Literature, notes: "Art for art's sake has always been suspect in Russia. Russian writers accept a burden of responsibility for their society and its moral health quite different from that customary in the West. Russian literature has always served the nation as a kind of public forum that the political culture and government censorship have otherwise made impossible." This program will explore the rich history, literature, and culture of 19th and 20th Century Russia primarily through the medium of Russian novels. We will read representative novels of Nikolai Gogol, Ivan Turgenev, Lev Tolstoy, Fedor Dostoyevski, Mikhail Bulgakov, and Boris Pasternak. The novels of these great Russian writers will be analyzed as works of art, social documents and moral statements. Special emphasis will be given to the role that Russian writers have played as social critics and as makers of Russia's social and cultural consciousness.		Thomas Rainey	Mon Wed	Sophomore SO Junior JR Senior SR	Winter	Winter
Health and Human Development Andrew Brabban and Heesoon Jun biology consciousness studies health physiology psychology Signature Required: Winter	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall	W 16Winter			Human life begins as a combination of the parental genetic material in a single fertilized egg and, through development, it becomes an intricate and reactive organism composed of ten trillion differentiated cells. The nervous system alone contains hundreds of billions of cells, forming trillions of electrical connections and serving as the foundation for an immensely complex consciousness capable of thousands of thoughts and feelings per day. In this two-quarter-long interdisciplinary program, we will examine health and human development from evolutionary, developmental, physiological, integrative (allopathic and complementary), and psychological perspectives.Within the psychological component of our program, students will explore the diagnosis and treatment of mental disorders and essentials of healthy development from a holistic perspective. This will include understanding the interaction between nervous systems and environment and examining Diagnostic Statistical Manual Mental Disorders (DSM) from developmental, sociopolitical, and cultural aspects. We shall also focus on the biochemical, psychosocial, and spiritual aspects of specific conditions (e.g., trauma, the repeated experience of not being good enough, the profound psychological effects resulting from betrayal, etc.) on the development of psyche and its impact on healthy/unhealthy development. The importance of mindfulness for staying healthy will be emphasized and students are encouraged to practice mindfulness daily. Attention will also be paid to the psychopharmacology of legal and illegal drugs. In addition, we will explore multicultural perspectives of health and human development. No one model will prevail over another, but rather an integration of ideas, concepts, and thoughts will be presented. Within the biological component, we will approach the human body from an evolutionary and structural/functional perspective. Starting at a molecular level (genetics, cell structure, biochemistry, and gene regulation) and building through cell processes to organ systems, we will examine the human body as an integrated system that reacts to physiological and environmental factors (diet, stress, disease, and pharmacology).The program activities will provide students an opportunity to work collaboratively. Students will develop critical thinking, quantitative reasoning and writing skills and will learn that human health and development are complex, fluid, and dynamic through workshops, lectures, seminars, guest presentations, laboratory work, and group and individual projects. This is a full-time program and students will be expected to work efficiently for a total of 40 hours each week.		Andrew Brabban Heesoon Jun	Mon Mon Wed Thu Thu	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Health vs. Wealth Mary Dean health sustainability studies	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		We will explore the intersection where valued health care meets paid health care. In the health care arena, good intent is plagued by paradox and can yield under-funding and a mismatch with initial intent. Paradoxes and costs haunting prevention, access, and treatment will be reviewed. The books and aid our journey as will the video series, "Remaking American Medicine", "Sick Around the World," and "Sick Around America". We will consider the path of unintended consequences where piles of dollars are not the full answer to identified need.		Mary Dean	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
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
History and Systems in Psychology Susan Cummings psychology	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				The purpose of this course is to provide an overall view of the emergence of psychology as a field, its historical roots, its evolution within a broader sociocultural context, and philosophical currents running throughout this evolution. Attention will be paid to the interaction of theory development and the social milieu, the cultural biases within theory, and the effect of personal history on theoretical claims. This course is a core course, required for pursuit of graduate studies in psychology.		Susan Cummings	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
How Do We Know What We Know: Research Methodology in Social Sciences (at Grays Harbor) Wenhong Wang sociology	Course	JR–SRJunior–Senior	4	04	Evening	F 15 Fall				What is social scientific methodology? Why do we need it? What do we really mean by research? What is the difference between scientific research and common sense? Can we really be objective in our research? What is the role of subjective judgment in research? Is experimenting on human being ethical? What data can and cannot tell you? How to tell good research from bad research? Which approach is better, qualitative or quantitative, in what situations? What are the major methods for social scientific research?In this introductory research methodology course, we will look into the rationale of social scientific research, study the major methods in social sciences, and their pro and cons. We will learn to ask meaningful questions, practice research design, understand and evaluate research papers and last but not least, get our feet wet in the actual research practices. Throughout the quarter, we will explore topics such as how various factors promote the health of the community, the role of education in social mobility and other topics relevant to our current changing society.Students will learn through lectures, readings, workshops, individual and group projects.		Wenhong Wang	Wed	Junior JR Senior SR	Fall	Fall
HR: Total Compensation Cary Randow and Theresa Aragon business and management	Course	JR–SRJunior–Senior	4	04	Weekend		W 16Winter			This course studies the important components of managing total rewards (salaries, benefits and work/life environment) in a business. A “building blocks” approach will be utilized to learn compensation from the “ground up” enabling students to better integrate theory, concepts, and practices that build upon each other. Concepts, methods and issues are explored in such areas as determining job value, pay philosophies, pay delivery, surveying, typical tasks and strategic approaches to plans design and communications. Key learnings are accomplished through reading (text/handouts), lecture, research, in-class exercises and weekly questions and answers assignments taken from the text and handouts. The course concludes with student teams recommending and presenting a specific plan for a given business case scenario.		Cary Randow Theresa Aragon		Junior JR Senior SR	Winter	Winter
Human Resource Management Theresa Aragon, Cary Randow and Natividad Valdez business and management Signature Required: Winter	Program	JR–SRJunior–Senior	12	12	Weekend	F 15 Fall	W 16Winter			The success of organizations depends on the human beings that enable organizations to achieve their objectives. An organization’s human resources are its most critical assets. The management of human resources is a specialization in management that encompasses several functions including the recruitment, selection and maintenance of a qualified, motivated, smoothly functioning and productive workforce. This two quarter program is designed to provide an introduction to human resource fundamentals as well as detailed overview of six specific areas of human resource management: All areas of the program are designed to provide conceptual understanding through readings and case analyses while developing skills through practice, role plays, and simulations.Fall quarter focuses on the first three areas. We will cover the basics of human resource management including strategic planning, recruitment, orientation, retention, job design, and organizational development. We will also review aspects of labor law including the National Labor Relations Act (NLRA) and major employment laws including those covering discrimination, sexual harassment, disability, family leave, wage standards, and the Employee Retirement Income Security Act as well as and the Consolidated Omnibus Budget Reconciliation Act (COBRA). Students will learn how to apply these major laws to 'real-work' situations and will have a very good understanding of the major provisions. 8 credits will be awarded in Fundamentals of Human Resource Management and 4 credits will be awarded in Employment LawWinter quarter will focus on human resource development and training, performance management, and total compensation. We will cover a number of training and development topics including needs analysis and instructional design and evaluation while distinguishing between leadership development and skills development. We will also examine the components of a total compensation program: salary, benefits, and workplace environment. Specific topics will include pay philosophies, determining job value, and strategic approaches to communication. 8 credits will be award in Employee Training and Development and 4 credits will be awarded in Employee Compensation.		Theresa Aragon Cary Randow Natividad Valdez	Tue Sat Sat Sun Sun	Junior JR Senior SR	Fall	Fall Winter
Human Resources Skills that Make a Difference Dariush Khaleghi business and management	Course	FR–SRFreshmen–Senior	4	04	Weekend				Su 16 Session II Summer	With many firms now implementing full employee self service functions and subcontracting other traditional Human Resources roles and responsibilities, it appears that the HR role and its impact is diminishing. This course explores the emerging position of HR and the core competencies required to create a high-performance HR function that can add significant value to the bottom line and sustainability of their organizations as business partners and strategic contributors. The primary objective of this course is to discuss and learn the emerging HR competencies that allow HR professionals meet the emerging needs of their organizations and make a difference in the lives of those whom they support. This course provides students with the opportunity to practice critical thinking, reflecting, collaborating, researching and learning through individual and group activities, discussions and seminars, and team projects. The course structure is hybrid; 50% face-to-face (i.e., seminar, group discussion, and class projects) and 50% online (i.e., readings, researching, assessment, videos, discussion forums).		Dariush Khaleghi	Sat Sat Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Hybrid Music I, II, III Ben Kamen Signature Required: Fall Winter Spring	Course	SO–SRSophomore–Senior	4	04	Evening	F 15 Fall	W 16Winter	S 16Spring		Students in Hybrid Music will create original electro-acoustic compositions while developing advanced techniques in the music technology labs. Each student will complete two compositions per quarter, taking inspiration from the ideas and music of 20th century and contemporary composers. Along the way, students will strengthen their technical skills through studio work. In the fall, topics will include advanced analog synthesis, live electronics, editing, and mixing. Winter quarter will focus on algorithmic composition, digital synthesis and sampling techniques. In the spring, students will develop independent projects to be presented in a final public performance. Introduction to Electronics in Music (or equivalent) is a requirement for entry. Please contact the faculty for an application.		Ben Kamen	Wed	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
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
Immigration Law and History of the Southern US Border Arleen Sandifer history law and government policy law and public policy political science	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		In its first words on the subject of citizenship, Congress in 1790 restricted naturalization to ‘white persons.’ [T]his racial prerequisite to citizenship endured for over a century and a half, remaining in force until 1952. From the earliest years of this country until just a generation ago, being a "white person" was a condition for acquiring citizenship.” -- Ian Haney Lopez, , 1. Most people do not realize that the notion of the United States as a “white” majority nation is largely a construction of law, and that people of many different nationalities who were deemed “not white” for purposes of immigration became “white” over the course of U.S. social and legal history. The current legal regime that imposes severe criminal penalties for violations of immigration law provisions is a recent development in U.S. law, and constitutes a dramatic change in the legal approach to immigration and immigrants from the Western Hemisphere, especially Mexico. Within the context of the impending presidential election, we'll study the major legal and historical events that have shaped and continue to structure the debates over immigration. We’ll examine the current landscape of immigration law and policy as well as restrictionist and immigrant-rights movements. We’ll critically analyze how concepts of race are embedded in immigration law and policy and how those embedded concepts shape the laws and their operation today. We will examine current controversies about immigration, immigrant workers, labor movements, and the varied ways communities respond to the most recent immigration boom.Students will build some basic legal skills through reading and researching important cases and laws.		Arleen Sandifer	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Independent Readings in the French Revolution Stacey Davis history political science	Program	FR–SRFreshmen–Senior	4, 6, 8	04 06 08	Day				Su 16 Summer			Stacey Davis	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
India: Dance and Culture Jamie Colley anthropology consciousness studies cultural studies dance religious studies	Course	FR–SRFreshmen–Senior	4	04	Evening and Weekend	F 15 Fall				Odissi, one of the major classical dances of India, combines both complex rhythmic patterns and expressive mime. This class will be devoted to the principles of Odissi dance, the synthesis of foot, wrist, hand and face movements in a lyrical flow to express the philosophy of yoga based dance. Throughout the quarter, we will study the music, religion, and history of Indian dance and culture.		Jamie Colley	Tue Thu Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
India: Dance and Culture Jamie Colley anthropology consciousness studies cultural studies dance religious studies	Course	FR–SRFreshmen–Senior	4	04	Evening and Weekend			S 16Spring		Odissi, one of the major classical dances of India, combines both complex rhythmic patterns and expressive mime. This class will be devoted to the principles of Odissi dance, the synthesis of foot, wrist, hand and face movements in a lyrical flow to express the philosophy of yoga based dance. Throughout the quarter, we will study the music, religion, and history of Indian dance and culture.		Jamie Colley	Tue Thu Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Individual Study and Internship Sponsor Options for Summer 2016 Multiple Faculty	Contract	FR–SRFreshmen–Senior	8	08	Day, Evening and Weekend				Su 16 Summer	The following faculty are available to sponsor Independent Learning Contracts or Internships for Summer quarter 2016. Please contact the faculty for more information.Expressive Arts:Humanities:Natural Sciences and Mathematics:Social Sciences:		Multiple Faculty		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Individual Study: Book Arts Steven Hendricks literature visual arts writing Signature Required: Winter	Contract	JR–SRJunior–Senior	16	16	Day		W 16Winter			Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unique combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Students proposing well-conceived projects in bookbinding or artists' books are invited to contact the faculty.Students with a lively sense of self-direction, discipline and intellectual curiosity are strongly encouraged to apply.		Steven Hendricks		Junior JR Senior SR	Winter	Winter
Individual Study: Mathematics, Computer Science Brian Walter computer science mathematics Signature Required: Winter	Contract	SO–SRSophomore–Senior	0, 4	0 04	Day		W 16Winter	S 16Spring		Individual study offers students the opportunity to study subjects or do projects not typically available through the regular curriculum. It also offers opportunities to learn learning: the opportunity to develop self-direction, to learn how to manage a personal project, and/or to learn how to learn technical material outside of the classroom. Students interested in a self-directed project, research, or course of study in Mathematics or theoretical Computer Science are invited to present a proposal to Brian Walter. Students with a lively sense of self-direction, discipline, and intellectual curiosity are strongly encouraged to apply, as are groups of students interested in studying a subject together.	mathematics, computer science	Brian Walter		Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Individual Study: Outdoor Leadership, Ecology, Agriculture Paul Przybylowicz agriculture environmental studies outdoor leadership and education Signature Required: Spring	Contract	SO–SRSophomore–Senior	16	16	Day			S 16Spring		Individual study offers students the opportunity to study subjects or do projects not typically available through the regular curriculum. It also offers opportunities to learn about their own learning process: the opportunity to develop self-direction, to learn how to manage a personal project, and/or to learn how to learn technical material outside of the classroom. Students interested in a self-directed project, research, or course of study in outdoor leadership, ecology or agriculture are invited to contact the faculty. Groups of students interested in studying a subject together are strongly encouraged as well.		Paul Przybylowicz		Sophomore SO Junior JR Senior SR	Spring	Spring
Inequality, Capitalism and Democracy: Understanding Thomas Picketty’s Capital in the Twenty-First Century Howard Schwartz and Allen Mauney communication economics government philosophy political science	Program	SO–SRSophomore–Senior	8	08	Evening		W 16Winter	S 16Spring		It is rare when a book becomes an instant classic, but that is the case with Thomas Picketty’s Picketty explains, using data sources and analytic techniques that only recently have become available, why inequality has become greater in the United States and around the world. For years, many economists and political leaders had thought that the modern welfare state had tamed the excesses of capitalism by putting a floor and ceiling on how much wealth individuals could amass. But Picketty shows that this belief is false and that capitalism as practiced currently makes a trend toward greater inequality inevitable, The book has been hailed by leading economists such as Paul Krugman as “the most important economics book of the year—and maybe of the decade” and even those reviewers who don’t like his conclusions or policy recommendations concede the accuracy and depth of his research. This program will guide students through by patiently working through the book so students can understand his concepts and methodology. We will deeply examine his data sources and replicate many of his computations and data displays so students can understand the underlying mathematics and spreadsheet analytics. We will also compare his solutions to the problem of inequality with the solutions proposed by others. By the end of the program students should understand the concepts and indicators Picketty uses to describe modern inequality and how data is used to describe and analyze the political and economic forces that drive it. Students will need only their high school math and a minimal knowledge of economics or politics. In Spring quarter, having laid the foundations in Winter, we will be ready to examine in depth Piketty’s arguments about why inequality in Europe and America, having declined greatly in the middle of the 20 century, has now increased to levels not seen since before World War I. Beginning with a brief review of through Chapter 7 we will resume with chapter 8 and work our way through the rest of the book. In Spring quarter we will begin to examine critiques of Piketty’s work and his responses to them. We will also evaluate Piketty’s proposed solutions to the problem of inequality and see what other writers have proposed. We will also look at how politics and economics are intertwined. If, as Piketty says, the rise of inequality is the result of policy decisions, then only new policies can reverse the trend, but new policies require changes in politics, and that is a difficult challenge. Our mathematical approach will continue to be concrete and not require substantial symbolic manipulation. We will work with data tables/graphs from the text and continue to use Microsoft Excel. New students will be admitted to the program only if they have a decent background in economics, history and political science and can review the first half of the text prior to the first week of class. There is also a 12 credit option for students in Inequality/Piketty who want to further study the issues raised in the program. Students in this enhanced version of the program will meet with faculty during the first week of the program to develop a common set of readings, assignments and meetings and, if there is interest, develop individual research projects.		Howard Schwartz Allen Mauney	Mon Wed	Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Inscribing the Body: Embodiment and the Performance of Identity in Creative Writing David Wolach	Course	FR–SRFreshmen–Senior	4	04	Evening and Weekend			S 16Spring		In what ways is writing necessarily gendered? Or raced? Or seen through the lens of class? This class will take up "the body" as a site of radical cultural production as expansively as possible, considering some of the forms in which bodies are othered through language, including through discourses of disability, gender performance, and other zones of often-felt difference and social dislocation. Though this is primarily a creative writing class, our writing will push itself outside its usual modes of expression. We will explore texts anthologized in the recent collection Troubling the Line, as well as in past collections, such as texts from The Black Arts Movement. We will discuss and critique the rich tradition of "somatic" practices in the world of performance and live art, including the work of artists such as Marina Abramovic, and we will familiarize ourselves with important recent experiments in poetry and prose by authors such as kari edwards, Theresa Hak Kyung Cha, and Renee Gladmann. Our end goal will be to curate a show and live reading that provides us a space to test out some of our textual experiments.		David Wolach	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
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
Integrated Precalculus and Calculus 1 Allen Mauney mathematics	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session I Summer	This program is focused on differential calculus. The derivative is introduced intuitively using geometry and dynamics, defined rigorously using limits, and applied to problems in geometry and the physical sciences. All standard theorems and symbolic differentiation techniques are developed and used to determine the properties of functions and their graphs. Strong emphasis will be placed on optimization. Precalculus topics will be covered as they are needed in the calculus curriculum.		Allen Mauney	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Intensive French : Beginning and Intermediate Marianne Bailey cultural studies international studies language studies	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session II Summer			Marianne Bailey	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
International Business Theresa Aragon business and management international studies	Program	JR–SRJunior–Senior	12	12	Weekend			S 16Spring		The world as we know it has changed immeasurably over the past ten years. Our horizon has been expanded through quantum advances in communication and computer technology. We are now members of a global society and as such have an intellectual responsibility to attempt an understanding of globalization. Globalization has created both opportunities and challenges for international business and will serve as the organizing framework for our study of international business. We will inform our understanding through the perspective of politics, economics, social science, culture and history. Learning in this program will be interdependent and dynamic. It will require everyone’s best effort and full commitment. Credits will be given in globalization and international business.		Theresa Aragon	Sat Sun	Junior JR Senior SR	Spring	Spring
International Business, Globalization and Ethical Leadership Thuy Vu and Dariush Khaleghi business and management communication economics government international studies leadership studies political economy	Program	FR–SRFreshmen–Senior	8	08	Weekend	F 15 Fall	W 16Winter			In order to understand issues emerging in international business and globalization, a good appreciation for the interconnection between international finance and ethical leadership is a must. This two-quarter program will focus on the issues faces by the leadership of multinational corporations in dealing with international financial systems, organizational culture, communications and ethics. In addition to international business policy issues, this program will discuss globalization, international monetary systems, cross-cultural leadership, business cultures and ethical management practices. The class will help students move toward a better understanding of the concepts of business sustainability and social responsibility at the domestic and international levels.In Fall quarter, we will focus on developing the skills necessary for understanding the key issues in international business, how international trade has evolved for the past century and what has changed with the emergence of new economic powers. Our study will include learning about the importance of organizational culture and ethical leadership in developing and promoting successful international business practices. In Winter, we will learn about the evolution of the global monetary system and its impacts on the international financial sector. The program for Winter quarter will also cover the important area of intercultural communication, international marketing and leadership development for local and global businesses.This program is for students interested in learning about international finance, economic globalization and marketing, ethical leadership and socially responsible business management. We will be using lectures, case studies, seminars and workshops to build up the students' understanding in these areas.		Thuy Vu Dariush Khaleghi	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Introduction to Electronics in Music (I, II, III) Ben Kamen Signature Required: Fall Winter Spring	Course	SO–SRSophomore–Senior	4	04	Evening	F 15 Fall	W 16Winter	S 16Spring		Students in this year-long course will be introduced to the creative application of music technology from the perspective of the composer. Students will complete compositions while developing technical skills along the way. Listening and reading taken from the early pioneers of electronic music will guide and contextualize our creative work. In the fall quarter, students will work almost exclusively in the analog domain, using mixers, tape machines, hardware effects, and analog synthesizers as their primary tools. In winter quarter, we will shift our focus to the possibilities presented by digital audio editing tools and MIDI. Students will continue to work in the digital domain in the spring quarter, further developing their skills with software synthesizers, samplers and digital effects. Please contact the faculty for course application.		Ben Kamen	Tue	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
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 Geographic Information Systems Brandon Sackmann computer science environmental studies geography	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Summer	Geographic Information Systems (GIS) are computer-based systems for management, display, and analysis of geographic data. This is an introductory course designed to provide the student with an overview of the development and basic principles of GIS, practical experience in the use of ArcGIS 10.x (one of the most popular commercial GIS packages), and, finally, an understanding of the development of a GIS project. By the end of the course, students will be able to create GIS maps, explore and analyze the data behind the maps, and apply methods to easily communicate GIS-based information to others.		Brandon Sackmann	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
Irish Language and Song Sean Williams cultural studies language studies music	Course	FR–SRFreshmen–Senior	2	02	Weekend				Su 16 Session I Summer	The Irish language (Gaelic) has a number of complex rules (grammar, spelling, pronunciation) that are remarkably easier when the language is spoken, sung, conversed in, joked with, and celebrated. We will work our way through the rules by singing gorgeous songs in the Irish language, making small talk with each other, doing exercises designed to smooth the way in Irish conversations, and figuring out how and why "go raibh maith agat" means "thank you." We'll meet just once a week on Saturdays, but you will have access to online resources and exercises to keep things fresh during the week. By the end of the session you will be able to sing about a dozen songs and engage in small talk.		Sean Williams	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Japanese - First Year I, II, III Tomoko Hirai Ulmer language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall	W 16Winter	S 16Spring				Tomoko Hirai Ulmer	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Japanese - Second Year I, II, III Tomoko Hirai Ulmer language studies	Course	FR–SRFreshmen–Senior	4	04	Day	F 15 Fall	W 16Winter	S 16Spring				Tomoko Hirai Ulmer	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Japanese, Beginning I- at SPSCC L. Yamaguchi	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				This course is an introduction to skills in speaking, reading, and writing Japanese. Particular attention will be paid to its unique features, such as tones and characters. This course will also cover the cultural context of the language. This class meets at South Puget Sound Community College, 2011 Mottman Road, SW, Olympia, WA 98512, Building 21, room 294.		L. Yamaguchi	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Jazz Dance Kabby Mitchell African American studies cultural studies dance	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Summer	In this class, students will learn introductory basics of jazz movement (isolated extremities, polyrhythmic African styles and basic anatomy) by exploring the historical aspects and origins of the African Diaspora and European influences in North America through movement, youtube offerings, and discussions. Students will gain greater flexibility and coordination by executing fun yet challenging dance combinations. No previous experience necessary.		Kabby Mitchell	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Jazz Ensemble - at SPSCC James Schneider music	Course	FR–SRFreshmen–Senior	2	02	Evening	F 15 Fall				This class provides the instrumentalist with an opportunity to study, rehearse and perform selected jazz music, and is open to students who have the ability to play a wind instrument. Students will develop skill in musical improvisation. Participation by “non-music majors” is highly encouraged. Students must have the ability to read music and have basic knowledge of music theory and ability to play a jazz instrument. College drums and piano will be used. Otherwise, students are expected to use their own instruments. If you’re uncertain whether your instrument is appropriate for this ensemble, contact faculty. Fees payable at SPSCC: $10 for music Faculty: James Schneider NOTE: 2011 Mottman Road, SW, Olympia, WA 98512, in Building 21, Room 253, Tuesday evenings from 5:30 to 8:30 p.m. BOOKS: If a text is required students will need to purchase texts for this course from the SPSCC bookstore. The book list can be found on the bookstore website under the course Musc 134.		James Schneider	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Jazz Ensemble - at SPSCC James Schneider music	Course	FR–SRFreshmen–Senior	2	02	Evening		W 16Winter			This class provides the instrumentalist with an opportunity to study, rehearse and perform selected jazz music, and is open to students who have the ability to play a wind instrument. Students will develop skill in musical improvisation. Participation by “non-music majors” is highly encouraged. Students must have the ability to read music and have basic knowledge of music theory and ability to play a jazz instrument. College drums and piano will be used. Otherwise, students are expected to use their own instruments. If you’re uncertain whether your instrument is appropriate for this ensemble, contact faculty. Fees payable at SPSCC: $10 for music Faculty: James Schneider NOTE: 2011 Mottman Road, SW, Olympia, WA 98512, in Building 21, Room 253, Tuesday evenings from 5:30 to 8:30 p.m. BOOKS: If a text is required students will need to purchase texts for this course from the SPSCC bookstore. The book list can be found on the bookstore website under the course Musc 134.		James Schneider		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Jazz Ensemble - at SPSCC James Schneider music	Course	FR–SRFreshmen–Senior	2	02	Evening			S 16Spring		This class provides the instrumentalist with an opportunity to study, rehearse and perform selected jazz music, and is open to students who have the ability to play a wind instrument. Students will develop skill in musical improvisation. Participation by “non-music majors” is highly encouraged. Students must have the ability to read music and have basic knowledge of music theory and ability to play a jazz instrument. College drums and piano will be used. Otherwise, students are expected to use their own instruments. If you’re uncertain whether your instrument is appropriate for this ensemble, contact faculty. Fees payable at SPSCC: $10 for music Faculty: James Schneider NOTE: 2011 Mottman Road, SW, Olympia, WA 98512, in Building 21, Room 253, Tuesday evenings from 5:30 to 8:30 p.m. BOOKS: If a text is required students will need to purchase texts for this course from the SPSCC bookstore. The book list can be found on the bookstore website under the course Musc 134.		James Schneider		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
Language and Power Ulrike Krotscheck, Diego de Acosta and Eric Stein anthropology classics cultural studies history linguistics	Program	SO–SRSophomore–Senior	16	16	Day			S 16Spring		To what extent does language have the power to shape the way we think and define ourselves? How can language be used to project power or authority? What are the possibilities and limitations of the spoken word, as opposed to the written word? How do differences in language and speech encode class, race, gender, or other social hierarchies? Who, or what, controls language?This program will explore these questions and others through the lenses of linguistics, anthropology, history, folklore, and classics. We will consider how Aristotle’s classical rhetoric gets taken up in the art of contemporary trial lawyers in the United States. Drawing on the work of Michel Foucault, we will explore how medical discourses have structured sexual identities and pathologies. We will see how folk heroes have been immortalized in legends, songs, and community performances of resistance to colonial subjugation. We will build foundations in several disciplines: in linguistics, by considering dialects, standard languages, and language policy; in anthropology, through critical studies of cultural representation, ethnography, and power; and in classics, through examination of the origins of rhetorical theory and practice.Our sources will include novels, articles, scholarly texts, classical literature, and films. Students can expect to learn the ways that words create and maintain world views and ideologies, from the vast workings of totalitarian regimes to the everyday interactions with those around us.Assignments will include weekly analytical responses to program material, and one individual, empirically-based research project on a topic related to anthropology, linguistics, or classics. This program will be an intensive examination of these topics. Students should expect to spend 40 hours per week on this program. Successful students in this program will emerge having gained an introduction to linguistics, cultural anthropology, history, classics and rhetoric.		Ulrike Krotscheck Diego de Acosta Eric Stein		Sophomore SO Junior JR Senior SR	Spring	Spring
Leadership: Become a Leader Others Want to Follow Amy Leneker	Course	JR–GRJunior–Graduate	2	02	Evening and Weekend				Su 16 Session I Summer	One doesn’t need an official title to be a leader – it is possible to effectively lead from anywhere in an organization. In this course we will examine what makes leaders effective and equally important, what makes leaders fail. Recognizing that we must first understand ourselves before we can effectively lead others, this course will include a self-assessment. This self-assessment will help students learn their individual strengths and specific strategies to lead with those strengths. We will differentiate between leaders and managers and explore why both are essential to the success of any organization. We will examine the building blocks of effective leadership: define values and set a vision; build a great team and get results; and inspire and encourage the heart. Our class discussions will be enhanced by guest speakers, including influential and effective leaders in state and local government, and non-profit organizations		Amy Leneker	Fri Sat Sun		Summer	Summer
Liberty, Equality, Authority: Modern Political Philosophy Stephen Beck philosophy political economy political science	Program	SO–SRSophomore–Senior	8	08	Evening		W 16Winter					Stephen Beck	Wed Sat Sat Sat Sat Sat	Sophomore SO Junior JR Senior SR	Winter	Winter
Lifespan Developmental Psychology Carrie M. Margolin psychology	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Session II Summer	This course will focus on milestones of human development from conception through death. We will consider the nature of physical, cognitive, and psychosocial development throughout the lifespan, addressing major theories and current research that explain how and why developmental change occurs. Some practical topics to be explored will include child rearing, learning disorders, adolescent rebellion, adult midlife crisis, and care giving for elderly parents. This course serves as a prerequisite for upper-division work and graduate school admission in psychology, social work, education, and health care.	psychology, social services, health care, education	Carrie M. Margolin	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
Literary Arts Toolkit: Writing and Reading Contemporary Prose Miranda Mellis and Eirik Steinhoff cultural studies literature writing Signature Required: Spring	Program	SO–SRSophomore–Senior	16	16	Day and Evening			S 16Spring		This advanced critical and creative reading and writing program is designed for students who want to take ten weeks to develop and deepen their theories and practices of literary study in relation to a dynamic constellation of contemporary writing. Some organizing questions for these ten weeks include: What is a text? What can we do with a text? What can a text do with us? How have these questions been asked and answered historically? What new questions should we ask --- and how might we try to answer them now?We hypothesize that critical and creative reading and writing are mutually enabling processes. Our practice as writers will accordingly be sharpened through a practice of careful reading, and we will study an expansive range of genres, texts, styles, and modes --- from slogans and sonnets and sc-fi to novels and epics and law --- the better to enrich our repertoire of ways in the world of words. What key elements do these various forms involve? We will seek to determine this inductively as a means of theorizing our practice. All of which is to say that students can anticipate a challenging quantity of reading and writing. Each week will involve a mix of workshops, seminars, and lectures. Our proceedings will be punctuated by intensive on-campus “residencies” that will allow students to develop and pursue their own specific reading and writing projects. We will participate in the Art Lecture Series and Anthropocene Lecture Series, and are looking forward to class visits and/or guest lectures by four contemporary writers: Donna Haraway, an interdisciplinary scholar of feminist studies and science and technology studies; Dean Spade, a law professor and founder of the Sylvia Rivera Law Project; Rob Halpern, a poet and critic (and Evergreen alum); and Amanda Davidson, who teaches at the Pratt Institute and writes experimental fiction.		Miranda Mellis Eirik Steinhoff	Mon Wed Thu	Sophomore SO Junior JR Senior SR	Spring	Spring
Living Well: Anthropology and Sustainability Karen Gaul	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session I Summer	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 resources while maintaining thriving, healthy communities. Readings will include ethnographic studies of various cultural groups, as well as how-to guides for contemporary sustainable living. The program will include field trips to local communities where students can interact with people building intentional sustainable communities. Student work will include careful reading, reflection and critical analysis based on program materials. Students will design and craft their own ethnographic studies focusing on topics of their choice. Additionally, a service component will enable us to connect to local initiatives, and help build community partnerships. We will spend some portion of each week in a community partnership setting.Students will build vocabularies, analyses, and hands-on skills in the fields of both anthropology and sustainability.		Karen Gaul	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
Local Knowledge: Building Just and Sustainable Communities Anne Fischel, Michi Thacker and Grace Huerta community studies cultural studies education media arts sustainability studies Signature Required: Winter	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall	W 16Winter			In this program students will develop skills to support collaboration and learning with local communities, including the study of education, media and qualitative research methods. Our starting place will be the identification of local knowledge: how communities view themselves; their sense of place, history and identity; the issues that challenge them and the solutions they envision. In these days of globalization, mass marketing and celebrity, what people know at the local level is often trivialized or ignored. We will explore the dynamics of community life through collaborative efforts with people in our region as they work to create sustainability and justice.Our program is largely focused on Mason County. One of our goals is to build a place-based, multi-disciplinary portrait of this complex region. We’ll learn about local history and changes in livelihood, study the distinctive ecology of the region, and explore community cultures and traditions. By learning about literacy, immigration, K-adult education, and economic development, we’ll develop our sense of global context in relationship to local experience and action. We’ll learn about organizations and individuals that are tackling issues in innovative ways. Our work will be informed by perspectives from popular education and community-based research that represent respectful, effective approaches to community work. Workshops will be offered in qualitative research, ethnographic observation, documentary video, art as activism, ESL methods, grant writing, media literacy, and oral history.In fall we’ll learn about people and organizations doing significant work in the region. Once a week, classes will be held off campus, and students will be able to observe and collaborate with Mason County school and community programs. Students will explore the importance of dual language programs and culturally relevant pedagogy to a diverse, changing community. We will develop case studies of the region, contextualized by research drawn from other areas of the United States. Through these studies we’ll build a foundation for collaborative community work.In winter we will continue developing research and media skills. We’ll deepen our understanding of how culture, language and place shape personal and social identity. We’ll continue working with organizations that are building sustainability and justice in Mason County. We’ll carry out community-based collaborative projects that put into practice the skills, knowledge and relationships we have developed.		Anne Fischel Michi Thacker Grace Huerta	Mon Tue Thu	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Losing Religion: De-Conversion & New Religious Identities Today James Nagle cultural studies religious studies sociology	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Session I Summer	Religious “conversion” represents a profound change in practice and belief in relation to what a person conceives of as ultimate reality. The same is true for religious “deconversion.” This course examines the phenomenon and process of religious deconversion and its surprising results. In readings, discussion and fieldwork in the community, students will explore the social and theological implications - and opportunities - of this somewhat cohesive movement. In the United States, the religiously unaffiliated now represent 20% of the population (Catholics are 23%. Baptists are 17%). Young adults are at the forefront of this movement and complicate both the traditional assumption that it is “bad” to leave religion and whether the “spiritual but not religious” distinction is adequate to describe reality.The Latin root of conversion indicates a radical transformation, a “turn around.” In a very real sense, both the turning from and turning toward are alternative perspectives on the same process. De-conversion from is always also a conversion toward something. Leaving religion does not necessarily result in a non-religious identity.This course will explore this phenomenon across religious traditions and denominations in the United States and attempt to determine common reasons for de-conversion, common practices and the theologies that undergird them. To analyze these new religious identities, the course will utilize autobiography (others’ and our own), existing scholarship and fieldwork to identify the sources de-converts draw from and how these practices and beliefs are continuous or discontinuous with inherited religious traditions. Students will critically analyze and discuss existing literature and fieldwork in seminars and write brief weekly reviews to ultimately answer the question: what might we be missing by not widening the meaning of the word ‘religious?’		James Nagle	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
Making Meaning: Teaching English Language Learners Leslie Flemmer cultural studies education language studies	Program	JR–SRJunior–Senior	16	16	Day			S 16Spring		The intent of this program is to introduce undergraduate students to the foundational theories, research, and pedagogies specific to teaching English language learners (ELLs) in adult and K-12 classroom or international settings. Students will examine how such conditions as history, political climate, school policies, and program models impact the access and quality of education ELLs receive.Students will focus on the study of language as a system with an emphasis on three important aspects of ELL pedagogy: literacy development, academic language/ content area instruction, and assessment of language proficiency and performance. Students will analyze the central theories, structures, and conventions presented in functional linguistics and language-acquisition research. With this knowledge base, students will design literacy curriculum and instructional strategies that align with Washington’s K-12 English language development and Common Core standards and competencies, or the Teachers of English to Speakers of Other Languages (TESOL) standards for adult ELLs.Students will also explore methods for content-area teaching (i.e., math, science, social studies) and assessment specific to the Common Core, four language domains (listening, speaking, reading, and writing), and the four developmental levels of language proficiency (preproduction, beginner, intermediate, and advanced). Students will learn the principles of backward design lesson planning, analyze instructional tasks for ELLs, provide ELLs opportunities for comprehensible input (receptive language instruction) and comprehensible output (productive language instruction), and offer content-area lesson demonstrations for peer feedback.		Leslie Flemmer	Mon Tue Thu	Junior JR Senior SR	Spring	Spring
Mapping for Change John Baldridge geography	Course	FR–SRFreshmen–Senior	4	04	Evening		W 16Winter			Maps are powerful tools for understanding the relationships between people and place. They have been used to divide and unite, to expose environmental problems, to plan for peace, and to prepare for war. If a picture is worth a thousand words, a map might be worth millions.In this course, students will learn the basics of Geographic Information Systems (GIS) for the production of digital maps using computer software. We will study the elements of good cartographic design and apply those elements to produce meaningful maps with a purpose. The first half of the quarter will be spent developing fundamental skills with GIS software. The second half of the quarter will culminate in a project to produce a series of maps that illustrate a social or environmental problem, and which could be used to advocate for a change in policy or raise public awareness about an issue.		John Baldridge	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Mapping for Change John Baldridge geography	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				Maps are powerful tools for understanding the relationships between people and place. They have been used to divide and unite, to expose environmental problems, to plan for peace, and to prepare for war. If a picture is worth a thousand words, a map might be worth millions.In this course, students will learn the basics of Geographic Information Systems (GIS) for the production of digital maps using computer software. We will study the elements of good cartographic design and apply those elements to produce meaningful maps with a purpose. The first half of the quarter will be spent developing fundamental skills with GIS software. The second half of the quarter will culminate in a project to produce a series of maps that illustrate a social or environmental problem, and which could be used to advocate for a change in policy or raise public awareness about an issue.		John Baldridge	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Marine Biology of the Pacific Northwest Gerardo Chin-Leo biology marine science	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session I Summer	This program introduces principles of marine biology focusing on the marine life and marine habitats of the Pacific Northwest coast. We will study the environment, taxonomy, adaptations, and ecology of marine organisms as well as the major oceanographic features of the northwest coast. There will be various field trips including a survey of a local estuary and a camping trip to study the rocky intertidal habitats of the Olympic Peninsula.		Gerardo Chin-Leo	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Marine Life: Marine Organisms and Their Environments Amy Cook and Pauline Yu biology ecology field studies marine science zoology	Program	JR–SRJunior–Senior	16	16	Day		W 16Winter	S 16Spring		This program focuses on marine organisms, the sea as a habitat, the relationships between the organisms, and the physical/chemical properties of their environments and their adaptations to those environments. Students will study the biology and ecology of marine organisms and physical and chemical oceanographic concepts as they apply to those organisms. The program will offer students the opportunity to refine their field sampling skills and associated statistics and laboratory techniques. Throughout the program, students will focus on the identification of marine organisms and key aspects of the ecology of selected species and marine habitats and develop their understanding of impacts on the marine habitat as a result of the Anthropocene, the era of human influence. Physiological adaptations to diverse marine environments and the evolutionary history of the sea will be also be emphasized.We will study physical features of marine waters, nutrients, biological productivity, and regional topics in marine science. Concepts will be applied in faculty-designed experiments and student-designed research projects both in the lab and in the field. Data analysis will be facilitated through the use of Excel spreadsheets and elementary statistics. Seminars will analyze appropriate primary literature on topics from lectures and research projects.The faculty will facilitate identification of student research projects, which may range from studies of trace metals in local organisms and sediments to ecological investigations of local estuarine animals. Students will design their research projects during winter quarter and write a research proposal that will undergo class-wide peer review. The research projects will then be carried out during spring quarter and, at the end of spring quarter, students will document their work in written research papers and oral presentations.		Amy Cook Pauline Yu		Junior JR Senior SR	Winter	Winter
Mathematical Systems Rachel Hastings mathematics philosophy of science Signature Required: Winter Spring	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall	W 16Winter	S 16Spring		This program is built around intensive study of several fundamental areas of pure mathematics. Topics are likely to include abstract algebra, real analysis, geometry, and topology.The work in this advanced-level mathematics program is likely to differ from students' previous work in mathematics, including calculus, in a number of ways. We will emphasize the careful understanding of the definitions of mathematical terms and the statements and proofs of the theorems that capture the main conceptual landmarks in the areas we study. Hence, the largest portion of our work will involve the reading and writing of rigorous proofs in axiomatic systems. These skills are valuable not only for continued study of mathematics but also in many areas of thought in which arguments are set forth according to strict criteria of logical deduction. Students will gain experience in articulating their evidence for claims and in expressing their ideas with precise and transparent reasoning.In addition to work in core areas of advanced mathematics, we will devote seminar time to looking at our studies in a broader historical and philosophical context, working toward answers to critical questions such as: Are mathematical systems discovered or created? Do mathematical objects actually exist? How did the current mode of mathematical thinking come to be developed? What is current mathematical practice? What are the connections between mathematics and culture?This program is designed for students who intend to pursue graduate studies or teach in mathematics and the sciences, as well as for those who want to know more about mathematical thinking.		Rachel Hastings	Mon Wed Thu	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
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
The Meaning of Mathematics: Mathematical Literacy for Elementary Teachers and All Sara Sunshine Campbell	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session I Summer	The Meaning of Mathematics, while designed for future elementary and middle school teachers, will support all those interested in learning mathematics more deeply. Elementary and middle school mathematics is no longer considered just a collection of computational tools or facts to memorize, but rather a rich body of intellectual content, focusing more on reasoning, justification and verbal and written mathematical communication. The course will focus on conceptual understanding which makes class discussions, group work, and analysis of elementary student work critical components of the course. This course meets the MiT entrance requirements for mathematics for those seeking an elementary endorsement.		Sara Sunshine Campbell	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Media Artists Studio Laurie Meeker art history communication cultural studies media arts media studies Signature Required: Fall Winter	Program	JR–SRJunior–Senior	16	16	Day	F 15 Fall	W 16Winter	S 16Spring		This advanced offering in the media arts is for students interested in working individually or collaboratively on yearlong media projects with the support of a learning community. The studio setting provides students with the opportunity to help shape one another's work through extensive critical review of ideas at each stage of production and through technical support on one another’s projects. Engagement with critical theory on representation informs each student’s creative approach to their media production work. The creative work produced over the year is research-based. Each media artist or collaborative team will engage in extensive research and writing to develop and support their creative ideas, including research papers, grant writing, script outlines, etc. A wide range of media projects and genres are possible, with a focus on creative nonfiction and documentary, as long as the media artist(s) demonstrate a strong foundation for potential success in that genre. Past participants have created participatory/interactive documentary, experimental film/video, autobiographical video, experimental narrative, essayistic video, animation, online documentary series, mixed media gallery installation, remix political satire, interactive Web installation, as well as standard documentary. Students are expected to build on existing skills developed in past academic work, developing advanced production skills rather than undertaking wholly new areas of media production. Participants work closely with one another throughout the year as co-learners and collaborators, collectively shaping the output of the studio and developing a program of shorts to be screened to the public at the end of spring quarter.An integrated approach to media history/theory and production is essential to the development of advanced media work. Students will explore strategies of representation through readings, screenings seminars, and research presentations, continuing to build their skills in critical thinking and critical analysis. Individual research projects will explore contemporary media artists who have made special contributions to the development of experimental media practice. Students will also conduct research into new and old media technologies, presenting their findings to the group. Students will continue to develop their production skills through workshops, exercises, and a collaborative project. Cinematography workshops will deepen student understanding of light, exposure, and image quality in the 16mm format and/or HD digital video. Audio production workshops will be offered to expand student expertise with sound design and technology.Fall quarter involves a period of reflection, research, and idea development, including a two- to three-day retreat for concentrated work. Students are asked to think broadly about their work, to research and explore a number of project ideas before settling on the final topic. During winter quarter, the focus will shift from idea development to the production phase, when students will acquire all their images and production materials. The critique process will be a central focus for the learning community during winter and spring, requiring students to participate regularly in the critical analysis of one another’s creative work. During spring, each student will complete post-production work, engage in extensive critique sessions, and participate in producing a public screening of their work.		Laurie Meeker		Junior JR Senior SR	Fall	Fall Winter
Media Internships Peter Randlette and Laurie Meeker media arts media studies Signature Required: Fall	Program	JR–SRJunior–Senior	16	16	Day	F 15 Fall	W 16Winter	S 16Spring		This academic program is the home for the Evergreen Electronic Media Internships (also known as Media Services Internships). The EM Internships provide advanced students opportunities to gain deep knowledge of specific media concepts and skills in the context of a tightly knit cohort who collaborate on developing academic and creative research agendas that parallel and are informed by their work as interns. Students will work 30-40 hours per week earning 12-14 credits as an intern in one of the following areas: Animation/Imaging, Audio, Media Loan, Multimedia Lab, Music Technology, Production, Video Production and Video Post-production. Each intern develops instructional, technical, research, organizational, leadership, communication and collaborative skills as they work with supervising staff associated with each of these areas to support instruction, maintenance and administration of facilities and to fulfill campus production needs.This program also involves a two-credit academic component in the fall and a four-credit academic component in winter and spring. Students will focus their academic work on individual research into the critical history/theory of specific media technologies with an emphasis on social, cultural and economic influences on their development and adoption by both mainstream and alternative producers. As they expand their practical and theoretical knowledge of media technologies interns will examine their own roles as producers, artists, teachers and leaders through Academic Statement work and other reflective writing. Students will have the opportunity to work both collaboratively and individually on creative projects involving media production. Interns meet weekly as a group with staff or faculty to share skills, seminar on readings or screenings, peer review writing, collaborate on projects, and work together on productions and cross-training in all Media Services areas. The EM Internship program requires a yearlong commitment from fall to spring quarters.For more details, including information about prerequisites for each specific internship and how to apply, please refer to .		Peter Randlette Laurie Meeker		Junior JR Senior SR	Fall	Fall
Mediaworks: Signifying Power and Difference on Screen(s) Naima Lowe and Julie Russo African American studies art history communication cultural studies gender and women's studies media arts media studies queer studies visual arts writing Signature Required: Fall	Program	SO–SRSophomore–Senior	16	16	Day and Evening	F 15 Fall	W 16Winter	S 16Spring		What does it mean to make moving images in an age of omnipresent media, information overload, social inequality, and global capitalism? What's the relationship between aesthetic form and power across race, class, gender, and other axes of difference? How can we understand the interplay between popular media and experimental modes? How do we critically engage with the history and traditions of media practices while testing the boundaries of established forms? What responsibilities do media artists and producers have to their subjects and audiences? How can media makers represent or transform the “real” world? Students will engage with these questions as they gain skills in film/video/television history and theory, critical analysis, media production, collaboration, and critique.This full-time, yearlong program links media theory with practice. We will explore a variety of media modes and communication strategies, primarily interrogating representations of the "real” in media texts spanning the continuum between popular entertainment and artistic practice. As creative critics, we will gain fluency in methodologies including: close reading and formal analysis; mapping narrative and genre; unpacking power from feminist, critical race, decolonial, and anti-capitalist perspectives; and cultural, historical, and technological framing of commercial and independent media production. These analytical skills will help us understand strategies that artists have employed to challenge, mobilize, and re-appropriate mainstream media forms. As critical creators, we'll learn foundational production skills and experiment with alternative approaches, including nonfiction, video art, writing for and about media, autobiography, essay films, remix, installations, and performance. In addition to production assignments, program activities will encompass analysis and criticism through screenings, readings, seminars, research, and critical writing. We'll also spend significant time in critique sessions discussing our creative and critical work.In fall, students will explore ways of seeing, listening, and observing in various formats, focusing intensively on 16mm film production and completing both skill-building exercises and short projects. These collaborative exercises and projects will have thematic and technical guidelines consistent with the program curriculum. Our production work will be grounded in the study of concepts and methodologies from media history and theory, including significant critical reading, research, and writing. In hands-on workshops and assignments, we'll analyze images as communication and commodities and investigate how images create and contest meaning in art, politics, and consumer culture.In winter, students will delve deeply into field- and studio-based video/audio production and digital editing, using the CCAM studio and HD video technologies. We'll do this learning in conjunction with studying the social and technological history of television and video. Our production work will be primarily collaborative, though students will conclude the quarter by working on an independent project proposal.In spring, as a culmination of the conceptual, collaboration, and production skills developed in fall and winter, each student will create an independent project. Possible forms include video or film, installation, web-based projects, research projects, and internships. Technical workshops, screenings, research presentations, and critique discussions will support this emerging work.		Naima Lowe Julie Russo		Sophomore SO Junior JR Senior SR	Fall	Fall
Medical Assisting: A Practical Approach Barbara Krulich health Signature Required: Fall	Course	SO–SRSophomore–Senior	4	04	Day and Evening	F 15 Fall	W 16Winter	S 16Spring		This nine-month pre-medical practicum designed for students who are interested in careers in health and medical care allows students to work closely with health care professionals in a clinical setting. During the academic year, students will receive the credits and training necessary to become licensed in the state of Washington as Medical Assistants - Registered. See for more information.		Barbara Krulich		Sophomore SO Junior JR Senior SR	Fall	Fall
Metalworking (A) Bob Woods visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				This course is an introduction to the tools and processes of metal fabrication. Students will practice sheet-metal construction, forming, forging, and welding, among other techniques, while accomplishing a series of projects that encourage student-centered design.		Bob Woods	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Metalworking (B) Bob Woods visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				This course is an introduction to the tools and processes of metal fabrication. Students will practice sheet-metal construction, forming, forging, and welding, among other techniques, while accomplishing a series of projects that encourage student-centered design.		Bob Woods	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Molecule to Organism Paula Schofield and James Neitzel biochemistry biology chemistry Signature Required: Fall Winter Spring	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall	W 16Winter	S 16Spring		This program develops and interrelates concepts in experimental (laboratory) biology, organic chemistry, and biochemistry, thus providing a foundation for students who plan to continue studies in chemistry, laboratory biology, field biology, and medicine. Students will carry out upper-division work in organic chemistry, biochemistry, cellular and molecular biology, and genetics in a yearlong sequence. The program integrates two themes, one at the cell level and the other at the molecule level. In the cell theme, we start with the cell and microbiology and proceed to the whole organism with the examination of structure/function relationships at all levels. In the molecular theme, we will examine organic chemistry, the nature of organic compounds and reactions, and carry this theme into biochemistry and the fundamental chemical reactions of living systems. As the year progresses, the two themes continually merge through studies of cellular and molecular processes in biological systems.Each aspect of the program will contain a significant laboratory component. On a weekly basis, students will write papers and maintain laboratory notebooks. All laboratory work and approximately half of the non-lecture time will be spent working in collaborative problem-solving groups. Spring quarter student-designed research projects are a culmination of all major concepts learned throughout the year.This is an intensive program. The subjects are complex, and the sophisticated understanding we expect to develop will require devoted attention and many hours of scheduled lab work each week.		Paula Schofield James Neitzel		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Moscow & Kazan: A Cultural and Ecological Excursion John Baldridge and Thomas Rainey ecology environmental studies field studies geography international studies language studies natural history study abroad Signature Required: Summer	Program	FR–GRFreshmen–Graduate	8	08	Day, Evening and Weekend				Su 16 Session I Summer	This study-abroad program will explore two great cultural centers of Russia, Moscow and Kazan. Moscow is Russia’s Eternal City, the old and the new capital of all the Russias. In Moscow, the group will take guided tours of major historical sites, including the Moscow Kremlin, the Armory Museum, the Tretyakov Art Gallery, Novodevichi Convent and Monastery, and the Trinity-St. Sergei Monastery outside the city. Then participants will take a night train to Kazan on the Volga River, the very heartland and capital of Tatarstan, a semi-independent republic in the middle of Russia. Kazan was the capital of the last Tatar successor state, re-conquered for Russia by Ivan the Terrible, in 1552. It is where the Asian East meets the Russian West, the population evenly divided between the Volga Tatars and Russians. The Tatars are Sunni Muslims, and the Russians are Eastern Orthodox Christians. In Kazan, student travelers will receive lectures on the culture, geography, and environmental history of Tatarstan from the faculty of Kazan Federal University. They will visit several cultural sites in and around the city, including the Kazan Kremlin, the city art museum, and archeological exhibits. The primary activities of the group in Tatarstan, however, will be several ecological field trips to protected areas, such as the Volga-Kama Nature Preserve ( ). The group will then return to Moscow, where, time permitting before our flights home, we will perhaps stroll along the Arbat, pay our respects at the monument of Russia’s unknown soldier, lay some flowers at the foot of the statue of Russia’s greatest poet, Alexander Pushkin, or spend a few quiet moments in one of the city’s famous churches, listening to a Russian choir singing a sacred mass. And wherever we go, we will enjoy Russian and Tatar food, sights, sounds and hospitality. Application and $200 deposit are due March 1, 2016. You can find more information here: /		John Baldridge Thomas Rainey			Summer	Summer
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
Multitrack Composition I, II, III Peter Randlette media studies music Signature Required: Fall Winter Spring	Course	JR–SRJunior–Senior	4	04	Evening	F 15 Fall	W 16Winter	S 16Spring		Multitrack Composition is the study of audio technology and its role in changing the art of music composition and production. This three quarter long continuing class is concerned with the use of modern recording technologies as instrument. The use of signal processing, tape/computer based manipulation, and the structure of multitrack recorders and audio consoles allow a great number of techniques to be created on the fly to generate, modify, and document musical sound. Fall quarter will be spent reviewing operation, design and application of the campus facilities to gain common skill levels and technical knowledge, and complete proficiency in the Communications Building API1608 and Neve 5088 studios and associated facilities. The course is for musicians and engineers who want to develop compositional, technical and collaborative skills in modern production. This is a lab course with limited (20) positions available. Please make sure you complete an application and speak with the sponsor regarding your skills. If you have any questions, please contact the sponsor.		Peter Randlette	Tue	Junior JR Senior SR	Fall	Fall Winter Spring
Music Addressing Complexity: Countershapes, Counterpoints, and the Resistance to Homophony Arun Chandra aesthetics computer science media studies music Signature Required: Winter	Program	JR–SRJunior–Senior	16	16	Day	F 15 Fall	W 16Winter	S 16Spring		Western European music has had a long development of simultaneous complexity, from the introduction during Medieval times of independent voice leading, to the multi-voiced complexity of Gyorgi Ligeti's in the 1960s. is the presence of multiple, independent musical voices, where the differences of each voice emphasize the differences of the others. It is the opposite of , in which musical lines are hierarchically bound to one another, harmonically and metrically, as in a barbershop quartet. From the 1920s through the 1940s, the anthropologists Gregory Bateson and Margaret Mead studied the cultures of the South Pacific, as well as those of North America and Europe. They traced and articulated the differences between cultures, while noting the simultaneous shared properties held between them. In the 1940s, Bateson and Mead (along with Heinz von Foerster, W. Ross Ashby, and others) began what was later called cybernetics. In our program, we will be reading papers by Bateson, Mead, von Foerester, and others. We will study the mathematical theory of information and create compositions in sound that mirror and address the complexities that these scientists wrote about, by means of the musical techniques of polyphony and voice-misleading.We will also investigate and learn how to program in the C programming language under the Linux operating system, in an attempt to create acoustic events that might begin to match the complexity of our own times, using polyphony, and study the ideas of counterpoint as shown in the compositions of J. S. Bach, Arnold Schoenberg, Gyorgi Ligeti, and contemporary composers.  During the first quarter, we'll study the basics of C programming, getting familiar with the fundamentals of digital synthesis and the Linux operating system. Projects will include the creation of single-channel sound files and learning about the fundamental waveforms, additive synthesis, mixing, and frequency modulation. By the second quarter, we'll expand the work to include two-channel sounds, algorithms for equal-power panning, filtering and granular synthesis. In the third quarter, students will create 8-channel compositions, study direct waveform synthesis, and utilize all the algorithms that we studied through the year. Throughout the year, students will also be expected to write and perform vocal exercises in musical counterpoint, which they will perform in groups.There will be regular listening sessions, musical projects, and writing assignments using the writings of cyberneticians as models. The program will attend concerts of music in Seattle and Portland and give a public concert of our final compositions.		Arun Chandra	Tue Tue Wed Thu Thu	Junior JR Senior SR	Fall	Fall Winter
Music Creation and Performance Terry Setter and Andrea Gullickson music	Program	SO–SRSophomore–Senior	16	16	Day		W 16Winter			This quarter-long program will investigate the relationship between music composition and music performance. The program structure mixes independent work in music with weekly lectures, seminars, and performance workshops. Students will compose original pieces that explore contemporary compositional techniques and work to improve their performance skills. The program is for experienced composers and performers. It is not a course in songwriting, beat making, or popular music. The goal of the program is for students to become better composers and performers. To do this, we will have weekly workshops in performance practice, as well as composition forums to review and help the members of the group refine their ideas. Students will work to develop greater understanding of the qualitative aspects of listening and how music “functions” in their lives. We will read texts that deal with established contemporary compositional techniques, such as , by David Cope, as well as recent findings related to the effects of music on the body. We will also read texts related to various aspects of performance, such as , by Pedro de Alcantara. These readings will help students build vocabulary and a broad spectrum of approaches to our work. They will also help us develop useful critical skills. All students will select a topic for a 20-minute formal research presentation that will be presented orally during week 9 as the culmination of their independent work during the quarter. There will be an overnight retreat during which guest musicians will work with the students and share information about their approaches to the creation and performance of music. There will also be a public concert of original pieces at the end of the winter quarter.		Terry Setter Andrea Gullickson	Tue Tue Wed	Sophomore SO Junior JR Senior SR	Winter	Winter
Musicianship Marla Elliott	Course	FR–SRFreshmen–Senior	2	02	Evening	F 15 Fall	W 16Winter	S 16Spring		Students will learn fundamentals of music literacy and piano technique, and develop free, healthy singing voices. This class emphasizes the value of live performance and collaboration with other musicians. At the end of the quarter, students will perform both vocally and on piano for other class participants and invited family and friends. This class requires excellent attendance and a commitment to practice every day. Credit will be awarded in Musicianship.		Marla Elliott	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
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
The New Puritans: Studies of Anglo-American Social Conscience Nancy Koppelman and Trevor Speller American studies cultural studies history literature philosophy religious studies writing	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall	W 16Winter			Are you concerned with the dignity of everyday people, skeptical or outright hostile to state power, troubled by hierarchy, compelled to purge corrupting influences, attracted to disciplined bodily habits, worried that society is ever more unethical, committed to influence minds and hearts, and convinced that “everything happens for a reason”? If so, you may be a “New Puritan.” You are warmly invited to take this program and find out. Students in The New Puritans are considering the history and culture of social change efforts in North America from the Puritans forward. Puritanism has changed since the 17 century, but its basic “structures of feeling,” to borrow a phrase from Raymond Williams, are still with us and are the subject of our studies. Winter quarter’s work will have two main threads. The first is our collection of common texts, which provide historical, literary, and theoretical frameworks for grasping a new politics of injustice which emerged in the 19 century and has shaped social change ever since. We will read works by Susan Howe, Alexis deTocqueville, Nathaniel Hawthorne, Henry David Thoreau, W. E. B. DuBois, Joan Kelly, Frederick Jackson Turner, William James, Karl Marx, Michel Foucault, Rebecca Harding Davis, Edith Wharton, and Ta-Nehisi Coates. The second thread of The New Puritans is a major research project. The project will take the form of an analytic/critical/creative paper, which each student will develop with support from the program community. Projects will stem from topics of student interest related to reform movements, social movements, and/or social justice in the United States. Topics could include food justice, racial justice, immigrant rights, religion, trans-national activism, anti-poverty work, feminism, LGBTQ rights, climate change, environmentalism, education, and virtually any other topic of interest. Evergreen’s history, culture, and current social change efforts will be one of our sources for these projects. New students who already have works-in-progress are encouraged to join us. This program is an excellent choice for students who have studied political economy, social movements, and social justice, and who are interested in understanding the roots and character of Anglo-American social change efforts.		Nancy Koppelman Trevor Speller	Mon Wed Thu	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Nomadic Instruments; Stringed Instruments for the Traveler John Shattuck visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Summer	This course will introduce students to the art of Luthiery (stringed instrument construction). Stringed instruments have long been a mainstay of traveling musicians from the minstrals of the middle ages to the touring singer-songwriters of the current era.We will be studying the origins, evolution and construction of stringed instruments in the context of their use and portability. Topics of study include the "anatomy" of stringed instruments; properties of materials used in construction; tone woods; neck and fingerboards; scale lengths; adhesives; inlay techniques; strategic use of grain pattern as design and structural elements, and surface preparation and finishes. Students will construct one of the following: a short scale backpacker style guitar, pineapple ukelele, or teardrop mandolin.		John Shattuck	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Of Blood and Beauty: The Thought, Literature, and Art of German-Speaking Cultures Marianne Bailey, Marianne Hoepli and Kathleen Eamon aesthetics art history cultural studies international studies language studies literature music philosophy psychology theater Signature Required: Winter	Program	SO–SRSophomore–Senior	4, 12, 16	04 12 16	Day	F 15 Fall	W 16Winter	S 16Spring		Our program will explore the productive paradoxes of Germanic sensibilities by working through foundational works in literature, philosophy, psychoanalysis, music, and visual arts from German-speaking thinkers and makers. We will be especially concerned with the unmistakable coexistence of a drive toward order, structure, technology, and systems, with an equally persistent melancholy, deep inwardness, and mysticism. Goethe’s is written in German; so, too, is the Dada The philosophical systems of Kant and Hegel, for example, feed Nietzsche’s critical tongue. Freud and the psychoanalytic tradition name and analyze the chaotic forces of human depths decades after German Romantics intimated and sang praises of that darkness, figuring its caves, jewels, and labyrinths in their poems and paintings. The operatic wave of Wagnerian ritual “Gesamtkunst” (total art) joins, in the German canon, the ethereal choirs of medieval mystic, Hildegard of Bingen, and the perfect symmetry of a piece from Mozart. We will ask what in this dual mentality allowed the rise of fascism, and how the artists and thinkers who opposed it and came of age in its wake were radically changed in their understanding of their language, their work, themselves, and their notions of art and of humanism. In fall and winter quarters, we will work across a long history, drawing from the Medieval and Renaissance eras with the aim of better understanding German Romantic literature, art, and philosophy of the late 18th and 19th centuries, and studying that period in turn so that we can approach works from 20th-century moderns, as well as works by outsider artists found in the fringe galleries and theaters in contemporary Berlin. Language study (beginning and intermediate) will be integral to our work for all students who plan on traveling to Germany in spring quarter. Spring quarter will include further language, philosophical, and cultural study, as well as significant individual project work. Students may elect to travel to Germany for nine weeks of field study, first in Berlin for intensive language and cultural studies, and then on excursions into, for example, Austria, Switzerland, and southwestern Germany during students’ “ (walking time). In Berlin, we will continue our historical trajectory with an emphasis on works of post-modernity and the situation of the contemporary European and world city, studying Berlin’s art, music, drama, and architecture. During the students will pursue their self-designed curriculum incorporating travel and cultural research; a portion of winter quarter will be devoted to developing those projects. Students on campus will engage a version of the all-program syllabus while developing their own individual projects with the support and help of faculty and one another. These students will have their own version of the when they can make field trips of their choosing. These might include touring independent poetry publishers, traveling to a nearby or distant museum or archive important to their research, or wandering the mountains or seashore reading and writing about the German Romantic poets and thinkers like Nietzsche, Novalis, or Hesse. All students will join together at year’s end to present their spring experiences and projects. This program will offer advanced work in the humanities and excellent preparation for graduate work.		Marianne Bailey Marianne Hoepli Kathleen Eamon		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
On Reading Well Steve Blakeslee literature writing	Course	FR–SRFreshmen–Senior	4	04	Evening		W 16Winter			This course will help students to develop clearer and more comprehensive understandings of literary texts, as well as to forge a more rewarding relationship with reading in general. In a supportive group environment, students will explore a range of reading strategies, including textual analysis, background research, response and summary writing, and recitation. Then they will apply these tools to an in-depth study of several works of nineteenth- and twentieth-century literature Our overall goal is to become more resourceful, effective, and insightful readers.Our winter texts will include Charlotte Bronte's , Ray Bradbury's , and Muriel Spark's .		Steve Blakeslee		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
On Reading Well Steve Blakeslee literature writing	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				This course will help students to develop clearer and more comprehensive understandings of literary texts, as well as to forge a more rewarding relationship with reading in general. In a supportive group environment, students will explore a range of reading strategies, including textual analysis, background research, response and summary writing, and recitation. Then they will apply these tools to an in-depth study of several works of nineteenth- and twentieth-century literature Our overall goal is to become more resourceful, effective, and insightful readers.		Steve Blakeslee	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Orchestra - at SPSCC Chip Schooler music	Course	FR–SRFreshmen–Senior	2	02	Evening	F 15 Fall				Musicians proficient on orchestral string instruments will rehearse and perform works from the standard orchestral repertoire, together with students at South Puget Sound Community College. No audition is required. Required fee payable at SPSCC: $45 for orchestra music Faculty: Chip Schooler NOTE: , 2011 Mottman Road, SW, Olympia, WA 98512, Building 21, room 253, Thursdays, from 7-9:30 pm BOOKS: If a text is required students will need to purchase texts for this course from the SPSCC bookstore. The book list can be found on the bookstore website under the course Musc 160		Chip Schooler	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Orchestra - at SPSCC Chip Schooler music	Course	FR–SRFreshmen–Senior	2	02	Evening			S 16Spring		Musicians proficient on orchestral string instruments will rehearse and perform works from the standard orchestral repertoire, together with students at South Puget Sound Community College. No audition is required. Required fee payable at SPSCC: $45 for orchestra music Faculty: Chip Schooler NOTE: , 2011 Mottman Road, SW, Olympia, WA 98512, Building 21, room 253, Thursdays, from 7-9:30 pm. BOOKS: If a text is required students will need to purchase texts for this course from the SPSCC bookstore. The book list can be found on the bookstore website under the course Musc 160		Chip Schooler		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Orchestra - at SPSCC Chip Schooler music	Course	FR–SRFreshmen–Senior	2	02	Evening		W 16Winter			Musicians proficient on orchestral string instruments will rehearse and perform works from the standard orchestral repertoire, together with students at South Puget Sound Community College. No audition is required. Required fee payable at SPSCC: $45 for orchestra music Faculty: Chip Schooler NOTE: , 2011 Mottman Road, SW, Olympia, WA 98512, Building 21, room 253, Thursdays, from 7-9:30 pmBOOKS: If a text is required students will need to purchase texts for this course from the SPSCC bookstore. The book list can be found on the bookstore website under the course Musc 160		Chip Schooler		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Organizational Conflict Management Theresa Aragon business and management	Program	FR–SRFreshmen–Senior	8	08	Weekend				Su 16 Session I Summer	This course is based on the premise that conflict is both inevitable and beneficial in successful organizations. We will provide a foundation for our work through a brief overview of conflict resolution theory and practice. We will examine interpersonal conflict, the role of organizational culture in conflict resolution and the impact of diversity on conflict. Skill development in conflict management and resolution will be based on a collaborative approach involving team work, case analysis, role plays and theatric expression. Students will develop an understanding of the role of organizational culture and diversity in conflict management, learn to identify and analyze conflict situations, and understand their personal role(s) in generating and/or resolving conflict.		Theresa Aragon	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
Pacific Northwest History: Multicultural Perspectives Michael Vavrus American studies history political economy	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session I Summer	Pacific Northwest History introduces multicultural aspects of historical developments of this region. A primary learning objective is for students to be able to articulate through concrete historical examples how liberty and justice has been interpreted and applied in the Northwest. With texts that provide accessible historical accounts, students will be exposed to Native American Indian perspectives on the eventual occupation of their lands by European imperialists, the origins and outcomes of competition among Europeans for the Pacific Northwest, and challenges placed on non-European ethnic groups – such as Chinese Americans, African Americans, Mexican Americans, Japanese Americans – during the 19 and 20 centuries and into the 21 century. Attention to the experiences of women in making this history is included. The local historical development of Tacoma is used to highlight the role of capitalism in creating governing bodies and class differences among white European Americans who collectively discriminated against the aspirations of people of color. Films and other course material periodically describe and present images of violence and use language that may be considered offensive. The purpose of this material is to present significant events within their respective historical contexts.		Michael Vavrus	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Painting: Concepts and Techniques Bruce Thompson visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring				Bruce Thompson	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Painting in the 21st Century Lauren Boilini art history visual arts Signature Required: Spring	Program	SO–SRSophomore–Senior	16	16	Day			S 16Spring		This is a one-quarter program focusing on the development of studio skills and methods in painting and on the history and future of painting in the visual arts. Students will have the opportunity to develop technical skills in the use of oil paints and to learn about the history of painting, with emphasis on how this medium was transformed in the last century and how it is continuing to evolve now. Students will address weekly studio projects in class designed to improve their understanding of color, composition, thematic research, and studio methodology. Each student will create a series of paintings on an individual theme over the course of the quarter, accompanied by in-depth, theme-related research. This program is designed for students who have a strong work ethic and self-discipline and who are willing to work long hours in the studio on campus in company with their fellow students.		Lauren Boilini		Sophomore SO Junior JR Senior SR	Spring	Spring
Peaceable Mindfulness Jamyang Tsultrim and Helena Meyer-Knapp psychology	Course	FR–SRFreshmen–Senior	4	04	Weekend			S 16Spring		In complex and sometimes fearsome times, it can be hard to maintain the equanimity to live a life of active wisdom and compassion. This course will teach personal, clinical and social practices derived from Eastern and Western traditions, that support constructive responses to our circumstances. Eastern psychology has developed a rich and varied methodology for recognizing and transforming suffering. In approaching harm at a social level, Western and other traditions of mercy and forgiveness are fruitful and illuminating. Students will have an opportunity both to consider being peaceable as an individual choice, and to consider non-violence as a collective behavior.		Jamyang Tsultrim Helena Meyer-Knapp	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Personal Finance and Investing Glenn Landram business and management economics	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Session I Summer	Personal finance and investing can sometimes be daunting to initiate. Yet long-term investing in the stock market can yield significant results with relatively low risk. We will examine the benefits of systematic investing and how to initiate a low-cost, long-term plan. We will work from the critically acclaimed by Burton G. Malkiel. This class is for the novice who would like to take charge of their own lifetime savings as well as those that have some understanding of finance and would like to learn more. We will also examine typical personal finance issues such as compounding, insurance, credit cards, student loans, the buy-vs.-lease auto decision and other personal finance areas as identified by students. Emphasis will be on in-class exchanges with like-minded investors.		Glenn Landram	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Persuasion: The Science, Art, and Ethics of Influence Lori Blewett communication leadership studies psychology	Program	FR–SRFreshmen–Senior	8	08	Weekend		W 16Winter			Whenever we hope to influence fellow citizens, family members, political leaders, or customers, we rely on our understanding of persuasion. Yet constructing a persuasive message is hardly a simple task. Scholars since days of Socrates have debated the most effective and ethical means of persuasion, and researchers in the fields of communication and psychology have spent decades trying to identify how, when, and why some persuasive strategies are more successful than others. Students in this program will draw on readings in classical, contemporary, and critical persuasion theory to investigate a variety of persuasive contexts including: public information campaigns, business marketing, and political discourse. Students will practice constructing persuasive messages in written and oral forms. Special attention will be given to logical argumentation fundamental to persuasion in academic contexts. This program satisfies MIT endorsement requirements in communication.		Lori Blewett		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Persuasive and Informative Public Speaking Lori Blewett communication	Course	FR–SRFreshmen–Senior	2	02	Evening and Weekend				Su 16 Session II Summer	This one-week course focuses on the fundamentals of public speaking. Students will learn to compose well-organized presentations, control speech anxiety, and develop performance skills necessary for effective public speaking in the workplace, classroom, or community. This course contributes to MIT endorsement in communication.		Lori Blewett	Tue Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Photography, Beginning Hugh Lentz media arts visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				This course emphasizes beginning-level skill development in camera function, exposure, and black-and-white film development and darkroom printing. We will focus on photography's role in issues of the arts, cultural representation, and mass media. Students will have assignments, critiques, collaborations, and viewing of work by other photographers. Each student will complete a final project for the end of the quarter.		Hugh Lentz	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Photography, Beginning Steve Davis media arts visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		This course emphasizes beginning-level skill development in camera use, lighting, exposure, b/w film and print processing. We will also briefly explore digital photography techniques. The essential elements of the class will include assignments, critiques and surveys of images by other photographers. Students of this class will develop a basic understanding of the language of photography, as a communications tool and a means for personal expression. Students must invest ample time outside of class to complete assignments.		Steve Davis	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Photography, Beginning Color Hugh Lentz visual arts	Program	FR–SRFreshmen–Senior	4, 8	04 08	Day				Su 16 Session I Summer	In this beginning color photography class, we'll emphasize skill development, learning to see more photographically and printing from color negatives. We’ll have workshops in proper camera operation, the color darkroom process, film processing and metering for ambient light and electronic flash. Using assignments, critiques, and slide viewing of historical and contemporary artists, students will develop the tools to pursue their own projects. Students registered for 8 credits will earn the additional credit by doing independent photo projects.		Hugh Lentz	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Photography, Color and Lighting Hugh Lentz media arts visual arts Signature Required: Winter	Course	FR–SRFreshmen–Senior	4	04	Evening		W 16Winter			In this course we'll be learning to print from color negatives, work with medium format cameras, photograph with electronic flash and work in the studio environment. There will be assignments, critiques, and viewing the work of other photographers. All assignments and all work for this class will be in the studio with lighting set-ups. In addition to assignments, each student will be expected to produce a final project of their own choosing and turn in a portfolio at the end of the quarter.		Hugh Lentz	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Photography, Digital Steve Davis communication media arts visual arts	Course	SO–SRSophomore–Senior	4	04	Evening	F 15 Fall				This course will introduce students to photographic practice through digital means. A brief introduction to digital video will also be included. Students will create work as exhibition-quality prints, and also create a photographic portfolio for the Web.		Steve Davis	Tue Thu	Sophomore SO Junior JR Senior SR	Fall	Fall
Photography, Documentary Steve Davis communication media arts visual arts Signature Required: Winter	Course	SO–SRSophomore–Senior	4	04	Evening		W 16Winter			This class will explore how photography can be effectively used as a tool for creative documentation. You may work in any photographic mediums with which you are experienced (conventional B/W, color, digital). Students will be expected to maintain an online blog/web gallery showing in-progress photography with appropriate text. Final projects must address a particular topic (from your perspective) and clearly communicate your message to a broad audience.		Steve Davis	Tue Thu	Sophomore SO Junior JR Senior SR	Winter	Winter
Photography Techniques Hugh Lentz media arts visual arts Signature Required: Spring	Course	SO–SRSophomore–Senior	4	04	Evening			S 16Spring		This is an intermediate to advanced class where students will be using older photographic methods and techniques. We’ll be spending a significant part of this class learning about and using view cameras. Additionally, we'll be working with UV printing, lith films, pinhole cameras, and more. There will be assignments based in these processes, and each student will produce a final project. We’ll also look at the work of contemporary and historical artists using these methods.		Hugh Lentz	Mon Wed	Sophomore SO Junior JR Senior SR	Spring	Spring
Physical Computing: Arduino, Robotics, 3D Printing Arlen Speights and Richard Weiss computer science media arts	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session II Summer	Physical computing is computing that interacts with the physical world. We will explore this in multiple forms, emphasizing the interconnections among 3D printing, robotics, interactivity, and microcontrollers. This program can be an introduction to programming, integrating the arts, engineering and computing. It is also open to students who want to explore more advanced work in computing and robotics.Students will learn how to program and connect Arduino microcontrollers, connecting programming with sensors, motors and displays, e.g., to build interactive devices. For Robotics, we will explore programming, image processing, and AI. One of the robots we will use is the Scribbler by Parallax. Students will work on a project in groups after learning the basics about the robot. They will also learn the fundamentals of programming in Python, which is a powerful scripting language. This is ideal for students who have programmed in another language. Students will develop an understanding of the object-oriented programming paradigm, program design, and problem solving. Students can also find parts for their work at thrift stores, then integrate them using 3D printed interconnections. Students will develop final projects that use the systems above, with the option to explore other areas such as the Raspberry Pi computer or wireless mobile devices.		Arlen Speights Richard Weiss	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Physics I, II and III Allen Olson physics	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall	W 16Winter	S 16Spring				Allen Olson	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Picturing Plants Frederica Bowcutt botany ecology field studies natural history visual arts Signature Required: Spring	Program	JR–SRJunior–Senior	16	16	Day			S 16Spring		In this program, students learn how to use Hitchcock and Cronquist's a technical key for identifying unknown plants. In the field and laboratory, they will hone their ability to recognize diagnostic characters of plant families. Students will also learn how to collect, prepare, and curate herbarium specimens. These skills will be applied to a collaborative research project. Through field trips, lectures, and readings, students will learn about Pacific Northwest plant communities, including prairies, oak woodlands, coniferous forests, sagebrush steppe, and wetlands. Students can expect to dedicate a significant amount of time to maintaining a detailed field journal, which will be used to assess their field skills. Another significant focus of the quarter is botanical illustration. Students will create a portfolio of artwork and participate in the curation of a show. In lectures, readings and critiques, participants will study the cultural history of botanical illustration. In workshops, students can expect to develop skills in pen and ink, scratchboard, and watercolor techniques. Students will practice these skills in the execution of a portfolio of illustrations. They will also learn to digitally reproduce and manipulate their images for publication. A five-day field trip to Sun Lakes State Park is critical to the work of this program. Participation in this and other field trips is required.		Frederica Bowcutt	Mon Tue Wed Fri	Junior JR Senior SR	Spring	Spring
Place and Displacement Eric Stein and Steven Flusty anthropology geography history Signature Required: Winter	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall	W 16Winter			For at least the past two centuries, the world has been remade by the increasingly vast movements of peoples away from homes and homelands and into the dense, heterogeneous publics of world cities. In this program, we will seek to understand the complex reasons for these movements and the racial, class, and identity struggles within the plural spaces, sites and societies they have engendered. Looking at global histories of the nineteenth and twentieth centuries, we will ask how emerging empires enabled new kinds of identities and borders, both national and ethnic, and consider the ongoing economic, linguistic, demographic, and military processes that have alienated or uprooted millions of people from their native lands. We are especially interested in how, in the face of various kinds of violence—structural, epistemic, genocidal, or everyday—people have responded actively to repair torn communities, find new collaborators in urban spaces, and restore a sense of place and belonging.Our two quarter program will consider a range of historical and contemporary contexts for our inquiry into place and displacement. We will explore various global sites—Indonesia, Vietnam, the Baltics, the Caucasus, the U.S./Mexico border, and North Africa/EU frontiers —to understand the workings of colonial and post-colonial power relations and their effects on human dwelling and movement, looking at labor migrations, exiles, human trafficking, border policing, and other forces. We will study how kinship ties and foodways foster the cohesion of immigrant communities, noting the countervailing forces—such as schooling and inter-generational strife—that have divisive effects. In our studies of the United States, we will explore the Great Migration from the American South to the urban centers of the North in the mid-twentieth century, as well as the ruins and racisms faced by urban people of color in the present. The Pacific Northwest will be central to our inquiry throughout the program, serving as a local site for our historical and ethnographic studies. We will especially consider Native American regional presence and cultural persistence; the arrival of Asian, African, and Latin American immigrants and refugees in the Pacific Northwest arising from the dislocations of the cold-war and transnational circuits of labor; and the various internal displacements of homeless youth in Seattle and Olympia.The program will be reading and writing intensive, providing intermediate to advanced studies in history, anthropology, geography, and urban studies. We will also think about how the complexities of hybrid urban communities can be approached through the work of landscape and urban design, taking into consideration the formation of urban spaces around sites like memorials and marketplaces. Students will learn a range of techniques for close empirical study of place and displacement: ethnographic fieldwork, oral history and audio recording, archival research, material culture studies, and mapping. In fall quarter, we will embark on a three night field trip to Seattle to consider how the city has been shaped by a range of migrations and by intensive, ongoing processes of gentrification. In winter quarter, students will complete a major research project and/or internship work centered in the Pacific Northwest, or in other locations in the U.S. or abroad.		Eric Stein Steven Flusty	Tue Wed Thu Fri	Sophomore SO Junior JR Senior SR	Fall	Fall 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
Plant Biology Lalita Calabria biology botany ecology environmental studies field studies natural history	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session I Summer	This lab and field-based botany course is designed as an introduction to the evolution and diversity of land plants. In lectures, we will survey the major groups of the Plant Kingdom including bryophytes, seedless vascular plants, gymnosperms, and angiosperms. We will also draw on contemporary scientific journals articles to enrich our understanding of important biological concepts and to apply this understanding to current events. In labs, students will gain hands-on experience studying plants with microscopes as we examine the form and function of plant organs, cells, and tissues. On campus plant walks and field trips students will learn to recognize and identify some of the common native plants of the Pacific Northwest.		Lalita Calabria	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Plant Ecology and Physiology Dylan Fischer and Lalita Calabria biology botany ecology environmental studies field studies natural history writing	Program	SO–SRSophomore–Senior	16	16	Day		W 16Winter			How do plants sense and respond to changes in their external environment? What are the chemical signals produced by plants in response to external stimuli (light, gravity, temperature) and how are these signals amplified within the larger plant community? This program focuses on these questions through the study of individual plants (autecology), the interactions among plants (synecology), and the physiological interactions of plants with their environment (ecophysiology). Students will learn field and laboratory methods for studying plant ecology and plant physiology including vegetation sampling methods, soil analysis and methods for measuring plant growth, photosynthesis and nutrient cycling. Lecture topics will include plant communities; competition and facilitation ecology; plant growth and development; plant hormones; water use; photosynthesis; rooting; and the potential effects of large-scale disturbances, such as climate change, on plant communities. We will apply what we learn about plant physiology to better understand current research in the broader fields of ecosystem and community ecology. Our readings will be divided between current widely used texts in plant physiology and ecology, historical papers of great importance, and current research papers from technical journals. Local day trips, workshops, labs, and a multiple-day field trip will allow us to observe field research on plant physiology, plant restoration, and the plant ecology of diverse environments, as well as conduct student-driven research on plant ecology and physiology.This is also a writing intensive program for technical science writing. Communication skills will be emphasized, particularly reading scientific articles and writing for scientific audiences.		Dylan Fischer Lalita Calabria	Tue Wed Thu Fri	Sophomore SO Junior JR Senior SR	Winter	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
Playing to Learn: Games in Education, Management, and Social Change Joli Sandoz and John Baldridge anthropology business and management community studies cultural studies education philosophy sociology	Program	FR–SRFreshmen–Senior	8	08	Evening	F 15 Fall	W 16Winter			Games, simulations and conceptual workshops are scripts for experience, small worlds of meaningful engagement with information and ideas, and with problems and solutions. This two-quarter academic program is intended to introduce participants to the design and effective use of interactive learning activities in education, in management, and in efforts toward social change and civic engagement. New students are very welcome in Winter quarter. In the fall, program members learned and applied game design theory while playing, analyzing, and assessing a variety of games. Students also developed simple learning games individually and in groups, before completing a major game modification project. We will be reading an introductory design text during winter, to develop a shared knowledge base with new program participants. We also will continue our engagement with research, theory, and game design, through reading and participation in collaborative activities – including the application of theory to play and analysis of existing learning, management and social change games. Program participants will form design groups to support each other as teams and individuals develop serious games (games with a purpose) on a topic of their choosing. During this process, each design team or individual will complete and present during a P2L Game Jam at least one major revision to their game. By the end of winter quarter, we will have enjoyed opportunities to acquire broadly-based literacy in design thinking, and in basic planning, design, evaluation, reviewing and selection of games for learning and change -- and will understand the qualities of games and simulations that make these activities effective as tools. Through design work and accompanying assignments, including completion of an independent research project in a subject area selected by each participant, students may earn up to four credits in a specialty area such as management, education, social justice, recreation leadership, or social history.		Joli Sandoz John Baldridge	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
PLE Document Writing Nancy Parkes communication writing Signature Required: Fall	Course	FR–SRFreshmen–Senior	4, 6, 8	04 06 08	Evening	F 15 Fall				Prior Learning from Experience allows people with significant professional and/or community-based experience to kick-start or accelerate a college degree. Students receive significant support from peers and faculty in learning how to assemble a portfolio that shows the “college equivalent learning” they have gained through professional and/or community-based work. Students earn credit through a combination of coursework and faculty evaluation of the completed essay.This separate and economical assessment and award of credit for prior learning speeds time to degree. Students completing a PLE document generally describe the experience as “transformative,” helping them to understand the college level equivalence of their professional and community-based experience, as well as preparing them for future academic and professional work. The program has a prerequisite course, which you will find under “Writing from Life.” You will also find further information, including a video, at .		Nancy Parkes	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
PLE Document Writing Nancy Parkes communication writing Signature Required: Spring	Course	FR–SRFreshmen–Senior	4, 6, 8	04 06 08	Evening			S 16Spring		Prior Learning from Experience allows people with significant professional and/or community-based experience to kick-start or accelerate a college degree. Students receive significant support from peers and faculty in learning how to assemble a portfolio that shows the “college equivalent learning” they have gained through professional and/or community-based work. Students earn credit through a combination of coursework and faculty evaluation of the completed essay.This separate and economical assessment and award of credit for prior learning speeds time to degree. Students completing a PLE document generally describe the experience as “transformative,” helping them to understand the college level equivalence of their professional and community-based experience, as well as preparing them for future academic and professional work. The program has a prerequisite course, which you will find under “Writing from Life.” You will also find further information, including a video, at .		Nancy Parkes	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
PLE Document Writing Nancy Parkes communication writing Signature Required: Winter	Course	FR–SRFreshmen–Senior	4, 6, 8	04 06 08	Evening		W 16Winter			Prior Learning from Experience allows people with significant professional and/or community-based experience to kick-start or accelerate a college degree. Students receive significant support from peers and faculty in learning how to assemble a portfolio that shows the “college equivalent learning” they have gained through professional and/or community-based work. Students earn credit through a combination of coursework and faculty evaluation of the completed essay.This separate and economical assessment and award of credit for prior learning speeds time to degree. Students completing a PLE document generally describe the experience as “transformative,” helping them to understand the college level equivalence of their professional and community-based experience, as well as preparing them for future academic and professional work. The program has a prerequisite course, which you will find under “Writing from Life.” You will also find further information, including a video, at .		Nancy Parkes	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Political Ecology of Land: Urban Planning, Property Rights, and Land Stewardship Ralph Murphy and Jon Baumunk community studies environmental studies geography government law and government policy political economy political science sustainability studies	Program	JR–SRJunior–Senior	16	16	Day		W 16Winter	S 16Spring		This program will provide an interdisciplinary, in-depth focus on how land has been viewed and used by humans historically and in contemporary times. We will attempt to understand today’s built environments from a variety of perspectives and determine how they can they accommodate new challenges, including environmental, economic, financial and fiscal constraints. We will give special attention to the political, legal, economic, financial, and social/cultural contexts of land use. We will look at and evaluate efforts to regulate land uses and protect lands that have been defined as valuable by society.To understand the purpose of land use policy and regulation, the following topics and disciplines will be used to evaluate the human relationship to land in the United States: the structure and function of American Government; the history and theory of land use planning; economic and community development; public policy formation and implementation; contemporary land use planning practices; growth management; selected elements of environmental and land use law; regional economics; fiscal analysis; and accounting principles applied to the public sector and non-profit/non-governmental organizations. Selected applications of quantitative research methods will be developed throughout the program. Our goal is to have students leave the program with a comprehensive understanding of the complexity of issues surrounding land use planning, restoration, urban redevelopment, public sector accountability and resource management (eg. budgeting, accounting, annual reports).The program will include lectures, seminars, guest speakers, workshops, field trips, and individual and group research projects and presentations. Students will acquire professional writing skills through instruction and practice in formats such as policy briefing papers. Students will develop an understanding of the political and economic history that brought about the need for land use regulation. This will include understanding the political, legal, economic and financial context of the public sector. Students will apply these themes to contemporary applications and the professional world of land use planning, such as understanding the legislative and public policy processes in Washington State, major policies such as the Washington State Growth Management Act, The Shoreline Master Program, Historic Preservation, and economic development. During spring quarter, we will develop an in-depth understanding of budgeting and financial management in the public and non-profit sectors, as well as the increasing importance of fiscal impact analysis. Students will leave the program with credits for an emphasis in land use planning, public policy, accounting and public sector fiscal and financial management—an excellent preparation for potential professional careers and the prerequisites for many graduate programs in land use/urban planning, public administration, public policy and private sector work in consulting firms and non-governmental organizations.		Ralph Murphy Jon Baumunk	Tue Wed Thu Fri	Junior JR Senior SR	Winter	Winter
Political Economy and Social Movements: Race, Class, and Gender Peter Bohmer and Carlos Marentes African American studies American studies economics government history international studies political economy political science sociology	Program	SO–SRSophomore–Senior	16	16	Day			S 16Spring		We will examine the nature, development, and concrete workings of modern capitalism and the interrelationship of race, class, and gender, primarily in the contemporary context. We will focus on the themes oppression, exploitation, social movements, reform, and fundamental change, as well as the construction of alternatives to capitalism, nationally and globally. We will examine social changes that have occurred in the past, present trends, and alternatives for the future. We will examine different theoretical frameworks such as liberalism, Marxism, feminism, anarchism, and neoclassical economics, and their explanations of the current United States and global political economy and of key issues such as climate change, poverty and inequality, immigration and the criminal justice system.In studying the U.S. experience, we will study linkages from the past to the present, between the economic core of capitalism, political and social structures, and gender, race, and class relations. Resistance and social movements will be a central theme. We will also investigate the interrelationship between the U.S. political economy and the changing global system, historically and in the present. We will study causes and consequences of the globalization of capital and its effects in our daily lives, and the role of multilateral institutions. We will analyze the responses of societies such as Venezuela and social movements such as labor, feminist, anti-war, environmental, anti-racist, indigenous, and youth, and the global justice movement in the U.S. and internationally in opposing the global order. We will look at alternatives to neoliberal capitalism, including participatory socialism and strategies for fundamental change.Students will be introduced to economics from a neoclassical and political economy perspective. Within microeconomics, we will study topics such as the structure and failure of markets, work and wages, growing economic inequality, poverty, and the gender and racial division of labor. We will study macroeconomics, including austerity policies and critiques of it, the role of debt, and causes and solutions to unemployment and economic instability.Students will engage the material through seminars, lectures, guest speakers, films, workshops, synthesis papers based on program material and concepts, and a take-home exam.		Peter Bohmer Carlos Marentes	Tue Wed Fri	Sophomore SO Junior JR Senior SR	Spring	Spring
Political Economy of Power in American Society Lawrence Mosqueda government history political economy	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall				This program focuses on the issue of power in American society. We will investigate the nature of economic, political, social, military, ideological, and interpersonal power. The interrelationships of these dimensions will be a primary area of study. We will explore these themes through lectures, films, seminars, a journal, and short papers.The analysis will be guided by the following questions, as well as others that may emerge from our discussions: What is meant by the term “power”? Are there different kinds of power and how are they interrelated? Who has power in American society? Who is relatively powerless? Why? How is power accumulated? What resources are involved? How is power utilized and with what impact on various sectors of the population? What characterizes the struggle for power? How does domestic power relate to international power? How is international power used? How are people affected by current power structures? What responsibilities do citizens have to alter the structure of power? What alternative structures are possible, probable, necessary, or desirable?In a time of war and economic, social, and political crisis, a good deal of the program will focus on international relations in a systematic and intellectual manner. This is a serious class for serious people. There is a good deal of reading and some weeks are more complex that others. Please be prepared to work hard and to challenge your previous thinking.		Lawrence Mosqueda	Tue Wed Thu	Sophomore SO Junior JR Senior SR	Fall	Fall
Positive Psychology (A) Mark Hurst psychology	Course	FR–SRFreshmen–Senior	4	04	Weekend			S 16Spring		After spending years in a World War II concentration camp, Viktor Frankl emerged to develop a psychology of hope and meaning that emphasized what Abraham Maslow later called the human momentum for "self-actualization". More recently, leading scholars have taken these ideas further. Since 1998, "positive" psychology has amassed an understanding of humans at their best. A worldwide collaborative effort now attempts to balance psychology's early focus on psychopathology with empirical science and sound practical strategies that promote wellbeing, quality of life, and resilience. Students will engage in active experiences related to gratitude, hope, savoring, altruism, etc.		Mark Hurst	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Positive Psychology (B) Mark Hurst psychology	Course	FR–SRFreshmen–Senior	4	04	Weekend			S 16Spring		After spending years in a World War II concentration camp, Viktor Frankl emerged to develop a psychology of hope and meaning that emphasized what Abraham Maslow later called the human momentum for "self-actualization". More recently, leading scholars have taken these ideas further. Since 1998, "positive" psychology has amassed an understanding of humans at their best. A worldwide collaborative effort now attempts to balance psychology's early focus on psychopathology with empirical science and sound practical strategies that promote wellbeing, quality of life, and resilience. Students will engage in active experiences related to gratitude, hope, savoring, altruism, etc.		Mark Hurst	Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
The Postcolonial Novel Trevor Speller cultural studies literature writing	Program	SO–SRSophomore–Senior	16	16	Day			S 16Spring		With the breakup of the British Empire following World War II, a new set of states emerged into the world, each with particular cultural concerns. Many of those concerns are described in the imaginative genre of the novel. This program will explore the aesthetic and political issues around the novel, from the early 20th century to the present, with a focus on Anglophone writing from current and former commonwealth countries.The intersection of colonialism, nationalism, cultural identity, and the novel will be an important locus of attention. What makes a novel "British," "colonial," or "postcolonial"? What happens when politics and art are married, and what is gained and lost in this relationship? In what ways can writers and their work be representative—or not representative—of a so-called “genuine national tradition”? What constitutes a progressive or moral artwork, and does that have any special value? Our reading list will begin with Joseph Conrad’s , and will go on to consider a number of other novels and writers such as Salman Rushdie, Chinua Achebe, Nadine Gordimer, J.M. Coetzee, V.S. Naipaul, Jean Rhys, Kiran Desai, E.M. Forster, Ben Okri, and/or Zadie Smith. We will read excerpts from other works of fiction, critical views on the postcolonial novel, and contemporary literary theory. Films may be screened in class. By the end of the program, students will have a firm foundation in postcolonial literature, exposure to significant strands of literary theory, and experience with upper-division literary research. Students will be asked to read various texts, prepare presentations, lead class discussions, and produce a critical paper (15+ pages), in addition to minor assignments. The best work in this program will be useful for graduate school applications.		Trevor Speller	Tue Tue Wed Thu Thu	Sophomore SO Junior JR Senior SR	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
The Practice of Writing Steve Blakeslee writing	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				This course will give students a broad overview of prose writing and help them to broaden, deepen, and improve their own writing practice. We will explore every element of the writing process, learning to brainstorm, structure, draft, critique, rewrite, polish, share, and reflect. The course will also address key principles of good writing, challenges like procrastination and writer’s block, and ways to develop productive writing routines.		Steve Blakeslee	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Precalculus I Vauhn Foster-Grahler education mathematics	Course	FR–SRFreshmen–Senior	4	04	Day	F 15 Fall						Vauhn Foster-Grahler	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Precalculus II Vauhn Foster-Grahler education mathematics	Course	FR–SRFreshmen–Senior	4	04	Day		W 16Winter			Precalculus II is a continuation of the functions-based study began in precalculus I. The course is designed to complete your preparation for calculus. Topics include: trigonometric functions, rational functions, parametric curves, vectors, and polar coordinates. Each area will be explored algebraically, numerically, graphically, and verbally. Collaborative learning will be emphasized. A graphing calculator is required for the course.		Vauhn Foster-Grahler	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Principles of Marketing - at SPSCC Karen Halpern	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				Marketing is the area of business activities concerned with planning, pricing, promotion and distributing goods and services. In this class, fundamental principles of marketing and business cases are combined in order for the student to understand the function of marketing and the impact it has on our economy and internationally. This course is hybrid in-person and online. NOTE: Course meets at South Puget Community College, Main Campus, 2011 Mottman Road SW, Olympia, WA 98512, Tuesdays 5:30 – 7:45 pm in BLDG 34, Room 132-- . Students must be registered by 5:00 PM on Thursday September 17th. The textbook for this course can be purchased at SPSCC Bookstore. The text will be listed under the course ID BUS 160, and can be found at this address: http://www.spsccbookstore.com		Karen Halpern	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Printmaking: Print Stratum Emily Adams visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		In this introductory course, students will gain hands-on experience and technical skills by creating a body of print editions and monotypes. Students will be exposed to the history of serigraphy (screen-printing) and current contemporary art applications through presentations, lectures, and discussion. Assignments will focus on serigraphy technique in combination with physical and formal qualities of collage. At the end of the session, students will present and participate in critique to investigate the concept and craft of their printmaking portfolio.		Emily Adams	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Printmaking: Serigraphy Alexander McCarty visual arts	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session II Summer	This course is an introduction to the printmaking process of serigraphy, or screen-printing. 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 explore, research and create a conceptual body of work with an emphasis on professional editioning practices. A final portfolio of student work is due upon completion of the course.		Alexander McCarty	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
Producing and Sequencing Music Peter Randlette computer science music	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session I Summer	Computers are now the basic sketchpad for creating music. From recording instruments into them to using software instruments that sound like nearly anything, software allows extremely complex production. This five-week class will familiarize members with the use of computer-based MIDI soft and hardware, synthesizers, and will cover some of the technical ‘mysteries’ which are critical to comprehending their use. Studio production, recording with mics, and basics of audio will be covered. This class is mostly about exploring the musical production process. The only prerequisites are interest in music, some keyboard and/or guitar skill, and curiosity. The class structure will consist of three separate elements. Lecture/Workshop sessions will cover operation of the systems, demonstrating different techniques in a group setting. This will be the time for reviewing readings, presenting questions, and troubleshooting. Students will play back their pieces for feedback and so others can see how different people compose. Individual studio times will be assigned to each student, for trying the different functions of the software, creating short musical ideas to apply learned skills, and experimenting with new techniques. Members will be expected to spend a minimum of two 4 hour blocks in the studio per week. Consulting times will be scheduled to permit students to meet for individual or small group assistance in the studio.		Peter Randlette	Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Professional Practices for Artists Liz Sales visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Session I Summer	What does it mean to be a working artist today? This class will examine and interrogate the rules and systems within the art world. An Evergreen State College graduate visiting from New York City, with an extensive background in production and visual art, will help each student create a highly personal strategic plan for maintaining an art practice that is engaging, long lasting, and financially viable. Topics will include career options for creative professionals; writing cover letters, resumes, and CVs as well as artist statements and press releases; creating portfolios, show reels, and demo reels; preparing for a studio visit; planning exhibitions in traditional and nontraditional exhibition spaces; working with nonprofit organizations, galleries, dealers, agents, and consultants; creating and maintaining an online presence; creating and maintaining a community; writing proposals and grants; dealing with contracts, agreements, and other legal issues; participating in residencies and public art projects; and dealing with failure, envy, stress, and success. Faculty e-mail: salesl@evergreen.edu		Liz Sales	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
Psychology and Community Mukti Khanna communication community studies consciousness studies health psychology somatic studies Signature Required: Fall	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall				This program will explore psychological dimensions of community systems through experiential and somatic dialogue practices, theoretical readings and expressive arts explorations. Students will gain skills in communication practices, group facilitation and applied mindfulness that can be integrated in both community internships, counseling and social health care. The program will participate in the interdisciplinary Anthropocene Consortium to provide breadth to our inquiry of psychology and community at this time in human history ( ). Half of the work in the program will be designed by students. Student work may involve community-based internships or student-originated projects in psychology, health, cultural studies and education. Questions to be explored include: The program is connected to Evergreen’s Center for Community-based Learning and Action (CCBLA) which supports learning about, engaging with, and contributing to community life in the region. As such, this program benefits from the rich resource library, staff, internship support and workshops offered through the Center. The CCBLA is available to help students locate potential internship sites during the summer and fall. Please contact them: .		Mukti Khanna		Sophomore SO Junior JR Senior SR	Fall	Fall
Psychology and the Arts Mukti Khanna and Terry Setter community studies consciousness studies psychology	Program	JR–SRJunior–Senior	16	16	Day			S 16Spring		The arts allow us to access deep components of ourselves that are not easily available through other means. They also allow us to gain new perspectives on our culture and the world around us. Perhaps this is at the heart of why people are so passionate about art.In this team-taught, full-time program, students will study developmental psychology and psychological underpinnings of artistic expression and will design arts activities for presentation within the class and for use as social health care projects beyond the campus. Students will integrate their knowledge of these areas to create inter-modal art-centered activities designed to reduce stress and increase resilience and social skills for diverse communities and age groups, including international refugee populations. The student-designed, art-centered activities might take many forms, such as online instructions, a video piece, a tabletop game or interactive theatre workshops. We will make use of cognitive and experiential approaches to learning in order to introduce students to skills and concepts needed to increase their understanding of cognitive, emotional, mental, and physical contexts of developmental psychology. The program will integrate theories with practice to explore diverse resources from personal to global in scale as well as guide students toward creating multi-modal arts-based modules that can become part of an international curriculum on social health care to build resilience and promote creativity for people of diverse ages and to reduce conflict in displaced communities. Students will also develop knowledge and presentation skills by conducting research into a topic of their choosing, related to their arts-presentation project, and presenting it in an appropriate format at the end of the term.		Mukti Khanna Terry Setter	Tue Wed Thu	Junior JR Senior SR	Spring	Spring
Public Speaking Marla Elliott	Course	JR–GRJunior–Graduate	2	02	Evening and Weekend				Su 16 Session II Summer	Oral eloquence still counts when you need to explain, persuade, collaborate, and lead. This intensive weekend course will help you learn to use your voice, body, and personal presence with confidence when speaking to others. You will learn to channel stagefright into creative energy and to organize your thoughts into a structure your audience can grasp. Students will write, revise, rehearse and present a short speech; they will also have opportunities to practice speaking impromptu. Credit will be awarded in Public Speaking.		Marla Elliott	Fri Sat Sun		Summer	Summer
Queer Narratives Anne de Marcken (Forbes) and Alejandro de Acosta gender and women's studies literature media arts media studies philosophy queer studies writing	Program	JR–SRJunior–Senior	16	16	Day	F 15 Fall				In this program, students will interrogate and generate queer narratives by thinking through narrative aspects of queer concepts and theories and discovering what is (or can be) queer in various narrative forms.To take on this work we’ll engage with some foundational texts of queer theory as well as its contemporary articulations, addressing themes of sex and gender, queer and trans subjectivities, race and culture, drugs and technology, visibility and opacity, and many possible political articulations of a queer sort. In addition, a variety of critical, literary, lyrical, and cinematic texts that push and problematize conventions of narrative will serve as foci for inquiry and for inspiration.We’ll combine lectures, seminars, readings, screenings, and workshops to build a foundation in theoretical modes of reading, writing, and discussion as well as to develop technical skills in creative writing and media.Students will place their work in a critical context in order to consider whether queerness and narrative—both the body and the body of work—are “natural”, constructed, or something else entirely.		Anne de Marcken (Forbes) Alejandro de Acosta	Mon Mon Wed Thu Thu	Junior JR Senior SR	Fall	Fall
Radio Documentary: Writing and Production Joli Sandoz and Lori Blewett communication media arts media studies	Program	SO–SRSophomore–Senior	8	08	Evening			S 16Spring		Add sound effects and music together with a voice speaking words, and there you have one of radio’s most popular features today: creative audio documentary. This program will focus on writing nonfiction documentaries and researched essays and bringing them alive with sound. Participants will learn how to write, record, perform, and edit creative and engaging nonfiction audio programs and podcasts. Radio programs themselves will be among our texts as we discover the variety of nonfiction currently airing. Online archives of audio essays will provide opportunity to analyze not only specific mixes of words and sound, but also the ways in which making meaning with words must be shaped to match radio’s one-time-only quality, with careful word choice and directness, brevity, rhythm, and pacing. Writing and speaking workshops will focus on developing effective skills for oral story-telling and description as these contribute to meaning-making in audio communication. Basic audio recording and editing workshops also will be provided. This program is especially well-suited to students who have some familiarity with audio technology and for those who have strong interest in a specific topic they'd like to share with others. Students may have the option of airing their work on community radio or through other public forums.		Joli Sandoz Lori Blewett	Wed Sat	Sophomore SO Junior JR Senior SR	Spring	Spring
Radio Practice and Politics Lori Blewett communication media studies political economy	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session I Summer	is geared toward students who want to develop their oral communication and media skills as well as gain insight into the political economy of radio. No prior experience is needed. Our studies will focus on fundamental elements of radio production: writing, performing, recording, interviewing, editing, and broadcasting. Assignments will include live and edited broadcasts. Readings, films, and listening assignments will deepen students' understanding of the political economy of radio and contemporary radio aesthetics. Students will gain knowledge and skills needed to become potential hosts at KAOS Community Radio Station. Some lessons will be taught by KAOS General Manager, Ruth Brownstein. This program fulfills communication requirements for selected MIT endorsements.		Lori Blewett	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
Reading Between the Lines: U.S. Women of Color in the 20th Century Frances V. Rains gender and women's studies history political science	Program	SO–SRSophomore–Senior	16	16	Day			S 16Spring		The 20th century has not been the exclusive domain of Euro-American men and women in the U.S. yet it often requires to realize that women of color have also existed at the same time. Repeatedly, women of color [e.g., African American, Native American, Asian American, Latina/Chicana] have been stereotyped and have endured multiple oppressions, leaving them seemingly voiceless and invisible. Such circumstances have hidden from view how these same women were active agents in the context of their times, who worked to protect their cultures, languages and families. These women of color often resisted the passive victimization associated with them. Gaining an introduction to such women of color can broaden and enrich our understanding of what it has meant to be a woman and a citizen in 20th century North America.Drawing upon autobiographies, poetry, short stories, essays and films, we will explore the ways in which women of color defied the stereotypes and contributed to the economic, social, political and cultural life of the contemporary United States. We will critique how feminist theory has both served and ignored these women. We will analyze how 20th century U.S. women of color survived, struggled, challenged barriers, and forged their own paths to make life a little easier and better for the next generation of women and men.Students will develop skills as writers and researchers by studying scholarly and imaginative works and conducting research. Through extensive reading and writing, dialogue, films and guest speakers, we will investigate important aspects of the life and times of women of color in the 20th century.		Frances V. Rains	Mon Wed Thu	Sophomore SO Junior JR Senior SR	Spring	Spring
Readings in Art and Cybernetics Arun Chandra aesthetics computer science music philosophy of science	Course	FR–SRFreshmen–Senior	4	04	Day			S 16Spring		This class will meet once a week to discuss a series of readings that address art, cybernetics, and their interrelationship. The quarter will end with participation in the conference of the (in Olympia) during week 10. The reading list will contain: Students will be asked to write a short paper making connections between the readings.		Arun Chandra	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Reality and Dreams: Seeing the Inner and the Outer Bob Haft and Donald Middendorf consciousness studies literature psychology visual arts Signature Required: Winter	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall	W 16Winter			From the Old Testament to Sigmund Freud, from August Kekulé’s vision of the ouroboros to Salvador Dali’s melting clocks, dreams have been an integral part of both an individual’s well-being and the creative spirit. Dreams have manifested themselves as clues to personal problems, solutions to stubborn intellectual conundrums, and even as works of art. What role do they play in our own inner and outer lives?This two-quarter, interdisciplinary program will provide an opportunity for students who are interested in doing intensive work in the areas of dreams and photography to cultivate awareness of the interplay of inner and outer experience through challenging readings, creative work, and self-reflection. We will examine our beliefs about the nature of reality as manifest in the expressive arts and physical reality from a variety of disciplinary viewpoints including photography, psychology, literature, and biology.During fall quarter, we will study the basics of black-and-white photography as a means of learning how to see and appreciate the world around us. We’ll also learn how we (and others throughout history) have used dreams to “see” our inner world. We’ll use Greek literature to examine the emotional and behavioral interactions that we call “love” and try to understand the concept of “light” from both a physical and philosophical perspective. During winter quarter, we’ll continue and deepen our study and use of photography and dreams and include a study of relevant topics in biology such as neuroplasticity, epigenetics, and the physiology of the eye. We’ll also examine alternative areas of research such as lucid dreaming and paranormal phenomena, as well as the approach of the Surrealists to examining the nature of reality through art and dreams. Students will have the opportunity to give a presentation to their peers using the skills learned during the two quarters.This is an experiential and rigorous full-time program in which students will be expected to participate in all program activities and document 48 hours of program-related work per week.		Bob Haft Donald Middendorf		Sophomore SO Junior JR Senior SR	Fall	Fall 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
Regional Styles of Northwest Native Design and Woodcarving Alexander McCarty Native American studies art history visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening and Weekend				Su 16 Session I Summer	Visiting Faculty and Makah master carver Alex McCarty will lead this course on design and woodcarving, focusing on the local cultural perspectives of mask making and 3D sculpture. Students will explore regional Northwest Native styles and form-line design, and examine masks, figures, totems, and rattles from local traditions as inspiration to their own concepts and designs. Students will carve their own 3D sculpture, each one unique to the individual's identity, culture and/or personal creative expression. During the first intensive weekend students will learn basic carving skills making a cedar feather and begin rough shaping their sculpture using both contemporary and traditional Northwest coast carving tools. The second and final intensive weekend students will use their original two-dimensional concept designs and transfer them onto their three-dimensional woodcarvings focusing on more advanced carving and finishing skills.		Alexander McCarty	Fri Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Reinterpreting Liberation: Third World Movements and Migrations Alice Nelson, Savvina Chowdhury and Therese Saliba cultural studies gender and women's studies history international studies literature political economy Signature Required: Winter Spring	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall	W 16Winter	S 16Spring		For centuries, shouts of liberation have echoed through the streets, from Kolkata, India, to Caracas, Venezuela. Today, new movements are afoot, inviting us to revisit the question, "What does independence mean in the cultural, historical, political, and economic context of the global South?" Third World liberation movements that arose in the aftermath of World War II did so not only as organized resistance to colonial forms of oppression and domination, but also as attempts to reconceptualize an alternative, anti-imperial and anti-racist world view. While gaining some measure of political independence, nations such as India, Egypt, Algeria, Mexico, and Nicaragua found that they remained enmeshed in neocolonial relations of exploitation vis-à-vis the former colonial masters and the emerging U.S. empire. Their post-colonial experience with nation-building bears witness to the actuality that political liberation remains inseparable from economic independence.Through the disciplinary lenses of literature, cultural studies, political economy, and feminist theory, this program will explore how various ideas of liberation (sometimes complementary, sometimes contradictory) have emerged and changed over time, in the contexts of Latin America, the Middle East, and the Indian subcontinent. We will explore religious, national, gender, ethnic, and cultural identities that shape narratives of liberation through the discourses of colonialism, neocolonialism, religious traditions, and other mythic constructions of the past. We will examine how deep structural inequalities have produced the occupation and partitioning of land and migrations, both forced and "chosen."With emphasis on a variety of texts, we will examine the ways in which authors revisit their histories of European and U.S. colonialism and imperialism, question the ways stories have been written, and seek to tell another story, reinterpreting liberation. In fall, we will explore several historical models of liberation and critique dominant representations of Third World nations. We will focus especially on India's path to independence, the Algerian and Cuban revolutions, Egypt/Arab nationalism, and the Chilean Road to Socialism. In winter, we will move forward chronologically, framing our cases within the current context of neoliberalism. Our case studies will include Iran and Nicaragua in 1979 and afterwards, the Israeli/Palestinian conflict, post-nationalist resistance movements in Mexico, opposition to U.S.-led wars in Afghanistan and Iraq, the Bolivarian Revolution in Venezuela, the recent Arab uprisings, and issues of ecology and resource sovereignty affecting the three regions. We will look at feminist involvement in these contexts, as well as the role of U.S. foreign and economic policy in suppressing liberatory movements.In spring quarter, we will focus on migration as a legacy of colonial relations, neoliberal globalization, and heightened militarization. We will examine border cultures and the day-to-day realities of dislocation through the literature of various diasporas, and the quest for community, sovereignty, and economic security in the post 9-11 era. For part of their spring quarter credit, students will have the opportunity to engage in community-based internships around issues of immigration and human rights or project work related to program themes.		Alice Nelson Savvina Chowdhury Therese Saliba		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Relentless Entomology: The Unceasingly Amazing World of Insect Diversity Emilie Bess and Christophor Looney biology environmental studies natural history	Program	FR–SRFreshmen–Senior	8	08	Weekend				Su 16 Summer			Emilie Bess Christophor Looney		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Research Capstone in Psychology Laura Citrin psychology sociology Signature Required: Spring	Program	JR–SRJunior–Senior	16	16	Day			S 16Spring		This program is designed to provide a capstone opportunity for seniors within psychology or closely related social science disciplines (sociology, anthropology) to conduct independent research projects within a supportive intellectual environment of other researchers. Research projects may be inductive or deductive in their approach, and may utilize qualitative or quantitative methodology. Research may be aimed at testing a well-established theory, replicating a study, crafting an elegant psychological experiment, designing and executing a written survey, conducting interviews, or engaging in observational ethnographic research. Students will form research groups within the program based on shared research interests (or methodological interests or theoretical interests). Faculty will provide structured support to these learning communities across all aspects of the research process. Students entering this capstone program should do so with a particular research project in mind, although faculty will work one-on-one with students to help shape the nature of their project in both practical and theoretically meaningful ways.Students will attend the annual meeting of the Western Psychological Association (WPA) in Long Beach, CA, from April 28-May 1, 2016. This field trip will provide direct exposure to researchers in psychology, enabling students to talk with other researchers (many of whom are undergraduate or graduate students), find out about the latest trends in research psychology, and be intellectually stimulated by poster sessions, panel presentations, and talks by well-known scholars in the field.Students who successfully complete this capstone program will have collected, analyzed, and written up their findings by the end of the spring 2016 quarter. This program is timed to correspond with the November 2016 deadline to apply to present research findings at WPA the following spring of 2017. Those who wish to continue their project work past the end of the quarter in order to prepare their work for conference submission or even publication in an academic journal may inquire about developing an Independent Learning Contract with the faculty in the summer of 2016.		Laura Citrin	Tue Wed Fri	Junior JR Senior SR	Spring	Spring
Reservation-Based, Community-Determined Program: Foundations for Sustainable Tribal Nations (Chehalis) Mary DuPuis and Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 15 Fall	W 16Winter	S 16Spring		This program is an upper-division program designed for students who have social, cultural, or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2015-2016, the theme is . There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course is a 9-credit unit taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. In the fall, the sub-theme is in which students will receive an overview of federal Indian law through a study of historical and contemporary materials and case law. It covers the basic conflicts among sovereign governments which dominate this area of law, including conflicts over jurisdiction, land rights, hunting and fishing rights, water rights, domestic relations law, and environmental protection. The winter sub-theme, will allow students the opportunity to study the politics of U.S. presidents and world leaders, as well as their rise to international leadership positions. Students will examine the role that race, class, gender, nationality, education, and other differences have in advancing or inhibiting individuals to places of privilege and power. Students will also explore ideas and concepts of mixed heritage, ethnocentricity, inheritance, royalty, and tribal affiliation, as well as the intersections between human rights, civil rights, social justice issues, and forms of resistance. They will be given an opportunity to critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures. Finally, students will compare and contrast works from Theater of the Oppressed which will add to the complexity of the student’s knowledge construction For spring quarter, the sub-theme is , in which students will use a variety of methods, materials, and approaches to explore contemporary sustainability issues in the U.S. and abroad. Students will examine the intersection of social, environmental, and economic practices on the sustainability of the planet’s biological systems, atmosphere, and resources. In particular, students will focus on energy, climate change, maintaining biodiversity and health, population growth, as well as social and environmental justice. Each Core is taught from a tribal perspective in a global community. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are 2-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar, held on the same four Saturdays as the morning Strands, is called , and is a 1-credit workshop generally built around Native case studies. The program also includes student-initiated work through independent study.		Mary DuPuis Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program: Foundations for Sustainable Tribal Nations (Muckleshoot) Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 15 Fall	W 16Winter	S 16Spring		This program is an upper-division program designed for students who have social, cultural, or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2015-2016, the theme is . There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course is a 9-credit unit taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. In the fall, the sub-theme is in which students will receive an overview of federal Indian law through a study of historical and contemporary materials and case law. It covers the basic conflicts among sovereign governments which dominate this area of law, including conflicts over jurisdiction, land rights, hunting and fishing rights, water rights, domestic relations law, and environmental protection. The winter sub-theme, will allow students the opportunity to study the politics of U.S. presidents and world leaders, as well as their rise to international leadership positions. Students will examine the role that race, class, gender, nationality, education, and other differences have in advancing or inhibiting individuals to places of privilege and power. Students will also explore ideas and concepts of mixed heritage, ethnocentricity, inheritance, royalty, and tribal affiliation, as well as the intersections between human rights, civil rights, social justice issues, and forms of resistance. They will be given an opportunity to critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures. Finally, students will compare and contrast works from Theater of the Oppressed which will add to the complexity of the student’s knowledge construction For spring quarter, the sub-theme is , in which students will use a variety of methods, materials, and approaches to explore contemporary sustainability issues in the U.S. and abroad. Students will examine the intersection of social, environmental, and economic practices on the sustainability of the planet’s biological systems, atmosphere, and resources. In particular, students will focus on energy, climate change, maintaining biodiversity and health, population growth, as well as social and environmental justice. Each Core is taught from a tribal perspective in a global community. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are 2-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar, held on the same four Saturdays as the morning Strands, is called , and is a 1-credit workshop generally built around Native case studies. The program also includes student-initiated work through independent study.		Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program: Foundations for Sustainable Tribal Nations (Nisqually) Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 15 Fall	W 16Winter	S 16Spring		This program is an upper-division program designed for students who have social, cultural, or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2015-2016, the theme is . There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course is a 9-credit unit taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. In the fall, the sub-theme is in which students will receive an overview of federal Indian law through a study of historical and contemporary materials and case law. It covers the basic conflicts among sovereign governments which dominate this area of law, including conflicts over jurisdiction, land rights, hunting and fishing rights, water rights, domestic relations law, and environmental protection. The winter sub-theme, will allow students the opportunity to study the politics of U.S. presidents and world leaders, as well as their rise to international leadership positions. Students will examine the role that race, class, gender, nationality, education, and other differences have in advancing or inhibiting individuals to places of privilege and power. Students will also explore ideas and concepts of mixed heritage, ethnocentricity, inheritance, royalty, and tribal affiliation, as well as the intersections between human rights, civil rights, social justice issues, and forms of resistance. They will be given an opportunity to critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures. Finally, students will compare and contrast works from Theater of the Oppressed which will add to the complexity of the student’s knowledge construction For spring quarter, the sub-theme is , in which students will use a variety of methods, materials, and approaches to explore contemporary sustainability issues in the U.S. and abroad. Students will examine the intersection of social, environmental, and economic practices on the sustainability of the planet’s biological systems, atmosphere, and resources. In particular, students will focus on energy, climate change, maintaining biodiversity and health, population growth, as well as social and environmental justice. Each Core is taught from a tribal perspective in a global community. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are 2-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar, held on the same four Saturdays as the morning Strands, is called , and is a 1-credit workshop generally built around Native case studies. The program also includes student-initiated work through independent study.		Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program: Foundations for Sustainable Tribal Nations (Peninsula) Cynthia Marchand-Cecil and Catherine Reavey Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 15 Fall	W 16Winter	S 16Spring		This program is an upper-division program designed for students who have social, cultural, or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2015-2016, the theme is . There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course is a 9-credit unit taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. In the fall, the sub-theme is in which students will receive an overview of federal Indian law through a study of historical and contemporary materials and case law. It covers the basic conflicts among sovereign governments which dominate this area of law, including conflicts over jurisdiction, land rights, hunting and fishing rights, water rights, domestic relations law, and environmental protection. The winter sub-theme, will allow students the opportunity to study the politics of U.S. presidents and world leaders, as well as their rise to international leadership positions. Students will examine the role that race, class, gender, nationality, education, and other differences have in advancing or inhibiting individuals to places of privilege and power. Students will also explore ideas and concepts of mixed heritage, ethnocentricity, inheritance, royalty, and tribal affiliation, as well as the intersections between human rights, civil rights, social justice issues, and forms of resistance. They will be given an opportunity to critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures. Finally, students will compare and contrast works from Theater of the Oppressed which will add to the complexity of the student’s knowledge construction For spring quarter, the sub-theme is , in which students will use a variety of methods, materials, and approaches to explore contemporary sustainability issues in the U.S. and abroad. Students will examine the intersection of social, environmental, and economic practices on the sustainability of the planet’s biological systems, atmosphere, and resources. In particular, students will focus on energy, climate change, maintaining biodiversity and health, population growth, as well as social and environmental justice. Each Core is taught from a tribal perspective in a global community. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are 2-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar, held on the same four Saturdays as the morning Strands, is called , and is a 1-credit workshop generally built around Native case studies. The program also includes student-initiated work through independent study.		Cynthia Marchand-Cecil Catherine Reavey		Junior JR Senior SR	Fall	Fall Winter Spring
Resource Rebels: Environmental Justice Movements Building Hope Karen Gaul and Zoltan Grossman Native American studies anthropology communication environmental studies geography sustainability studies	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall	W 16Winter					Karen Gaul Zoltan Grossman	Tue Wed Fri	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
The Rhetoric of Social Change Lori Blewett communication cultural studies political science	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall				Why do some persuasive messages inspire us to change the world while others fail to even hold our attention? What can we learn from the rhetorical strategies of past social movements? How do social change activists balance competing goals and multiple audiences? And how can we produce messages that move hearts, change minds, and tickle funny bones all at the right time? To answer these questions, we will investigate rhetorical strategies from the American Revolutionary rhetoric and Abolitionist/Civil War rhetoric, but the majority of our time will be focused on 20 and 21 century social movement discourse. We will look closely at the persuasive features of speeches, articles, letters, posters, songs, non-fiction movies, protest events, campaigns, blogs, podcasts, and other rhetorical artifacts. Rhetoric, the study of the art of persuasion, is one of the oldest disciplines in the Western academic tradition. Students in this program will learn to use rhetorical analysis techniques developed over centuries, from ancient Aristotelian theories of ethos, logos, and pathos to contemporary theories of information framing and cognitive processing. Such analyses will deepen student's understanding of persuasion and serve as the basis for insightful rhetorical criticism.Rhetoric is also the foundation of several qualitative research methods commonly used in the social sciences. Students will learn to use qualitative methods by conducting media research on contemporary public issues such as immigration, climate change, foreign policy, health care policy, economic inequality, or social injustice related to race, gender, sexual orientation, or ability. We will pay special attention to how social movement discourse intersects with political campaign discourse in the lead-up to 2016 elections.In addition to learning theories and practices in rhetorical criticism and social research, students will also develop practical skills in the art of persuasion. Through focused instruction and experimentation in persuasive writing and public speaking, students will become more effective advocates for social change and more confident participants in the social and political debates of our time. As part of our study of public speaking, students will learn skills for speaking on camera as well as for live audiences.		Lori Blewett	Tue Wed Thu Fri	Sophomore SO Junior JR Senior SR	Fall	Fall
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
Russian, Beginning I, II, III Elena Smith cultural studies history language studies music visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall	W 16Winter	S 16Spring		This year-long course is designed to teach students to read the mysterious looking Cyrillic script, write the unique Russian cursive, construct sentences and express themselves in Russian. Students will immerse themselves in the colorful cultural and historical context provided by authentic text, film, music, and visual arts. Exploring selected works by such literary masters as A. Pushkin, L. Tolstoy, and A. Chekhov, to name a few, students will be able to understand not only the specifics of Russian grammar and vocabulary but also the complexities of Russian character and the Russian way of thinking as documented and preserved by outstanding Russian authors.		Elena Smith	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
The Science of Sensory Perception Neil Switz and Michael Paros biochemistry biology physics physiology	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall				Students in this lower-division physics/optics and upper-division biology program will gain exposure to how the sensory organs and systems for touch, taste, smell, hearing, and vision work on a basic scientific level. Students will learn the fundamental steps in sensory perception, starting with the transmission of a given physical phenomenon from the outside world to a molecular cell receptor and ending with neurophysiologic interpretation by the brain.The physics component of the program will focus primarily on the wave behavior and optics underlying the detection of sound and light. In the biology component, the somatosensory, olfactory, gustatory, auditory, and visual systems will be used as focused topics to study more general concepts in molecular cell biology and neuroscience.Weekly assignments will consist of textbook readings with assigned problem sets as well as primary scientific and review papers. Electrophysiology, cell signaling, synaptic function, neuroanatomy, psychophysics, and neural integration will be emphasized for each sensory system studied, with special emphasis on physics of the auditory and visual systems (wave propagation, interference, and ray optics). Laboratory sessions will reinforce the physics and biology concepts learned in lecture and provide students with opportunities to learn fundamental optical, cell, and molecular biology techniques.This program is appropriate for students interested in pursuing further work in biophysics, biological research, neurobiology, and the biomedical sciences. Students who successfully complete this program will attain upper-division credit in cell biology, molecular biology, and neuroscience, and lower-division credit in both introductory physics (equivalent to one quarter of algebra-based physics) and biophysics.		Neil Switz Michael Paros		Sophomore SO Junior JR Senior SR	Fall	Fall
Seeing Gaza - Collaborative Video Production with the Middle East Ron Smith international studies media arts	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session I Summer	This course is an opportunity for collaborative media production between students in Gaza and at Evergreen. We will explore means of low-budget video production using the tools many students have at hand, as we develop an eye for media critique and responsible use of images to tell stories, while simultaneously developing strong personal bonds between groups in dramatically different places and contexts. This course is an experiment for effecting social transformation through new media communication.In this course, we will work together with peers in the Gaza Strip to create a series of short videos exploring our own relationships with themes we find important in our own lives and how we relate with the rest of the world. Such themes could include the meanings of water, food, culture, gender, transportation and politics, ideas that we so often take for granted, but have dramatically different meanings dependent on the geography. Students will work with video editing software to create short, complex video narratives that deal with the topics at hand. Students will also explore the ways to get the best quality video out of the tools they have at hand, using common devices such as camera phones and tablets to document serious topics.Classes will combine lectures, seminars, and workshops, as well as group discussion sessions with peers in Gaza. Students will be expected to contemplate readings on the nature of the media and our perceptions of the Middle East and to develop a powerful theoretical and practical vision for creating a vision of solidarity through digital media. Videos produced in this class will be posted on a public website to foster continued conversation about the topics chosen.This course is open to students with any level of knowledge of the middle east and any level of video production proficiency. Beginning students will be exposed to basic media production skills and to the foundations of media criticism made real through their own production. Advanced media students will be able to convert their high-level production skills to an easily-available medium and will be able to put their ideas about creating critical media into action.		Ron Smith	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
Senior Seminar: Reflections on Becoming Educated Stephen Beck	Course	SR ONLYSenior Only	4	04	Evening			S 16Spring				Stephen Beck	Tue	Senior SR	Spring	Spring
Shipping Out and Writing Home Sarah Pedersen history literature maritime studies	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall				Literary and non-fiction narratives recounting sea voyages offer a separate and confined space, a heterotopia, where cultural imagination and anxieties are projected, explored and sometimes transformed. Aboard ships, authors and readers escape bourgeois society and domestic pressures, come of age, explore communal utopian dreams, connect with wild spaces, or recreate social conflict on a small stage.In this program we will read and view a wide variety of narratives about voyages at sea. Most of our sources will be literary: fiction, poetry, and theater, but we will consider the non-fiction narrative as well. We will study classic texts by those who have shipped out (short works by Melville and Conrad for example) and more contemporary works by regional authors. We will view film portrayals of the sea voyage and maritime work.In week three we will expand our sense of voyaging with four days aboard a tall ship in the Salish Sea.Students will read and write thoughtfully about what they experience and discover. We will create theatrical readings and other presentations related to the program themes. Upper-division students will be expected to complete a larger project and all students will find exceptional support and connection in their work as members of a learning community.		Sarah Pedersen	Mon Tue Tue Wed Thu Thu	Sophomore SO Junior JR Senior SR	Fall	Fall
Shipwrecked! Maritime Disasters and Their Lessons for Management John Baldridge anthropology business and management history leadership studies maritime studies sociology	Program	FR–SRFreshmen–Senior	8	08	Evening			S 16Spring		From the to the to the , modern-day shipwrecks have captivated us all. But what can we learn from these disasters? Students in this program will study not only the specifics of these and other maritime tales of loss and woe, along with their pop-culture fallout in music, film, and other media, but also the lessons they offer for effective management in business, military, and other high-stakes "mission-based" projects in structured social environments. The captain on the bridge of a ship shares many commonalities with the manager of a health care team, the owner of a business, a union leader, a military officer, the head of a household, or anyone else in a leadership position. If you want to hone your leadership skills--or better understand the ways in which social organizations can succeed or fail--then this class is for you. Modern shipwrecks will constitute the metaphorical lens through which we consider these matters, and numerous case studies of maritime failure will be our main focus. In addition, we will review nautical history, geography and cartography, navigation, some basic physics, and study the evolution of maritime technology, which has allowed for both extraordinary advances and colossal blunders. We will also consider and critique the ways in which modern shipwrecks have been included in popular culture, from Gordon Lightfoot's emblematic "Wreck of the Edmund Fitzgerald" and James Cameron's , to the plight of the small boat pleasure-cruiser in Robert Redford's . But the broader theme of the program will be not only understanding how and why certain modern shipwrecks have come to pass, but what specific "breakdowns" in social coordination help to explain them, and how one might avoid similar breakdowns in a range of environments, at sea or otherwise. Ships' captains and their crews have long stood as metaphors for other structured social undertakings. This program will offer a rich theory-to-practice study plan relevant to anyone hoping to assume a leadership role in a mission-driven social environment, and wanting to better understand how mission-driven social organizations can succeed--or fail--in reaching their goals. Credits may be awarded in Maritime Studies, Organization & Management, History, and Anthropology.		John Baldridge	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Show Me the Numbers: Statistics for Social Sciences Wenhong Wang mathematics sociology	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring				Wenhong Wang	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Show Me the Numbers: Statistics for Social Sciences (at Grays Harbor) Wenhong Wang mathematics sociology	Course	JR–SRJunior–Senior	4	04	Evening		W 16Winter			In this world of information explosion, we are constantly bombarded by numbers. How do you make sense of those numbers? How can you tell which are used correctly and which are not? How can we use statistical tools to inform, to explore and to empower? What are the larger frameworks behind those numbers? How do we use quantitative reasoning to enhance our understanding of the society and make changes? This class will put statistics into context. We will cover basic statistical concepts and processes used in social sciences including descriptive and inferential statistics. Focus will be placed on real life scenarios and sense making practices. Besides workshops, students will conduct a research project and practice statistical analysis. This course meets the statistics prerequisite requirements of the Master In Teaching (MiT), and the Master of Public Administration (MPA).		Wenhong Wang	Wed	Junior JR Senior SR	Winter	Winter
Snow Ecology Paul Przybylowicz and Joel Reid ecology field studies outdoor leadership and education	Program	SO–SRSophomore–Senior	16	16	Day		W 16Winter			What types of communities exist on, within, and beneath the snow pack? What does it take to not only survive, but to thrive in snow-covered environments? We will explore these questions from a variety of perspectives: macroscopic to microscopic, external to internal, research to experience. The major topics will be ecology, snow science, outdoor leadership, and wilderness medicine.We will examine the microbial ecology of the snowpack and the ecology of snow-covered ecosystems. We’ll also study how snow changes over time and use this information to assess avalanche hazards, both through terrain analysis and field studies. Our studies of outdoor leadership will range from logistics to group process; from calculating the amount of calories and food needed for an expedition to resolving conflicts in groups. Students will also learn winter travel and camping skills and then combine all of these skills with field investigations of snow-covered ecosystems in the Pacific Northwest.We will complete a Wilderness First Responder training and receive a nationally recognized certification. This advanced medical training is the outdoor industry standard for guides that take people into remote areas for recreational and/or educational activities. This intensive 80-hour training will run from Jan 12-20. During this time, class will start at 8 AM and go until 5-6 PM each day.There will be a significant field component to this class, regardless of weather. Students must provide their own winter camping gear. Winter travel and safety gear (snowshoes or skis, avalanche shovel, transceiver, and probe) will also be needed, but some of this gear is available on campus and can be shared. There will be a multi-day field trip that will be scheduled after the snowpack develops (think snow!).		Paul Przybylowicz Joel Reid	Mon Mon Tue Tue Wed	Sophomore SO Junior JR Senior SR	Winter	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
So You Want to Be a Teacher Lester Krupp education psychology	Program	SO–SRSophomore–Senior	8	08	Evening and Weekend			S 16Spring		This program is designed for students who may be interested in pursuing teaching as a career choice. Students will study theories of learning and development, and explore issues of privilege and equity in education today. Students will learn about pathways to teacher certification and about teaching contexts in public schools and in other settings.The class will examine teaching careers from many angles. We will investigate questions such as: How can you become an effective social justice educator? How might you build upon your unique educational history to strengthen yourself as a teacher? Do the creative burdens and opportunities of teaching match up well with your creative impulses? In what teaching context would you have the most to offer? will study the realities of teaching in the current educational climate, whether in public or in private schools. While we will spend most of our efforts on understanding the demands of public school teaching, we will also look at other contexts, such as early childhood, Waldorf, Montessori, and democratic models of education. Students in this program can expect to visit classrooms and/or talk with practicing teachers. We will study models of learning, and students will learn to plan and implement short lessons built upon those models. Students will also study teachers who enact social justice goals in their work. Program activities will include interactive lectures and workshops, seminars, weekly writing, small group investigations, and a long-term project exploring a particular approach to schooling. Participants' work in the program will be assessed through written papers, participation in all activities, projects, and a final portfolio.		Lester Krupp	Wed Sat	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
The Social Psychology of the Prison-Industrial Complex Suzanne Simons and Mark Hurst communication community studies law and public policy political science psychology sociology writing	Program	FR–SRFreshmen–Senior	8	08	Weekend	F 15 Fall	W 16Winter			What led to the massive rise in incarceration in America over the last 40 years? “Demonizing” individuals and groups is a classic psychological strategy to motivate one population to discriminate, hate, commit violence toward, and even to annihilate an “out group.” With nearly four decades of failure to fund mental health care and substance abuse treatment, America’s jails and prisons have become the default solution to these and other social ills. Despite evidence that punishment of this kind does not work, incarceration in all its forms are garnering a greater than ever portion of resources.In this 8 credit, two-quarter program, we will examine fundamental psychological research underlying social cognition, stereotypes, prejudice, attitude formation and change, and self-deception and self-justification, as well as the roles and practices of politics, the justice system, and media in “belief transmission” to uncover the foundations of social stratification, covert and overt classism and racism, mandatory minimum sentencing, the privatization of prisons, the uses of solitary confinement, as well as the new threat of hyper-militarized police practices, weapons and tactics. Additionally, we will identify evidence-based practices that look to resolve these issues using a different lens (early education, adequate mental health care and drug treatment, restorative justice, positive psychology, etc.). We will call on leaders and participants from all of these arenas to help us examine the critical questions and potential answers in addressing this growing identification of the U.S. as a “prison nation”.This program is relevant for careers in psychology, media and journalism, government, criminal justice, law enforcement, social services, education, law. Credits will be awarded in psychology and journalism.		Suzanne Simons Mark Hurst	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Social Psychology: On the Margins, The Paradox of Community (at Grays Harbor College) Linda Gaffney law and public policy psychology sociology	Course	JR–SRJunior–Senior	4	04	Evening			S 16Spring		What constitutes your community? When you speak about “the community” who is included? In this 4-credit class we will examine social constructs of in-group/out-group, and think deeply about the development of our individual ideas concerning control and belonging. Once defined, who is on the margins, or entirely left out of community? Students will have opportunities to test long-held assumptions about members of the human family who have been impacted by the marginalizing effects of conditions such as homelessness, addiction and incarceration.		Linda Gaffney	Wed	Junior JR Senior SR	Spring	Spring
Spanish, Beginning I David Phillips language studies	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		Students in Spanish, Beginning I, work to gain foundational skills in the language. This course is designed for students with little or no experience in Spanish. Initially, students listen closely, acquire vocabulary and practice pronunciation. Students work in small collaborative groups to practice speaking and share readings. All along we strive to create an active, stress-free learning environment. Elements of grammar are applied in written exercises. In-context topics include people, school, pastimes, time, home, food, and travel. The main goals of the course are to gain listening comprehension, and to begin learning to communicate in Spanish.		David Phillips	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Spanish, Beginning I - at SPSCC N. Specht	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		This beginning Spanish course introduces the four basic skills of the language: listening, speaking, reading and writing. The language will be studied within its cultural context. This course requires that students have regular access to high-speed internet, login to the publisher's website (subscription included with purchase of a new textbook), and complete online assignments. Students receive Evergreen credits. NOTE: Course meets at South Puget Community College, Main Campus, 2011 Mottman Road SW, Olympia, WA 98512, Mondays and Wednesdays, from 5:30 – 7:45 pm in BLDG 23-122		N. Specht		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Spanish, Beginning I - at SPSCC TBD	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				This beginning Spanish course introduces the four basic skills of the language: listening, speaking, reading and writing. The language will be studied within its cultural context. This course requires that students have regular access to high-speed internet, login to the publisher's website (subscription included with purchase of a new textbook), and complete online assignments. Students receive Evergreen credits. NOTE: Course meets at South Puget Community College, Main Campus, 2011 Mottman Road SW, Olympia, WA 98512, Tuesdays and Thursdays, from 5:30 – 7:45 pm in BLDG 20, Room 217.		TBD		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Spanish, Beginning I - at SPSCC TBD	Course	FR–SRFreshmen–Senior	4	04	Evening		W 16Winter			This beginning Spanish course introduces the four basic skills of the language: listening, speaking, reading and writing. The language will be studied within its cultural context. This course requires that students have regular access to high-speed internet, login to the publisher's website (subscription included with purchase of a new textbook), and complete online assignments. Students receive Evergreen credits. NOTE: Course meets at South Puget Community College, Main Campus, 2011 Mottman Road SW, Olympia, WA 98512, Mondays and Wednesdays from 5:30 – 7:45 pm, Building 26-104.		TBD		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Spanish, Beginning I, II (A) Arleen Sandifer language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall	W 16Winter			This year-long sequence of courses covers the first year of Spanish. Have you wanted to learn Spanish so you can communicate face-to-face when you take that long-dreamed of trip to the sunny beaches of Mexico, Central or South America? Have you noticed that you hear more Spanish being spoken in the various community locations you frequent such as grocery, hardware and department stores? Are you curious about the culture of the people that now constitute the largest ethnic minority in the United States? Have you come to the conclusion that being able to communicate in Spanish would greatly increase your professional or academic flexibility and value? Did you study Spanish previously and want to “brush up” on your skills? Any and all of these are excellent reasons to study Spanish, and one of the Spanish classes offered at Evergreen will meet your needs. You may need to start with Beginning Spanish I if you have little or no experience with learning the language or if your previous experience with studying the language was some years ago. Beginning Spanish II may be the best class for you if you have fairly recent or familial experience with the language and a good grasp of the fundamentals of grammar such as conjugation of verbs and the appropriate use of . Sometimes, students with recent, more advanced study, whether through real world or academic experience, are ready for Beginning Spanish III. One of the Spanish language faculty can assist you in finding the right class for your needs. Classes are highly interactive, safe environments to practice your new skills. A wide range of learning activities is provided so that students learn to read, write, speak and understand the language. Students use a written text and workbook for self-study. An online learning vehicle is also used so that students are immersed in the various components of the language. Students have access to a language lab that incorporates Rosetta Stone for additional practice. Cultural activities are integrated into the classes so that students learn not only the language but also the major cultural values and traditions of countries where Spanish is spoken. A culminating language fair is held during spring quarter in conjunction with other language classes and provides language students with opportunities to display their own learning as well as learn about the other cultures represented by those languages. Come join us and begin expanding your world – present and future!The following is a short description of the material covered in each of the Beginning Spanish classes: Beginning Spanish I: Beginning Spanish I students acquire the skills to understand written and oral language and to express themselves in written and oral language about the following: greetings, introductions, expressions of courtesy, academic life, days of the week, schedules, family, identifying and describing people, professions and occupations, leisure activities, sports, asking for and giving directions within a city or campus, travel and vacation arrangements and activities, months and seasons of the year and weather. Students acquire the following grammatical structures: use of the verbs and , conjugation of verbs in the present tense including stem-changing verbs, and , noun/adjective agreement, subject/verb agreement, and various idiomatic expressions related to the topics studied. Beginning Spanish II: Beginning Spanish II students acquire the skills to understand written and oral language and to express themselves in written and oral language about the following: vacations and other free time activities, months of the year, seasons and weather, clothing and shopping, negotiating a price and buying, colors, daily routines and time expressions, food and meals. Students acquire the following grammatical structures: use of the reflexive mood and preterit tense, including verbs and in the preterit, demonstrative pronouns, direct and indirect object pronouns, and various idiomatic expressions related to the topics studied. Beginning Spanish III: Beginning Spanish III students continue to build their knowledge base of the foundational communicative structures, including: use of reflexive verbs, indefinite and negative words, preterite of irregular and stem-changing verbs, double object pronouns, the imperfect tense, contrasting uses and meanings of preterite and imperfect tenses, familiar and formal commands, and the present subjunctive. These structures are acquired while communicating about the following: describing one’s daily personal hygiene and life routines, shopping for and describing food and preparing meals, parties and celebrations, family relationships and stages of life, identifying parts of the body and symptoms and medical conditions to obtain medical assistance and daily domestic chores and routines.		Arleen Sandifer	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Spanish, Beginning I, II, III (B) David Phillips language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall	W 16Winter	S 16Spring		Students in Beginning Spanish I gain foundational skills and begin efforts to communicate in the language. This immersion-mode Spanish course is designed for students with little or no experience in the language. Initially, students listen closely, acquire useful vocabulary and learn basics of pronunciation. Students practice speaking and share readings in small collaborative groups. All along we strive to create an active, stress-free learning environment. In-context topics include people, school, pastimes, time, home, food, and travel. Elements of grammar are integrated into written practice exercises. The textbook, audiovisuals, music and games complement the learning. This Beginning Spanish sequence continues on with courses in winter and spring quarters.In Beginning Spanish II, students build upon what they learned previously to develop Spanish language skills in listening comprehension, conversation, reading and writing. One prior quarter of college-level Spanish or one year of high school Spanish is required. The course takes place entirely in Spanish in an interactive learning environment. Conversation sessions in small groups involve practical topics. Class discussions and audiovisual presentations cover diverse issues related to Latin American societies and Hispanic cultures. Students expand their range of vocabulary, with emphasis on verbs in past tenses, pronouns and other key elements of grammar. Written assignments are extensive, with opportunities for self-directed creative writing and reading. This course sequence continues into spring quarter. In Beginning Spanish III students continue to build their knowledge base of the foundational communicative structures, including: use of reflexive verbs, indefinite and negative words, preterite of irregular and stem-changing verbs, double object pronouns, the imperfect tense, contrasting uses and meanings of preterite and imperfect tenses, familiar and formal commands, and the present subjunctive. These structures are acquired while communicating about the following: describing one’s daily personal hygiene and life routines, shopping for and describing food and preparing meals, parties and celebrations, family relationships and stages of life, identifying parts of the body and symptoms and medical conditions to obtain medical assistance and daily domestic chores and routines.		David Phillips	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Spanish: Conversación y Composición Hugo Flores language studies	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring				Hugo Flores	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Spanish, Intermediate I, II Hugo Flores language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall	W 16Winter			This year-long sequence of courses is designed for students who have developed conversational Spanish language skills. Communication in class takes place entirely in Spanish. These courses build upon previous work to strengthen communication skills and fluency in Spanish. Coursework focuses on intensive conversation, reading, and writing, as well as practice of selected grammatical structures. Group conversations and written work will focus on practical themes as well as on many topics related to Latin American societies and Hispanic cultures. By spring, students will be working with complex and abstract ideas in their reading of selected short stories and current news from different sources and in their writing of papers based on specific questions.		Hugo Flores	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
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
Stalin: Legacy in Stone, Steel, and Blood Rob Cole and Patricia Krafcik cultural studies history international studies	Program	SO–SRSophomore–Senior	16	16	Day			S 16Spring		Stalin is a pivotal figure not only in Russian and Soviet history, but also world history. Through his mandates, he had a phenomenal impact on the country’s art, literature, politics, courts, prisons, economy, and natural environment, as well as on agricultural and urban life. Guided by Stalin, the U.S.S.R. abolished private property; compelled peasants to work on state-owned collective farms; forced rapid industrialization throughout the empire; redefined education and political loyalty; sent millions of citizens to notorious Gulag "work camps"; and proudly declared war against Nature. At the same time, Stalin's U.S.S.R. also did more than any other country to crush Nazi Germany. And under his rule, the U.S.S.R. transformed a mostly illiterate culture to one which became nearly entirely literate. It also developed a nuclear arsenal second only to that of the U.S. and kept an uneasy peace with its ideological enemies after the close of World War II.In lectures and seminars, we will examine issues raised in a selection of readings from history, literature, and culture, all geared to helping us answer questions raised by our exploration. Viewing and discussing relevant films will also aid in our examination of a variety of issues. How did Stalin manage to rise to power? How did his totalitarian regime take root? How was it that so many Soviet citizens, as well as foreigners, were incarcerated without any upsurge of protest? Did the Stalin legacy live on in the Soviet Union, and has it survived the 1991 fall of that empire? Might we discern this legacy in some aspects of post-Soviet Russia at the present moment? Such questions will lead us to analyzing and understanding these issues both specifically in the case of Stalin and theoretically in instances of coercive government in general.Students will write a major research paper on a topic of choice relevant to our exploration, producing drafts during the course of the quarter, and will also present the results of their research to their peers in poster projects at the end of the term. We will spend the last week of class away from campus, exhibiting and explaining our posters, decompressing in the beauty of Nature and the kind of natural environment which seemed expendable to Stalin in his drive, no matter the cost, to industrialize the Soviet Union.		Rob Cole Patricia Krafcik	Tue Tue Wed Fri Fri	Sophomore SO Junior JR Senior SR	Spring	Spring
Statistics and Research Design, Introduction Ralph Murphy environmental studies law and public policy mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Session I Summer	This class covers key statistical concepts at the conceptual and computational level with an emphasis on how statistics is used in research in natural and social sciences. Important elements of research design are covered in the class. Descriptive and inferential statistical tests are covered including scales of data, measures of central tendency, normal distributions, probability, chi square, correlation and linear regression, tests of hypothesis, and Type I and Type II errors. Students will develop a clear understanding of introductory statistics and the ability to correctly interpret findings found in journals, newspapers, books and your own research and data collection. The class meets the statistics prerequisite for MES and MPA programs at Evergreen and most other graduate schools with a statistics prerequisite.		Ralph Murphy	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Statistics and Research Methods for Psychology and Other Social Sciences Carrie M. Margolin mathematics psychology	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session I Summer	This course provides a concentrated overview of the statistics and research methodology required for the GRE and prerequisites for graduate schools in psychology, social work, education, and other social sciences. We emphasize hands-on, intuitive knowledge and approach statistics as a language rather than as math alone; thus this course is gentle on "math phobics." No computer skills are required. You will become an informed and savvy consumer of information, from the classroom to the workplace. We will cover descriptive and inferential statistics, research methodology and ethics.	psychology, social services, health care, education	Carrie M. Margolin	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Statistics I (B) Alvin Josephy mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Alvin Josephy	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Statistics I (A) Alvin Josephy mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Alvin Josephy	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Statistics I (A) Alvin Josephy	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall						Alvin Josephy	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Statistics I (A) Alvin Josephy mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening		W 16Winter			This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Alvin Josephy	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Statistics I (B) Allen Mauney mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Allen Mauney	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Statistics I (B) Alvin Josephy mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening		W 16Winter			This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Alvin Josephy		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Statistics I (C) Alvin Josephy mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall						Alvin Josephy	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Statistics I: Introduction to Statistics Alvin Josephy	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Session II Summer			Alvin Josephy	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Statistics II Alvin Josephy	Course	FR–SRFreshmen–Senior	4	04	Evening and Weekend			S 16Spring				Alvin Josephy	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Statistics II Alvin Josephy	Course	FR–SRFreshmen–Senior	4	04	Evening and Weekend		W 16Winter					Alvin Josephy	Wed	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 Software Neal Nelson, Richard Weiss and Sheryl Shulman computer science mathematics Signature Required: Fall Winter	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall	W 16Winter	S 16Spring		Large software systems have proven to be notoriously difficult to build, modify, and maintain despite the best efforts of many very capable people over the last 50 years. This is an upper-division program intended to help students gain the technical knowledge required to understand, analyze, modify, and build complex software systems.We will concentrate on learning the organization and complexity of large software systems that we do understand, and gaining practical experience in order to achieve a deeper understanding of the art, science, collaboration, and multidisciplinary skills required to work on computing solutions in real-world application domains. The technical topics will be selected from data structures, algorithm analysis, operating systems, networks, information security, object-oriented design, and analysis. The program seminar will focus on various technical topics in the software industry. Students will have an opportunity to engage in a substantial computing project through all the development phases of proposal, requirements, specification, design, and implementation.This program is for advanced computer science students who satisfy the prerequisites. We also expect students to have the discipline, intellectual maturity, and self motivation to complete homework at an advanced level, identify project topics, organize project teams and resources, and complete advanced project work independently.		Neal Nelson Richard Weiss Sheryl Shulman	Mon Tue Wed Thu	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Student-Originated Studies: Agriculture Paul Przybylowicz agriculture environmental studies Signature Required: Spring	SOS	SO–SRSophomore–Senior	16	16	Day			S 16Spring		This program is an opportunity for students to do intermediate or advanced work in agriculture with the support of a peer group. Students will work independently or in small groups on their own in-depth research projects or topics. This work may include an internship if the student has already identified an outside agency and potential field supervisor for the internship. Priority will be given to students with well-defined questions or objectives.Students will meet weekly as a group with faculty to problem solve and support group members' work. Weekly meetings may also include seminar readings and discussion, along with workshops or support trainings. The exact content of the shared portion will be determined during the first class meeting.		Paul Przybylowicz	Wed	Sophomore SO Junior JR Senior SR	Spring	Spring
Student-Originated Studies: Community-Based Learning and Action Ted Whitesell community studies field studies sustainability studies Signature Required: Spring	SOS	JR–SRJunior–Senior	16	16	Day, Evening and Weekend			S 16Spring		This Student-Originated Studies (SOS) program is intended for upper-level students with a background in community-based learning, who have made arrangements to carry out a focused project within an organized community center, workshop, agency, organization, or school setting. Community projects are to be carried out through internships, mentoring situations, or apprenticeships that support students’ interests in community development. Students will submit weekly written progress/reflection reports, and will meet as a whole group in a weekly seminar on Wednesday mornings to share successes and challenges, and to discuss occasional short readings. Students will also organize small interest/support groups to discuss their specific projects and to collaborate on a final presentation. Occasionally, seminars will be replaced with relevant campus and community workshops or events. The program is connected to Evergreen's Center for Community-Based Learning and Action (CCBLA). As such, this program benefits from the rich resource library, staff, internship suggestions, and workshops offered through the Center.The range of activities suited to this program includes working in an official capacity as an intern with defined duties at a community agency, organization, or school; working with one or more community members (elders, mentors, artists, teachers, skilled laborers, community organizers) to learn about a special line of work or skills that enrich the community as a whole; or designing a community action plan or case study aimed at problem solving a particular community challenge or need.A combination of internship and academic credit will be awarded in this program. Students may arrange an internship of up to 30 hours a week for a 12-credit internship. Four academic credits will be awarded for seminar participation and weekly journal writing. Students may distribute their program credits to include less than 12 credits of internship when accompanying research, reading, and writing credits associated with their community work are included.		Ted Whitesell	Wed	Junior JR Senior SR	Spring	Spring
Student-Originated Studies: Community-Based Learning and Action at Evergreen Lin Nelson community studies psychology sustainability studies Signature Required: Winter	SOS	SO–SRSophomore–Senior	16	16	Day		W 16Winter			This Student-Originated Studies program is intended for students interested in sociology, psychology, health, sustainability, public policy, social movements, and community development who have made arrangements to carry out a project in a community-based setting, such as health care agencies, schools, and nongovernmental or social movement organizations. The range of academic/community work suited to this program includes working as an intern with defined duties at a community agency, organization, or school; working with one or more community members (elders, mentors, artists, teachers, skilled laborers, community organizers) to learn about a special line of work or skills that enrich the community as a whole; or designing a community action plan or case study aimed at problem solving a particular community challenge or need.A combination of internship and academic credit will be awarded in this program. Students may arrange an internship up to 25 hours a week, for up to 10 credits. Six academic credits will be awarded for seminar work on community-based studies and social science writing. Students with less than 10 credits of internship may supplement their project with accompanying research, reading, and writing associated with their community work. The program also includes a required weekly program meeting that will focus on social science writing, community-based learning, and integrating theory and practice. Students will also organize small interest/support groups to discuss issues related to their specific projects and to collaborate on a presentation at the end of the quarter. Students will submit weekly written progress/reflection reports to the faculty sponsor. Contact faculty member Lin Nelson ( if further information is needed. The program is connected to Evergreen's Center for Community-Based Learning and Action (CCBLA), which supports learning about, engaging with, and contributing to community life in the region. As such, this program benefits from the rich resource library, staff, internship suggestions, and workshops offered through the Center.		Lin Nelson	Wed Fri	Sophomore SO Junior JR Senior SR	Winter	Winter
Student-Originated Studies: Research Projects in Literature and History Trevor Speller and Nancy Koppelman cultural studies history literature writing Signature Required: Fall	SOS	JR–SRJunior–Senior	16	16	Day	F 15 Fall				Are you looking to design and write a research project in history or literature? Are you thinking of a capstone project or senior thesis? This SOS is designed for upper-division students who are ready to take on a long, investigative assignment of 25 pages or more. There will be a mix of independent work, individual attention with faculty, and class time.Before you register, you should have a rough idea of the project you want to complete. Students will be expected to participate in weekly lectures and writing labs. You will learn how to structure your research project, form a timeline, design a prospectus, learn to read academic papers, and prepare an annotated bibliography before you draft, revise, and complete your project.		Trevor Speller Nancy Koppelman		Junior JR Senior SR	Fall	Fall
Student-Originated Studies: Social Sciences, History, Multiculturalism/Diversity Michael Vavrus history law and government policy political economy Signature Required: Winter	SOS	SO–SRSophomore–Senior	16	16	Day		W 16Winter			This Student-Originated Studies program is an opportunity for students to do intermediate to advanced work in topics in the social sciences and history. Students will work in small groups or independently on their own in-depth projects or areas of study and may include an internship component if the student has already researched and started the process to get approval from an outside agency with an identified supervisor. Priority is given to students who want to learn about diversity, multiculturalism, and social justice. The format of this program includes weekly meetings to discuss particular assignments and updates on student work.Students should anticipate meeting on Wednesday mornings Weeks 1-4 and 6-9 with their peers and faculty to report on their studies and to receive critical feedback and recommendations for further study. Students will need to be available for individual conferences with the faculty Weeks 5 and Evaluation Week. Students should also anticipate the requirement to upload assignments on a weekly basis that indicate academic progress toward a final project. The final project must be uploaded during Week 10. Prior to their final evaluation conference with the faculty, students must upload a self-evaluation of their learning.		Michael Vavrus		Sophomore SO Junior JR Senior SR	Winter	Winter
Student-Originated Studies: Social Work/Human Services Skill Sets Gary Peterson Native American studies cultural studies education gender and women's studies history law and public policy sociology	SOS	SO–SRSophomore–Senior	16	16	Day	F 15 Fall				This one-quarter, student-centered program allows students to study social work as a career option. The program is designed to meet the needs of students with differing interests in the social work field. Because of this, we will create the syllabus as we proceed to include a variety of student interests. Students are encouraged to invite guest speakers, bring videos, and suggest books. The faculty will work with students to ensure that their learning goals are met. Program activities will consist of lectures, guest speakers, seminars, videos, etc. As foundational information, all students will read by Paulo Friere. From there, students will create their own reading lists based on their areas of interest. A history component will introduce students to the historical and cultural experiences of groups served by the social services system, such as women, Native Americans, African Americans, the poor, youth, etc. A cultural competence component will be self-exploratory, enabling students to understand what they bring to a cultural encounter in a service-providing role. Students will use online tools and related readings to gain an understanding of the Indian Child Welfare Act and the cultural factors to consider when handling cases involving Indian children and families.Students may work in groups on projects of common interest. Students are encouraged to present what they learn to the class as well as write reflectively. Students will write at least one poem, based on George Ella Lyon's poem, "Where I'm From." A portfolio of student work will be maintained.		Gary Peterson		Sophomore SO Junior JR Senior SR	Fall	Fall
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
Study Abroad Consortium Partnerships Michael Clifthorne study abroad Signature Required: Fall Winter Spring	Program	SO–SRSophomore–Senior	V	V	Day	F 15 Fall	W 16Winter	S 16Spring		A consortium is a formal relationship with other institutions to increase travel abroad opportunities for Evergreen students. More than 300 destination programs are offered through consortium and financial aid can be used to pay for approved program costs. Evergreen students pay the consortium's tuition and fees; they do not pay Evergreen tuition or fees when enrolled in consortium. Enrollment is recorded at both the consortium and at Evergreen; Evergreen students register at Evergreen with a special Course Record Number created specifically for the designated consortium and retain their student status. offers interdisciplinary study programs in India and China. In India, students can focus on issues of public health, Indian studies, development, or the environment, in programs located in Manipal, Pune, and Varanasi. In China, students can focus on issues of globalization, development, business, politics, social change, and Chinese language, in programs located in Xi'an, Beijing, or Shanghai. Internship opportunities are available in both countries. Full semester and summer options. Students earn 15 semester credits (22 quarter credits). is a premier, full-service, English-language university founded in Cairo, Egypt, in 1919. Students can focus on a wide range of disciplinary studies through the semester or summer options as study abroad, non-degree students, or they can focus on intensive Arabic language through the Intensive Arabic Program. Credits will vary by individual enrollment but typically range from 15 to 18 semester credits (22 to 27 quarter credits). offers programs in Iceland, Nicaragua, Costa Rica, Honduras, and Kenya that focus on sustainability, environmental issues, experiential learning, and close connection to local communities. Students earn 15 semester credits (22 quarter credits). provides a set of interdisciplinary study abroad programs sponsored by Augsburg College in Minneapolis, Minn. Students can focus on issues of gender and social change, international business, migration, globalization, or social work in Mexico; sustainable development and social change in Central America; or nation building, globalization and decolonization in Namibia. Language study and internships, as part of or in addition to the programs, are available. Students earn 16 semester credits (24 quarter credits). provides study abroad programs in conjunction with multiple university sites in Africa, the Middle East, Europe, Asia, Latin America, the Caribbean, and Australia. Students can choose from a wide variety of disciplines, with programs taught either in English, the local language, or both. Students earn 15-18 semester credits (22-27 quarter credits). offers 14 coordinated programs in Architecture and Design, Biomedicine, Child Diversity and Development, Communication and Mass Media, European Culture and History, European Politics and Society, Global Economics, International Business, Justice and Human Rights, Medical Practice and Policy, Migration and Identity/Conflict, Pre-Architecture, Psychology, Public Health, and Sustainability in Europe. All programs and courses are taught in English, with the exception of Danish language and culture studies. Students earn 15-18 semester credits (22-27 quarter credits). arranges internship placements in several European countries: England, Scotland, Germany, Belgium, and Spain. Students typically intern 30-35 hours per week, with one or two supplemental classes. Adequate fluency in the language is often, but not always, required. Students earn 16 quarter credits, with options to earn more through special coursework with the University of Rochester and at additional cost. , operated through Butler University in Indiana, connects students with multiple university sites in England, Scotland, Wales, Ireland, Australia, New Zealand, Argentina, Chile, Costa Rica, Mexico, and Peru. Students enroll in regular university course offerings, with opportunities for internships as well. Fluency in Spanish is required for most Latin American studies programs, with some options for students with lower-level Spanish skills. Students earn 15-18 semester credits (22-27 quarter credits). Summer programs also available. offers juniors and seniors a chance to spend one year focusing on one of 14 regional study areas: Africa, Canada, China, Comparative Religion, European, International, Japan, Jewish Studies, Korea, Latin America and Caribbean, Middle East, Russia-Eastern Europe-Central Asia, South Asia, and Southeast Asia studies. Students earn 12-18 quarter credits each quarter, depending on class selection. Evergreen can only recommend a small number of students to this program, so it is competitive, with applications due each March for the following year. offers programs that combine language, area studies, and community service placements in a number of countries: Australia, Ecuador, France, Ghana, India, Italy, Jamaica, Mexico, Scotland, Spain, and Thailand. Students gain valuable experience serving in a variety of community organizations. Semester and summer programs available. 15-17 semester credits (22-25 quarter credits). offers a wide variety of interdisciplinary programs in Africa, Asia, Europe, Latin America, and the Middle East that focus on the arts, cultural expression, global health, identity and globalization, environmental issues, post-conflict transformation, social movements, human rights, and sustainable development. Programs entail language, thematic studies, independent study projects, and close connection to local communities. Students earn 16 semester credits (24 quarter credits). Summer programs are also available. offers programs throughout the European, Central Asian, and Siberian regions of the former Soviet Union on a wide variety of topics: Central Asian Studies, Acting in Russia, Russian Studies Abroad, Translation Abroad, Art in Russia, The Russian Far East, The Russian Psyche, Museums and Art Restoration, Kyrgyz Adventure, Politics and International Relations, Internships, and more. Students earn 15-18 semester credits (22-27 quarter credits). offers programs that focus on ocean exploration, documenting change in the Caribbean, oceans and climate, sustainability in Polynesian island cultures and ecosystems, and energy and the ocean environment. Students spend the first part of the semester in Woods Hole, Mass., preparing for the second part of the semester when they embark on tall-masted sailing ships to continue studies at sea and among island communities. The program offers both Atlantic and Pacific routes. Students earn 16 semester credits (24 quarter credits). Options for upper-level credits are available. Summer programs offered as well. in Florence, Italy, offers undergraduate options for study in more than 20 studio art and design programs, art history, art conservation, and Italian language and culture. Graduate level studies are also available. Students earn 15-18 semester credits (22-27 quarter credits). offers the opportunity to study Russian language and culture in Moscow during the academic year, with summer options in Saint Petersburg. Students receive 20-30 hours of instruction per week depending on their level placement. The program takes place at the GRINT Language Center at the Moscow Humanities University. Options for internship placement in Moscow also exist. Students earn 15 semester credits (22 quarter credits). offers programs through a number of environmental field projects in several countries: Australia, Belize, Chile, China, Costa Rica, El Salvador, Fiji, India, Mexico, New Zealand, Peru, South Africa, Thailand, and Zambia. Wildlands' domestic US programs are not eligible for consortium status. Students are engaged in field studies for seven-week periods typically, and many include cultural studies, since communities are part of local environmental systems. Students earn 12 semester credits (18 quarter credits) at the upper-division level, typically distributed across both science and cultural studies, issued through California State University at Monterey Bay.		Michael Clifthorne		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Summer Ornithology: Birds in the Hand Steven G. Herman biology ecology environmental studies field studies natural history zoology	Program	FR–SRFreshmen–Senior	8	08	Day, Evening and Weekend				Su 16 Session II Summer	Summer Ornithology is a three-week bird course taught entirely in the field. We leave campus shortly after our first meeting, travel through some of the finest birding country in Oregon, camp the first night in a remote site about halfway to our target location. The next morning novices are introduced to the business of birding, including use of binoculars and the basics of bird identification. The next afternoon we are in our campsite on Steens Mountain, a 28 mile long fault block that rises to nearly 10,000 feet some 150 miles east and south of Bend. Based there, we study birds the majority of daylight hours for the remainder of the course. Our studies are built around banding birds after we have captured them in mist nets and taken them to a central location for processing. All birds are routinely released within a few minutes of capture. Typically we band between 400 and 500 birds of about 25 species, focusing on aspects of banding protocol including met placement, removing birds from nets, identification, sexing, ageing, and record-keeping. We balance the in-hand work with field observations, and take local field trips to provide instruction in the myriad aspects of natural history and local culture in the High Desert of southeastern Oregon. We focus in particular on the wildlife of Malheur National Wildlife Refuge. This course has been taught for over 30 years; more than 24,000 birds have been banded in that time. The only prerequisites are enthusiasm for studies in natural history and a fascination with wildness in the American West. Entry level students are welcome. Upper Division credit is awarded for Upper Division work. Two links to photo essays describing aspects of the program are here: and a slide show through .		Steven G. Herman	Mon Tue Wed Thu Fri Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Surrealism in Art: Dreaming in Color Ann Storey art history visual arts	Program	JR–SRJunior–Senior	8	08	Evening		W 16Winter			This integrated art and art history program will examine the exciting metamorphosis of modern art, placing a special emphasis on women surrealist artists of Mexico and the United States. We will explore how these artists evolved as creative individuals as they simultaneously helped to transform society. We will also study the social, economic and historical forces that inspired artists to break with tradition and explore new ideas, materials and methods. We will learn how to analyze and interpret works of art using the technique of formal analysis. Students will be guided in a process that will move from theory to practice in order to experience relevant art techniques, such as cubist drawing, mixed-media work, collage and assemblage.		Ann Storey	Mon Wed	Junior JR Senior SR	Winter	Winter
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
Taking Care of Business: Developing Creative Options for Livelihood Kathy Kelly business and management law and government policy leadership studies sustainability studies	Program	JR–SRJunior–Senior	8	08	Evening and Weekend	F 15 Fall	W 16Winter			In this two quarter program, students will consider how to earn a living in a way that aligns with their values, develops their talents, and brings satisfaction through creative business endeavors.We will explore the role played by business from an economic and societal perspective. We will study major global trends in business, identifying opportunities for business that capitalize on those trends. We will study the social and environmental responsibility of business, and models of governance and operations in light of corporate responsibility, and we will look at a variety of entrepreneurial endeavors that inspire our imaginations and illuminate the qualities possessed by those who innovate and create, considering individuals' strengths and deepest longings in light of the economic demands made on our lives.In fall quarter, students will be introduced to the creation and management of business, and essential functions including strategic planning, operations, marketing, human resources, finance and accounting. Students will develop business plans for their ideas for new business ventures. In the process, they will conduct market research and feasibility studies, and create start-up budgets and projections for operational revenue and expenses for the first few years of their proposed business. We will explore different ways of raising capital and the costs related to each option. Students will consult and advise with colleagues; and those wishing to do so may submit their projects for the Business Plan Competitions sponsored by the University of Washington.In winter quarter, continuing students may further their work on their business plans or mentor incoming students for a business venture. We will follow the state legislative process to gain an understanding of the issues related to creating a healthy business environment in Washington state. We will study the state's incentives for community and economic development including public infrastructure, research, and economic concessions. We will learn a framework called ecological economics (Daly, et al) that values the assets in our bioregion for consideration in public policy and business decisions.Throughout the program, students will learn key concepts of systems theory and develop skills in group process and collaboration.Resources will include Osterwalder, Wheatley, Meadows, Ries, Blank, Thiel, Friedman, Diamandis, and others.		Kathy Kelly	Sat	Junior JR Senior SR	Fall	Fall Winter
Temperate Rainforests: Genetics and Biogeochemistry Dylan Fischer and Clarissa Dirks biochemistry biology ecology environmental studies	Program	JR–SRJunior–Senior	16	16	Day	F 15 Fall				Forested ecosystems are complex biogeochemical systems represented by a genetically diverse array of species. Forests are some of the largest carbon sinks on Earth, while hosting a complex array of ecological interactions linked to ecosystem processes. Further, genetic variation is poorly understood in these systems for both macro- and microorganisms. By focusing on genetic variation, evolutionary history, and biogeochemistry in these forests, we will learn about the interplay between biotic and abiotic phenomena. We will examine techniques for assessing genetic diversity, ways of understanding patterns in population genetics, and the potential for linkages between genetic variation in forest organisms and ecological processes in forests.Our lectures, laboratory work, and field labs will focus on forests across a range of elevations, latitudes, and climates. We will also have a multi-day overnight trip at the beginning of the quarter to see patterns in forest ecosystems and large-scale experiments firsthand. Laboratory work will allow students to learn about new methods and applications in molecular biology and ecological genetics. Students will also acquire experience with various sampling techniques that are used to measure nitrogen, water, and carbon in forested ecosystems. Weekly seminars will focus on understanding scientific articles from the primary literature. Students will develop scientific research projects throughout the quarter that require the development of research and quantitative skills. We will emphasize fundamental concepts in ecology and genetics, techniques in molecular biology and biogeochemistry, scientific writing, and communication skills.		Dylan Fischer Clarissa Dirks	Tue Wed Thu Fri	Junior JR Senior SR	Fall	Fall
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
Theories of Personality Susan Cummings psychology	Course	FR–SRFreshmen–Senior	4	04	Evening		W 16Winter			The major personality theorists will be presented sequentially within their cultural and historical contexts. This will provide the students with a broader understanding of the evolution of ideas concerning human nature. Exploration of theories will be limited to those that apply specifically to the practice of counseling. Attention will be paid to the interaction of the individual with the social milieu, the cultural biases within theory, and the effect of personal history on theoretical claims. This course is a core course, required for pursuit of graduate studies in psychology.		Susan Cummings	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	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
Thinking Through Craft Robert Leverich and Julia Heineccius visual arts Signature Required: Fall Winter Spring	Program	JR–SRJunior–Senior	16	16	Day	F 15 Fall	W 16Winter	S 16Spring		What if we acknowledge the recent historical status of craft as “inferior” to fine art and then seek out the potential of that unique vantage point? What if contemporary craft is used as a subversive strategy to question issues such as function, materiality, skill, and the role of the amateur in our culture? What if we propose craft as foundational to environmental awareness? The impetus for this program is Glenn Adamson’s book of the same title, which treats craft as an idea that transcends discipline. This program will center on a studio practice working with wood, metals, and other materials in the context of craft. Students will choose to work in a wood studio or a large metals studio for the year and will collectively take part in collaborative lectures, workshops, seminars, design challenges, research assignments, and field trips.Work in wood and large metals readily deals with issues of function, structure, ornament, finish, and comfort, but can just as readily address issues such as power and personal space, identity, privileged resources, the uses of discomfort, the role of ornament, or the limits of utility. The studio will explore and advance studio practice in functional and expressive works, using primarily wood, wood composites and substitutes, steel, sheet metals, cast metals, and a variety of mixed and re-purposed materials, and working in the college’s well-equipped wood and large metals fabrication shops. Fall quarter work will address foundational skills and background readings on craft, art, and materials, with individual and collaborative studio and research projects. Winter quarter projects and research will work from this base to address more complex challenges in wood and metals. Students will have the opportunity to develop their own individual or small-group studio work and research projects for the spring quarter. Craft-related internships are also possible.Many visual artists today are interested in the meaning of workmanship and the physical experience of manipulating and interacting with three-dimensional forms. This will be an opportunity to participate in the redefinition of craft today by making works in wood, metals, and other materials, studying the environmental, social and economic significance of these materials, exploring tools and processes, and reading, writing, and reflecting on craft. Eschewing the well-worn “craft vs. art” arguments, we will investigate the potential of craft as a vital subject in contemporary art, design, and environmental stewardship, and as a means to create timeless and timely forms.Students in the program will gain a deeper understanding of the challenges and satisfactions of their own craft in wood or metals, and a fuller sense of craft as a responsive and responsible approach to materials and making in contemporary culture. They will develop informed skills in drawing, design, and the use of tools and materials; abilities in expressive, expository, and reflective thinking, speaking and writing; and a body of their own works in wood or metal.		Robert Leverich Julia Heineccius		Junior JR Senior SR	Fall	Fall Winter Spring
THIS is Public Health Nancy Anderson government health	Program	FR–SRFreshmen–Senior	8	08	Weekend	F 15 Fall				What factors determine how healthy we are? How does population health differ from health at the individual level? Why is it that health depends on so many factors outside of the health care sector? These questions form the core of this 8 credit program. We will learn about the definition and scope of public health. Students will work individually and in groups to understand milestones in the history of public health, the basic tools of public health research, and the challenges to successful health promotion projects. The learning community will work in small groups to identify a significant public health problem, develop a health promotion/intervention, and consider methodology for evaluation of impact. We will also work on line with available public databases to understand more about the reasons behind systematic health inequities. The program will focus on public health issues in the United States but will also draw on international examples of successful interventions.		Nancy Anderson	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
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
Topics in Education: A Critical Examination Leslie Flemmer education	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall	W 16Winter			Public education is a democratic right for all children in the U.S.; however, not all children succeed in school systems equally. This program explores the tension between current attempts to educate all students in the same way and the fact that individual children develop differently. A broad program theme is that a one-size-fits-all model of education does not work well, particularly when we consider how such constructs as race, class, gender and ability impact students’ capacity to learn and succeed academically. We will use the contemporary frameworks of critical pedagogy, critical race theory, social justice, as well as brain research and neurodiversity in our investigations.At the heart of our nation’s debate about public education and “effective” teaching practices are the ideological differences about its purpose and intent. We will examine these differences from the perspectives of our personal experiences, observations of teaching and learning in public school classrooms, teaching opportunities, and a complex understanding of learning and learners.During fall quarter, in readings and in field experiences, in schools and non-profit agencies, we will consider education as a complex and contested field of knowledge and practice, one that draws on theories about the self and society. We will call into question the philosophy, purpose and structure of educational systems as they illuminate, for example, the contradiction between the ambition to create critically-minded individuals, on the one hand, and standardized, assessment-based educational institutions, on the other.During winter quarter, we will focus on the interconnections between education and critical pedagogy. In addition to a six credit, in-program internship, students will have an opportunity to combine their newly gained knowledge, integrated with field experiences/internships, and apply it to a real, practical format. This quarter will provide students with an opportunity to teach (in program) and gain experience first-hand. Participants will collaborate with other critical thinkers and develop creative solutions for the problems they see in education by developing original, meaningful ideas and approaches. The major culminating project of these two quarters is an opportunity to reflect upon and design a model school that shifts philosophy and theory to practice. A final presentation will demonstrate the conclusions of the study and the internship.		Leslie Flemmer	Tue Wed Thu Fri	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Toward Becoming a Teacher Lester Krupp education	Course	JR–SRJunior–Senior	4	04	Evening		W 16Winter			Many idealistic, well-intentioned new teachers find themselves frustrated by their early experiences in public schools and soon leave public education entirely. This frustration is not inevitable. This course, taught by an Evergreen graduate with more than 30 years’ experience teaching in public schools, will explore the skills needed to become a passionate, effective teacher in the 21st century. We will investigate some of the inevitable struggles—both political and personal—that teachers encounter in public schools today, and we will hear how passionate teachers overcome those tensions. This course may be of particular interest to upper-division students who are considering careers in education, but will also interest any student who wishes to look closely at issues in public education today. As part of this course, students who plan to apply to the Master in Teaching program can begin the classroom observations required for application.		Lester Krupp	Thu	Junior JR Senior SR	Winter	Winter
Tutoring Math and Science for Social Justice Vauhn Foster-Grahler education mathematics Signature Required: Spring	Course	FR–SRFreshmen–Senior	2	02	Day			S 16Spring		The class is designed to help add to your skills working with diverse types of people and learners. A significant amount of time in the course explores issues of social justice as they concern power and privilege in the teaching and learning of math and science.		Vauhn Foster-Grahler	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Undergraduate Projects in Critical and Creative Practices Naima Lowe, Anne de Marcken (Forbes), Shaw Osha (Flores) and Kathleen Eamon African American studies art history communication cultural studies gender and women's studies literature media arts media studies visual arts writing Signature Required: Fall Winter Spring	Program	SO–SRSophomore–Senior	V	V	Day, Evening and Weekend	F 15 Fall	W 16Winter	S 16Spring		This is an opportunity for students to work on faculty-driven scholarly and creative projects. By working with faculty in a studio and research “apprentice” model, students will gain hands-on experience in visual arts studio practices, film/media production practices, the creative writing workshop focused on craft, critical research and writing, library and archival research practices, and much more. (creative writing and digital media) uses creative writing and digital media as methods of narrative inquiry into questions of presence and absence, disappearance and emergence, loss, survival, and memory. Her process-based work results in short stories, personal essays, moving image narratives, sometimes web environments, and often hybrids of these forms. Her current areas of inquiry include climate change, the interactions of place and identity, and the experience of survival. She is presently working on a multimedia narrative installation and a feature film. Students working with Anne will have opportunities to work on one or both of these projects. Depending upon project phase at the time of enrollment as well as individual students’ strengths and interests, activities may include research, installation design and construction, text-based work, and/or audio-video post production. (social and political philosophy, aesthetics, philosophy of art) has interests in German idealism (Kant and Hegel), historical materialism (Marx, 20th-century Marxists, and critical theory), and psychoanalysis (Freud and Lacan). She is currently working on an unorthodox project about Kant and Freud, under the working title, “States of Partial Undress: the Fantasy of Sociability.” Students working with Kathleen will have opportunities to join her in her inquiry, learn about and pursue research in the humanities, and critically respond to the project as it comes together. In addition to work in Kantian aesthetics and Freudian dream theory, the project will involve questions about futurity, individual wishes and fantasies, and the possibility of collective and progressive models of sociability and fantasy. (experimental media and performance art) creates films, videos, performances, and written works that explore issues of race, gender, and embodiment. The majority of her work includes an archival research element that explores historical social relationships and mythic identities. She is currently working on a series of short films and performances that explore racial identity in rural settings. Students working with Naima will have opportunities to learn media production and post-production skills (including storyboarding, scripting, 16mm and HD video shooting, location scouting, audio recording, audio/video editing, etc.) through working with a small crew comprised of students and professional artists. Students would also have opportunities to do archival and historical research on African-Americans living in rural settings, and on literature, film, and visual art that deals with similar themes. Students are generally best equipped for this option if they have taken at least one full year of studies in Media or Visual Arts in a program such as MediaWorks, NonFiction Media, or its equivalent. (visual art) works in painting, photography, drawing, writing, and video. She explores issues of visual representation, affect as a desire, social relationship, and the conditions that surround us. She is currently working on a project based on questions of soul in artwork. Students working with Shaw will have opportunities to learn about artistic research, critique, grant and statement writing, website design, studio work, and concerns in contemporary art making.		Naima Lowe Anne de Marcken (Forbes) Shaw Osha (Flores) Kathleen Eamon		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry Paula Schofield, Richard Weiss, Andrew Brabban, Neil Switz, Brian Walter, Abir Biswas, Michael Paros, Dharshi Bopegedera, Rebecca Sunderman, EJ Zita, Donald Morisato, Clarissa Dirks, James Neitzel, Sheryl Shulman, Neal Nelson and Lydia McKinstry biochemistry biology chemistry computer science mathematics physics Signature Required: Fall Winter Spring	Program	SO–SRSophomore–Senior	V	V	Day	F 15 Fall	W 16Winter	S 16Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. Faculty offering undergraduate research opportunities are listed below. Contact them directly if you are interested. (geology, earth science) studies nutrient and toxic trace-metal cycles in terrestrial and coastal ecosystems. Potential projects could include studies of mineral weathering, wildfires, and mercury cycling in ecosystems. Students could pursue these interests at the laboratory scale or through field-scale biogeochemistry studies, taking advantage of the Evergreen Ecological Observation Network (EEON), a long-term ecological study area. Students with backgrounds in a combination of geology, biology, or chemistry can gain skills in soil, vegetation, and water collection and learn methods of sample preparation and analysis for major and trace elements. (biotechnology) studies the physiology and biochemistry of prokaryotes of industrial and agricultural importance. Students who commit at least a full year to a research project, enrolling for 4 to 16 credits each quarter, will learn a broad range of microbiology (both aerobic and anaerobic techniques), molecular (DNA analysis and cloning), and biochemical techniques (chemical and pathway analysis, protein isolation). Students will also have opportunities for internships at the USDA and elsewhere, and to present data at national and international conferences. (chemistry) would like to engage students in two projects: (1) There is concern that toxic metals are found in unsafe quantities in children’s toys and cosmetics. She would like to engage a student in the quantitative determination of these metals, using the AA and the ICP-MS. Students who are interested in learning to use these instruments and quantitative analysis techniques will find this project interesting. (2) Science and education. With Dharshi, students will work with local teachers to develop lab activities that enhance the science curriculum in local schools. Students with an interest in teaching science who have completed general chemistry with laboratory would be ideal for this project. (3) Dharshi is also interested in looking at chemicals present in e-cigarettes. A student interested in this project could work on the organic or inorganic chemicals. (biology) conducts research in many areas of microbiology and ecology. Her recent work in microbiology has focused on the biodiversity and distribution of tardigrades in different ecosystems. She also aims to better understand the evolutionary principles that underlie the emergence, spread, and containment of infectious disease by studying the co-evolution of retroviruses and their hosts. Lastly, she is conducting snail surveys in Washington state to better characterize the species in the state, something that hasn’t been done in many decades. Depending on the project, students will gain experience in molecular biology technique, microbiology, field ecology, genetics, bioinformatics, and tissue culture. (organic chemistry) is interested in organic synthesis research, including asymmetric synthesis methodology, chemical reaction dynamics, and small molecule synthesis. One specific study involves the design and synthesis of enzyme inhibitor molecules to be used as effective laboratory tools with which to study the mechanistic steps of programmed cell death (e.g., in cancer cells). Students with a background in organic chemistry and biology will gain experience with the laboratory techniques of organic synthesis,as well as the techniques of spectroscopy. (biology) is interested in the developmental biology of the embryo, a model system for analyzing how patterning occurs. Maternally encoded signaling pathways establish the anterior-posterior and dorsal-ventral axes. Individual student projects will use a combination of genetic, molecular biological, and biochemical approaches to investigate the spatial regulation of this complex process. (biochemistry) uses methods from organic and analytical chemistry to study biologically interesting molecules. A major focus of his current work is on fatty acids; in particular, finding spectroscopic and chromatographic methods to identify fatty acids in complex mixtures and to detect changes that occur in fats during processing or storage. This has relevance both for foods and in biodiesel production. The other major area of interest is in plant natural products, such as salicylates. Work is in process screening local plants for the presence of these molecules, which are important plant defense signals. Work is also supported in determining the nutritional value of indigenous plants. Students with a background and interest in organic or analytical biochemistry will contribute to this work. (computer science) is interested in working with advanced computer topics and current problems in the application of computing to the sciences. His areas of interest include simulations of advanced architectures for distributed computing, advanced programming languages and compilers, and programming languages for concurrent and parallel computing. (physiology, microbiology, veterinary medicine) is interested in animal health, diseases that affect the animal agriculture industry, and basic ecology of bacteriophage in physiologic systems. Currently funded research includes the development of bacteriophage therapy for dairy cattle mastitis. A number of hands-on laboratory projects are available to students interested in pursuing careers in science, with a particular emphasis on microbiology. (organic, polymer, materials chemistry) is interested in the interdisciplinary fields of biodegradable plastics and biomedical polymers. Research in the field of biodegradable plastics is becoming increasingly important to replace current petroleum-derived materials and to reduce the environmental impact of plastic wastes. Modification of starch through copolymerization and use of bacterial polyesters show promise in this endeavor. Specific projects within biomedical polymers involve the synthesis of poly (lactic acid) copolymers that have potential for use in tissue engineering. Students with a background in chemistry and biology will gain experience in the synthesis and characterization of these novel polymer materials. Students will present their work at American Chemical Society (ACS) conferences. (computer science) is interested in working with advanced computer topics and current problems in the application of computing to the sciences. Her areas of interest include advanced programming languages and compilers, programming language design, programming languages for concurrent and parallel computing, and logic programming. (inorganic/materials chemistry, physical chemistry) is interested in the synthesis and property characterization of new bismuth-containing materials. These compounds have been characterized as electronic conductors, attractive activators for luminescent materials, second harmonic generators, and oxidation catalysts for several organic compounds. Traditional solid-state synthesis methods will be utilized to prepare new complex bismuth oxides. Once synthesized, powder x-ray diffraction patterns will be obtained and material properties such as conductivity, melting point, biocidal tendency, coherent light production, and magnetic behavior will be examined when appropriate. (physics) develops optical instruments for use in biophysical and biomedical applications, including low-cost diagnostics. Projects in the lab are suitable for motivated students with quantitative backgrounds in physics, biology, chemistry, mathematics, or computer science. (mathematics) is interested in problems relating to graphs, combinatorial games, and especially, combinatorial games played on graphs. He would like to work with students who have a strong background in mathematics and/or computer science and are interested in applying their skills to open-ended problems relating to graphs and/or games. (computer science, mathematics) has several ongoing projects in computer vision, robotics, and security. There are some opportunities for students to develop cybersecurity games for teaching network security concepts and skills. In robotics, he is looking for students to develop laboratory exercises for several different mobile robotic platforms, including Scribbler, LEGO NXT and iRobot Create. This would also involve writing tools for image processing and computer vision using sequences of still images, videos treams and 2.5-D images from the Kinect. In addition, he is open to working with students who have their own ideas for projects in these and related areas, such as machine learning, artificial intelligence, and analysis of processor performance. (marine science) studies the developmental physiology and ecology of marine invertebrates. She is interested in the biochemistry of the seawater-organism interface, developmental nutritional biochemistry and metabolic depression, invasive species, carbonate chemistry (ocean acidification), and cultural relationships with foods from the sea. Students have the opportunity to collaboratively develop lines of inquiry for lab and/or field studies in ecology, developmental biology, physiology, marine carbonate chemistry and mariculture. (physics), who has expertise in energy physics, modeling, and organic farming, is researching sustainability and climate change. Many students have done fine projects on sustainable energy and food production in her academic programs. Zita is working with Judy Cushing and Scott Morgan to establish a new research program at Evergreen. She and Cushing will model land use impacts on climate change; she and Morgan will plan and facilitate sustainability projects on campus. More information on Zita's research is available at .		Paula Schofield Richard Weiss Andrew Brabban Neil Switz Brian Walter Abir Biswas Michael Paros Dharshi Bopegedera Rebecca Sunderman EJ Zita Donald Morisato Clarissa Dirks James Neitzel Sheryl Shulman Neal Nelson Lydia McKinstry		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in the Humanities Trevor Speller, Greg Mullins, Stacey Davis and Nancy Koppelman literature philosophy political science Signature Required: Fall Winter Spring	Program	JR–SRJunior–Senior	V	V	Day	F 15 Fall	W 16Winter	S 16Spring		Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis, or capstone project in their particular field of interest. Often, the goal is to construct an original argument around a particular body of literature, set of ideas, or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing, and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (European history) specializes in French history from the 18th century to the present, as well as the history of French colonies in North and West Africa. Students who wish to study European social, cultural, political, intellectual, or religious history from the Middle Ages to the present, including topics in the history of gender and sociocultural aspects of the history of art, are welcome to propose research projects. Students are welcome to work with Dr. Davis on her ongoing research projects on 19th-century political prisoners, notions of citizenship and democracy in modern Europe, memory, and the history of aging. (American studies) specializes in American social, literary, and intellectual history until 1920. Students who wish to study in these fields are welcome to propose research projects and senior theses. Particular interests include the social and intellectual history of the Puritans; the founding generation, immigrants, the working class, and the middle class; industrialization and reform movements; pragmatic philosophy; the history of childhood; and the history of technology and consumer culture. Students are also welcome to work with Nancy to participate in her ongoing research projects on alcohol reform movements, the histories of social/economic mobility and of individual physical movement, and ethical themes in American cultural history. (American literature, queer theory) specializes in 20th-century and contemporary literature and comparative American Studies (U.S./Brazil). His broad interests include the crossroads of aesthetics and politics, national versus transnational formations of literary studies, queer gender and sexuality, memory studies and post-structuralist theory. Most of the capstone projects he has supervised in the past have been centrally concerned with literary and cultural theory, including visual culture and queer theory. Students are enthusiastically welcome to work with Greg on his research on cultures of human rights and representations of human rights in literature and film. (British/anglophone literature) specializes in the long 18th century (1650-1830), including the Restoration, the Enlightenment, and Romanticism. Students who wish to study the literature and political philosophy of these periods are welcome to propose research projects, including capstone projects and senior theses. Particular interests include the rise of the novel, the conception of reason and rationality, and representations of space and place. Previous projects have included studies of Romantic women writers and travel writing. Students are also welcome to work with the faculty member to develop his ongoing research projects on such authors as Daniel Defoe, John Locke, Thomas Hobbes, Bishop Berkeley, Jonathan Swift, and John Milton.		Trevor Speller Greg Mullins Stacey Davis Nancy Koppelman		Junior JR Senior SR	Fall	Fall Winter Spring
Understanding the Economic Crisis Alan Nasser economics law and public policy political economy	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring				Alan Nasser	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Understanding the Economic Crisis Alan Nasser economics government political economy political science	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Session II Summer	No one reading this has not experienced or witnessed the painful effects of the combined financial crisis, long recession and severe shortage of well-paying jobs. These are turning points in American society and world history. Two of the nation’s most prominent economists have recently warned that Americans must now accommodate themselves to an unending condition of chronic slow economic growth, low wages, high unemployment and permanent economic insecurity. Are they right? A great deal hangs in the balance.Understanding the origins and future of the present crisis can help in making sense of the world and planning for the future. This class helps students understand where the crisis came from, why it has the features it has, and where it is likely to lead. Clear explanations will be offered for terms like financial bubble, securitization, derivatives, credit default swaps and financial economy vs. real economy. Implications for income and job growth will also be studied. No prior background in economics is required. Required readings have been selected for clarity and general accessibility		Alan Nasser	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
The Value of Natural Capital: Theory, Practice, & Policy Lola Flores and Scott Morgan	Course	JR–GRJunior–Graduate	4	04	Evening				Su 16 Summer	This course will focus on using Ecosystem Service Valuation (ESV) to inform decision makers of alternative approaches to the multiple pressing and widespread environmental issues. The class is a facilitated learning experience using a local, applied case study to learn the theory, methodologies, and practice of ecosystems services and accounting for natural capital along with their applications in public policy. The students will apply lessons learned in class by scoping and building the foundations of a complete economic assessment. Practitioners in the field will work closely with the class to develop a deep understanding of this innovative economic perspective that provides a critical connection between standard cost/benefit analyses and the unaccounted impacts upon our environment.		Lola Flores Scott Morgan	Thu		Summer	Summer
Veterans' Next Mission: Crossing the Bridge Between Military and Academic Life Randy Kelley	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		This course is envisioned to aid active duty, veterans and dependents in adjusting to a college environment and to provide them with an orientation to the tools that are available to help them adjust. We will use a seminar format, where class members discuss issues confronting their re-entry into the civilian community, particularly an academic environment. Through reading and research, you will discover effective tools and strategies for dealing with those challenges. The class will feature short lectures and films on various topics, followed by discussions. Students will read the novel, and discuss it, do a team research project, resulting in a paper and presentation, and write short essays on various topics. You will interact with guest lecturers, share your discoveries with classmates, and keep a		Randy Kelley	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Veterans' Next Mission: Crossing the Bridge Between Military and Academic Life Daniel Ralph education history	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				This course is for Veterans and Active Duty military who are entering college for the first time or who are transitioning back into college after a hiatus. The course will be focused on developing the skills, knowledge and abilities that make students successful at Evergreen. Emphasis will be placed on improving reading, critical thinking, and expository writing skills. The course will also focus on helping veterans make the transition to the non-traditional style of education at Evergreen. In support of these goals the primary reading will be the by Thucydides, and the course will feature seminar discussions, workshops, and writing assignments related to that text.		Daniel Ralph	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Visual Literacies Hirsh Diamant aesthetics art history cultural studies education visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		Visual literacy skills enhance communication, advance learning, and expand thinking. They are essential for effectively navigating today's social and cultural environment. In this course we will explore Western and non-Western approaches to art while focusing on how we see, how we learn, and how visual information can be used generally in communication and specifically in education. Our study will be enhanced by weekly art and media workshops which will include work with digital photography, Photoshop, animation/video, and presentation software.		Hirsh Diamant	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Visual Music in 16mm and 35mm Direct Animation Devon Damonte media arts media studies visual arts	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session II Summer	In direct animation, a century-old camera-less form, artists use painting, scratching and myriad techniques not recommended by manufacturers to animate on motion picture film. It is an analog fine art offering experiential liberation from increasingly digital visual cultures. In this intensive hands-on class students practice numerous methods of direct animation including darkroom hand-processing, and invent their own techniques to create lots of footage in a short time, while studying genre masters like Len Lye, Norman McLaren, and Barbel Neubauer. Final culminating projects will explore analog and digital methods for publicly presenting students' work in celebratory projection performance extravaganzas on campus and in downtown Olympia.		Devon Damonte	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
Washington D.C. Internship Scott Coleman Signature Required: Winter	Program	JR–SRJunior–Senior	16	16	Day		W 16Winter	S 16Spring		This two-quarter program provides an opportunity for upper division students to complete a 15 week, four-day per week internship in Washington D.C. with the support of the Washington Internship Institute. The Washington Internship Institute will assist students in finding internships in government offices, nonprofit organizations, and for-profit companies. This internship experience also includes two Washington Internship Institute courses, a core course on policy-making taught by policy professionals and an internship seminar that provides a context in which to discuss, reflect upon, and understand the internship experience. This program is a two quarter commitment through winter and spring: 16 credits for winter quarter and 16 or 12 credit options for spring quarter. You can learn much more about the internship experience at: .		Scott Coleman		Junior JR Senior SR	Winter	Winter
Washington State Legislative Internships Julianne Unsel government law and public policy Signature Required: Winter	Program	JR–SRJunior–Senior	16	16	Day		W 16Winter			This is an opportunity to explore the broad conditions that shape legislation. We will examine models, evidence, and debates about the sources, causal connections, and impacts of evolving systems of law, regulation, governance, and a broad array of community response. Each student will be learning through work as an intern with a legislator and her or his staff. This will involve intensive staff-apprenticeship activities, especially legislative research and draft development, bill tracking, and constituent correspondence.Each student accepted as an intern will develop an internship learning contract, profiling legislative responsibilities and linkages to academic development.In regular in-capitol seminars, each student intern will translate her or his activities in the Legislature into analytic and reflective writing about the challenges, learning, and implications of the work. Students will make presentations about their learning and participate in various workshops. Each intern will keep a journal, submitted to the faculty sponsor on a regular basis, and a portfolio of all materials related to legislative work. Drawing broadly from the social sciences, we will explore relationships between elected officials, legislative staff, registered lobbyists, non-governmental organizations, citizen activists, and district constituents. Students will learn through a range of approaches: responsibilities in an 8:00-5:00 workweek, guest presentations, seminars, workshops on budget, media panels, and job-shadowing regional officials and activists of choice. Interns will participate in a final mock hearing floor debate on current legislative issues.		Julianne Unsel	Wed	Junior JR Senior SR	Winter	Winter
Web Design and Programming Arlen Speights and Richard Weiss computer science media arts visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Session II Summer			Arlen Speights Richard Weiss	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
The Western Film Genre and the American Frontier Myth Mark Harrison American studies cultural studies media studies	Program	SO–SRSophomore–Senior	8	08	Evening and Weekend	F 15 Fall				“When history is translated into myth, the complexities of social and historical experiences are simplified and compressed into the action of representative individuals or heroes." -Richard Slotkin, The Western is the richest and most enduring genre of American film. More myth than history, it is both formula film and a source of great innovation. Beginning with Reconstruction, this program will examine the important connections between the Western and the tale of expansion (economic, geographic, ecological, cultural) and violent conquest that is the American frontier myth. We will consider how the Western has evolved over the past century and what this evolution tells us about film, history and culture. We will analyze classic Westerns and the myriad sub-genres that exemplify this distinctly American art form. In addition to diverse short readings and a screenplay or two, primary texts for this program may include Richard Slotkin's James McPherson's , and , edited by Jim Kitses and Gregg Rickman. Home screenings will be required. Therefore, students will need access to a comprehensive source for DVD rentals, such as Netflix or Amazon Prime. A sampling of films under consideration includes: and .		Mark Harrison	Wed Sat	Sophomore SO Junior JR Senior SR	Fall	Fall
What Is A Person? Stephen Beck philosophy	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session I Summer	Each of us experiences the world from a different, subjective, point of view. What is this , this , this that has these experiences? What (if anything) makes a person person over time, even through a myriad of changes? How are we to understand our nature, in the face of modern developments both in neuroscience and in psychology? We will study historical and contemporary philosophical theories of what it is to be a person, with particular attention to their relations to psychology.		Stephen Beck	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
What is She Saying? Anne de Marcken (Forbes) gender and women's studies literature writing	Program	JR–SRJunior–Senior	16	16	Day		W 16Winter			Participants in this program will engage creative writing—their own and that of published authors—as a nexus for critical and creative inquiry, delving into the content and characteristics that mark the work and words of women writing today in very different voices from different perspectives. What are women saying to us—about themselves, about us, about the world? How do fiction, creative nonfiction, and poetry serve as modes of critical engagement? What can we say in these modes that can’t be said any other way? How do we as readers and writers of any gender or sexual identification listen to what is said by women? How can we respond? How do we speak for ourselves and for others?Program participants will "locate" themselves and their work in a cultural and critical context, and will contribute to the discourse of contemporary writers. We will study and practice the elements of narrative and lyrical discourse through workshops, presentations, seminar, critique and through iterative critical and creative writing assignments. There will be an emphasis on formal hybridity, the relationship between critical and creative thought and practice, as well as on development of a sustaining creative writing practice. Participants will experiment with different ways of engaging their work independently and as a community of artists: developing a daily writing practice, building and participating in an online community, and going away together to the Washington coast for a 4-day writing retreat.Participants will develop two significant creative projects throughout the quarter, and will produce a research project on a woman writer of their choice, using primary creative texts, secondary critical texts, and biographical works to conduct a rich and dimensionally complex investigation.Authors currently being considered for the program reading list include Claudia Rankine, Lidia Yuknavich, Maggie Nelson, Lia Purpura, Anne Carson, Casey Plett and others.		Anne de Marcken (Forbes)		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
Wilderness First Responder Aaron Kent environmental studies health leadership studies outdoor leadership and education	Course	FR–SRFreshmen–Senior	4	04	Day and Weekend				Su 16 Session II Summer			Aaron Kent	Mon Tue Wed Thu Fri Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Woodworking John Shattuck visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening		W 16Winter			There is a sense of personal satisfaction and creative accomplishment to be gained from working with wood. The aim of this course is to provide a way to realize that intention through an understanding of the basic principles of designing in wood, the physical properties of the material, and the fundamental skills necessary to shape timber to a purpose.		John Shattuck	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Woodworking John Shattuck visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				There is a sense of personal satisfaction and creative accomplishment to be gained from working with wood. The aim of this course is to provide a way to realize that intention through an understanding of the basic principles of designing in wood, the physical properties of the material, and the fundamental skills necessary to shape timber to a purpose.		John Shattuck	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Woodworking John Shattuck visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		There is a sense of personal satisfaction and creative accomplishment to be gained from working with wood. The aim of this course is to provide a way to realize that intention through an understanding of the basic principles of designing in wood, the physical properties of the material, and the fundamental skills necessary to shape timber to a purpose.		John Shattuck	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Work and Disability: Minimizing the Human and Financial Impact of Disability DT North psychology	Course	FR–SRFreshmen–Senior	2	02	Evening				Su 16 Session I Summer	Work and Disability: Minimizing the Human and Financial Impact of Disability focuses on the interplay of work and disability. How do we balance the needs of people with disability and needs of society? How does our perception of disability shape our reality in dealing with individuals with disability? This course will primarily address the impact of adult onset disabilities such as musculoskeletal injuries, occupational disease and chronic illness. Students will gain an understanding of disability legislature, disability programs, disability rights, psychosocial aspects of disability, and vocational rehabilitation strategies to enhance employment outcomes.		DT North	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Worker Cooperatives and Democratic Management John McNamara	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Session I Summer			John McNamara	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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 as Thinking: The Power of Reflection Emily Lardner education writing	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		What's the relationship between language and thinking, or between thinking and writing, and what does that relationship mean for us as writers? The purpose of this course is explore the relationship between writing and thinking, language and thought, and to understand how becoming aware of that relationship can help us become more effective writers, better critical thinkers, and stronger analytical readers. Students in this course will tackle the question of writing and thinking head-on, reading about it, writing about it, and reflecting on their own experiences as writers and thinkers. We'll also examine what it means to "reflect" on our experiences--the role reflection plays in learning.		Emily Lardner		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Writing Beyond the Basics Tacoma Peter Bacho communication literature writing	Program	FR–SRFreshmen–Senior	4, 8	04 08	Day				Su 16 Summer	This class will focus on enhancing writing skills needed for communicating with academic and popular audiences. During the first session, students will study the art of composition, with an emphasis on improving writing projects typically associated with the effective dissemination of community resource materials, manuals, position papers, etc. Students will study the art of effective and accurate editing. Regarding the latter, students will edit an unedited version of a journal entry that is part of a novel – written by the Instructor – and published by the University of Hawai’i Press.During the second session, students will shift their focus to creative writing. They will create a credible protagonist, do a variety of effective creative writing exercises, and hold weekly readings of their work. They will write a flash fiction piece, after which they will convert their piece into a treatment - the precursor to a film script.		Peter Bacho	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Writing from Life Nancy Parkes communication writing Signature Required: Fall	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				The Writing from Life class serves two distinct groups of students -- those planning to earn credit through Prior Learning from Experience, and those who want to build their skills in creative writing. Students will have the chance to kick-start, or accelerate, a college career by documenting professional and/or community-based experience. With significant support, they will learn to write essays that show the "college equivalent learning" they have gained through professional and/or volunteer work in community. Writing from Life is the springboard to this highly supportive learning community, where adults work together to ensure one another's success. Students headed toward PLE will receive significant faculty support, both one-on-one, and in class. We will also focus on academic skills that will help students to succeed in Prior Learning and in other academic courses and programs at Evergreen. Students earn four credits for this course, and may take up to 16 further credits in the Prior Learning from Experience Program. The Prior Learning prerequisite requires an easily-obtained faculty signature. Please attend the academic fair for the quarter you would like to attend (contact Admissions), and/or contact Nancy A. Parkes at . You will also find further information, including a video, at . Finally, The Olympian wrote an article about the program, which you can find at A group of up to eight students will concentrate on autobiography, essays, and writing of choice. They will participate with future Prior Learning from Experience students in reading and seminars on texts and essays, as well as writing workshops. Students in this section don't require a faculty signature to register, but must be highly capable of independent work.		Nancy Parkes	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Writing from Life Nancy Parkes communication writing Signature Required: Winter	Course	FR–SRFreshmen–Senior	4	04	Evening		W 16Winter			The Writing from Life class serves two distinct groups of students -- those planning to earn credit through Prior Learning from Experience, and those who want to build their skills in creative writing. Students will have the chance to kick-start, or accelerate, a college career by documenting professional and/or community-based experience. With significant support, they will learn to write essays that show the "college equivalent learning" they have gained through professional and/or volunteer work in community. Writing from Life is the springboard to this highly supportive learning community, where adults work together to ensure one another's success. Students headed toward PLE will receive significant faculty support, both one-on-one, and in class. We will also focus on academic skills that will help students to succeed in Prior Learning and in other academic courses and programs at Evergreen. Students earn four credits for this course, and may take up to 16 further credits in the Prior Learning from Experience Program. The Prior Learning prerequisite requires an easily-obtained faculty signature. Please attend the academic fair for the quarter you would like to attend (contact Admissions), and/or contact Nancy A. Parkes at . You will also find further information, including a video, at . Finally, The Olympian wrote an article about the program, which you can find at A group of up to eight students will concentrate on autobiography, essays, and writing of choice. They will participate with future Prior Learning from Experience students in reading and seminars on texts and essays, as well as writing workshops. Students in this section don't require a faculty signature to register, but must be highly capable of independent work.		Nancy Parkes	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Writing from Life Nancy Parkes communication writing Signature Required: Spring	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		The Writing from Life class serves two distinct groups of students -- those planning to earn credit through Prior Learning from Experience, and those who want to build their skills in creative writing. Students will have the chance to kick-start, or accelerate, a college career by documenting professional and/or community-based experience. With significant support, they will learn to write essays that show the "college equivalent learning" they have gained through professional and/or volunteer work in community. Writing from Life is the springboard to this highly supportive learning community, where adults work together to ensure one another's success. Students headed toward PLE will receive significant faculty support, both one-on-one, and in class. We will also focus on academic skills that will help students to succeed in Prior Learning and in other academic courses and programs at Evergreen. Students earn four credits for this course, and may take up to 16 further credits in the Prior Learning from Experience Program. The Prior Learning prerequisite requires an easily-obtained faculty signature. Please attend the academic fair for the quarter you would like to attend (contact Admissions), and/or contact Nancy A. Parkes at . You will also find further information, including a video, at http://www.evergreen.edu/eveningweekend/ple.htm A group of up to eight students will concentrate on autobiography, essays, and writing of choice. They will participate with future Prior Learning from Experience students in reading and seminars on texts and essays, as well as writing workshops. Students in this section must be highly capable of independent work, and should contact the faculty for a signature.		Nancy Parkes	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Writing Our Future Histories: Exploring the Boundaries of the Possible David Wolach	Course	FR–SRFreshmen–Senior	4	04	Evening and Weekend		W 16Winter			This course challenges students to write the world that does not yet exist. Or, as poet and theorist of radical black performance Fred Moten does, we will try to engage in writing that "investigates new ways for people to get together and do stuff in the open, in secret." Each week we’ll work individually and collaboratively on writing experiments—prose, poetry, creative non-fiction—that critique and advance beyond our own assumptions about what is socially possible or probable and that do so by paying careful attention to the rhythms of past and current events. As a basis for this creative production, we will engage critically with writers whose work exists at the point where the border between politics and art, future and past, ruptures, including Juliana Spahr, M. NourbeSe Philip and CAConrad. In sound, in sight, and through a kind of "improvisatory ensemble" (as Moten puts it) we will resist what too often gets counted as the inevitable outcome of a political economy that treats people as objects that just happen to speak. What is inevitable about the future, and what is it about controlled acts of creative improvisation that helps us not just "guess at" but hear our future’s past?		David Wolach		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
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
Writing Well: Clarity & Style Sara Huntington writing	Program	FR–SRFreshmen–Senior	4, 8	04 08	Day				Su 16 Summer	Starting with sentences, students will learn how to write and revise clearly and eloquently. Our work will be guided by the idea of audience, the view of writing as a persuasive act, and an understanding of style as the range of choices available in different rhetorical contexts. Whether you’re a field biologist, social scientist, novelist or neophyte, your writing will be enlivened by the principles of storytelling and by practices that create sentences—and paragraphs—with shape and force. Students will attend lectures and participate in workshops, tutorials, and individualized assignments Students registered for 8 credits will earn the additional credit by doing independent writing projects.		Sara Huntington	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Writing Women's Lives: Printed Struggle Alexis Wolf gender and women's studies history literature writing	Course	FR–SRFreshmen–Senior	4	04	Day and Evening				Su 16 Session II Summer	This course will look at the shifting experience of women during the 18th, 19th & early 20th centuries through the lens of American and British autobiographical, poetic, political and fictional literature. How did women's writing shape gender equality at various points in history? Can early feminist works offer blueprints for personal empowerment today? By reading and discussing the writing of Mary Wollstonecraft, Charlotte Brontë, Margaret Fuller, Virginia Woolf, and others, we will examine how women represented their own lives through creative means in an effort to make their voices heard. Whether subtle or revolutionary, these texts still speak with an urgency that is relevant to the contemporary gender issues influencing our lives. Students will engage with the course themes through a responsive journal, working towards a final creative, interdisciplinary, or scholarly project.		Alexis Wolf	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Written Artifice in Literature and Philosophy Alejandro de Acosta literature philosophy queer studies	Program	SO–SRSophomore–Senior	16	16	Day			S 16Spring		In this program, we’ll work through questions pivoting on the artificial: in an ancient sense, the fake, the tricky, and the clever; in a contemporary one, the constructed, the mediated, and the networked. How does the idea of the artificial inform and alter our thinking about affinity and community, order and chaos, nature and technology? What about our ideals of truth or authenticity might reveal artificial trajectories of thought and action? Could our moral or ethical codes be written, or re-written, artificially? We’ll connect the question of artifice in literature to themes of monstrosity, absurdity, immaturity, erotism, and strangeness, to old patterns in craft and style of writing, and to recent mutations in technologies of communication. We’ll also study the process of writing in the contexts of authors’ communities and translation.Lectures and discussions will engage these conceptual and poetic questions using methods drawn from queer research, feminist and post-colonial literary theory, deconstruction, contemporary philosophy, and media theory. Students will have opportunities to develop and improve skills in creative and critical writing, as well as close reading, focused discussion, and reading aloud. We will also engage in translation and transcription exercises. Literary readings will likely include novels by Mary Shelley, César Aira, Félix Fénéon, and Witold Gombrowicz, stories by Samuel R. Delany, poetry by Will Alexander, Antonio Porchia, Alejandra Pizarnik, Marosa di Giorgio, and plays by Copi. Theoretical and philosophical perspectives will be drawn from Donna Haraway, Barbara Johnson, Édouard Glissant, and Vilém Flusser, among others.		Alejandro de Acosta	Tue Wed Thu	Sophomore SO Junior JR Senior SR	Spring	Spring