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Title	Offering	Standing	Credits	Credits	When	F	W	S	Su	Description	Faculty	Days	Multiple Standings	Start Quarters	Open Quarters
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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