2015–16 Undergraduate Index A–Z
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Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days | Multiple Standings | Start Quarters | Open Quarters |
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Dylan Fischer, Pauline Yu, Carri LeRoy, Abir Biswas, Erik Thuesen and Alison Styring
Signature Required:
Fall Winter Spring
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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 | |||
Erik Thuesen
Signature Required:
Fall Winter Spring
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Research | JR–SRJunior–Senior | V | V | Day | F 15 Fall | W 16Winter | S 16Spring | Erik Thuesen | Junior JR Senior SR | Fall | Fall Winter Spring | ||||
Pauline Yu
Signature Required:
Fall Winter Spring
|
Research | 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 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. | Pauline Yu | Junior JR Senior SR | Fall | Fall Winter Spring | |||
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 | |||||
Erik Thuesen
Signature Required:
Fall
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Program | SO–SRSophomore–Senior | 16 | 16 | Day | F 15 Fall | W 16Winter | In the 19th century, well-known European scientists such as Darwin, d'Orbigny, and Bonpland traveled in Argentina and brought their knowledge of the flora and fauna back to Europe. The marine, desert, and alpine environments of the Southern Cone harbor flora and fauna are very different from similar environments in North America. In this two-quarter program, we will carry out intensive natural history studies of the unique organisms and ecosystems of Argentina, focusing on those of Patagonia. After an introductory week in Olympia at the start of fall quarter, the study-abroad portion of the program will commence with a four-week intensive study of Spanish language in Buenos Aires, which will prepare us for our travels and studies in Argentina during fall and winter quarters.We will read primary literature articles related to the biodiversity of Argentina, and each student will be responsible for presenting different topics during weekly seminars. We will begin to study the flora and fauna of the Southern Cone through preliminary readings, lectures, and classwork in Buenos Aires. We will take a short trip to the subtropical province of Misiones, then move to the coastal and mountain regions of Patagonia where we will study the area's natural history, beginning with field studies on the Atlantic coast, and then moving to the Andean Lakes District, taking advantage of the progressively warmer weather of the austral spring. Students will conduct formal field exercises and keep field notebooks detailing their work and observations.During winter quarter (summer in the Southern Hemisphere), students will reinforce their language skills with two weeks of intensive Spanish studies in Patagonia, examine montane habitats, and then work in small groups on focused projects examining topics of biodiversity. It will be possible to conduct more focused studies on specific ecosystems or organisms, including those of southern parts of Patagonia. Clear project goals, reading lists, timelines, etc., will be developed during fall quarter in order to ensure successful projects in winter quarter. Examples of individual/small group projects include comparisons of plant/animal biodiversity between coastal, desert, and alpine zones; comparative studies on the impacts of ecotourism activities on biodiversity; and examining community composition of intertidal habitats along a gradient from north to south, among others. | Erik Thuesen | Sophomore SO Junior JR Senior SR | Fall | Fall | ||||
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 | ||
Dylan Fischer and Erik Thuesen
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Program | JR–SRJunior–Senior | 16 | 16 | Day | S 16Spring | This program is designed to provide a premier hands-on experience in learning how to conduct field science in ecology at the advanced undergraduate level. We will focus on group and individual field research to address patterns in ecological composition, structure, and function in natural environments. Students will participate in field trips to local and remote field sites and will develop multiple independent and group research projects in unique marine and terrestrial ecosystems from the Puget Sound to the east side of the Cascades (in Washington).We will work as a community to develop and implement field projects based on: 1) workshops in rapid observation and field data collection; 2) participation in large multiyear studies in collaboration with other universities and agencies; and 3) student originated short- and long-term studies. Students will focus on field sampling, natural history, and library research to develop workable field-data collection protocols. Students will implement observation- and hypothesis-driven field projects. We will learn to analyze ecological data through a series of intensive workshops on understanding and using statistics in ecology. Students will demonstrate their research and analytical skills through scientific writing and presentation of all group and individual research projects.Specific topics of study will include community and ecosystem ecology, plant physiology, forest ecology, marine ecology, ecological restoration, riparian ecology, fire disturbance effects, bird abundance and monitoring, soundscape ecology, insect-plant interactions, disturbance ecology, and statistics in biology. We will emphasize identification of original field research problems in diverse habitats, experimentation, statistical analysis, and writing in journal format. All students will be expected to gain competency in advanced statistics and scientific writing. | Dylan Fischer Erik Thuesen | Tue Wed Thu Fri | Junior JR Senior SR | Spring | Spring | ||||
Ted Whitesell, Krishna Chowdary, Rob Cole and Alison Styring
Signature Required:
Winter
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Program | FR–SRFreshmen–Senior | 16 | 16 | Day | F 15 Fall | W 16Winter | This two-quarter program is designed to introduce the interdisciplinary field of environmental studies. This field employs the tools of natural and social sciences as well as the humanities to understand and effectively address the enormous environmental challenges of this generation. The program will use a variety of teaching styles, including field trips, films, guest speakers, case study and research projects, as well as lectures and seminars on a wide array of critical environmental issues. Readings will include classics of environmental literature that have inspired and informed citizens for generations, notable contemporary books in the field, textbooks, scientific articles, and a novel. A central goal of this program is to advance students' ability to think critically and in-depth about environmental challenges and solutions. The program will expose students to the following range of topics: climate change; pollutants in our air, freshwater, oceans, and soils; the mass extinction of species; sustainability and sustainable development; ecological restoration; environmental justice; protected areas; sustainable energy; human population and the environment; science and advocacy; and threats to Puget Sound, along with efforts to protect it.Focusing on ecosystems and environmental issues in the Pacific Northwest, the fall quarter will emphasize development of the skills and tools necessary to pursue environmental studies at a more advanced level. This means instruction and practice in using the following: systems-thinking; the principles of population, community, ecosystem, and landscape ecology; ornithology; the study of landscapes and soundscapes; urban ecology; social science principles essential for understanding sustainability and conservation; field research methods; introductory quantitative and qualitative analytical methods; and the general nature of biogeochemical cycles. Emphasis will also be placed on developing skill in analytical writing as practiced in the social and natural sciences, based on research using library databases of peer-reviewed journal articles, and demonstrating competency in formatting citations and references.The winter quarter will take a more global perspective on environmental studies. Students will be challenged to apply and more fully develop the skills and knowledge introduced in the fall quarter through in-depth research projects on critical environmental problems and associated solutions. Lectures and seminars will expose students to a more advanced and in-depth examination of critical environmental problems and solutions around the world. | Ted Whitesell Krishna Chowdary Rob Cole Alison Styring | Tue Tue Wed Thu Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||
Amy Cook and Pauline Yu
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Program | JR–SRJunior–Senior | 16 | 16 | Day | W 16Winter | S 16Spring | This program focuses on marine organisms, the sea as a habitat, the relationships between the organisms, and the physical/chemical properties of their environments and their adaptations to those environments. Students will study the biology and ecology of marine organisms and physical and chemical oceanographic concepts as they apply to those organisms. The program will offer students the opportunity to refine their field sampling skills and associated statistics and laboratory techniques. Throughout the program, students will focus on the identification of marine organisms and key aspects of the ecology of selected species and marine habitats and develop their understanding of impacts on the marine habitat as a result of the Anthropocene, the era of human influence. Physiological adaptations to diverse marine environments and the evolutionary history of the sea will be also be emphasized.We will study physical features of marine waters, nutrients, biological productivity, and regional topics in marine science. Concepts will be applied in faculty-designed experiments and student-designed research projects both in the lab and in the field. Data analysis will be facilitated through the use of Excel spreadsheets and elementary statistics. Seminars will analyze appropriate primary literature on topics from lectures and research projects.The faculty will facilitate identification of student research projects, which may range from studies of trace metals in local organisms and sediments to ecological investigations of local estuarine animals. Students will design their research projects during winter quarter and write a research proposal that will undergo class-wide peer review. The research projects will then be carried out during spring quarter and, at the end of spring quarter, students will document their work in written research papers and oral presentations. | Amy Cook Pauline Yu | Junior JR Senior SR | Winter | Winter | ||||
David Muehleisen
Signature Required:
Winter
|
SOS | FR–SRFreshmen–Senior | 16 | 16 | Day | W 16Winter | Interested in learning more about agriculture and/or food? Got an individual agriculture/food related project that you’d like to complete? This Student-Originated Studies (SOS) will support students pursuing individual work in agricultural and food related topics. Topics may include on-farm internships and/or research projects. Twelve credits of this SOS will focus on individualized learning goals.The remaining four credits will be earned through common work and a required weekly group meeting to help form a peer support group for your ILC. This program is ideal for self-motivated students with an interest in agriculture and/or food systems.Students will hold in-program internships or research projects that will be 25-30 hours per week in scope. All students will come together as a class once a week to discuss each students progress on fulfilling their designated contract learning objectives. The common work will potentially include a group meeting one day a week, maintenance of a detailed field journal to capture research, field and on-farm learning, weekly readings and seminar, group discussion papers, and a final paper and presentation. In the required weekly group meetings, students will explore timely issues relevant to small scale, local, and direct market farming, and food related topics. These issues may include, but are not limited to, appropriate scale technology, nutrient cycling, water use and law, food production regulations, finances, farm and crop planning and farm business planning, sustainable production practices and other relevant issues decided upon by the group. Students’ individual projects/internships will provide the foundation for exploring relevant farming topics and give a richer and broader basis for discussion. | David Muehleisen | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | |||||
Steven G. Herman
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Program | FR–SRFreshmen–Senior | 8 | 08 | Day, Evening and Weekend | Su 16 Session II Summer | Summer Ornithology is a three-week bird course taught entirely in the field. We leave campus shortly after our first meeting, travel through some of the finest birding country in Oregon, camp the first night in a remote site about halfway to our target location. The next morning novices are introduced to the business of birding, including use of binoculars and the basics of bird identification. The next afternoon we are in our campsite on Steens Mountain, a 28 mile long fault block that rises to nearly 10,000 feet some 150 miles east and south of Bend. Based there, we study birds the majority of daylight hours for the remainder of the course. Our studies are built around banding birds after we have captured them in mist nets and taken them to a central location for processing. All birds are routinely released within a few minutes of capture. Typically we band between 400 and 500 birds of about 25 species, focusing on aspects of banding protocol including met placement, removing birds from nets, identification, sexing, ageing, and record-keeping. We balance the in-hand work with field observations, and take local field trips to provide instruction in the myriad aspects of natural history and local culture in the High Desert of southeastern Oregon. We focus in particular on the wildlife of Malheur National Wildlife Refuge. This course has been taught for over 30 years; more than 24,000 birds have been banded in that time. The only prerequisites are enthusiasm for studies in natural history and a fascination with wildness in the American West. Entry level students are welcome. Upper Division credit is awarded for Upper Division work. Two links to photo essays describing aspects of the program are here: and a slide show through . | Steven G. Herman | Mon Tue Wed Thu Fri Sat Sun | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer |