2015–16 Undergraduate Index A–Z

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Title	Offering	Standing	Credits	Credits	When	F	W	S	Su	Description	Faculty	Days	Multiple Standings	Start Quarters	Open Quarters
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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 Research: Civic Intelligence Research and Action Laboratory (CIRAL) Douglas Schuler communication community studies computer science education field studies law and public policy media studies sociology sustainability studies Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	8	08	Evening and Weekend	F 15 Fall	W 16Winter	S 16Spring		Civic intelligence attempts to understand how "smart" a society is in addressing the issues it faces and to think about – and initiate – practices that improve this capacity. It is an interdisciplinary area of inquiry that includes the sciences – social and otherwise – as well as the humanities. Visual art, music, and stories, are as critical to the enterprise as the ability to analyze and theorize about social and environmental issues.This learning opportunity is designed to allow students of various knowledge and skill levels to work with a high level of autonomy on the design and implementation of real-world research and action projects. Students will collaborate via issue-oriented "clusters" with students, faculty, and others inside and beyond Evergreen. The program will help students develop important skills in organizational and workshop design, collaboration, analysis and interpretation, written and oral communication, critical thinking skills, and interpersonal skills. We also expect to focus on the development of online services, information, and tools, including civic engagement games and online deliberation.Although there are many ways to engage in this research, all work will directly or indirectly support the work of the Civic Intelligence Research and Action Laboratory (CIRAL). These opportunities will include working with the "Home Office." The home office work will focus on developing the capacities of the lab, including engaging in research, media work, or tech development that will support the community partnerships. Other work can include direct collaboration outside the classroom, often on an ongoing basis. We are also hoping to support students who are interested in the development of online support for civic intelligence, particularly CIRAL. This includes the development of ongoing projects such as e-Liberate, a web-based tool that supports online meetings using Roberts Rules of Order, and Activist Mirror, a civic engagement game, as well as the requirements gathering and development of new capabilities for information interchange and collaboration.	Douglas Schuler	Wed	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with D. Bopegedera Dharshi Bopegedera chemistry education Signature Required: Fall Winter Spring	Research	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. (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. I 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. We will work with local teachers to develop lab activities that enhance the science curriculum in local schools. Students who have an interest in teaching science and who have completed general chemistry with laboratory would be ideal for this project. (3) I am also interested in looking at chemicals present in e-cigarettes. A student interested in this project could work on the organic or inorganic chemicals.	Dharshi Bopegedera		Sophomore SO Junior JR Senior SR	Fall	Fall Winter 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
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