2015–16 Undergraduate Index A–Z
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Psychology [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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Susan Cummings
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | S 16Spring | This course is designed to help students examine abnormal and normal behavior and experience along several dimensions. These dimensions include the historical and cultural influences in Western psychology, current views on abnormality and psychological health, cultural differences in the approach and treatment of psychopathology, and the role of healthy habitat in healthy mind. Traditional classification of psychopathology will be studied, including theories around etiology and treatment strategies. Non-traditional approaches will be examined including the role of eco-psychology in abnormal psychology. This course is a core course, required for pursuit of graduate studies in psychology. | Susan Cummings | Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
Janys Murphy
|
Program | FR–SRFreshmen–Senior | 16 | 16 | Day | W 16Winter | In this all-level interdisciplinary program we will explore human development, primarily the theories of adolescence and aging. We will also look at present day development, including the physiology of stress, basic neurobiology, and current research on adolescence and aging. Some guiding questions will be: What is the hero’s journey? What archetypes does the current journey invoke? How do we act as being on the way to being?We will consider concepts from addiction studies, family therapy, interpersonal neuropsychology, psychodrama, as well as ideas from humanistic and existential psychology, and philosophy. Program activities will include reading and discussing theorists such as Daniel Siegel, Joseph Campbell, Carl Rogers, Carl Jung, and Victor Frankl, engaging in small group activities and lectures, and participating in writing, performance, and movement workshops.To support our study of human development we will also engage in the weekly practice of yoga, and the study of yoga philosophy and other mindfulness disciplines. One major project will be to engage in a self-study that includes using media, studying the Enneagram, reading from “The Artists Way,” and conducting qualitative research. A second major project will be to select, research, and practice a specific mindfulness discipline and teach this discipline in a final presentation. Students will write a literature review of a developmental theorist of their choice. | Janys Murphy | Mon Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||
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 | |||||
Mukti Khanna
|
Program | FR–SRFreshmen–Senior | 8 | 08 | Day | Su 16 Session I Summer | This class will focus on both theory and practice in the field of psychology related to counseling for individuals, groups and communities. Students will develop paraprofessional counseling skills based on peer counseling, energy psychology, person- centered expressive arts therapy and intermodal expressive arts therapies.Mindfulness and somatic practices, including qigong and jin shin jyutsu, will be explored in terms of developing presence as a counselor, therapeutic skills, emotional regulation and understanding health from a mind -body perspective in counseling situations.Students will study personality theory to understand the theoretical orientations that support counseling practice from psychodynamic, humanistic and East-West paradigms in psychology.Modes of instructions will include seminars, case studies, counseling labs, workshops, assessments and theoretical projects. | Mukti Khanna | Tue Wed Thu Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
Mukti Khanna
|
Program | JR–SRJunior–Senior | 16 | 16 | Day and Weekend | W 16Winter | This upper-division program will focus on both theory and practice in the field of psychology related to counseling for individuals, groups, and communities. The program will also focus on applications of social justice multicultural counseling work in the mental health field through theoretical readings and case studies.Students will study personality theory to understand the theoretical orientations that support counseling practice from psychodynamic, behavioral, humanistic, and transpersonal paradigms in psychology. Students will develop paraprofessional counseling skills based on peer counseling, energy psychology, and expressive arts therapy models of practice. Mindfulness and somatic practices will be explored in terms of developing presence as a counselor, therapeutic skills, and understanding interpersonal dynamics in counseling situations.Modes of instructions will include seminars, counseling labs, workshops, assessments, and theoretical projects. | Mukti Khanna | Junior JR Senior SR | Winter | Winter | |||||
Janys Murphy
|
Program | FR–SRFreshmen–Senior | 16 | 16 | Day | S 16Spring | In this program, we will explore human development during childhood, adolescence and adulthood, including studying current research on early childhood and aging. Some guiding questions will be: What is development? What arrests development, and more importantly, what repairs it? What is attachment and how does it present itself across the lifespan?We will consider development by exploring concepts from attachment theory, child development theory, existential theory, Jungian analysis, interpersonal neurobiology, and qualitative research. Program activities will include reading and discussing texts from such authors as Erel Shalit, Frances Jensen, Sherry Turkle, Carol Garhart Mooney, and Victor Frankl, engaging in small group activities and lectures, and participating in writing and movement workshops. Students will research and present in groups on a major developmental theorist as a way to integrate historical and current concepts. Students will also participate in a qualitative interview with another person in order to increase observation skills and understanding of developmental milestones.Our study of development will include a consideration of ourselves and our own autobiographical narrative. To support this narrative, we will engage in the weekly body mind practices such as yoga, and complete a self-study project that includes exploring values, personality assessments, media, and art. Throughout the quarter, students will regularly reflect on their own development, and their growing understanding of developmental theory, culminating in a final formal portfolio. | Janys Murphy | Mon Mon Tue Tue Thu Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
Carolyn Prouty, Laura Citrin and Rita Pougiales
Signature Required:
Winter
|
Program | FR–SOFreshmen–Sophomore | 16 | 16 | Day | F 15 Fall | W 16Winter | Bodies are tangible; they have form and substance, a materiality that we can perceive, sense, and touch. Bodies, too, can sense and feel the world they inhabit—the heat of the sun, the pain of a thorn, the coolness of water, the slap of an insult, the jolt from a pleasant surprise. Bodies are organisms that grow, change, and die. It is within these bodies that we experience what we call a And yet, bodies are also signs; like a text, we learn to read (and misread) our body and the bodies of others. The color, size, age, and sex of a body (among other features) are computed to determine meaning and value. Some bodies matter in our cultural, political, historical field more than others; some bodies are prized and imitated. The body, in its psychological, biological, and social realms, will be at the center of our study. We will investigate the knowledge we have created about the body and how that knowledge relates to broader cultural, historical, environmental, and political forces. Our study will integrate current research and scholarship from the fields of psychology, biology, anthropology, feminist epistemology and philosophy, public health, literature, and sociology. We will study introductory anatomy and physiology—the basics of how our bodies work—in order to know something about the physical matter of which our bodies are comprised, and concepts in public health that help us to understand the contexts which determine health and illness. Our work in social psychology will examine the everyday interplay between embodied individuals and the social world in which we live, move, think, emote, and act. Through anthropological, sociological, and feminist lenses, we will examine the history, institutions, and cultural beliefs that shape how and why bodies are judged to be healthy or sick, normal or abnormal, beautiful or ugly, virtuous or deviant, powerful or weak.In this lower-division program for freshmen and sophomores, we will pay special attention to nurturing intellectual skills and sensibilities. In particular, we will help students learn to listen and observe attentively, do close and critical reading with challenging texts, contribute clear and well developed writing, make relevant contributions to seminar discussions, and acquire research and laboratory skills in biology, social psychology, and anthropology. | Carolyn Prouty Laura Citrin Rita Pougiales | Freshmen FR Sophomore SO | Fall | Fall Winter | ||||
Jon Davies
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Course | FR–SRFreshmen–Senior | 4 | 04 | Day | Su 16 Session II Summer | Participants will engage in readings, discussions, written analyses, and workshops that address literary and informational texts for children from birth to age 12. Topics include an examination of picture and chapter books, multicultural literature, literature from a variety of genres, non-fiction texts across a range of subjects, and censorship. This course meets requirements for the Washington State reading endorsement. | Jon Davies | Mon Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
Jamyang Tsultrim
|
Program | FR–SRFreshmen–Senior | 8 | 08 | Evening and Weekend | Su 16 Session I Summer | Can consciousness be studied through trained subjective experience? In the recent decade, methodologies utilizing have evolved as a crucial tool in investigating the nature of consciousness. Exploring and comprehending the nature and function of human consciousness can help us to discover our innate potential at the deepest levels of advanced consciousness. Students in this program will integrate the findings of Western science with Eastern (Buddhist) philosophies of mind, and will engage in contemplative techniques such as systematic training in universal ethics, refined attention, mindfulness, analytical skills, and direct experience. Main areas of inquiry include the nature of mind and its functions, store-house consciousness, grosser and subtler mind, conceptual thought and non-conceptual awareness, attention, emotions and perceptions. | Jamyang Tsultrim | Mon Wed Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
George Freeman
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Program | FR–SRFreshmen–Senior | 8 | 08 | Day | Su 16 Session II Summer | Counseling Methods and Strategies will introduce students to the world of therapeutic skills used in counseling and therapy. Students will develop their active listening skills, group leadership, and explore the counseling theories guiding therapeutic endeavors. Our reading will include personality theory, diagnoses and psychopathology, and ethics. Students will develop through experiential communication skills a range of approaches from behavioral to depth psychology. | George Freeman | Thu Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
Robert Esposito
Signature Required:
Winter
|
Program | FR–SRFreshmen–Senior | 16 | 16 | Day | W 16Winter | This full time program focuses on the creative process through movement, dance, and symbolic color theory. Using the Tantric chakra system as a dynamic map of progressive mind-body development, the syllabus builds on the fall 2015 program, , and leads to the spring 2016 program, . Although designed to interface effectively with these programs, it also stands on its own and new students with prior experience in movement, dance, or visual art are welcome. The program goal is twofold: to refine awareness of the student's educational and life path through performance art, and to facilitate a dynamic interplay of inner connectivity with outer expressiveness through movement to establish and enrich a sense of cooperative community. We'll explore how aesthetic color theories relate to the chakra system as an inspiration, structure, and methodology for creating dance that speaks deeply and eloquently to the human situation. We'll explore questions such as: What is my purpose or path in life? How can we nurture relationships that help achieve common goals through just and sustainable practices? How can we balance intuitive, creative imagination with concrete techniques producing verifiable results? The chakra system will be studied as both a dynamic structure for understanding human consciousness, and as a developmental process that locates, identifies, and provides methods for working with creative blocks. We will demystify chakra work to generate practical movement toward mind-body integration, clarity of intent, and a sense of community. Text and movement seminars explore the history, theory and practice of Tantric and Taoist philosophy, esoteric anatomy, artistic color theories, and dance kinesiology. Activities alternate, overlap, and integrate drawing/painting, selecting or making sound, and progressive classes in dance technique, theory, and composition in an experimental, non-judgmental, and collaborative workshop environment. | Robert Esposito | Mon Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||
Jamyang Tsultrim
|
Course | FR–SRFreshmen–Senior | 4 | 04 | Weekend | W 16Winter | Are destructive emotions innately embedded in human nature? Can they be eradicated? A growing body of Western research has examined these and other questions through the perspectives of Eastern psychology and philosophy which view destructive emotions, perceptions, and behaviors as the primary source of human suffering. To alleviate this suffering, Eastern psychology has developed a rich and varied methodology for recognizing, reducing, transforming, and preventing these destructive forms of mind and emotion. After examining the nature and function of the afflictive mind/emotions, students will choose one emotion to study in-depth and develop effective East/West interventions to transform this emotion/state of mind. | Jamyang Tsultrim | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||
Jamyang Tsultrim
|
Course | FR–SRFreshmen–Senior | 4 | 04 | Weekend | F 15 Fall | In what ways do our positive emotions/perceptions enhance our ability to see reality? Are there effective methods for training the mind to cultivate positive thought/emotions? Students will analyze the nature of constructive emotion/thoughts, their influence on our mental stability and brain physiology, and methodologies for influencing and improving mental development and function. Students will explore the correlation between mental training of the mind and physiological changes in the brain. We will also examine the nature of the genuine happiness from Eastern and Western psychological models of mind/emotion as well as from a traditional epistemological model of cognition based on Indo-Tibetan studies. | Jamyang Tsultrim | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | |||||
Susan Cummings
|
Course | FR–SRFreshmen–Senior | 2 | 02 | Evening | Su 16 Session II Summer | Mind and nature are inseparable. The natural world is not outside of us or separate from us, but it us. Ecopsychology is an exciting emerging perspective that explores the connection between psychological and ecological health. Many of our psychological ills and our addictions are directly related to our lack of awareness and our perceived disconnection from our natural origins. The very destruction of our habitat is an expression of this lack of connection to the ground of our being. There are many emerging approaches to deal with this, such as the greening of playgrounds, nature-based therapy, architecture that aims to connect us with a healthy habitat, and the exploration of our assumptions. We will explore the historical and cultural influences underlying and leading up to this perceived separation from nature, cultural differences in perspectives, assumptions in psychology, the connections between pathology and this perceived separateness from nature, and the role of connectedness with nature in child development. We will also explore the role of innovation, creativity and Active Hope in ecopsychological healing. Students will review the literature, engage in experiential activities and projects, and brainstorm solutions. Depending on the weather, we may spend some time outdoors. | Susan Cummings | Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
George Freeman
|
Program | JR–SRJunior–Senior | 16 | 16 | Day | F 15 Fall | The "emerging self" connotes our continued process of development through the life span. This program explores the concept of the self, a range of developmental theories, and frames the question of "Who am I?" as a therapeutic endeavor. We will use our personal journey of self discovery as one aspect of the emergent self. We will explore both established theoretical models as well as the literature of "self-help" to come to an understanding of the academic as well as the layperson's views of the self. | George Freeman | Mon Tue Wed | Junior JR Senior SR | Fall | Fall | ||||
Stephanie Kozick and Heesoon Jun
|
Program | FR–SRFreshmen–Senior | 16 | 16 | Day | S 16Spring | This program offers a special opportunity for Evergreen students to study the topic of intercultural competence with students from Daejeon University in South Korea. Intercultural competence concerns a set of variables or “ingredients” that make up one’s ability to develop styles and attitudes that lead to successful interactions with persons of diverse backgrounds with respect to values, beliefs, history, and behaviors. These ingredients arise from a number of spheres of influence which we will explore through an integrated study of psychology and human development in two cultures. We will examine societal, institutional (e.g., school systems, religious communities), and familial spheres of influence on the development of self, core values, and beliefs. For example, what cultural beliefs inhibit Korean students from addressing faculty by their first names? How do we increase intercultural competence when cultural beliefs and values contradict each other? The study of cultural competence demands examination of a number of other related topics such as the study of morality, social justice, politics, anti-oppression, cultural identity, body awareness, cognition, social media, and normal vs. abnormal. These related topics will be presented to students in various instructional forms ranging from lectures, workshops, a field trip, seminars, guest speakers, reflective and expressive writing, cross- and mono-cultural small-group discussions, mindful movement, and creative project presentations by intercultural small groups. Consciousness and introspection will be emphasized for students to understand their multiples identities and intersections in order to develop effective inter- and intrapersonal communication. Workshops and other learning activities will facilitate student interaction, taking full advantage of the program’s intercultural learning environment.The goal of this program is to help students mindfully expand their worldviews and identify the kinds or types of ingredients they need to add or subtract to increase their intercultural competence. | Stephanie Kozick Heesoon Jun | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | |||||
Andrew Brabban and Heesoon Jun
Signature Required:
Winter
|
Program | SO–SRSophomore–Senior | 16 | 16 | Day | F 15 Fall | W 16Winter | Human life begins as a combination of the parental genetic material in a single fertilized egg and, through development, it becomes an intricate and reactive organism composed of ten trillion differentiated cells. The nervous system alone contains hundreds of billions of cells, forming trillions of electrical connections and serving as the foundation for an immensely complex consciousness capable of thousands of thoughts and feelings per day. In this two-quarter-long interdisciplinary program, we will examine health and human development from evolutionary, developmental, physiological, integrative (allopathic and complementary), and psychological perspectives.Within the psychological component of our program, students will explore the diagnosis and treatment of mental disorders and essentials of healthy development from a holistic perspective. This will include understanding the interaction between nervous systems and environment and examining Diagnostic Statistical Manual Mental Disorders (DSM) from developmental, sociopolitical, and cultural aspects. We shall also focus on the biochemical, psychosocial, and spiritual aspects of specific conditions (e.g., trauma, the repeated experience of not being good enough, the profound psychological effects resulting from betrayal, etc.) on the development of psyche and its impact on healthy/unhealthy development. The importance of mindfulness for staying healthy will be emphasized and students are encouraged to practice mindfulness daily. Attention will also be paid to the psychopharmacology of legal and illegal drugs. In addition, we will explore multicultural perspectives of health and human development. No one model will prevail over another, but rather an integration of ideas, concepts, and thoughts will be presented. Within the biological component, we will approach the human body from an evolutionary and structural/functional perspective. Starting at a molecular level (genetics, cell structure, biochemistry, and gene regulation) and building through cell processes to organ systems, we will examine the human body as an integrated system that reacts to physiological and environmental factors (diet, stress, disease, and pharmacology).The program activities will provide students an opportunity to work collaboratively. Students will develop critical thinking, quantitative reasoning and writing skills and will learn that human health and development are complex, fluid, and dynamic through workshops, lectures, seminars, guest presentations, laboratory work, and group and individual projects. This is a full-time program and students will be expected to work efficiently for a total of 40 hours each week. | Andrew Brabban Heesoon Jun | Mon Mon Wed Thu Thu | Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||
Janys Murphy and Lynarra Featherly
|
Program | FR–SRFreshmen–Senior | 16 | 16 | Day | F 15 Fall | In this all-level interdisciplinary program in human development and experimental creative writing, we will study the bio- and psychosocial development of the self and explore to what degree our self-conception is structured by internal and external voices. We will employ several modes of theoretical, critical, and creative inquiry and expression, listening for and possibly re-arranging the chorus of voices that constitute the self.How does the “voice” of psychology inform our conception of who we are? How do our relationships with others inform and expand our observational selves? We will consider concepts from attachment theory, interpersonal neuropsychology, infant mental health, as well as humanistic, existential, and feminist theory using a wide range of approaches, from neuroscience to psychoanalytic thought and developmental perspectives. Our readings will include work from Erikson, Siegel, Ainsworth, Bowlby, Adler, Rogers, Horney, Freud, Jung, and Frankl.In our writing and literary work, we will ask how do our own “voices” conceive of who we are? How might we disrupt conventional conceptions of the self? In an attempt to hear ourselves and others speak differently, our (un)creative writing will take up experimental writing procedures, e.g., using source texts as material to manipulate, transform and otherwise “translate” using combinatorial play, re-structuring or de-structuring. Our literary and poetic interlocutors will likely include Kristeva, Barthes, Lacan, Žižek, Charles Bernstein, Lyn Hejinian, M. NourbeSe Philip, Maggie Nelson, Claudia Rankine, and Julie Carr.Throughout the program, we will closely read texts from psychology, literary and critical theory, and experimental and conceptual works of poetry. We will engage these works in seminars, small groups, lectures, and reading sessions. All students will develop qualitative research skills, participate in mindfulness practices, and in writing, performance, and movement workshops. Students will write both academic essays and creative work. In the fall, students will explore the chronology of human development from birth to late childhood. Using the universal language of the child, movement and play, we will work through the transitions of each stage, approaching these through both psychology and literary theory. At the end of fall quarter, students will select a subset of writing produced over the quarter to bring together, rework, and self-publish in individual “chapbooks.” | Janys Murphy Lynarra Featherly | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | |||||
Susan Cummings
|
Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | F 15 Fall | The purpose of this course is to provide an overall view of the emergence of psychology as a field, its historical roots, its evolution within a broader sociocultural context, and philosophical currents running throughout this evolution. Attention will be paid to the interaction of theory development and the social milieu, the cultural biases within theory, and the effect of personal history on theoretical claims. This course is a core course, required for pursuit of graduate studies in psychology. | Susan Cummings | Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||
Carrie M. Margolin
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | Su 16 Session II Summer | This course will focus on milestones of human development from conception through death. We will consider the nature of physical, cognitive, and psychosocial development throughout the lifespan, addressing major theories and current research that explain how and why developmental change occurs. Some practical topics to be explored will include child rearing, learning disorders, adolescent rebellion, adult midlife crisis, and care giving for elderly parents. This course serves as a prerequisite for upper-division work and graduate school admission in psychology, social work, education, and health care. | psychology, social services, health care, education | Carrie M. Margolin | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | |||
Patricia Krafcik, Michael Buse and Carrie M. Margolin
|
Program | FR ONLYFreshmen Only | 16 | 16 | Day | F 15 Fall | W 16Winter | What is creativity? Is there a relationship between states of mind and a fertile imagination? What are the psychological mechanisms involved in the larger action of the human imagination, urging us to explore new avenues, to see what others have not seen, to create what no one has yet created? Many of the world's greatest writers, artists, and thinkers have been known to struggle with conditions classified as abnormal by psychologists. We will explore these conditions and their impact on creativity, searching further for any special links between certain kinds of abnormal psychological conditions and the drive to create. We will also study the normal mind and how it functions in both mundane and creative ways.Our interdisciplinary program is not intended to serve as therapy, but rather is a serious study of psychology, literature, the arts, imagination, and the creative impulse. We will approach our questions through various modes of inquiry. Through an in-depth study of abnormal psychology, we will learn to identify and understand a number of conditions. Many of our readings combine art theory with purely scientific psychological case studies by writers such as Sacks and Ramachandran. We will read several selections of imaginative literature by Gogol, Dostoevsky, Poe, Kafka, Plath, Gilman, and other writers describing abnormal psychological conditions. In addition, we will view and study a number of films which reflect incredible creative potential.We will respond to our readings and films by channeling the imagination with a variety of creative projects. In both quarters of our program, students will discuss assigned readings and films in seminars, engage in active writing exercises, and develop projects designed to explore and stimulate creativity. Assignments will include essays, poster projects, and other creative activities. Students will also work in small groups to make two short films, one each quarter, and will film and edit them on home equipment (cell phones, home camcorders, and home computers). Guest speakers will provide additional workshops and lectures in various artistic modalities. We will take field trips to the Tacoma Art Museum and the Museum of Glass, and our work overall will prepare students to undertake a culminating project in winter term. In all our activities, students will have ample opportunities to explore their own creativity and imagination. | Patricia Krafcik Michael Buse Carrie M. Margolin | Tue Tue Wed Wed Thu Thu | Freshmen FR | Fall | Fall Winter | |||
Marianne Bailey, Marianne Hoepli and Kathleen Eamon
Signature Required:
Winter
|
Program | SO–SRSophomore–Senior | 4, 12, 16 | 04 12 16 | Day | F 15 Fall | W 16Winter | S 16Spring | Our program will explore the productive paradoxes of Germanic sensibilities by working through foundational works in literature, philosophy, psychoanalysis, music, and visual arts from German-speaking thinkers and makers. We will be especially concerned with the unmistakable coexistence of a drive toward order, structure, technology, and systems, with an equally persistent melancholy, deep inwardness, and mysticism. Goethe’s is written in German; so, too, is the Dada The philosophical systems of Kant and Hegel, for example, feed Nietzsche’s critical tongue. Freud and the psychoanalytic tradition name and analyze the chaotic forces of human depths decades after German Romantics intimated and sang praises of that darkness, figuring its caves, jewels, and labyrinths in their poems and paintings. The operatic wave of Wagnerian ritual “Gesamtkunst” (total art) joins, in the German canon, the ethereal choirs of medieval mystic, Hildegard of Bingen, and the perfect symmetry of a piece from Mozart. We will ask what in this dual mentality allowed the rise of fascism, and how the artists and thinkers who opposed it and came of age in its wake were radically changed in their understanding of their language, their work, themselves, and their notions of art and of humanism. In fall and winter quarters, we will work across a long history, drawing from the Medieval and Renaissance eras with the aim of better understanding German Romantic literature, art, and philosophy of the late 18th and 19th centuries, and studying that period in turn so that we can approach works from 20th-century moderns, as well as works by outsider artists found in the fringe galleries and theaters in contemporary Berlin. Language study (beginning and intermediate) will be integral to our work for all students who plan on traveling to Germany in spring quarter. Spring quarter will include further language, philosophical, and cultural study, as well as significant individual project work. Students may elect to travel to Germany for nine weeks of field study, first in Berlin for intensive language and cultural studies, and then on excursions into, for example, Austria, Switzerland, and southwestern Germany during students’ “ (walking time). In Berlin, we will continue our historical trajectory with an emphasis on works of post-modernity and the situation of the contemporary European and world city, studying Berlin’s art, music, drama, and architecture. During the students will pursue their self-designed curriculum incorporating travel and cultural research; a portion of winter quarter will be devoted to developing those projects. Students on campus will engage a version of the all-program syllabus while developing their own individual projects with the support and help of faculty and one another. These students will have their own version of the when they can make field trips of their choosing. These might include touring independent poetry publishers, traveling to a nearby or distant museum or archive important to their research, or wandering the mountains or seashore reading and writing about the German Romantic poets and thinkers like Nietzsche, Novalis, or Hesse. All students will join together at year’s end to present their spring experiences and projects. This program will offer advanced work in the humanities and excellent preparation for graduate work. | Marianne Bailey Marianne Hoepli Kathleen Eamon | Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||
Jamyang Tsultrim and Helena Meyer-Knapp
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Course | FR–SRFreshmen–Senior | 4 | 04 | Weekend | S 16Spring | In complex and sometimes fearsome times, it can be hard to maintain the equanimity to live a life of active wisdom and compassion. This course will teach personal, clinical and social practices derived from Eastern and Western traditions, that support constructive responses to our circumstances. Eastern psychology has developed a rich and varied methodology for recognizing and transforming suffering. In approaching harm at a social level, Western and other traditions of mercy and forgiveness are fruitful and illuminating. Students will have an opportunity both to consider being peaceable as an individual choice, and to consider non-violence as a collective behavior. | Jamyang Tsultrim Helena Meyer-Knapp | Sat Sun | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
Lori Blewett
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Program | FR–SRFreshmen–Senior | 8 | 08 | Weekend | W 16Winter | Whenever we hope to influence fellow citizens, family members, political leaders, or customers, we rely on our understanding of persuasion. Yet constructing a persuasive message is hardly a simple task. Scholars since days of Socrates have debated the most effective and ethical means of persuasion, and researchers in the fields of communication and psychology have spent decades trying to identify how, when, and why some persuasive strategies are more successful than others. Students in this program will draw on readings in classical, contemporary, and critical persuasion theory to investigate a variety of persuasive contexts including: public information campaigns, business marketing, and political discourse. Students will practice constructing persuasive messages in written and oral forms. Special attention will be given to logical argumentation fundamental to persuasion in academic contexts. This program satisfies MIT endorsement requirements in communication. | Lori Blewett | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | |||||
Mark Hurst
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Course | FR–SRFreshmen–Senior | 4 | 04 | Weekend | S 16Spring | After spending years in a World War II concentration camp, Viktor Frankl emerged to develop a psychology of hope and meaning that emphasized what Abraham Maslow later called the human momentum for "self-actualization". More recently, leading scholars have taken these ideas further. Since 1998, "positive" psychology has amassed an understanding of humans at their best. A worldwide collaborative effort now attempts to balance psychology's early focus on psychopathology with empirical science and sound practical strategies that promote wellbeing, quality of life, and resilience. Students will engage in active experiences related to gratitude, hope, savoring, altruism, etc. | Mark Hurst | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
Mark Hurst
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Course | FR–SRFreshmen–Senior | 4 | 04 | Weekend | S 16Spring | After spending years in a World War II concentration camp, Viktor Frankl emerged to develop a psychology of hope and meaning that emphasized what Abraham Maslow later called the human momentum for "self-actualization". More recently, leading scholars have taken these ideas further. Since 1998, "positive" psychology has amassed an understanding of humans at their best. A worldwide collaborative effort now attempts to balance psychology's early focus on psychopathology with empirical science and sound practical strategies that promote wellbeing, quality of life, and resilience. Students will engage in active experiences related to gratitude, hope, savoring, altruism, etc. | Mark Hurst | Sun | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
Mukti Khanna
Signature Required:
Fall
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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 | |||||
Mukti Khanna and Terry Setter
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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 | ||||
Bob Haft and Donald Middendorf
Signature Required:
Winter
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Program | SO–SRSophomore–Senior | 16 | 16 | Day | F 15 Fall | W 16Winter | From the Old Testament to Sigmund Freud, from August Kekulé’s vision of the ouroboros to Salvador Dali’s melting clocks, dreams have been an integral part of both an individual’s well-being and the creative spirit. Dreams have manifested themselves as clues to personal problems, solutions to stubborn intellectual conundrums, and even as works of art. What role do they play in our own inner and outer lives?This two-quarter, interdisciplinary program will provide an opportunity for students who are interested in doing intensive work in the areas of dreams and photography to cultivate awareness of the interplay of inner and outer experience through challenging readings, creative work, and self-reflection. We will examine our beliefs about the nature of reality as manifest in the expressive arts and physical reality from a variety of disciplinary viewpoints including photography, psychology, literature, and biology.During fall quarter, we will study the basics of black-and-white photography as a means of learning how to see and appreciate the world around us. We’ll also learn how we (and others throughout history) have used dreams to “see” our inner world. We’ll use Greek literature to examine the emotional and behavioral interactions that we call “love” and try to understand the concept of “light” from both a physical and philosophical perspective. During winter quarter, we’ll continue and deepen our study and use of photography and dreams and include a study of relevant topics in biology such as neuroplasticity, epigenetics, and the physiology of the eye. We’ll also examine alternative areas of research such as lucid dreaming and paranormal phenomena, as well as the approach of the Surrealists to examining the nature of reality through art and dreams. Students will have the opportunity to give a presentation to their peers using the skills learned during the two quarters.This is an experiential and rigorous full-time program in which students will be expected to participate in all program activities and document 48 hours of program-related work per week. | Bob Haft Donald Middendorf | Sophomore SO Junior JR Senior SR | Fall | Fall Winter | ||||
Laura Citrin
Signature Required:
Spring
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Program | JR–SRJunior–Senior | 16 | 16 | Day | S 16Spring | This program is designed to provide a capstone opportunity for seniors within psychology or closely related social science disciplines (sociology, anthropology) to conduct independent research projects within a supportive intellectual environment of other researchers. Research projects may be inductive or deductive in their approach, and may utilize qualitative or quantitative methodology. Research may be aimed at testing a well-established theory, replicating a study, crafting an elegant psychological experiment, designing and executing a written survey, conducting interviews, or engaging in observational ethnographic research. Students will form research groups within the program based on shared research interests (or methodological interests or theoretical interests). Faculty will provide structured support to these learning communities across all aspects of the research process. Students entering this capstone program should do so with a particular research project in mind, although faculty will work one-on-one with students to help shape the nature of their project in both practical and theoretically meaningful ways.Students will attend the annual meeting of the Western Psychological Association (WPA) in Long Beach, CA, from April 28-May 1, 2016. This field trip will provide direct exposure to researchers in psychology, enabling students to talk with other researchers (many of whom are undergraduate or graduate students), find out about the latest trends in research psychology, and be intellectually stimulated by poster sessions, panel presentations, and talks by well-known scholars in the field.Students who successfully complete this capstone program will have collected, analyzed, and written up their findings by the end of the spring 2016 quarter. This program is timed to correspond with the November 2016 deadline to apply to present research findings at WPA the following spring of 2017. Those who wish to continue their project work past the end of the quarter in order to prepare their work for conference submission or even publication in an academic journal may inquire about developing an Independent Learning Contract with the faculty in the summer of 2016. | Laura Citrin | Tue Wed Fri | Junior JR Senior SR | Spring | Spring | ||||
Carrie M. Margolin
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Program | FR–SRFreshmen–Senior | 16 | 16 | Day | S 16Spring | Students will investigate theories and practices of psychologists to enhance their understanding of counseling, social services, and the science of psychology. We will cover history and systems of psychology. Students will read original source literature from the major divisions of the field, including both classic and contemporary journal articles and books by well-known psychologists. Students will explore careers in psychology and the academic preparations necessary for these career choices. We will cover the typical activities of psychologists who work in academia, schools, counseling and clinical settings, social work agencies, and applied research settings.Among our studies will be ethical quandaries in psychology, including the ethics of human and animal experimentation. Library research skills, in particular the use of PsycInfo and Science and Social Science Citation Indexes, will be emphasized. Students will gain expertise in the technical writing style of the American Psychological Association (APA). The class format will include lectures, guest speakers, workshops, discussions, films, and an optional field trip.There's no better way to explore the range of activities and topics that psychology offers—and to learn of cutting-edge research in the field—than to attend and participate in a convention of psychology professionals and students. To that end, students have the option of attending the annual convention of the Western Psychological Association (WPA), the western regional arm of the APA. This year's convention will be held April 28-May 1, 2016, in Long Beach, California. | psychology, education and social work. | Carrie M. Margolin | Mon Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | |||
Lester Krupp
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Program | SO–SRSophomore–Senior | 8 | 08 | Evening and Weekend | S 16Spring | This program is designed for students who may be interested in pursuing teaching as a career choice. Students will study theories of learning and development, and explore issues of privilege and equity in education today. Students will learn about pathways to teacher certification and about teaching contexts in public schools and in other settings.The class will examine teaching careers from many angles. We will investigate questions such as: How can you become an effective social justice educator? How might you build upon your unique educational history to strengthen yourself as a teacher? Do the creative burdens and opportunities of teaching match up well with your creative impulses? In what teaching context would you have the most to offer? will study the realities of teaching in the current educational climate, whether in public or in private schools. While we will spend most of our efforts on understanding the demands of public school teaching, we will also look at other contexts, such as early childhood, Waldorf, Montessori, and democratic models of education. Students in this program can expect to visit classrooms and/or talk with practicing teachers. We will study models of learning, and students will learn to plan and implement short lessons built upon those models. Students will also study teachers who enact social justice goals in their work. Program activities will include interactive lectures and workshops, seminars, weekly writing, small group investigations, and a long-term project exploring a particular approach to schooling. Participants' work in the program will be assessed through written papers, participation in all activities, projects, and a final portfolio. | Lester Krupp | Wed Sat | Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
Laura Citrin
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Program | FR–SRFreshmen–Senior | 16 | 16 | Day | W 16Winter | Eliot Aronson, , 2012 In this full-time program, we will explore the fundamentals of social psychology, the field that bridges psychology and sociology, to examine how people think, feel, and behave because of the real (or imagined) presence of social others. This program starts with the premise that human beings are inherently beings informed, influenced, and constituted by the social world. Using this perspective as a launching off point, we will investigate everyday life--from the mundane to the extraordinary--as it is lived and experienced by individuals involved in an intricate web of social relationships. This social psychological view of the self explores the ways that individuals are enmeshed and embodied within the social context both in the moment and the long-term, ever constructing who we are, how we present ourselves to the world, and how we are perceived by others. Through lecture, workshop, twice-weekly seminar, film, reading, writing and research assignments, we will cover most of the fundamental topics within the field including: conformity, emotions and sentiments, persuasion and propaganda, obedience to authority, social cognition, stereotyping, prejudice, aggression, pro-social behavior, attraction and desire. We will also learn about and practice social psychological research methods, including systematic observation, online survey, experiment, and interview. A final project will be to conduct research on a social psychological phenomenon of students’ own interest, and to use one’s research findings to create a segment for a podcast in a style similar to NPR’s “This American Life." | Laura Citrin | Tue Wed Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||
Suzanne Simons and Mark Hurst
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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 | |||
Linda Gaffney
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Course | JR–SRJunior–Senior | 4 | 04 | Evening | S 16Spring | What constitutes your community? When you speak about “the community” who is included? In this 4-credit class we will examine social constructs of in-group/out-group, and think deeply about the development of our individual ideas concerning control and belonging. Once defined, who is on the margins, or entirely left out of community? Students will have opportunities to test long-held assumptions about members of the human family who have been impacted by the marginalizing effects of conditions such as homelessness, addiction and incarceration. | Linda Gaffney | Wed | Junior JR Senior SR | Spring | Spring | ||||
Carrie M. Margolin
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Program | FR–SRFreshmen–Senior | 8 | 08 | Day | Su 16 Session I Summer | This course provides a concentrated overview of the statistics and research methodology required for the GRE and prerequisites for graduate schools in psychology, social work, education, and other social sciences. We emphasize hands-on, intuitive knowledge and approach statistics as a language rather than as math alone; thus this course is gentle on "math phobics." No computer skills are required. You will become an informed and savvy consumer of information, from the classroom to the workplace. We will cover descriptive and inferential statistics, research methodology and ethics. | psychology, social services, health care, education | Carrie M. Margolin | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | |||
Lin Nelson
Signature Required:
Winter
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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 | ||||
Susan Cummings
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | W 16Winter | The major personality theorists will be presented sequentially within their cultural and historical contexts. This will provide the students with a broader understanding of the evolution of ideas concerning human nature. Exploration of theories will be limited to those that apply specifically to the practice of counseling. Attention will be paid to the interaction of the individual with the social milieu, the cultural biases within theory, and the effect of personal history on theoretical claims. This course is a core course, required for pursuit of graduate studies in psychology. | Susan Cummings | Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||
Gilda Sheppard and Carl Waluconis
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Program | FR–SRFreshmen–Senior | 8, 16 | 08 16 | Day and Evening | Su 16 Summer | This program will explore the role that movement, visual art, theater, music, and media can play in problem solving and in the resolution of internalized fear, conflicts, or blocks. Through a variety of hands-on activities, field trips, readings, films/video, and guest speakers, students will discover sources of imagery, sound, and movement as tools to awaken their creative problem solving from two perspectives—as creator and viewer. Students interested in human services, social sciences, media, humanities and education will find this course engaging. This course does not require any prerequisite art classes or training. Students may attend either day or evening sessions; first, second or full sessions for 8 or 16 credits accordingly. | Gilda Sheppard Carl Waluconis | Mon Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
Gilda Sheppard and Carl Waluconis
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Program | FR–SRFreshmen–Senior | 8, 16 | 08 16 | Day and Evening | Su 16 Summer | This program will explore the role that movement, visual art, theater, music, and media can play in problem solving and in the resolution of internalized fear, conflicts, or blocks. Through a variety of hands-on activities, field trips, readings, films/video, and guest speakers, students will discover sources of imagery, sound, and movement as tools to awaken their creative problem solving from two perspectives—as creator and viewer. Students interested in human services, social sciences, media, humanities and education will find this course engaging. This course does not require any prerequisite art classes or training. Students may attend either day or evening sessions; first, second or full sessions for 8 or 16 credits accordingly. | Gilda Sheppard Carl Waluconis | Mon Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
DT North
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Course | FR–SRFreshmen–Senior | 2 | 02 | Evening | Su 16 Session I Summer | Work and Disability: Minimizing the Human and Financial Impact of Disability focuses on the interplay of work and disability. How do we balance the needs of people with disability and needs of society? How does our perception of disability shape our reality in dealing with individuals with disability? This course will primarily address the impact of adult onset disabilities such as musculoskeletal injuries, occupational disease and chronic illness. Students will gain an understanding of disability legislature, disability programs, disability rights, psychosocial aspects of disability, and vocational rehabilitation strategies to enhance employment outcomes. | DT North | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer |