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Anthropology [clear]
Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days | Multiple Standings | Start Quarters | Open Quarters |
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Michael Paros
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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 | |||||
Ulrike Krotscheck
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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 | ||||
Carolyn Prouty, Laura Citrin and Rita Pougiales
Signature Required:
Winter
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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 | ||||
Donald Morisato, Rita Pougiales and Joseph Tougas
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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 | |||||
Heather Heying, David Phillips and Bret Weinstein
Signature Required:
Fall
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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 | ||
Tomoko Hirai Ulmer
Signature Required:
Summer
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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 | |||||
Samuel Schrager and Caryn Cline
Signature Required:
Winter
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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 | ||||
Jamie Colley
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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 | ||||
Jamie Colley
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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 | ||||
Ulrike Krotscheck, Diego de Acosta and Eric Stein
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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 | |||||
Karen Gaul
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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 | |||||
Eric Stein and Steven Flusty
Signature Required:
Winter
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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 | |||
Joli Sandoz and John Baldridge
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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 | |||
Karen Gaul and Zoltan Grossman
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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 | ||||
John Baldridge
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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 | ||||
Sarah Williams, Steven Scheuerell and Abir Biswas
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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 | ||
Kenneth Tabbutt and Ulrike Krotscheck
Signature Required:
Winter
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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 |