2015–16 Undergraduate Index A–Z

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Evening and Weekend Studies

Title	Offering	Standing	Credits	Credits	When	F	W	S	Su	Description	Preparatory	Faculty	Days	Multiple Standings	Start Quarters	Open Quarters
Abnormal Psychology Susan Cummings psychology	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
Academic Writing at Evergreen Emily Lardner writing	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				This writing intensive course has two purposes. The first is to help students develop as academic writers, to engage in writing as intellectual work. We will work on developing "rhetorical reading" skills--noticing not only what something is about, but also how it is put together. Building on common readings, students will write and revise several academic essays. Students with more academic experience will have the option of writing essays in areas related to their academic concentrations. A key element for all students will be engaging in productive revision processes. We will also explore academic writing at Evergreen--in particular, the purpose and practice of Evergreen's Academic Statement. This course can serve as an introduction to academic writing; for more advanced students, it offers the opportunity to develop a stronger practice of revision.		Emily Lardner	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Acting Workshop Mark Harrison theater	Program	FR–SRFreshmen–Senior	8	08	Weekend				Su 16 Session I Summer	In this class, students will develop or improve upon fundamental acting skills, including how to play strong and dynamic action and how to live truthfully in imaginary circumstances. They will learn effective vocabulary and rehearsal techniques, text analysis (ranging from Shakespeare to modern playwrights), and methods for breaking down a scene into units of action. They will work on making the best use of their voice and physical skills in creating a character. Students will choose, rehearse and present a monologue for auditioning and a two- or three-character scene. In addition to five Saturdays, there will be regular rehearsals outside of class and an online component that includes readings, plays and acting texts, as well as critical writing and screening of films and documentaries. Wear comfortable clothes for movement and prepare to explore “play” in every sense of the word.		Mark Harrison	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Afro-Brazilian Dance (A) Janelle Campoverde dance	Course	FR–SRFreshmen–Senior	2	02	Weekend		W 16Winter			Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Afro-Brazilian Dance (A) Janelle Campoverde dance	Course	FR–SRFreshmen–Senior	2	02	Weekend	F 15 Fall				Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Afro-Brazilian Dance (B) Janelle Campoverde dance	Course	FR–SRFreshmen–Senior	2	02	Weekend		W 16Winter			Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Afro-Brazilian Dance (B) Janelle Campoverde dance	Course	FR–SRFreshmen–Senior	2	02	Weekend	F 15 Fall				Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
American Sign Language IV - at SPSCC Raymond Bateh	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				This second-year ASL course will emphasize expressive and receptive skills development and American Sign Language fluency. Focus will be given to correct formation of signs, movement, rhythm and clarity. Idioms and slang will be taught. Prerequisite: ASL I, II, III. Credits awarded will be 4 Evergreen credits.NOTE: Course meets at South Puget Community College, Main Campus, 2011 Mottman Road SW, Olympia, WA 98512, Tuesdays and Thursdays, from 5:30 – 7:45 pm in BLDG 21, Room 286 -- The first class will meet on Tuesday, September 22 (before Evergreen's start date). Students must be registered by 5:00 PM on Thursday September 17th.		Raymond Bateh	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
American Sign Language V - at SPSCC Claudia Foy	Course	FR–SRFreshmen–Senior	4	04	Evening		W 16Winter			This second-year ASL course will continue the development of ASL fluency, emphasizing expressive and receptive skills development. Focus will be given to correct formation of signs, movement, rhythm and clarity. Idioms and slang will be taught, as well as introduction to ASL linguistics. Prerequisite: ASL IV. Credits awarded will be 4 Evergreen credits. NOTE: Course meets at South Puget Community College, Main Campus, 2011 Mottman Road SW, Olympia, WA 98512, Tuesdays and Thursdays, from 5:30 – 7:45 pm in BLDG 23-201		Claudia Foy		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
American Sign Language VI - at SPSCC Claudia Foy	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		This second-year ASL course will continue the development of ASL fluency, including expanded vocabulary, including ASL idioms, increased proficiency in ASL's grammar, linguistics, and non-manual features through intensive conversational and public speaking exercises. Prerequisite: ASL V. Credits awarded will be 4 Evergreen credits. NOTE: Course meets at South Puget Community College, Main Campus, 2011 Mottman Road SW, Olympia, WA 98512, Tuesdays and Thursdays, from 5:30 – 7:45 pm in BLDG 21-286.		Claudia Foy		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
American Ways of Seeing Susan Preciso and Ann Storey American studies art history history literature	Program	FR–SRFreshmen–Senior	8	08	Evening	F 15 Fall				The mid-nineteenth century, often called the “American Renaissance,” was a time when writers and artists made a conscious effort to create a uniquely “American” vision—one that differed from European models. They embraced the challenge of depicting what they viewed as a new utopia--an unspoiled and vast continent. Painters and writers saw themselves as "seers," pushing their work into visionary realms. They drew on American experience and places, like Whitman’s Manhattan and Brooklyn, Thoreau’s Walden Pond and Thomas Cole’s Hudson River Valley. Melville’s stories of whaling and life at sea and the Luminist painters’ visions of sky, light and ocean all helped to shape an “American” identity. We will explore the relationships between the writing and the art and learn how the Transcendentalists in writing and oratory mirrored the Luminists in painting, expressed through a veneration of nature. We will include the experience of women, such as Abby Williams Hill, a notable landscape artist who braved bears, frostbite and a stampeding mule train to paint in the Cascades (while not neglecting her six children and being active in the early childhood education movement). We will ask why this period is still compelling and how this “American” identity continues to resonate in our culture.As part of our study, we will learn formal analysis of text and image and we will also incorporate creative writing—another way to link words with images. Moving from theory to practice, we will create assemblages, such as the Cornell Box, that allow us to express through art what we have learned about American literature and art history. As the Tacoma Art Museum has recently opened its new wing, housing one of the largest collections of art of the American West, we will visit the museum, bringing our practice of formal analysis as a generative lens through which we understand both iconic and new American “ways of seeing.” Credits will be awarded in Art History and American Literature		Susan Preciso Ann Storey	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Anatomy and Physiology I Amanda Kugel biology	Course	FR–SRFreshmen–Senior	6	06	Evening				Su 16 Session I Summer	Anatomy and Physiology is the study of the structure and of the organs and organ systems of a living body. Students will conduct scientific investigations using scientific knowledge and methodology that will enable them to make educated conclusions based on critical thinking and problem solving skills. The areas studied will be an integration of biology and chemistry and will include, but are not limited to: organization of the body, chemical basis for life, cells & tissues, integumentary system, skeletal system, muscular system, nervous system, endocrine system, blood, circulatory system, lymphatic & immune systems, respiratory systems, digestive system & metabolism, urinary system, and reproductive system. An emphasis will be placed on real-world applications, and active-learning exercises will be included along with laboratory experiences. By the end of this course, students will have an even greater appreciation of the complexity and wonder of the human body.		Amanda Kugel	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Anatomy and Physiology II Amanda Kugel biology	Course	FR–SRFreshmen–Senior	6	06	Evening				Su 16 Session II Summer	Anatomy and Physiology is the study of the structure and of the organs and organ systems of a living body. Students will conduct scientific investigations using scientific knowledge and methodology that will enable them to make educated conclusions based on critical thinking and problem solving skills. The areas studied will be an integration of biology and chemistry and will include, but are not limited to: organization of the body, chemical basis for life, cells & tissues, integumentary system, skeletal system, muscular system, nervous system, endocrine system, blood, circulatory system, lymphatic & immune systems, respiratory systems, digestive system & metabolism, urinary system, and reproductive system. An emphasis will be placed on real-world applications, and active-learning exercises will be included along with laboratory experiences. By the end of this course, students will have an even greater appreciation of the complexity and wonder of the human body.		Amanda Kugel	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Art of Helping Mary Dean sociology	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				Doing well while doing good is a challenge. Whereas some kind of help is the kind of help that helps, some kind of help we can do without. Gaining wisdom to know the paths of skillful helping of self and others is the focus of this four-credit course. We will explore knowing who we are, identifying caring as a moral attitude, relating wisely to others, maintaining trust, and working together to make change possible.		Mary Dean	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Art of Mosaic Ann Storey art history visual arts	Program	FR–SRFreshmen–Senior	8	08	Evening			S 16Spring		This interdisciplinary class will explore the art and art history of mosaics An ancient art that combines practicality with beauty, the mosaic medium is currently having a renaissance as contemporary artists explore its emergence as a sustainable medium that often uses recycled materials. It is also a functional art form that is often used in architectural design and in outdoor sites. In studying the history of mosaics, we will concentrate on three eras when mosaic art flourished: the classical, Byzantine and medieval periods; the Arts and Crafts Movement and the Art Nouveau style that grew out of it; and contemporary mosaics. Students will be guided in a process for making both two-dimensional and three-dimensional mosaic artworks and will also have writing projects, research assignments, and workshops to help them to more critically write about and talk about art. Projects ideas will grow out of studying the history of mosaics. Critique/analysis sessions will emphasize using design principles to make more compelling artworks.		Ann Storey	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Astronomy and Cosmologies EJ Zita astronomy history philosophy physics	Program	SO–SRSophomore–Senior	16	16	Evening			S 16Spring		Our goal in this program is to learn beginning to intermediate astronomy through lectures, discussions, interactive workshops, and observation using the naked eye, binoculars, and telescopes. We will learn about the evolution and structure of our universe and its celestial bodies. Students will build and take home astronomical tools such as spectrometers and position finders. Students will also research a topic of interest via observations and reading and share their research with classmates.In our seminars, we will discuss the idea of cosmologies: how people across cultures and throughout history have understood, modeled, and ordered the universe they perceived. We will study creation stories and worldviews, from those of ancient peoples to modern astrophysicists. Students will meet in small teams for pre-seminar discussion and write essays and responses to the readings.Students taking this program must be willing to work in teams and use computers for online assignments. They are invited to help organize an observation field trip to regions with clear skies.		EJ Zita		Sophomore SO Junior JR Senior SR	Spring	Spring
Audio Recording I, II Zenaida Vergara media arts Signature Required: Fall Winter	Course	SO–SRSophomore–Senior	4	04	Evening	F 15 Fall	W 16Winter			This sequence of courses introduces the subject of audio production and its relation to modern media. Fall quarter will focus on analog mixers and magnetic recording with some work in digital editing. Main topics will include field recording, digital audio editing, microphone design and application, analog multi-track recording, and audio console signal flow. Winter continues this work while starting to work with computer-based multitrack production. Additional topics will include acoustics, reverb, and digital effects processing. Students will have weekly reading assignments and weekly lab assignments outside of class time.		Zenaida Vergara	Wed	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
The Authentic Self: Becoming an Instrument of Change Marla Elliott and Marcella Benson-Quaziena communication cultural studies visual arts Signature Required: Spring	Program	JR–SRJunior–Senior	8, 12	08 12	Weekend	F 15 Fall	W 16Winter	S 16Spring		You are the most powerful and versatile tool you have. Do you know who are you and what you stand for? Is that who you want to be? How can you use your presence as an instrument of change? How do you know what you evoke/provoke in others? How do you move in the world with awareness of your authentic self? The ability to communicate and influence is crucial to our effectiveness as we move through many systems. This program is designed for students who want to develop skills of self-knowledge and “use of self” as an instrument of social change. Students will be asked to develop goals for using their learning in their own work or life settings and to examine how we internalize our theories of influence into our stance as agents of change. There will be opportunities to show our individual presence and to experience the impact of that presence on others. Together these art forms facilitate both self-knowledge and social change. By combining theory and practice, students in will develop powerful skills in communications, empathy, and group dynamics. We will use acting to assist us to observe carefully the nature of human feeling and interaction, and to use our observations to create insight in our audiences and ourselves; singing to make art out of breathing, to literally tune ourselves to the subtlest vibrations our bodies are capable of; songwriting to imagine words, rhythm, and melody together and to put forth our imaginations into public space; and human development theory to give us a frame for understanding self in context. We will focus on how we present our authentic selves to the outside world. We will use maskmaking, performance work, and presentation skills to explore exterior expressions of our interior selves. A major focus of this quarter will be to explore how we use ourselves to influence change. We will focus on two person and dyadic systems as we asses ourselves in intimate communities. How do we form and sustain primary relationships? How do we take care of each other? How do we connect in friendships, relationships and colleagueship? At the interpersonal level of system, boundaries are drawn between pairs: individual/individual, individual/subgroup, and individual/group. The goal of work at this level is to clarify the nature of the boundary, to understand the boundary between self and other, to define how often and with whom interaction takes place, and to notice how exchanges of influence and information occur across that boundary. *Spring quarter students taking the program for will engage in an additional 4 credit project related to working with dyadic systems. The project will include a research paper and a creative project using performing, media, and/or visual arts. Possible Texts:Csikszentmihalyi, Mihaly. 1991: HarperCollins; ISBN: 0060920432Gergen, K. (2009) . Oxford University Press, USA. ISBN: 0195305388Smith, Anna Deavere. . 1994: Anchor; ISBN: 0385473761Sotomayor, Sonya. (2013) . Vintage. ISBN: 9780345804839 Credits will be awarded in arts and culture and psychology.The Program will be offered in an Intensive Weekend format.		Marla Elliott Marcella Benson-Quaziena	Sat Sun	Junior JR Senior SR	Fall	Fall Winter Spring
Autobiography Steve Blakeslee literature writing	Program	SO–SRSophomore–Senior	8	08	Evening		W 16Winter	S 16Spring		“All sorrows can be borne,” writes Isak Dinesen, “if you put them in a story, or tell a story about them.” This program will approach autobiography (literally, ‘self-life-writing’) as a powerful way to make sense of human experience, particularly in times, places, and social, political, and personal settings that differ from our own. Our texts will range from classics in the genre, like Angelou’s and McCourt’s , to works of autobiographical fiction by Joyce and Plath, to innovative graphic novels like Marjane Satrapi’s and Craig Thompson’s In seminars, students will delve into the intricate issues of memory, authority, persona, and truth that present themselves to every writer of self-narrative; in “writing marathons” they will learn to write freely and fearlessly about their experiences, thoughts, and emotions. Students will also develop and articulate their new understandings by means of response papers, reflective journals, bibliographic summaries, and related activities. Finally, each quarter students will write substantial memoir-essays of their own, developing their topics and drafts in a supportive group environment.		Steve Blakeslee	Tue Thu	Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Awakening the Leader Within Dariush Khaleghi leadership studies	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		We need a new generation of leaders and game changers. The notion of leadership that once resonated with greatness no longer inspires new dreams, compelling visions, and revolutionary actions. The unethical behavior, self-indulging decisions, and ego-driven conduct of many contemporary leaders have eroded the society’s trust in their corporate, public and political leaders. There is an urgent need for conscious and principled leaders who are driven by a set of universal virtues, a strong moral compass, and a deep desire to serve a global society and a sustainable world. This course teaches students critical concepts and skills to examine their passion and purpose, develop vision, mission, values, and a plan of action to serve their communities. This course provides students with the opportunity to reflect, collaborate, and learn through individual and group activities including self-evaluation, cases, discussions and seminars, and team projects.		Dariush Khaleghi	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Better and Worse: Health and Inequality in the U.S. Nancy Anderson and Wenhong Wang health law and public policy sociology Signature Required: Spring	Program	JR–SRJunior–Senior	8	08	Evening and Weekend		W 16Winter	S 16Spring		As of 2015, one in ten Americans do not have health coverage; American life expectancy, at 79 years old, is four years worse than Italy.What factors are responsible for our state of health and wellbeing, as individuals and societies? How does inequality with respect to socioeconomic status relate to health inequity? What are the additional effects of race and ethnicity? What can we do as individuals, communities, and as a nation to eliminate inequality? Can the Affordable Care Act help us eliminate health inequity? How do we compare with other countries and what can we learn from them? These questions form the central concerns of this 8 credit program. We will be addressing these questions in the larger social context of increasing inequality in the U.S. in the past several decades. Our learning community will work as individuals and in small groups to understand what inequality means and how where we stand socially affects our health in every way, from our circumstances of birth to our life expectancy and mode of death.		Nancy Anderson Wenhong Wang	Sat Sun	Junior JR Senior SR	Winter	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
The Business of Nonprofit Enterprises Rebecca Chamberlain and Thuy Vu business and management communication	Program	FR–SRFreshmen–Senior	8	08	Weekend			S 16Spring		Nonprofit organizations, also known as social enterprises, are the growth engines for building communities and implementing social change. How do nonprofit agencies operate in American society? How do they interact with private and public agencies? What makes a nonprofit business successful, fiscally, socially, and ethically? How do nonprofits cultivate a culture of altruism, enrich communities, promote social services, and develop responsible goals and missions? How do nonprofit leaders use storytelling as a strategic tool to promote their vision, advocate for their mission, build community, and inspire generosity, both within and outside their agencies? How do nonprofits raise funds through grants, fundraising, and responsible business practices? How do nonprofit agencies promote personal, social, and economic sustainability on local and global scales? What can go wrong, and how do nonprofit organizations measure their effectiveness? How are nonprofit agencies working to shape the future of entrepreneurship, social service, human potential, sustainability, and creativity? Participants will address the challenges faced by nonprofits, and work to identify and develop the skills and competencies they need to understand, develop, manage, or operate a sustainable and successful nonprofit businesses. Program topics will focus on developing leadership and public presentation skills, and on identifying how leaders effectively tell stories. We will look at nonprofits that work nationally and internationally, and we will study local nonprofit agencies that are successful in advocating for social, cultural, arts, educational, and environmental programs. Students will have the opportunity to explore the issues, challenges, and opportunities that arise from working with various types of businesses across the boundaries of cultural difference. This program is for students with strong interests in business management, community development, organizational behavior, arts and cultural advocacy, writing and communications. The program is designed to facilitate interactive learning through seminar discussions and workshop activities. Students will develop leadership, writing, storytelling, and communication skills. They will have the opportunity to integrate their learning experience by means of developing business venture proposals or by doing in-service community internship projects.		Rebecca Chamberlain Thuy Vu	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Calculus I, II and III (B) Allen Mauney	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall	W 16Winter	S 16Spring				Allen Mauney		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Caring for a Living Planet Stephen Beck and Karen Hogan biology ecology philosophy	Program	SO–SRSophomore–Senior	12	12	Evening and Weekend	F 15 Fall				Why and how should we care for our planet? Do we have reason to care only about other human beings, or should we care about non-human animals as well? How about other organisms -- or even whole ecosystems? And what about people and other living things in the future? How does knowledge of living things help us to care about them?In this program, we will take as our focus questions about our reasons to protect and preserve life, human and non-human, now and in the future. We will study biology, specifically evolution and ecology, to understand the variety and complexity of life, and we will study philosophical ethics, specifically environmental ethics, to understand our ethical place in the world. This program will help students to widen their understanding of the world and their place within it.		Stephen Beck Karen Hogan	Mon Mon Wed Wed Sat Sat Sat Sat Sat	Sophomore SO Junior JR Senior SR	Fall	Fall
Ceramics: Expressive Portraits Aisha Harrison visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Session I Summer	In this all-levels course, we will work on capturing an expression/presence with a portrait bust. Our goal will be to make a fairly realistic bust using photographs or a mirror as a basis for the sculpture. With a variety of helpful three dimensional aides, handouts, and demos, students will learn the planes of the face, the basic anatomy of the head and neck, and will work to sculpt the features to give the bust a sense of presence. We will use a basic solid building construction method utilizing a steel pipe armature. We will consider textural, fired, and cold surface treatments to finish the pieces.		Aisha Harrison	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Ceramics: Form and Function Aisha Harrison aesthetics visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening		W 16Winter			In this class students will explore the sculptural and design potential of functional ceramic forms. Topics discussed will include elements of design, historical and cultural significances of functional forms, and integration of surface and form. Techniques will include wheel throwing, alteration of thrown forms, piecing parts to make complex or larger forms, and creating hand-built accoutrements.		Aisha Harrison	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Ceramics: Foundational Skills Aisha Harrison visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				This is an introductory studio course in forming processes and surface options in ceramics. Students will learn the hand-building techniques of pinching, coil-building, slab-building, extruding, and get an introduction to wheel-throwing. Surfaces will include terra sigillata, stains, slips and low-fire glazes. We will also cover common ceramic terminology, materials, and firing techniques.		Aisha Harrison	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Ceramics: Sculpting the Human Form Aisha Harrison visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		In this class students will sharpen their observation skills by rendering the human form using a live model. Topics discussed will include the ethics of using the human form in art, determining if a figure is needed in a work, and the implications of using a partial or whole body. Skills covered include construction of armatures, sculpting around an armature with solid clay, hollowing and reconstruction, and techniques for sculpting problematic areas like heads, hands, and feet. A variety of surface options will also be covered including fired and room temperature glaze.		Aisha Harrison	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
China and Japan: Traditional and Contemporary “Silk Roads” Hirsh Diamant and Tomoko Hirai Ulmer classics communication consciousness studies cultural studies education geography history international studies language studies philosophy	Program	FR–SRFreshmen–Senior	8	08	Weekend			S 16Spring		This program will introduce the history, culture and philosophy of China and Japan. We will use the theme of Silk Roads in our examination of China as the heart of Asian civilization and Japan as a constant presence at the eastern end of the routes. We will examine Asian philosophies including Daoism, Confucianism, Buddhism and Shintoism. We will learn the ideographic languages and their embedded worldview and sensitivities as expressed in poetry and literature; and we will envision contemporary and future Silk Roads with new trends, aspirations, and beliefs. Our inquiry into Chinese and Japanese history will focus on periods in which foreign influences were most influential, for example the time when Buddhism, along with tea, traveled on Silk Roads. Another transformation occurred in the 20 century, with devastating conflicts of WWII. Most of today’s complex political issues between China and Japan stem from this war. For centuries China has played, and is continuing to play, a central role in Asia. Japan embraced Chinese culture while modifying it to fit Japan’s political and cultural climate and needs. Japanese language, architecture, literature and art are steeped in Chinese influences. Japan is also a repository of both tangible and intangible Chinese culture that has disappeared from China itself. Treasures from the Silk Road and Tang Dynasty dance and music from the 8 century still survive in Japan. Such heritage has, in turn, helped produce a present day cultural renaissance in China. Much scholarship about China has been continually flourishing in Japan and the contemporary pan-Asian culture is developing beyond national borders. Program activities will include field trips to the Chinese and Japanese gardens in Portland, Oregon; calligraphy demonstrations and workshops; and learning about Chinese tea culture and Japanese tea ceremony.		Hirsh Diamant Tomoko Hirai Ulmer	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Chinese, Beginning I, II, III Lin Crowley cultural studies history language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall	W 16Winter	S 16Spring		This introductory Chinese course will emphasize the standard Chinese pronunciation and the building of useful vocabularies. Students with no or little prior experience will learn Chinese pinyin system and modern Mandarin Chinese through interactive practice and continuous small group activities. Learning activities may also include speaker presentations and field trips. Chinese history and culture will be included as it relates to each language lesson.Students enrolling in this course may also use this as a prerequisite for a Chinese study abroad program. If you are interested in traveling to China in the summer, please be sure to contact the faculty for more information.		Lin Crowley	Tue Thu	Freshmen FR Sophomore SO 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
Computers and Cognition Ab Van Etten computer science consciousness studies	Program	FR–SRFreshmen–Senior	8	08	Evening			S 16Spring				Ab Van Etten	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Concert Band- at SPSCC TBA music	Course	FR–SRFreshmen–Senior	2	02	Evening	F 15 Fall				Students in this course will perform a variety of band literature from classic Sousa marches to modern compositions. It is open to all students with proficiency on woodwind brass and percussion instruments. Previous band experience recommended.This class meets at South Puget Sound Community College, 2011 Mottman Road, SW, Olympia, WA 98512, Building 21, room 253.		TBA	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Concert Band- at SPSCC Scott Pierson music	Course	FR–SRFreshmen–Senior	2	02	Evening		W 16Winter			Students in this course will perform a variety of band literature from classic Sousa marches to modern compositions. It is open to all students with proficiency on woodwind brass and percussion instruments. Previous band experience recommended.		Scott Pierson		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Consciousness: Eastern Philosophy of Mind and Contemplative Practices Jamyang Tsultrim consciousness studies psychology religious studies	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
Core Ballet Jehrin Alexandria dance	Course	FR–SRFreshmen–Senior	2	02	Evening				Su 16 Session I Summer	In this course, students will be learning the basic steps and terminology of Classical Ballet. In addition they will learn a series of exercises that help strengthen and develop their core muscular system. This course is excellent for those who want to increase their flexibility and overall coordination as well as work on their ability to focus and experience a greater self awareness via movement. Basic dance attire is required.		Jehrin Alexandria	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Core Ballet B Jehrin Alexandria	Course	FR–SRFreshmen–Senior	2	02	Evening			S 16Spring				Jehrin Alexandria	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Core Ballet B Jehrin Alexandria	Course	FR–SRFreshmen–Senior	2	02	Evening	F 15 Fall						Jehrin Alexandria	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Cornerstone: Foundations for Success Lester Krupp education writing	Course	FR–JRFreshmen–Junior	4	04	Evening			S 16Spring		What do you hope to gain from being in college? What will it take for you to succeed here? This 4-credit class is an opportunity for beginning and returning students to think deeply about their education, to develop skills that contribute to college success, and to chart a path toward career goals and life-long learning. We will begin by investigating the history and function of the Liberal Arts in society, with special attention given to the Five Foci of an Evergreen Education (Interdisciplinary Study, Collaborative Learning, Learning Across Significant Differences, Personal Engagement, and Linking Theory with Practice). In the process of our investigation, students will work to strengthen their academic reading, writing, note-taking, speaking, and critical reasoning skills. Students will identify areas of particular academic interest and need, and they’ll develop strategies to meet those learning goals in the future.		Lester Krupp	Wed Thu	Freshmen FR Sophomore SO Junior JR	Spring	Spring
Cornerstone: Foundations for Success Lori Blewett cultural studies education writing	Course	FR–JRFreshmen–Junior	4	04	Evening		W 16Winter			For new and returning students, this class is designed to help develop the knowledge, skills and confidence to be successful in your college experience. There are many kinds of academic learning and many ways of knowing. Students will have to make sense of lectures, discussions, literature, and research, all of which involve different approaches to learning. This course is designed to help you discover a pathway toward reading, writing and discussing critical issues relevant to your complex worlds. Students will examine how to increase their understanding and knowledge in relation to Evergreen's Five Foci (Interdisciplinary Study, Collaborative Learning, Learning Across Significant Differences, Personal Engagement, and Linking Theory with Practical Applications) as well as charting a course for a liberal arts degree that links career goals with lifelong learning.		Lori Blewett	Tue	Freshmen FR Sophomore SO Junior JR	Winter	Winter
Cornerstone: Foundations for Success Lester Krupp education writing	Course	FR–JRFreshmen–Junior	4	04	Evening	F 15 Fall						Lester Krupp	Thu	Freshmen FR Sophomore SO Junior JR	Fall	Fall
Creative Writing Workshop Nancy Parkes communication writing	Program	SO–SRSophomore–Senior	8	08	Evening			S 16Spring		Creative Writing Workshop is designed for students interested in gaining or building on a foundation in fiction or creative non-fiction writing. Through our writing, reading and review of film as a medium, we will examine and practice the craft of creating rich characters, vibrant scenes, and crisp dialogue. Through our reading and critique work, we will build “tool kits” of literary writing and reading techniques. Students will produce one memoir-based piece; a short story, novel chapter, or journalistic piece; and a “student choice” writing block (two major pieces—both drafted and extensively revised). We will concentrate on the artistic and process of draft, and the craft of revision. Students should also expect to spend time outside class critiquing peer work. While the focus of the program is creative writing, this class will help students to learn storytelling techniques useful in non-profit, business, and other professional settings.Texts and Assigned Writing:Writing Fiction: The Practical Guide from New York’s Acclaimed Writing School (Gotham Writer’s Workshop)Gotham Writer’s Workshop Fiction Gallery: Exceptional StoriesSelf Editing For Fiction Writers , Browne and KingNovel selected by individual student writing groupsProvided online: Custom collection of short stories and poems		Nancy Parkes	Mon Mon Mon Wed Wed Wed	Sophomore SO Junior JR Senior SR	Spring	Spring
Critical Reasoning Stephen Beck	Course	FR–SRFreshmen–Senior	4	04	Evening		W 16Winter			In this intensive writing course, students will learn how to critically evaluate persuasive writing as well as how to write well-reasoned, persuasive writing of their own. Students will study informal reasoning and develop their own abilities to give good reasons in writing for their own views. Students will develop their reasoning and writing skills through sustained engagement with a particular theme. This quarter's theme will be the role of reasoned argument in a pluralistic society.		Stephen Beck	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Cultural Sovereignty: Indigenous Peoples' Cultural and Heritage Governance Issues Erin Genia	Course	JR–GRJunior–Graduate	2	02	Evening and Weekend				Su 16 Session II Summer	This course will examine the landscape and language of Indigenous peoples’ heritage and cultural resources in a changing environment. With a focus on protection, preservation, restoration and revitalization of Indigenous peoples’ cultures, the course will deliver an overview of legal structures at the federal level, including NAGPRA and the Indian Arts and Crafts Act, as well as tribal, state, local government and international governance mechanisms. Students will consider the ongoing work of tribal museums and heritage departments, and Native arts and culture organizations on tribal cultural sovereignty, and will investigate efforts for repatriation, protection of sacred sites, intellectual property and more.		Erin Genia	Fri Sat Sun		Summer	Summer
Dances with Stars: A Fusion of Poetry and Science Suzanne Simons aesthetics education literature writing	Program	SO–SRSophomore–Senior	8	08	Weekend			S 16Spring		Science and poetry are equally informative guides to knowledge and enlightenment, their fusion a natural consequence of the quest to make the unknown known, argue authors Erin Colfax and Nancy Gorrell in In this program, we will explore literary patterns and pedagogical practices for connecting poetry and science. For our framework, we will use the four elements of air, fire, water, and earth. Central questions include what is the relationship between poetry and science? How can poetry heighten understanding of and interest in science, and vice versa? How can scientific and mathematical concepts be applied to writing poetry? In what ways do poetry and science bring form to chaos, helping us make sense of our lives and the world? How can science poetry be woven into K-12 curricula? Our exploration of poetry will include writing in formal patterns, such as haiku, couplets, tercets, ballad stanza, villanelle and sestina. We will compare these forms to free verse through our own writing and collections of science poetry. Activities may include community poetry/spoken word events, exploring Evergreen's Natural History Collection, birding field trip, and participating at Evergreen's Science Carnival by teaching science poetry workshops to K-12 students.Credits will be awarded in poetry and science education.		Suzanne Simons	Sat	Sophomore SO Junior JR Senior SR	Spring	Spring
Drawing: Foundations Aisha Harrison visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		This course is an introduction to principles and techniques in drawing. Emphasis will be on learning to draw what you see through close observation. Students will be introduced to a variety of drawing materials and techniques as well as proportion, sighting, perspective, value and composition. Students will develop a context for their work through readings and research projects about influential artists. Students will be required to keep a sketchbook throughout the quarter and complete drawing assignments outside of studio time. A final portfolio of completed assignments will be due at the end of the quarter.		Aisha Harrison	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Drawing: Foundations Aisha Harrison visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				This course is an introduction to principles and techniques in drawing. Emphasis will be on learning to draw what you see through close observation. Students will be introduced to a variety of drawing materials and techniques as well as proportion, sighting, perspective, value and composition. Students will develop a context for their work through readings and research projects about influential artists. Students will be required to keep a sketchbook throughout the quarter and complete drawing assignments outside of studio time. A final portfolio of completed assignments will be due at the end of the quarter.		Aisha Harrison	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Drawing: The Human Form Aisha Harrison visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening		W 16Winter			This course will focus on accurately rendering the human form through close observation of a live model. During this course we will start by translating what we see onto paper, and progress to using the figure to communicate content. We will deepen our understanding of what we are drawing by developing an understanding of how basic anatomy affects the shape of the body. Students will be required to keep a sketchbook throughout the quarter and complete drawing assignments outside of studio time. A final portfolio of completed assignments will be due at the end of the quarter.		Aisha Harrison	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
EastWest Psychology: Destructive Mind/Emotion Jamyang Tsultrim consciousness studies philosophy psychology	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
EastWest Psychology: Positive Mind/Emotion Jamyang Tsultrim consciousness studies physiology psychology	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
Ecopsychology Susan Cummings psychology	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
E-government Larry Dzieza	Course	JR–GRJunior–Graduate	2	02	Evening and Weekend				Su 16 Session I Summer	This 2 credit course explores contemporary practices, challenges, and opportunities at the intersection of information technology, public administration and democratic governance. Information technology is increasingly "how organizations get things done" but using IT effectively has special challenges in the public sector. The course seeks to ground discussions in current IT theories and explore evidence of their application through readings and presentations from practitioners in public sector IT. We will explore ways in which data and information technologies have become a key driver in the delivery of services and in some cases have become the service itself.		Larry Dzieza	Fri Sat Sun		Summer	Summer
Employment Law Natividad Valdez and Theresa Aragon business and management	Course	SO–SRSophomore–Senior	4	04	Evening and Weekend	F 15 Fall				The course will review the major employment laws, including those dealing with discrimination, sexual harassment, disability, family leave, wage standards, and the Employee Retirement Income Security Act as well as and the Consolidated Omnibus Budget Reconciliation Act (COBRA). Students will learn how to apply these major laws to 'real-work' situations and will have a very good understanding of the major provisions.		Natividad Valdez Theresa Aragon	Tue Tue Sat Sat Sun	Sophomore SO Junior JR Senior SR	Fall	Fall
Energy Policy Analysis Laurance Geri	Course	JR–GRJunior–Graduate	4	04	Weekend				Su 16 Session I Summer	How do we transform the energy systems of the U.S. and the world to provide us with the energy we need, in an environmentally sustainable way? The threat from climate change has made the search for answers to this question vital to our collective future. This course will examine how public policy in the energy sector is crafted in the U.S. and other countries, with a focus on how analysis can clarify the scenarios available to us, and their potential consequences. We will also examine the many dimensions of energy, including sources, technologies, the operation of energy markets, and the economic, social, national security and environmental implications of energy use.		Laurance Geri	Sat Sun		Summer	Summer
Engaging with the Endangered Northwest Rebecca Chamberlain and Nancy Parkes Native American studies communication cultural studies ecology environmental studies literature natural history sustainability studies writing	Program	FR–SRFreshmen–Senior	8	08	Evening and Weekend	F 15 Fall	W 16Winter			The Pacific Northwest is home to pressing environmental issues, including coal and oil exports, loss of habitat, water quality, fisheries, and effects of global warming. The coal industry wants to use Northwest ports for shipping to Asia, which could result in 100 million tons of coal being shipped through the region by rail. A dozen oil pipelines are proposed, and trains carrying oil have derailed in other regions. Will these projects, as opponents contend, endanger both Northwest peoples and the environment? Or as proponents--including many labor unions--argue, would they bring critical jobs to economically dislocated and disadvantaged areas? What entities have the power to decide whether these projects will be built? What methods can be used to get clear information to those who are affected? What are the human health and environmental risks from coal dust, train wrecks, and potential oil spills? How do citizens become engaged? What is the role of indigenous communities? What are the roles of advocates, allies, and supporters--on both sides--and how do these positions grow out of environmental and other histories?In engaging with these issues, we will ask, how do we speak meaningfully about our relationship to the natural world? We will learn how stories and ethnography empower individuals and communities to understand their connection to place. Through a practice of writing, and study of both eco-criticism and natural history literature, we will examine concepts and values around wilderness and the human connection to the natural world. We will consider the traditional division between labor and environmental interests, its roots, and whether these two groups may be able to foster collaborations that address both jobs and environmental protection. Our work will include analysis of disparate views and values, and common ground among environmental groups, tribes,		Rebecca Chamberlain Nancy Parkes	Mon Mon Wed Wed Sat Sun Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Enhanced Grantwriting and Fundraising: Ideas to Realities Don Chalmers writing	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Session I Summer	This course helps students understand and appreciate United States philanthropy, especially non-profit organizations and what they must do to seek and secure outside funding. We'll define and discuss key components of developmental readiness like board development and strategic planning that funders view as important to organizational sustainability. We'll learn how to research funding sources. A primary focus of the course is grant writing, specifically how to prepare a competitive grant application to a corporate, foundation or federal source. The course also shares keys to successful grant administration and other resource development activities. These activities include annual funds, special events, contracting, planned giving, in-kind contributions and more. Join us this summer to learn ways to convert your ideas to realities!		Don Chalmers	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
The Evergreen Singers Marla Elliott music	Course	FR–SRFreshmen–Senior	2	02	Evening	F 15 Fall				No auditions are needed for this continuing singing ensemble. We learn the basics of good voice production and master songs from a wide range of musical idioms. Members of the Evergreen Singers should be able to carry a tune, learn their parts, and sing their parts with their section. This class requires excellent attendance and basic musicianship skills. Credit will be awarded in Chorus.		Marla Elliott	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
The Evergreen Singers Marla Elliott music	Course	FR–SRFreshmen–Senior	2	02	Evening			S 16Spring		No auditions are needed for this continuing singing ensemble. We learn the basics of good voice production and master songs from a wide range of musical idioms. Members of the Evergreen Singers should be able to carry a tune, learn their parts, and sing their parts with their section. This class requires excellent attendance and basic musicianship skills. Credit will be awarded in Chorus.		Marla Elliott	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
The Evergreen Singers Marla Elliott music	Course	FR–SRFreshmen–Senior	2	02	Evening		W 16Winter			No auditions are needed for this continuing singing ensemble. We learn the basics of good voice production and master songs from a wide range of musical idioms. Members of the Evergreen Singers should be able to carry a tune, learn their parts, and sing their parts with their section. This class requires excellent attendance and basic musicianship skills. Credit will be awarded in Chorus.		Marla Elliott	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Evil in the Modern World Stephen Beck and Thomas Rainey history literature philosophy	Program	SO–SRSophomore–Senior	8	08	Evening and Weekend			S 16Spring		How are we to understand the atrocities that human beings visit upon each other? Are they to be seen as upwellings of Evil in the human spirit? Or have we moved beyond the need to understand human actions by appeal to "evil"? Once God became a problem and not a given for people, the nature and the existence of evil similarly became a problem. We will read closely works by Dostoevski, Nietzsche, Arendt, Camus, and other incisive observers of the human condition from the 19th and 20th centuries.		Stephen Beck Thomas Rainey	Mon Mon Wed Wed	Sophomore SO Junior JR Senior SR	Spring	Spring
Experimental Watercolor Jill Sattler	Course	FR–SRFreshmen–Senior	2	02	Evening				Su 16 Session II Summer	Experimental Watercolor embraces the concept of play and builds upon basic watercolor skills to extend a student’s technical and conceptual range. Students will explore, through various application techniques and personal experimentation, to find a rhythm within their work and technical skill. This will be done by looking at the different spaces we traverse and examining the objects within that space. We will be looking at authors who speak about objects and how our perception of things reveals how we are oriented toward the world.Students are expected to show personal growth and development in their skills and aesthetic awareness.Class time will be used to experiment with various forms of watercolor and ways to manipulate the water to the artist's advantage.Group critique follows each project. The conversation can show the artist what is working within the creative process and which areas can be improved. Students will learn to form critical comments, make observations, form respectful opinions and listen with intent to feedback about the “work” and not about the artist.		Jill Sattler	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Film and Gender Elizabeth Williamson cultural studies gender and women's studies media studies queer studies	Course	FR–SRFreshmen–Senior	4	04	Weekend				Su 16 Session II Summer	This course examines film through the lens of gender studies. Both film studies and gender studies will be covered at an introductory level, with additional support and opportunities provided to students with previous experience. We will focus primarily on female-identified performers, producers, and directors, but we will address their work through an intersectional lens, with attention paid to elements of race and sexuality, as well as to non-binary gender identities. There will be one screening with lecture every week; students will watch additional films at home and post weekly screening reports. More advanced students may pursue a research or screenwriting project in lieu of weekly reports.		Elizabeth Williamson	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Forbidden Knowledge Susan Preciso and Mark Harrison cultural studies literature media studies theater visual arts	Program	FR–SRFreshmen–Senior	8	08	Evening and Weekend		W 16Winter	S 16Spring		Across time and cultures, humankind has struggled with taboos that obstruct the pursuit of knowledge deemed inappropriate or dangerous, but what is “forbidden” intrigues us all. In this humanities program, we will explore the ways that forbidden knowledge inspired artists throughout the ages. We will ask how the forbidden differs in the mythology of one culture to another. We will study some great works of art that have been inspired by forbidden knowledge. While powerful people and institutions have often dictated what is acceptable for us to know, the arts, literature, and mythology have been the chief mechanisms through which we have been able to explain or justify this fundamental human conflict. For example, in the creation stories of Genesis and Milton’s we encounter one of western culture’s most enduring mythic structures. and Mary Shelley's speak to a more modern dilemma about acquisition and use of knowledge.In this two quarter program we will explore this complex subject through visual art, music, poetry, film, theatre and literature. Roger Shattuck’s will provide one analysis of the stories, but we’ll read other critical approaches as well. During Winter quarter we will concentrate on the classical past; our readings will include Genesis, and In the Spring, we will turn our attention to the modern age. Our readings will include Christina Rossetti's , A.S. Byatt's , Tony Kushner's and Alan Ginsberg's . Students will be expected to read critically and well, take excellent reading notes, and write occasional critical essays on assigned topics. They will participate in seminar, lecture, workshop, and a possible field trip. This immersion in the humanities is especially suited for those students planning to teach in areas of literature or the arts. It is also for students who are curious about the ways in which artists and writers working in different genres push us to understand the world and our place in it.Credits will be awarded in literature and cultural studies.		Susan Preciso Mark Harrison	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter Spring
French - First Year I, II, III Judith Gabriele language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall	W 16Winter	S 16Spring		This year-long sequence of courses in French emphasizes mastery of basic skills through a solid study of grammatical structures and focus on interactive oral activities. Classes use immersion style learning and students are surrounded by authentic French from the start. Student work encompasses all four language skills: listening, speaking, reading and writing. They will develop accurate pronunciation, build a useful vocabulary, work regularly in small groups and learn conversational skills. Classes are lively and fast-paced with a wide variety of creative, fun activities including music, poetry, videos, role-play, and web sites. Winter quarter themes focus on regional French traditions, cuisine, fables and poetry. Spring quarter themes focus on development of reading skills through tales, legends and viewing Francophone films from the Francophone world alongside grammatical study. Through aloud reading and discussions in French, students will acquire vocabulary proficiency, accurate pronunciation, fluidity, and dialogues. Throughout the year, students use the Language Laboratory to accelerate their skills.		Judith Gabriele	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
French - Second Year I, II, III Judith Gabriele language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall	W 16Winter	S 16Spring		This year-long course is designed for those who are in between Beginning and Intermediate Level, but beyond basic Beginner level. It is targeted to bring student skills up with overview and review of first year structures moving quickly to more advanced grammar. Classes will be conducted entirely in French. Students need to have a working knowledge of basic structures, particularly present and past tenses. The primary objectives are communicative interactions in French, alongside enhanced development of grammatical proficiency. Students will practice all four language skills: listening, speaking, reading and writing. They will learn not only to express themselves in French, but to understand written and spoken French and discover much they didn't know about themselves. Fall quarter Students will develop reading skills through short stories and poetry. Winter quarter themes will include theater scenes, role-play and work with films. Spring quarter students will read a short novel and work with its companion film. Throughout the year, students use the Language Laboratory to accelerate their skills.		Judith Gabriele	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Fundamentals of Plant Biology Karen Hogan biology botany ecology	Program	FR–SRFreshmen–Senior	12	12	Evening and Weekend		W 16Winter	S 16Spring		Virtually all life on Earth that most of us will ever see is made possible by plants. This program will provide a foundation to understand what plants do and how they do it. Winter quarter will focus on plant structure and function — how plants acquire resources, grow and develop, and respond to the physical environment. Spring quarter will focus on plants at ecological level, including population dynamics, interactions between plants and other species, and the role of plants in the global ecosystem. While we will take a scientific approach to the study of plants, this program is intended to be accessible to non-scientists and does not assume a strong background in the sciences. Learning experiences will include lectures, workshops, seminars, frequent short quizzes, a midterm and a final exam, and some outdoor activity (mostly in spring). Each quarter, students will keep a field journal and write two iterations of a research paper based on their developing understanding of plant biology. This class is not intended to enable students to identify every plant they see, but we will spend some time in spring on basic principles of taxonomy and plant identification using dichotomous keys.Winter quarter will focus particularly on plant structure and function. Spring quarter will be more concerned with topics in ecology and evolution.		Karen Hogan	Mon Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter Spring
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
General Chemistry III with Lab- at SPSCC Charles Kramer	Course	FR–SRFreshmen–Senior	5	5	Evening			S 16Spring		This is the third quarter of a general chemistry sequence for designed for students interested in engineering, biological science, physical science, pre-med, pre-dental, and math fields. Topics covered include acids and bases, solubility and complex ion equilibria, thermodynamics - entropy, reduction-oxidation reactions and electrochemistry and nuclear reactions and issues. This course stresses problem solving and critical thinking. We will meet for 4 hours lecture and 3 hours lab per week. NOTE: 2011 Mottman Road, SW, Olympia, WA 98512, in Building 35, Room 251, Tuesday and Thursday evenings from 6:00 to 9:20 p.m. BOOKS: If a text is required students will need to purchase texts for this course from the SPSCC bookstore. The book list can be found on the SPSCC bookstore website under the course Chem&163.		Charles Kramer	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
German, Beginning I, II, III Marianne Hoepli	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall	W 16Winter	S 16Spring				Marianne Hoepli	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Global Realities, Local Consequences: Making Social Welfare Socially Just Cynthia Sousa	Course	JR–GRJunior–Graduate	4	04	Evening and Weekend				Su 16 Session II Summer	Political and historical forces fundamentally shape the contexts of social welfare. Why, for instance, do some societies insist on a social welfare program that is universal and state-controlled, and others permit a patchwork system that relies heavily on the private sector? What role do values and ethics play into these decisions? How are trajectories of social welfare influenced by global political tendencies? In this course we will use a worldview that integrates the global with the local as we critically analyze trends and issues related to health and social welfare. In addition to gaining a comparative perspective on social welfare regimes around the world, we will examine the varied effects of globalization, along with how both public and non-profit agencies might envision and develop socially just solutions to problems that cross borders. We will also work together to consider ways of modes of practice that challenge professional imperialism and instead encourage a deep sense of partnership with those we serve.		Cynthia Sousa	Fri Sat Sun		Summer	Summer
Grammar in Context Emily Lardner education writing	Course	FR–SRFreshmen–Senior	4	04	Weekend				Su 16 Session I Summer			Emily Lardner	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Grammar in Context Emily Lardner	Course	FR–SRFreshmen–Senior	4	04	Evening		W 16Winter					Emily Lardner	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Grant Writing and Fundraising: Ideas to Realities Don Chalmers writing	Course	FR–SRFreshmen–Senior	2	02	Weekend			S 16Spring		This course will introduce students to the fundamentals of grant writing and fund raising. After an orientation to contemporary philanthropy and trends, students will learn how to increase the capacity of an organization to be competitive for grants and other donations. We will share ways to plan realistic projects, identify promising funding sources and write clear and compelling components of a grant, based either on guidelines for an actual funder or a generic one. Working individually or in small groups, students will develop their project idea, outline the main components of a grant and prepare a brief common application.	Non-profit grantwriting and fundraising; government resource development.	Don Chalmers	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Grant Writing and Fundraising: Ideas to Realities Don Chalmers writing	Course	FR–SRFreshmen–Senior	2	02	Weekend	F 15 Fall				This course will introduce students to the fundamentals of grant writing and fund raising. After an orientation to contemporary philanthropy and trends, students will learn how to increase the capacity of an organization to be competitive for grants and other donations. We will share ways to plan realistic projects, identify promising funding sources and write clear and compelling components of a grant, based either on guidelines for an actual funder or a generic one. Working individually or in small groups, students will develop their project idea, outline the main components of a grant and prepare a brief common application.	Non-profit grantwriting and fundraising; government resource development.	Don Chalmers	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Grant Writing and Fundraising: Ideas to Realities Don Chalmers writing	Course	FR–SRFreshmen–Senior	2	02	Weekend		W 16Winter			This course will introduce students to the fundamentals of grant writing and fund raising. After an orientation to contemporary philanthropy and trends, students will learn how to increase the capacity of an organization to be competitive for grants and other donations. We will share ways to plan realistic projects, identify promising funding sources and write clear and compelling components of a grant, based either on guidelines for an actual funder or a generic one. Working individually or in small groups, students will develop their project idea, outline the main components of a grant and prepare a brief common application.	Non-profit grantwriting and fundraising; government resource development.	Don Chalmers	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Grant Writing Essentials Sylvie McGee	Course	JR–GRJunior–Graduate	4	04	Evening				Su 16 Summer			Sylvie McGee	Wed		Summer	Summer
The Graphic Novel Steve Blakeslee literature visual arts writing	Program	FR–SRFreshmen–Senior	4, 8	04 08	Evening				Su 16 Session I Summer	Over the past 30 years, the graphic novel has won numerous readers with its bold topics, innovative forms, and vivid artwork. We will explore the origins, development, and unique workings of these sequential narratives, from the socially conscious woodcut novels of the 1930s (e.g., Lynd Ward’s ) to the global adventures of Hergé’s , to Alan Moore and Dave Gibbons' 1980s game-changer, . Other works will include Scott McCloud's and recent graphic memoirs. Our overall goal is to develop an informed and critical perspective on this powerful medium. Students who register for eight credits will read and research additional graphic works or, with faculty approval, create graphic narratives of their own.		Steve Blakeslee	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
The Great Russian Novel Thomas Rainey history literature philosophy	Program	SO–SRSophomore–Senior	8	08	Evening		W 16Winter			Professor Jane Taubman, an internationlly renowned authority on Russian Literature, notes: "Art for art's sake has always been suspect in Russia. Russian writers accept a burden of responsibility for their society and its moral health quite different from that customary in the West. Russian literature has always served the nation as a kind of public forum that the political culture and government censorship have otherwise made impossible." This program will explore the rich history, literature, and culture of 19th and 20th Century Russia primarily through the medium of Russian novels. We will read representative novels of Nikolai Gogol, Ivan Turgenev, Lev Tolstoy, Fedor Dostoyevski, Mikhail Bulgakov, and Boris Pasternak. The novels of these great Russian writers will be analyzed as works of art, social documents and moral statements. Special emphasis will be given to the role that Russian writers have played as social critics and as makers of Russia's social and cultural consciousness.		Thomas Rainey	Mon Wed	Sophomore SO Junior JR Senior SR	Winter	Winter
Health vs. Wealth Mary Dean health sustainability studies	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		We will explore the intersection where valued health care meets paid health care. In the health care arena, good intent is plagued by paradox and can yield under-funding and a mismatch with initial intent. Paradoxes and costs haunting prevention, access, and treatment will be reviewed. The books and aid our journey as will the video series, "Remaking American Medicine", "Sick Around the World," and "Sick Around America". We will consider the path of unintended consequences where piles of dollars are not the full answer to identified need.		Mary Dean	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
History and Systems in Psychology Susan Cummings psychology	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
How Do We Know What We Know: Research Methodology in Social Sciences (at Grays Harbor) Wenhong Wang sociology	Course	JR–SRJunior–Senior	4	04	Evening	F 15 Fall				What is social scientific methodology? Why do we need it? What do we really mean by research? What is the difference between scientific research and common sense? Can we really be objective in our research? What is the role of subjective judgment in research? Is experimenting on human being ethical? What data can and cannot tell you? How to tell good research from bad research? Which approach is better, qualitative or quantitative, in what situations? What are the major methods for social scientific research?In this introductory research methodology course, we will look into the rationale of social scientific research, study the major methods in social sciences, and their pro and cons. We will learn to ask meaningful questions, practice research design, understand and evaluate research papers and last but not least, get our feet wet in the actual research practices. Throughout the quarter, we will explore topics such as how various factors promote the health of the community, the role of education in social mobility and other topics relevant to our current changing society.Students will learn through lectures, readings, workshops, individual and group projects.		Wenhong Wang	Wed	Junior JR Senior SR	Fall	Fall
HR: Total Compensation Cary Randow and Theresa Aragon business and management	Course	JR–SRJunior–Senior	4	04	Weekend		W 16Winter			This course studies the important components of managing total rewards (salaries, benefits and work/life environment) in a business. A “building blocks” approach will be utilized to learn compensation from the “ground up” enabling students to better integrate theory, concepts, and practices that build upon each other. Concepts, methods and issues are explored in such areas as determining job value, pay philosophies, pay delivery, surveying, typical tasks and strategic approaches to plans design and communications. Key learnings are accomplished through reading (text/handouts), lecture, research, in-class exercises and weekly questions and answers assignments taken from the text and handouts. The course concludes with student teams recommending and presenting a specific plan for a given business case scenario.		Cary Randow Theresa Aragon		Junior JR Senior SR	Winter	Winter
Human Resource Management Theresa Aragon, Cary Randow and Natividad Valdez business and management Signature Required: Winter	Program	JR–SRJunior–Senior	12	12	Weekend	F 15 Fall	W 16Winter			The success of organizations depends on the human beings that enable organizations to achieve their objectives. An organization’s human resources are its most critical assets. The management of human resources is a specialization in management that encompasses several functions including the recruitment, selection and maintenance of a qualified, motivated, smoothly functioning and productive workforce. This two quarter program is designed to provide an introduction to human resource fundamentals as well as detailed overview of six specific areas of human resource management: All areas of the program are designed to provide conceptual understanding through readings and case analyses while developing skills through practice, role plays, and simulations.Fall quarter focuses on the first three areas. We will cover the basics of human resource management including strategic planning, recruitment, orientation, retention, job design, and organizational development. We will also review aspects of labor law including the National Labor Relations Act (NLRA) and major employment laws including those covering discrimination, sexual harassment, disability, family leave, wage standards, and the Employee Retirement Income Security Act as well as and the Consolidated Omnibus Budget Reconciliation Act (COBRA). Students will learn how to apply these major laws to 'real-work' situations and will have a very good understanding of the major provisions. 8 credits will be awarded in Fundamentals of Human Resource Management and 4 credits will be awarded in Employment LawWinter quarter will focus on human resource development and training, performance management, and total compensation. We will cover a number of training and development topics including needs analysis and instructional design and evaluation while distinguishing between leadership development and skills development. We will also examine the components of a total compensation program: salary, benefits, and workplace environment. Specific topics will include pay philosophies, determining job value, and strategic approaches to communication. 8 credits will be award in Employee Training and Development and 4 credits will be awarded in Employee Compensation.		Theresa Aragon Cary Randow Natividad Valdez	Tue Sat Sat Sun Sun	Junior JR Senior SR	Fall	Fall Winter
Human Resources Skills that Make a Difference Dariush Khaleghi business and management	Course	FR–SRFreshmen–Senior	4	04	Weekend				Su 16 Session II Summer	With many firms now implementing full employee self service functions and subcontracting other traditional Human Resources roles and responsibilities, it appears that the HR role and its impact is diminishing. This course explores the emerging position of HR and the core competencies required to create a high-performance HR function that can add significant value to the bottom line and sustainability of their organizations as business partners and strategic contributors. The primary objective of this course is to discuss and learn the emerging HR competencies that allow HR professionals meet the emerging needs of their organizations and make a difference in the lives of those whom they support. This course provides students with the opportunity to practice critical thinking, reflecting, collaborating, researching and learning through individual and group activities, discussions and seminars, and team projects. The course structure is hybrid; 50% face-to-face (i.e., seminar, group discussion, and class projects) and 50% online (i.e., readings, researching, assessment, videos, discussion forums).		Dariush Khaleghi	Sat Sat Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Hybrid Music I, II, III Ben Kamen Signature Required: Fall Winter Spring	Course	SO–SRSophomore–Senior	4	04	Evening	F 15 Fall	W 16Winter	S 16Spring		Students in Hybrid Music will create original electro-acoustic compositions while developing advanced techniques in the music technology labs. Each student will complete two compositions per quarter, taking inspiration from the ideas and music of 20th century and contemporary composers. Along the way, students will strengthen their technical skills through studio work. In the fall, topics will include advanced analog synthesis, live electronics, editing, and mixing. Winter quarter will focus on algorithmic composition, digital synthesis and sampling techniques. In the spring, students will develop independent projects to be presented in a final public performance. Introduction to Electronics in Music (or equivalent) is a requirement for entry. Please contact the faculty for an application.		Ben Kamen	Wed	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Immigration Law and History of the Southern US Border Arleen Sandifer history law and government policy law and public policy political science	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		In its first words on the subject of citizenship, Congress in 1790 restricted naturalization to ‘white persons.’ [T]his racial prerequisite to citizenship endured for over a century and a half, remaining in force until 1952. From the earliest years of this country until just a generation ago, being a "white person" was a condition for acquiring citizenship.” -- Ian Haney Lopez, , 1. Most people do not realize that the notion of the United States as a “white” majority nation is largely a construction of law, and that people of many different nationalities who were deemed “not white” for purposes of immigration became “white” over the course of U.S. social and legal history. The current legal regime that imposes severe criminal penalties for violations of immigration law provisions is a recent development in U.S. law, and constitutes a dramatic change in the legal approach to immigration and immigrants from the Western Hemisphere, especially Mexico. Within the context of the impending presidential election, we'll study the major legal and historical events that have shaped and continue to structure the debates over immigration. We’ll examine the current landscape of immigration law and policy as well as restrictionist and immigrant-rights movements. We’ll critically analyze how concepts of race are embedded in immigration law and policy and how those embedded concepts shape the laws and their operation today. We will examine current controversies about immigration, immigrant workers, labor movements, and the varied ways communities respond to the most recent immigration boom.Students will build some basic legal skills through reading and researching important cases and laws.		Arleen Sandifer	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
India: Dance and Culture Jamie Colley anthropology consciousness studies cultural studies dance religious studies	Course	FR–SRFreshmen–Senior	4	04	Evening and Weekend	F 15 Fall				Odissi, one of the major classical dances of India, combines both complex rhythmic patterns and expressive mime. This class will be devoted to the principles of Odissi dance, the synthesis of foot, wrist, hand and face movements in a lyrical flow to express the philosophy of yoga based dance. Throughout the quarter, we will study the music, religion, and history of Indian dance and culture.		Jamie Colley	Tue Thu Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
India: Dance and Culture Jamie Colley anthropology consciousness studies cultural studies dance religious studies	Course	FR–SRFreshmen–Senior	4	04	Evening and Weekend			S 16Spring		Odissi, one of the major classical dances of India, combines both complex rhythmic patterns and expressive mime. This class will be devoted to the principles of Odissi dance, the synthesis of foot, wrist, hand and face movements in a lyrical flow to express the philosophy of yoga based dance. Throughout the quarter, we will study the music, religion, and history of Indian dance and culture.		Jamie Colley	Tue Thu Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Inequality, Capitalism and Democracy: Understanding Thomas Picketty’s Capital in the Twenty-First Century Howard Schwartz and Allen Mauney communication economics government philosophy political science	Program	SO–SRSophomore–Senior	8	08	Evening		W 16Winter	S 16Spring		It is rare when a book becomes an instant classic, but that is the case with Thomas Picketty’s Picketty explains, using data sources and analytic techniques that only recently have become available, why inequality has become greater in the United States and around the world. For years, many economists and political leaders had thought that the modern welfare state had tamed the excesses of capitalism by putting a floor and ceiling on how much wealth individuals could amass. But Picketty shows that this belief is false and that capitalism as practiced currently makes a trend toward greater inequality inevitable, The book has been hailed by leading economists such as Paul Krugman as “the most important economics book of the year—and maybe of the decade” and even those reviewers who don’t like his conclusions or policy recommendations concede the accuracy and depth of his research. This program will guide students through by patiently working through the book so students can understand his concepts and methodology. We will deeply examine his data sources and replicate many of his computations and data displays so students can understand the underlying mathematics and spreadsheet analytics. We will also compare his solutions to the problem of inequality with the solutions proposed by others. By the end of the program students should understand the concepts and indicators Picketty uses to describe modern inequality and how data is used to describe and analyze the political and economic forces that drive it. Students will need only their high school math and a minimal knowledge of economics or politics. In Spring quarter, having laid the foundations in Winter, we will be ready to examine in depth Piketty’s arguments about why inequality in Europe and America, having declined greatly in the middle of the 20 century, has now increased to levels not seen since before World War I. Beginning with a brief review of through Chapter 7 we will resume with chapter 8 and work our way through the rest of the book. In Spring quarter we will begin to examine critiques of Piketty’s work and his responses to them. We will also evaluate Piketty’s proposed solutions to the problem of inequality and see what other writers have proposed. We will also look at how politics and economics are intertwined. If, as Piketty says, the rise of inequality is the result of policy decisions, then only new policies can reverse the trend, but new policies require changes in politics, and that is a difficult challenge. Our mathematical approach will continue to be concrete and not require substantial symbolic manipulation. We will work with data tables/graphs from the text and continue to use Microsoft Excel. New students will be admitted to the program only if they have a decent background in economics, history and political science and can review the first half of the text prior to the first week of class. There is also a 12 credit option for students in Inequality/Piketty who want to further study the issues raised in the program. Students in this enhanced version of the program will meet with faculty during the first week of the program to develop a common set of readings, assignments and meetings and, if there is interest, develop individual research projects.		Howard Schwartz Allen Mauney	Mon Wed	Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Inscribing the Body: Embodiment and the Performance of Identity in Creative Writing David Wolach	Course	FR–SRFreshmen–Senior	4	04	Evening and Weekend			S 16Spring		In what ways is writing necessarily gendered? Or raced? Or seen through the lens of class? This class will take up "the body" as a site of radical cultural production as expansively as possible, considering some of the forms in which bodies are othered through language, including through discourses of disability, gender performance, and other zones of often-felt difference and social dislocation. Though this is primarily a creative writing class, our writing will push itself outside its usual modes of expression. We will explore texts anthologized in the recent collection Troubling the Line, as well as in past collections, such as texts from The Black Arts Movement. We will discuss and critique the rich tradition of "somatic" practices in the world of performance and live art, including the work of artists such as Marina Abramovic, and we will familiarize ourselves with important recent experiments in poetry and prose by authors such as kari edwards, Theresa Hak Kyung Cha, and Renee Gladmann. Our end goal will be to curate a show and live reading that provides us a space to test out some of our textual experiments.		David Wolach	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
International Business Theresa Aragon business and management international studies	Program	JR–SRJunior–Senior	12	12	Weekend			S 16Spring		The world as we know it has changed immeasurably over the past ten years. Our horizon has been expanded through quantum advances in communication and computer technology. We are now members of a global society and as such have an intellectual responsibility to attempt an understanding of globalization. Globalization has created both opportunities and challenges for international business and will serve as the organizing framework for our study of international business. We will inform our understanding through the perspective of politics, economics, social science, culture and history. Learning in this program will be interdependent and dynamic. It will require everyone’s best effort and full commitment. Credits will be given in globalization and international business.		Theresa Aragon	Sat Sun	Junior JR Senior SR	Spring	Spring
International Business, Globalization and Ethical Leadership Thuy Vu and Dariush Khaleghi business and management communication economics government international studies leadership studies political economy	Program	FR–SRFreshmen–Senior	8	08	Weekend	F 15 Fall	W 16Winter			In order to understand issues emerging in international business and globalization, a good appreciation for the interconnection between international finance and ethical leadership is a must. This two-quarter program will focus on the issues faces by the leadership of multinational corporations in dealing with international financial systems, organizational culture, communications and ethics. In addition to international business policy issues, this program will discuss globalization, international monetary systems, cross-cultural leadership, business cultures and ethical management practices. The class will help students move toward a better understanding of the concepts of business sustainability and social responsibility at the domestic and international levels.In Fall quarter, we will focus on developing the skills necessary for understanding the key issues in international business, how international trade has evolved for the past century and what has changed with the emergence of new economic powers. Our study will include learning about the importance of organizational culture and ethical leadership in developing and promoting successful international business practices. In Winter, we will learn about the evolution of the global monetary system and its impacts on the international financial sector. The program for Winter quarter will also cover the important area of intercultural communication, international marketing and leadership development for local and global businesses.This program is for students interested in learning about international finance, economic globalization and marketing, ethical leadership and socially responsible business management. We will be using lectures, case studies, seminars and workshops to build up the students' understanding in these areas.		Thuy Vu Dariush Khaleghi	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Introduction to Electronics in Music (I, II, III) Ben Kamen Signature Required: Fall Winter Spring	Course	SO–SRSophomore–Senior	4	04	Evening	F 15 Fall	W 16Winter	S 16Spring		Students in this year-long course will be introduced to the creative application of music technology from the perspective of the composer. Students will complete compositions while developing technical skills along the way. Listening and reading taken from the early pioneers of electronic music will guide and contextualize our creative work. In the fall quarter, students will work almost exclusively in the analog domain, using mixers, tape machines, hardware effects, and analog synthesizers as their primary tools. In winter quarter, we will shift our focus to the possibilities presented by digital audio editing tools and MIDI. Students will continue to work in the digital domain in the spring quarter, further developing their skills with software synthesizers, samplers and digital effects. Please contact the faculty for course application.		Ben Kamen	Tue	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Introduction to Geographic Information Systems Brandon Sackmann computer science environmental studies geography	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Summer	Geographic Information Systems (GIS) are computer-based systems for management, display, and analysis of geographic data. This is an introductory course designed to provide the student with an overview of the development and basic principles of GIS, practical experience in the use of ArcGIS 10.x (one of the most popular commercial GIS packages), and, finally, an understanding of the development of a GIS project. By the end of the course, students will be able to create GIS maps, explore and analyze the data behind the maps, and apply methods to easily communicate GIS-based information to others.		Brandon Sackmann	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Irish Language and Song Sean Williams cultural studies language studies music	Course	FR–SRFreshmen–Senior	2	02	Weekend				Su 16 Session I Summer	The Irish language (Gaelic) has a number of complex rules (grammar, spelling, pronunciation) that are remarkably easier when the language is spoken, sung, conversed in, joked with, and celebrated. We will work our way through the rules by singing gorgeous songs in the Irish language, making small talk with each other, doing exercises designed to smooth the way in Irish conversations, and figuring out how and why "go raibh maith agat" means "thank you." We'll meet just once a week on Saturdays, but you will have access to online resources and exercises to keep things fresh during the week. By the end of the session you will be able to sing about a dozen songs and engage in small talk.		Sean Williams	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Japanese - First Year I, II, III Tomoko Hirai Ulmer language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall	W 16Winter	S 16Spring				Tomoko Hirai Ulmer	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Japanese, Beginning I- at SPSCC L. Yamaguchi	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				This course is an introduction to skills in speaking, reading, and writing Japanese. Particular attention will be paid to its unique features, such as tones and characters. This course will also cover the cultural context of the language. This class meets at South Puget Sound Community College, 2011 Mottman Road, SW, Olympia, WA 98512, Building 21, room 294.		L. Yamaguchi	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Jazz Dance Kabby Mitchell African American studies cultural studies dance	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Summer	In this class, students will learn introductory basics of jazz movement (isolated extremities, polyrhythmic African styles and basic anatomy) by exploring the historical aspects and origins of the African Diaspora and European influences in North America through movement, youtube offerings, and discussions. Students will gain greater flexibility and coordination by executing fun yet challenging dance combinations. No previous experience necessary.		Kabby Mitchell	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Jazz Ensemble - at SPSCC James Schneider music	Course	FR–SRFreshmen–Senior	2	02	Evening	F 15 Fall				This class provides the instrumentalist with an opportunity to study, rehearse and perform selected jazz music, and is open to students who have the ability to play a wind instrument. Students will develop skill in musical improvisation. Participation by “non-music majors” is highly encouraged. Students must have the ability to read music and have basic knowledge of music theory and ability to play a jazz instrument. College drums and piano will be used. Otherwise, students are expected to use their own instruments. If you’re uncertain whether your instrument is appropriate for this ensemble, contact faculty. Fees payable at SPSCC: $10 for music Faculty: James Schneider NOTE: 2011 Mottman Road, SW, Olympia, WA 98512, in Building 21, Room 253, Tuesday evenings from 5:30 to 8:30 p.m. BOOKS: If a text is required students will need to purchase texts for this course from the SPSCC bookstore. The book list can be found on the bookstore website under the course Musc 134.		James Schneider	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Jazz Ensemble - at SPSCC James Schneider music	Course	FR–SRFreshmen–Senior	2	02	Evening		W 16Winter			This class provides the instrumentalist with an opportunity to study, rehearse and perform selected jazz music, and is open to students who have the ability to play a wind instrument. Students will develop skill in musical improvisation. Participation by “non-music majors” is highly encouraged. Students must have the ability to read music and have basic knowledge of music theory and ability to play a jazz instrument. College drums and piano will be used. Otherwise, students are expected to use their own instruments. If you’re uncertain whether your instrument is appropriate for this ensemble, contact faculty. Fees payable at SPSCC: $10 for music Faculty: James Schneider NOTE: 2011 Mottman Road, SW, Olympia, WA 98512, in Building 21, Room 253, Tuesday evenings from 5:30 to 8:30 p.m. BOOKS: If a text is required students will need to purchase texts for this course from the SPSCC bookstore. The book list can be found on the bookstore website under the course Musc 134.		James Schneider		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Jazz Ensemble - at SPSCC James Schneider music	Course	FR–SRFreshmen–Senior	2	02	Evening			S 16Spring		This class provides the instrumentalist with an opportunity to study, rehearse and perform selected jazz music, and is open to students who have the ability to play a wind instrument. Students will develop skill in musical improvisation. Participation by “non-music majors” is highly encouraged. Students must have the ability to read music and have basic knowledge of music theory and ability to play a jazz instrument. College drums and piano will be used. Otherwise, students are expected to use their own instruments. If you’re uncertain whether your instrument is appropriate for this ensemble, contact faculty. Fees payable at SPSCC: $10 for music Faculty: James Schneider NOTE: 2011 Mottman Road, SW, Olympia, WA 98512, in Building 21, Room 253, Tuesday evenings from 5:30 to 8:30 p.m. BOOKS: If a text is required students will need to purchase texts for this course from the SPSCC bookstore. The book list can be found on the bookstore website under the course Musc 134.		James Schneider		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Leadership: Become a Leader Others Want to Follow Amy Leneker	Course	JR–GRJunior–Graduate	2	02	Evening and Weekend				Su 16 Session I Summer	One doesn’t need an official title to be a leader – it is possible to effectively lead from anywhere in an organization. In this course we will examine what makes leaders effective and equally important, what makes leaders fail. Recognizing that we must first understand ourselves before we can effectively lead others, this course will include a self-assessment. This self-assessment will help students learn their individual strengths and specific strategies to lead with those strengths. We will differentiate between leaders and managers and explore why both are essential to the success of any organization. We will examine the building blocks of effective leadership: define values and set a vision; build a great team and get results; and inspire and encourage the heart. Our class discussions will be enhanced by guest speakers, including influential and effective leaders in state and local government, and non-profit organizations		Amy Leneker	Fri Sat Sun		Summer	Summer
Liberty, Equality, Authority: Modern Political Philosophy Stephen Beck philosophy political economy political science	Program	SO–SRSophomore–Senior	8	08	Evening		W 16Winter					Stephen Beck	Wed Sat Sat Sat Sat Sat	Sophomore SO Junior JR Senior SR	Winter	Winter
Lifespan Developmental Psychology Carrie M. Margolin psychology	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
Losing Religion: De-Conversion & New Religious Identities Today James Nagle cultural studies religious studies sociology	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Session I Summer	Religious “conversion” represents a profound change in practice and belief in relation to what a person conceives of as ultimate reality. The same is true for religious “deconversion.” This course examines the phenomenon and process of religious deconversion and its surprising results. In readings, discussion and fieldwork in the community, students will explore the social and theological implications - and opportunities - of this somewhat cohesive movement. In the United States, the religiously unaffiliated now represent 20% of the population (Catholics are 23%. Baptists are 17%). Young adults are at the forefront of this movement and complicate both the traditional assumption that it is “bad” to leave religion and whether the “spiritual but not religious” distinction is adequate to describe reality.The Latin root of conversion indicates a radical transformation, a “turn around.” In a very real sense, both the turning from and turning toward are alternative perspectives on the same process. De-conversion from is always also a conversion toward something. Leaving religion does not necessarily result in a non-religious identity.This course will explore this phenomenon across religious traditions and denominations in the United States and attempt to determine common reasons for de-conversion, common practices and the theologies that undergird them. To analyze these new religious identities, the course will utilize autobiography (others’ and our own), existing scholarship and fieldwork to identify the sources de-converts draw from and how these practices and beliefs are continuous or discontinuous with inherited religious traditions. Students will critically analyze and discuss existing literature and fieldwork in seminars and write brief weekly reviews to ultimately answer the question: what might we be missing by not widening the meaning of the word ‘religious?’		James Nagle	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Mapping for Change John Baldridge geography	Course	FR–SRFreshmen–Senior	4	04	Evening		W 16Winter			Maps are powerful tools for understanding the relationships between people and place. They have been used to divide and unite, to expose environmental problems, to plan for peace, and to prepare for war. If a picture is worth a thousand words, a map might be worth millions.In this course, students will learn the basics of Geographic Information Systems (GIS) for the production of digital maps using computer software. We will study the elements of good cartographic design and apply those elements to produce meaningful maps with a purpose. The first half of the quarter will be spent developing fundamental skills with GIS software. The second half of the quarter will culminate in a project to produce a series of maps that illustrate a social or environmental problem, and which could be used to advocate for a change in policy or raise public awareness about an issue.		John Baldridge	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Mapping for Change John Baldridge geography	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				Maps are powerful tools for understanding the relationships between people and place. They have been used to divide and unite, to expose environmental problems, to plan for peace, and to prepare for war. If a picture is worth a thousand words, a map might be worth millions.In this course, students will learn the basics of Geographic Information Systems (GIS) for the production of digital maps using computer software. We will study the elements of good cartographic design and apply those elements to produce meaningful maps with a purpose. The first half of the quarter will be spent developing fundamental skills with GIS software. The second half of the quarter will culminate in a project to produce a series of maps that illustrate a social or environmental problem, and which could be used to advocate for a change in policy or raise public awareness about an issue.		John Baldridge	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Metalworking (A) Bob Woods visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				This course is an introduction to the tools and processes of metal fabrication. Students will practice sheet-metal construction, forming, forging, and welding, among other techniques, while accomplishing a series of projects that encourage student-centered design.		Bob Woods	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Metalworking (B) Bob Woods visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				This course is an introduction to the tools and processes of metal fabrication. Students will practice sheet-metal construction, forming, forging, and welding, among other techniques, while accomplishing a series of projects that encourage student-centered design.		Bob Woods	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Multitrack Composition I, II, III Peter Randlette media studies music Signature Required: Fall Winter Spring	Course	JR–SRJunior–Senior	4	04	Evening	F 15 Fall	W 16Winter	S 16Spring		Multitrack Composition is the study of audio technology and its role in changing the art of music composition and production. This three quarter long continuing class is concerned with the use of modern recording technologies as instrument. The use of signal processing, tape/computer based manipulation, and the structure of multitrack recorders and audio consoles allow a great number of techniques to be created on the fly to generate, modify, and document musical sound. Fall quarter will be spent reviewing operation, design and application of the campus facilities to gain common skill levels and technical knowledge, and complete proficiency in the Communications Building API1608 and Neve 5088 studios and associated facilities. The course is for musicians and engineers who want to develop compositional, technical and collaborative skills in modern production. This is a lab course with limited (20) positions available. Please make sure you complete an application and speak with the sponsor regarding your skills. If you have any questions, please contact the sponsor.		Peter Randlette	Tue	Junior JR Senior SR	Fall	Fall Winter Spring
Musicianship Marla Elliott	Course	FR–SRFreshmen–Senior	2	02	Evening	F 15 Fall	W 16Winter	S 16Spring		Students will learn fundamentals of music literacy and piano technique, and develop free, healthy singing voices. This class emphasizes the value of live performance and collaboration with other musicians. At the end of the quarter, students will perform both vocally and on piano for other class participants and invited family and friends. This class requires excellent attendance and a commitment to practice every day. Credit will be awarded in Musicianship.		Marla Elliott	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Nomadic Instruments; Stringed Instruments for the Traveler John Shattuck visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Summer	This course will introduce students to the art of Luthiery (stringed instrument construction). Stringed instruments have long been a mainstay of traveling musicians from the minstrals of the middle ages to the touring singer-songwriters of the current era.We will be studying the origins, evolution and construction of stringed instruments in the context of their use and portability. Topics of study include the "anatomy" of stringed instruments; properties of materials used in construction; tone woods; neck and fingerboards; scale lengths; adhesives; inlay techniques; strategic use of grain pattern as design and structural elements, and surface preparation and finishes. Students will construct one of the following: a short scale backpacker style guitar, pineapple ukelele, or teardrop mandolin.		John Shattuck	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
On Reading Well Steve Blakeslee literature writing	Course	FR–SRFreshmen–Senior	4	04	Evening		W 16Winter			This course will help students to develop clearer and more comprehensive understandings of literary texts, as well as to forge a more rewarding relationship with reading in general. In a supportive group environment, students will explore a range of reading strategies, including textual analysis, background research, response and summary writing, and recitation. Then they will apply these tools to an in-depth study of several works of nineteenth- and twentieth-century literature Our overall goal is to become more resourceful, effective, and insightful readers.Our winter texts will include Charlotte Bronte's , Ray Bradbury's , and Muriel Spark's .		Steve Blakeslee		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
On Reading Well Steve Blakeslee literature writing	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				This course will help students to develop clearer and more comprehensive understandings of literary texts, as well as to forge a more rewarding relationship with reading in general. In a supportive group environment, students will explore a range of reading strategies, including textual analysis, background research, response and summary writing, and recitation. Then they will apply these tools to an in-depth study of several works of nineteenth- and twentieth-century literature Our overall goal is to become more resourceful, effective, and insightful readers.		Steve Blakeslee	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Orchestra - at SPSCC Chip Schooler music	Course	FR–SRFreshmen–Senior	2	02	Evening	F 15 Fall				Musicians proficient on orchestral string instruments will rehearse and perform works from the standard orchestral repertoire, together with students at South Puget Sound Community College. No audition is required. Required fee payable at SPSCC: $45 for orchestra music Faculty: Chip Schooler NOTE: , 2011 Mottman Road, SW, Olympia, WA 98512, Building 21, room 253, Thursdays, from 7-9:30 pm BOOKS: If a text is required students will need to purchase texts for this course from the SPSCC bookstore. The book list can be found on the bookstore website under the course Musc 160		Chip Schooler	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Orchestra - at SPSCC Chip Schooler music	Course	FR–SRFreshmen–Senior	2	02	Evening			S 16Spring		Musicians proficient on orchestral string instruments will rehearse and perform works from the standard orchestral repertoire, together with students at South Puget Sound Community College. No audition is required. Required fee payable at SPSCC: $45 for orchestra music Faculty: Chip Schooler NOTE: , 2011 Mottman Road, SW, Olympia, WA 98512, Building 21, room 253, Thursdays, from 7-9:30 pm. BOOKS: If a text is required students will need to purchase texts for this course from the SPSCC bookstore. The book list can be found on the bookstore website under the course Musc 160		Chip Schooler		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Orchestra - at SPSCC Chip Schooler music	Course	FR–SRFreshmen–Senior	2	02	Evening		W 16Winter			Musicians proficient on orchestral string instruments will rehearse and perform works from the standard orchestral repertoire, together with students at South Puget Sound Community College. No audition is required. Required fee payable at SPSCC: $45 for orchestra music Faculty: Chip Schooler NOTE: , 2011 Mottman Road, SW, Olympia, WA 98512, Building 21, room 253, Thursdays, from 7-9:30 pmBOOKS: If a text is required students will need to purchase texts for this course from the SPSCC bookstore. The book list can be found on the bookstore website under the course Musc 160		Chip Schooler		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Organizational Conflict Management Theresa Aragon business and management	Program	FR–SRFreshmen–Senior	8	08	Weekend				Su 16 Session I Summer	This course is based on the premise that conflict is both inevitable and beneficial in successful organizations. We will provide a foundation for our work through a brief overview of conflict resolution theory and practice. We will examine interpersonal conflict, the role of organizational culture in conflict resolution and the impact of diversity on conflict. Skill development in conflict management and resolution will be based on a collaborative approach involving team work, case analysis, role plays and theatric expression. Students will develop an understanding of the role of organizational culture and diversity in conflict management, learn to identify and analyze conflict situations, and understand their personal role(s) in generating and/or resolving conflict.		Theresa Aragon	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Painting: Concepts and Techniques Bruce Thompson visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring				Bruce Thompson	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Peaceable Mindfulness Jamyang Tsultrim and Helena Meyer-Knapp psychology	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
Personal Finance and Investing Glenn Landram business and management economics	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Session I Summer	Personal finance and investing can sometimes be daunting to initiate. Yet long-term investing in the stock market can yield significant results with relatively low risk. We will examine the benefits of systematic investing and how to initiate a low-cost, long-term plan. We will work from the critically acclaimed by Burton G. Malkiel. This class is for the novice who would like to take charge of their own lifetime savings as well as those that have some understanding of finance and would like to learn more. We will also examine typical personal finance issues such as compounding, insurance, credit cards, student loans, the buy-vs.-lease auto decision and other personal finance areas as identified by students. Emphasis will be on in-class exchanges with like-minded investors.		Glenn Landram	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Persuasion: The Science, Art, and Ethics of Influence Lori Blewett communication leadership studies psychology	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
Persuasive and Informative Public Speaking Lori Blewett communication	Course	FR–SRFreshmen–Senior	2	02	Evening and Weekend				Su 16 Session II Summer	This one-week course focuses on the fundamentals of public speaking. Students will learn to compose well-organized presentations, control speech anxiety, and develop performance skills necessary for effective public speaking in the workplace, classroom, or community. This course contributes to MIT endorsement in communication.		Lori Blewett	Tue Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Photography, Beginning Hugh Lentz media arts visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				This course emphasizes beginning-level skill development in camera function, exposure, and black-and-white film development and darkroom printing. We will focus on photography's role in issues of the arts, cultural representation, and mass media. Students will have assignments, critiques, collaborations, and viewing of work by other photographers. Each student will complete a final project for the end of the quarter.		Hugh Lentz	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Photography, Beginning Steve Davis media arts visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		This course emphasizes beginning-level skill development in camera use, lighting, exposure, b/w film and print processing. We will also briefly explore digital photography techniques. The essential elements of the class will include assignments, critiques and surveys of images by other photographers. Students of this class will develop a basic understanding of the language of photography, as a communications tool and a means for personal expression. Students must invest ample time outside of class to complete assignments.		Steve Davis	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Photography, Color and Lighting Hugh Lentz media arts visual arts Signature Required: Winter	Course	FR–SRFreshmen–Senior	4	04	Evening		W 16Winter			In this course we'll be learning to print from color negatives, work with medium format cameras, photograph with electronic flash and work in the studio environment. There will be assignments, critiques, and viewing the work of other photographers. All assignments and all work for this class will be in the studio with lighting set-ups. In addition to assignments, each student will be expected to produce a final project of their own choosing and turn in a portfolio at the end of the quarter.		Hugh Lentz	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Photography, Digital Steve Davis communication media arts visual arts	Course	SO–SRSophomore–Senior	4	04	Evening	F 15 Fall				This course will introduce students to photographic practice through digital means. A brief introduction to digital video will also be included. Students will create work as exhibition-quality prints, and also create a photographic portfolio for the Web.		Steve Davis	Tue Thu	Sophomore SO Junior JR Senior SR	Fall	Fall
Photography, Documentary Steve Davis communication media arts visual arts Signature Required: Winter	Course	SO–SRSophomore–Senior	4	04	Evening		W 16Winter			This class will explore how photography can be effectively used as a tool for creative documentation. You may work in any photographic mediums with which you are experienced (conventional B/W, color, digital). Students will be expected to maintain an online blog/web gallery showing in-progress photography with appropriate text. Final projects must address a particular topic (from your perspective) and clearly communicate your message to a broad audience.		Steve Davis	Tue Thu	Sophomore SO Junior JR Senior SR	Winter	Winter
Photography Techniques Hugh Lentz media arts visual arts Signature Required: Spring	Course	SO–SRSophomore–Senior	4	04	Evening			S 16Spring		This is an intermediate to advanced class where students will be using older photographic methods and techniques. We’ll be spending a significant part of this class learning about and using view cameras. Additionally, we'll be working with UV printing, lith films, pinhole cameras, and more. There will be assignments based in these processes, and each student will produce a final project. We’ll also look at the work of contemporary and historical artists using these methods.		Hugh Lentz	Mon Wed	Sophomore SO Junior JR Senior SR	Spring	Spring
Physics I, II and III Allen Olson physics	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall	W 16Winter	S 16Spring				Allen Olson	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Playing to Learn: Games in Education, Management, and Social Change Joli Sandoz and John Baldridge anthropology business and management community studies cultural studies education philosophy sociology	Program	FR–SRFreshmen–Senior	8	08	Evening	F 15 Fall	W 16Winter			Games, simulations and conceptual workshops are scripts for experience, small worlds of meaningful engagement with information and ideas, and with problems and solutions. This two-quarter academic program is intended to introduce participants to the design and effective use of interactive learning activities in education, in management, and in efforts toward social change and civic engagement. New students are very welcome in Winter quarter. In the fall, program members learned and applied game design theory while playing, analyzing, and assessing a variety of games. Students also developed simple learning games individually and in groups, before completing a major game modification project. We will be reading an introductory design text during winter, to develop a shared knowledge base with new program participants. We also will continue our engagement with research, theory, and game design, through reading and participation in collaborative activities – including the application of theory to play and analysis of existing learning, management and social change games. Program participants will form design groups to support each other as teams and individuals develop serious games (games with a purpose) on a topic of their choosing. During this process, each design team or individual will complete and present during a P2L Game Jam at least one major revision to their game. By the end of winter quarter, we will have enjoyed opportunities to acquire broadly-based literacy in design thinking, and in basic planning, design, evaluation, reviewing and selection of games for learning and change -- and will understand the qualities of games and simulations that make these activities effective as tools. Through design work and accompanying assignments, including completion of an independent research project in a subject area selected by each participant, students may earn up to four credits in a specialty area such as management, education, social justice, recreation leadership, or social history.		Joli Sandoz John Baldridge	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
PLE Document Writing Nancy Parkes communication writing Signature Required: Fall	Course	FR–SRFreshmen–Senior	4, 6, 8	04 06 08	Evening	F 15 Fall				Prior Learning from Experience allows people with significant professional and/or community-based experience to kick-start or accelerate a college degree. Students receive significant support from peers and faculty in learning how to assemble a portfolio that shows the “college equivalent learning” they have gained through professional and/or community-based work. Students earn credit through a combination of coursework and faculty evaluation of the completed essay.This separate and economical assessment and award of credit for prior learning speeds time to degree. Students completing a PLE document generally describe the experience as “transformative,” helping them to understand the college level equivalence of their professional and community-based experience, as well as preparing them for future academic and professional work. The program has a prerequisite course, which you will find under “Writing from Life.” You will also find further information, including a video, at .		Nancy Parkes	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
PLE Document Writing Nancy Parkes communication writing Signature Required: Spring	Course	FR–SRFreshmen–Senior	4, 6, 8	04 06 08	Evening			S 16Spring		Prior Learning from Experience allows people with significant professional and/or community-based experience to kick-start or accelerate a college degree. Students receive significant support from peers and faculty in learning how to assemble a portfolio that shows the “college equivalent learning” they have gained through professional and/or community-based work. Students earn credit through a combination of coursework and faculty evaluation of the completed essay.This separate and economical assessment and award of credit for prior learning speeds time to degree. Students completing a PLE document generally describe the experience as “transformative,” helping them to understand the college level equivalence of their professional and community-based experience, as well as preparing them for future academic and professional work. The program has a prerequisite course, which you will find under “Writing from Life.” You will also find further information, including a video, at .		Nancy Parkes	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
PLE Document Writing Nancy Parkes communication writing Signature Required: Winter	Course	FR–SRFreshmen–Senior	4, 6, 8	04 06 08	Evening		W 16Winter			Prior Learning from Experience allows people with significant professional and/or community-based experience to kick-start or accelerate a college degree. Students receive significant support from peers and faculty in learning how to assemble a portfolio that shows the “college equivalent learning” they have gained through professional and/or community-based work. Students earn credit through a combination of coursework and faculty evaluation of the completed essay.This separate and economical assessment and award of credit for prior learning speeds time to degree. Students completing a PLE document generally describe the experience as “transformative,” helping them to understand the college level equivalence of their professional and community-based experience, as well as preparing them for future academic and professional work. The program has a prerequisite course, which you will find under “Writing from Life.” You will also find further information, including a video, at .		Nancy Parkes	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Positive Psychology (A) Mark Hurst psychology	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
Positive Psychology (B) Mark Hurst psychology	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
The Practice of Writing Steve Blakeslee writing	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				This course will give students a broad overview of prose writing and help them to broaden, deepen, and improve their own writing practice. We will explore every element of the writing process, learning to brainstorm, structure, draft, critique, rewrite, polish, share, and reflect. The course will also address key principles of good writing, challenges like procrastination and writer’s block, and ways to develop productive writing routines.		Steve Blakeslee	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Principles of Marketing - at SPSCC Karen Halpern	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				Marketing is the area of business activities concerned with planning, pricing, promotion and distributing goods and services. In this class, fundamental principles of marketing and business cases are combined in order for the student to understand the function of marketing and the impact it has on our economy and internationally. This course is hybrid in-person and online. NOTE: Course meets at South Puget Community College, Main Campus, 2011 Mottman Road SW, Olympia, WA 98512, Tuesdays 5:30 – 7:45 pm in BLDG 34, Room 132-- . Students must be registered by 5:00 PM on Thursday September 17th. The textbook for this course can be purchased at SPSCC Bookstore. The text will be listed under the course ID BUS 160, and can be found at this address: http://www.spsccbookstore.com		Karen Halpern	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Printmaking: Print Stratum Emily Adams visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		In this introductory course, students will gain hands-on experience and technical skills by creating a body of print editions and monotypes. Students will be exposed to the history of serigraphy (screen-printing) and current contemporary art applications through presentations, lectures, and discussion. Assignments will focus on serigraphy technique in combination with physical and formal qualities of collage. At the end of the session, students will present and participate in critique to investigate the concept and craft of their printmaking portfolio.		Emily Adams	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Professional Practices for Artists Liz Sales visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Session I Summer	What does it mean to be a working artist today? This class will examine and interrogate the rules and systems within the art world. An Evergreen State College graduate visiting from New York City, with an extensive background in production and visual art, will help each student create a highly personal strategic plan for maintaining an art practice that is engaging, long lasting, and financially viable. Topics will include career options for creative professionals; writing cover letters, resumes, and CVs as well as artist statements and press releases; creating portfolios, show reels, and demo reels; preparing for a studio visit; planning exhibitions in traditional and nontraditional exhibition spaces; working with nonprofit organizations, galleries, dealers, agents, and consultants; creating and maintaining an online presence; creating and maintaining a community; writing proposals and grants; dealing with contracts, agreements, and other legal issues; participating in residencies and public art projects; and dealing with failure, envy, stress, and success. Faculty e-mail: salesl@evergreen.edu		Liz Sales	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Public Speaking Marla Elliott	Course	JR–GRJunior–Graduate	2	02	Evening and Weekend				Su 16 Session II Summer	Oral eloquence still counts when you need to explain, persuade, collaborate, and lead. This intensive weekend course will help you learn to use your voice, body, and personal presence with confidence when speaking to others. You will learn to channel stagefright into creative energy and to organize your thoughts into a structure your audience can grasp. Students will write, revise, rehearse and present a short speech; they will also have opportunities to practice speaking impromptu. Credit will be awarded in Public Speaking.		Marla Elliott	Fri Sat Sun		Summer	Summer
Radio Documentary: Writing and Production Joli Sandoz and Lori Blewett communication media arts media studies	Program	SO–SRSophomore–Senior	8	08	Evening			S 16Spring		Add sound effects and music together with a voice speaking words, and there you have one of radio’s most popular features today: creative audio documentary. This program will focus on writing nonfiction documentaries and researched essays and bringing them alive with sound. Participants will learn how to write, record, perform, and edit creative and engaging nonfiction audio programs and podcasts. Radio programs themselves will be among our texts as we discover the variety of nonfiction currently airing. Online archives of audio essays will provide opportunity to analyze not only specific mixes of words and sound, but also the ways in which making meaning with words must be shaped to match radio’s one-time-only quality, with careful word choice and directness, brevity, rhythm, and pacing. Writing and speaking workshops will focus on developing effective skills for oral story-telling and description as these contribute to meaning-making in audio communication. Basic audio recording and editing workshops also will be provided. This program is especially well-suited to students who have some familiarity with audio technology and for those who have strong interest in a specific topic they'd like to share with others. Students may have the option of airing their work on community radio or through other public forums.		Joli Sandoz Lori Blewett	Wed Sat	Sophomore SO Junior JR Senior SR	Spring	Spring
Regional Styles of Northwest Native Design and Woodcarving Alexander McCarty Native American studies art history visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening and Weekend				Su 16 Session I Summer	Visiting Faculty and Makah master carver Alex McCarty will lead this course on design and woodcarving, focusing on the local cultural perspectives of mask making and 3D sculpture. Students will explore regional Northwest Native styles and form-line design, and examine masks, figures, totems, and rattles from local traditions as inspiration to their own concepts and designs. Students will carve their own 3D sculpture, each one unique to the individual's identity, culture and/or personal creative expression. During the first intensive weekend students will learn basic carving skills making a cedar feather and begin rough shaping their sculpture using both contemporary and traditional Northwest coast carving tools. The second and final intensive weekend students will use their original two-dimensional concept designs and transfer them onto their three-dimensional woodcarvings focusing on more advanced carving and finishing skills.		Alexander McCarty	Fri Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Relentless Entomology: The Unceasingly Amazing World of Insect Diversity Emilie Bess and Christophor Looney biology environmental studies natural history	Program	FR–SRFreshmen–Senior	8	08	Weekend				Su 16 Summer			Emilie Bess Christophor Looney		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Russian, Beginning I, II, III Elena Smith cultural studies history language studies music visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall	W 16Winter	S 16Spring		This year-long course is designed to teach students to read the mysterious looking Cyrillic script, write the unique Russian cursive, construct sentences and express themselves in Russian. Students will immerse themselves in the colorful cultural and historical context provided by authentic text, film, music, and visual arts. Exploring selected works by such literary masters as A. Pushkin, L. Tolstoy, and A. Chekhov, to name a few, students will be able to understand not only the specifics of Russian grammar and vocabulary but also the complexities of Russian character and the Russian way of thinking as documented and preserved by outstanding Russian authors.		Elena Smith	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Senior Seminar: Reflections on Becoming Educated Stephen Beck	Course	SR ONLYSenior Only	4	04	Evening			S 16Spring				Stephen Beck	Tue	Senior SR	Spring	Spring
Shipwrecked! Maritime Disasters and Their Lessons for Management John Baldridge anthropology business and management history leadership studies maritime studies sociology	Program	FR–SRFreshmen–Senior	8	08	Evening			S 16Spring		From the to the to the , modern-day shipwrecks have captivated us all. But what can we learn from these disasters? Students in this program will study not only the specifics of these and other maritime tales of loss and woe, along with their pop-culture fallout in music, film, and other media, but also the lessons they offer for effective management in business, military, and other high-stakes "mission-based" projects in structured social environments. The captain on the bridge of a ship shares many commonalities with the manager of a health care team, the owner of a business, a union leader, a military officer, the head of a household, or anyone else in a leadership position. If you want to hone your leadership skills--or better understand the ways in which social organizations can succeed or fail--then this class is for you. Modern shipwrecks will constitute the metaphorical lens through which we consider these matters, and numerous case studies of maritime failure will be our main focus. In addition, we will review nautical history, geography and cartography, navigation, some basic physics, and study the evolution of maritime technology, which has allowed for both extraordinary advances and colossal blunders. We will also consider and critique the ways in which modern shipwrecks have been included in popular culture, from Gordon Lightfoot's emblematic "Wreck of the Edmund Fitzgerald" and James Cameron's , to the plight of the small boat pleasure-cruiser in Robert Redford's . But the broader theme of the program will be not only understanding how and why certain modern shipwrecks have come to pass, but what specific "breakdowns" in social coordination help to explain them, and how one might avoid similar breakdowns in a range of environments, at sea or otherwise. Ships' captains and their crews have long stood as metaphors for other structured social undertakings. This program will offer a rich theory-to-practice study plan relevant to anyone hoping to assume a leadership role in a mission-driven social environment, and wanting to better understand how mission-driven social organizations can succeed--or fail--in reaching their goals. Credits may be awarded in Maritime Studies, Organization & Management, History, and Anthropology.		John Baldridge	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Show Me the Numbers: Statistics for Social Sciences Wenhong Wang mathematics sociology	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring				Wenhong Wang	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Show Me the Numbers: Statistics for Social Sciences (at Grays Harbor) Wenhong Wang mathematics sociology	Course	JR–SRJunior–Senior	4	04	Evening		W 16Winter			In this world of information explosion, we are constantly bombarded by numbers. How do you make sense of those numbers? How can you tell which are used correctly and which are not? How can we use statistical tools to inform, to explore and to empower? What are the larger frameworks behind those numbers? How do we use quantitative reasoning to enhance our understanding of the society and make changes? This class will put statistics into context. We will cover basic statistical concepts and processes used in social sciences including descriptive and inferential statistics. Focus will be placed on real life scenarios and sense making practices. Besides workshops, students will conduct a research project and practice statistical analysis. This course meets the statistics prerequisite requirements of the Master In Teaching (MiT), and the Master of Public Administration (MPA).		Wenhong Wang	Wed	Junior JR Senior SR	Winter	Winter
So You Want to Be a Teacher Lester Krupp education psychology	Program	SO–SRSophomore–Senior	8	08	Evening and Weekend			S 16Spring		This program is designed for students who may be interested in pursuing teaching as a career choice. Students will study theories of learning and development, and explore issues of privilege and equity in education today. Students will learn about pathways to teacher certification and about teaching contexts in public schools and in other settings.The class will examine teaching careers from many angles. We will investigate questions such as: How can you become an effective social justice educator? How might you build upon your unique educational history to strengthen yourself as a teacher? Do the creative burdens and opportunities of teaching match up well with your creative impulses? In what teaching context would you have the most to offer? will study the realities of teaching in the current educational climate, whether in public or in private schools. While we will spend most of our efforts on understanding the demands of public school teaching, we will also look at other contexts, such as early childhood, Waldorf, Montessori, and democratic models of education. Students in this program can expect to visit classrooms and/or talk with practicing teachers. We will study models of learning, and students will learn to plan and implement short lessons built upon those models. Students will also study teachers who enact social justice goals in their work. Program activities will include interactive lectures and workshops, seminars, weekly writing, small group investigations, and a long-term project exploring a particular approach to schooling. Participants' work in the program will be assessed through written papers, participation in all activities, projects, and a final portfolio.		Lester Krupp	Wed Sat	Sophomore SO Junior JR Senior SR	Spring	Spring
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
Social Psychology: On the Margins, The Paradox of Community (at Grays Harbor College) Linda Gaffney law and public policy psychology sociology	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
Spanish, Beginning I David Phillips language studies	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		Students in Spanish, Beginning I, work to gain foundational skills in the language. This course is designed for students with little or no experience in Spanish. Initially, students listen closely, acquire vocabulary and practice pronunciation. Students work in small collaborative groups to practice speaking and share readings. All along we strive to create an active, stress-free learning environment. Elements of grammar are applied in written exercises. In-context topics include people, school, pastimes, time, home, food, and travel. The main goals of the course are to gain listening comprehension, and to begin learning to communicate in Spanish.		David Phillips	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Spanish, Beginning I - at SPSCC N. Specht	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		This beginning Spanish course introduces the four basic skills of the language: listening, speaking, reading and writing. The language will be studied within its cultural context. This course requires that students have regular access to high-speed internet, login to the publisher's website (subscription included with purchase of a new textbook), and complete online assignments. Students receive Evergreen credits. NOTE: Course meets at South Puget Community College, Main Campus, 2011 Mottman Road SW, Olympia, WA 98512, Mondays and Wednesdays, from 5:30 – 7:45 pm in BLDG 23-122		N. Specht		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Spanish, Beginning I - at SPSCC TBD	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				This beginning Spanish course introduces the four basic skills of the language: listening, speaking, reading and writing. The language will be studied within its cultural context. This course requires that students have regular access to high-speed internet, login to the publisher's website (subscription included with purchase of a new textbook), and complete online assignments. Students receive Evergreen credits. NOTE: Course meets at South Puget Community College, Main Campus, 2011 Mottman Road SW, Olympia, WA 98512, Tuesdays and Thursdays, from 5:30 – 7:45 pm in BLDG 20, Room 217.		TBD		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Spanish, Beginning I - at SPSCC TBD	Course	FR–SRFreshmen–Senior	4	04	Evening		W 16Winter			This beginning Spanish course introduces the four basic skills of the language: listening, speaking, reading and writing. The language will be studied within its cultural context. This course requires that students have regular access to high-speed internet, login to the publisher's website (subscription included with purchase of a new textbook), and complete online assignments. Students receive Evergreen credits. NOTE: Course meets at South Puget Community College, Main Campus, 2011 Mottman Road SW, Olympia, WA 98512, Mondays and Wednesdays from 5:30 – 7:45 pm, Building 26-104.		TBD		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Spanish, Beginning I, II (A) Arleen Sandifer language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall	W 16Winter			This year-long sequence of courses covers the first year of Spanish. Have you wanted to learn Spanish so you can communicate face-to-face when you take that long-dreamed of trip to the sunny beaches of Mexico, Central or South America? Have you noticed that you hear more Spanish being spoken in the various community locations you frequent such as grocery, hardware and department stores? Are you curious about the culture of the people that now constitute the largest ethnic minority in the United States? Have you come to the conclusion that being able to communicate in Spanish would greatly increase your professional or academic flexibility and value? Did you study Spanish previously and want to “brush up” on your skills? Any and all of these are excellent reasons to study Spanish, and one of the Spanish classes offered at Evergreen will meet your needs. You may need to start with Beginning Spanish I if you have little or no experience with learning the language or if your previous experience with studying the language was some years ago. Beginning Spanish II may be the best class for you if you have fairly recent or familial experience with the language and a good grasp of the fundamentals of grammar such as conjugation of verbs and the appropriate use of . Sometimes, students with recent, more advanced study, whether through real world or academic experience, are ready for Beginning Spanish III. One of the Spanish language faculty can assist you in finding the right class for your needs. Classes are highly interactive, safe environments to practice your new skills. A wide range of learning activities is provided so that students learn to read, write, speak and understand the language. Students use a written text and workbook for self-study. An online learning vehicle is also used so that students are immersed in the various components of the language. Students have access to a language lab that incorporates Rosetta Stone for additional practice. Cultural activities are integrated into the classes so that students learn not only the language but also the major cultural values and traditions of countries where Spanish is spoken. A culminating language fair is held during spring quarter in conjunction with other language classes and provides language students with opportunities to display their own learning as well as learn about the other cultures represented by those languages. Come join us and begin expanding your world – present and future!The following is a short description of the material covered in each of the Beginning Spanish classes: Beginning Spanish I: Beginning Spanish I students acquire the skills to understand written and oral language and to express themselves in written and oral language about the following: greetings, introductions, expressions of courtesy, academic life, days of the week, schedules, family, identifying and describing people, professions and occupations, leisure activities, sports, asking for and giving directions within a city or campus, travel and vacation arrangements and activities, months and seasons of the year and weather. Students acquire the following grammatical structures: use of the verbs and , conjugation of verbs in the present tense including stem-changing verbs, and , noun/adjective agreement, subject/verb agreement, and various idiomatic expressions related to the topics studied. Beginning Spanish II: Beginning Spanish II students acquire the skills to understand written and oral language and to express themselves in written and oral language about the following: vacations and other free time activities, months of the year, seasons and weather, clothing and shopping, negotiating a price and buying, colors, daily routines and time expressions, food and meals. Students acquire the following grammatical structures: use of the reflexive mood and preterit tense, including verbs and in the preterit, demonstrative pronouns, direct and indirect object pronouns, and various idiomatic expressions related to the topics studied. Beginning Spanish III: Beginning Spanish III students continue to build their knowledge base of the foundational communicative structures, including: use of reflexive verbs, indefinite and negative words, preterite of irregular and stem-changing verbs, double object pronouns, the imperfect tense, contrasting uses and meanings of preterite and imperfect tenses, familiar and formal commands, and the present subjunctive. These structures are acquired while communicating about the following: describing one’s daily personal hygiene and life routines, shopping for and describing food and preparing meals, parties and celebrations, family relationships and stages of life, identifying parts of the body and symptoms and medical conditions to obtain medical assistance and daily domestic chores and routines.		Arleen Sandifer	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Spanish, Beginning I, II, III (B) David Phillips language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall	W 16Winter	S 16Spring		Students in Beginning Spanish I gain foundational skills and begin efforts to communicate in the language. This immersion-mode Spanish course is designed for students with little or no experience in the language. Initially, students listen closely, acquire useful vocabulary and learn basics of pronunciation. Students practice speaking and share readings in small collaborative groups. All along we strive to create an active, stress-free learning environment. In-context topics include people, school, pastimes, time, home, food, and travel. Elements of grammar are integrated into written practice exercises. The textbook, audiovisuals, music and games complement the learning. This Beginning Spanish sequence continues on with courses in winter and spring quarters.In Beginning Spanish II, students build upon what they learned previously to develop Spanish language skills in listening comprehension, conversation, reading and writing. One prior quarter of college-level Spanish or one year of high school Spanish is required. The course takes place entirely in Spanish in an interactive learning environment. Conversation sessions in small groups involve practical topics. Class discussions and audiovisual presentations cover diverse issues related to Latin American societies and Hispanic cultures. Students expand their range of vocabulary, with emphasis on verbs in past tenses, pronouns and other key elements of grammar. Written assignments are extensive, with opportunities for self-directed creative writing and reading. This course sequence continues into spring quarter. In Beginning Spanish III students continue to build their knowledge base of the foundational communicative structures, including: use of reflexive verbs, indefinite and negative words, preterite of irregular and stem-changing verbs, double object pronouns, the imperfect tense, contrasting uses and meanings of preterite and imperfect tenses, familiar and formal commands, and the present subjunctive. These structures are acquired while communicating about the following: describing one’s daily personal hygiene and life routines, shopping for and describing food and preparing meals, parties and celebrations, family relationships and stages of life, identifying parts of the body and symptoms and medical conditions to obtain medical assistance and daily domestic chores and routines.		David Phillips	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Spanish: Conversación y Composición Hugo Flores language studies	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring				Hugo Flores	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Spanish, Intermediate I, II Hugo Flores language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall	W 16Winter			This year-long sequence of courses is designed for students who have developed conversational Spanish language skills. Communication in class takes place entirely in Spanish. These courses build upon previous work to strengthen communication skills and fluency in Spanish. Coursework focuses on intensive conversation, reading, and writing, as well as practice of selected grammatical structures. Group conversations and written work will focus on practical themes as well as on many topics related to Latin American societies and Hispanic cultures. By spring, students will be working with complex and abstract ideas in their reading of selected short stories and current news from different sources and in their writing of papers based on specific questions.		Hugo Flores	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Statistics and Research Design, Introduction Ralph Murphy environmental studies law and public policy mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Session I Summer	This class covers key statistical concepts at the conceptual and computational level with an emphasis on how statistics is used in research in natural and social sciences. Important elements of research design are covered in the class. Descriptive and inferential statistical tests are covered including scales of data, measures of central tendency, normal distributions, probability, chi square, correlation and linear regression, tests of hypothesis, and Type I and Type II errors. Students will develop a clear understanding of introductory statistics and the ability to correctly interpret findings found in journals, newspapers, books and your own research and data collection. The class meets the statistics prerequisite for MES and MPA programs at Evergreen and most other graduate schools with a statistics prerequisite.		Ralph Murphy	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Statistics I (B) Alvin Josephy mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Alvin Josephy	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Statistics I (A) Alvin Josephy mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Alvin Josephy	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Statistics I (A) Alvin Josephy	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall						Alvin Josephy	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Statistics I (A) Alvin Josephy mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening		W 16Winter			This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Alvin Josephy	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Statistics I (B) Allen Mauney mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Allen Mauney	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Statistics I (B) Alvin Josephy mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening		W 16Winter			This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Alvin Josephy		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Statistics I (C) Alvin Josephy mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall						Alvin Josephy	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Statistics I: Introduction to Statistics Alvin Josephy	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Session II Summer			Alvin Josephy	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Statistics II Alvin Josephy	Course	FR–SRFreshmen–Senior	4	04	Evening and Weekend			S 16Spring				Alvin Josephy	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Statistics II Alvin Josephy	Course	FR–SRFreshmen–Senior	4	04	Evening and Weekend		W 16Winter					Alvin Josephy	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Surrealism in Art: Dreaming in Color Ann Storey art history visual arts	Program	JR–SRJunior–Senior	8	08	Evening		W 16Winter			This integrated art and art history program will examine the exciting metamorphosis of modern art, placing a special emphasis on women surrealist artists of Mexico and the United States. We will explore how these artists evolved as creative individuals as they simultaneously helped to transform society. We will also study the social, economic and historical forces that inspired artists to break with tradition and explore new ideas, materials and methods. We will learn how to analyze and interpret works of art using the technique of formal analysis. Students will be guided in a process that will move from theory to practice in order to experience relevant art techniques, such as cubist drawing, mixed-media work, collage and assemblage.		Ann Storey	Mon Wed	Junior JR Senior SR	Winter	Winter
Taking Care of Business: Developing Creative Options for Livelihood Kathy Kelly business and management law and government policy leadership studies sustainability studies	Program	JR–SRJunior–Senior	8	08	Evening and Weekend	F 15 Fall	W 16Winter			In this two quarter program, students will consider how to earn a living in a way that aligns with their values, develops their talents, and brings satisfaction through creative business endeavors.We will explore the role played by business from an economic and societal perspective. We will study major global trends in business, identifying opportunities for business that capitalize on those trends. We will study the social and environmental responsibility of business, and models of governance and operations in light of corporate responsibility, and we will look at a variety of entrepreneurial endeavors that inspire our imaginations and illuminate the qualities possessed by those who innovate and create, considering individuals' strengths and deepest longings in light of the economic demands made on our lives.In fall quarter, students will be introduced to the creation and management of business, and essential functions including strategic planning, operations, marketing, human resources, finance and accounting. Students will develop business plans for their ideas for new business ventures. In the process, they will conduct market research and feasibility studies, and create start-up budgets and projections for operational revenue and expenses for the first few years of their proposed business. We will explore different ways of raising capital and the costs related to each option. Students will consult and advise with colleagues; and those wishing to do so may submit their projects for the Business Plan Competitions sponsored by the University of Washington.In winter quarter, continuing students may further their work on their business plans or mentor incoming students for a business venture. We will follow the state legislative process to gain an understanding of the issues related to creating a healthy business environment in Washington state. We will study the state's incentives for community and economic development including public infrastructure, research, and economic concessions. We will learn a framework called ecological economics (Daly, et al) that values the assets in our bioregion for consideration in public policy and business decisions.Throughout the program, students will learn key concepts of systems theory and develop skills in group process and collaboration.Resources will include Osterwalder, Wheatley, Meadows, Ries, Blank, Thiel, Friedman, Diamandis, and others.		Kathy Kelly	Sat	Junior JR Senior SR	Fall	Fall Winter
Theories of Personality Susan Cummings psychology	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
THIS is Public Health Nancy Anderson government health	Program	FR–SRFreshmen–Senior	8	08	Weekend	F 15 Fall				What factors determine how healthy we are? How does population health differ from health at the individual level? Why is it that health depends on so many factors outside of the health care sector? These questions form the core of this 8 credit program. We will learn about the definition and scope of public health. Students will work individually and in groups to understand milestones in the history of public health, the basic tools of public health research, and the challenges to successful health promotion projects. The learning community will work in small groups to identify a significant public health problem, develop a health promotion/intervention, and consider methodology for evaluation of impact. We will also work on line with available public databases to understand more about the reasons behind systematic health inequities. The program will focus on public health issues in the United States but will also draw on international examples of successful interventions.		Nancy Anderson	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Toward Becoming a Teacher Lester Krupp education	Course	JR–SRJunior–Senior	4	04	Evening		W 16Winter			Many idealistic, well-intentioned new teachers find themselves frustrated by their early experiences in public schools and soon leave public education entirely. This frustration is not inevitable. This course, taught by an Evergreen graduate with more than 30 years’ experience teaching in public schools, will explore the skills needed to become a passionate, effective teacher in the 21st century. We will investigate some of the inevitable struggles—both political and personal—that teachers encounter in public schools today, and we will hear how passionate teachers overcome those tensions. This course may be of particular interest to upper-division students who are considering careers in education, but will also interest any student who wishes to look closely at issues in public education today. As part of this course, students who plan to apply to the Master in Teaching program can begin the classroom observations required for application.		Lester Krupp	Thu	Junior JR Senior SR	Winter	Winter
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
Understanding the Economic Crisis Alan Nasser economics law and public policy political economy	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring				Alan Nasser	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Understanding the Economic Crisis Alan Nasser economics government political economy political science	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Session II Summer	No one reading this has not experienced or witnessed the painful effects of the combined financial crisis, long recession and severe shortage of well-paying jobs. These are turning points in American society and world history. Two of the nation’s most prominent economists have recently warned that Americans must now accommodate themselves to an unending condition of chronic slow economic growth, low wages, high unemployment and permanent economic insecurity. Are they right? A great deal hangs in the balance.Understanding the origins and future of the present crisis can help in making sense of the world and planning for the future. This class helps students understand where the crisis came from, why it has the features it has, and where it is likely to lead. Clear explanations will be offered for terms like financial bubble, securitization, derivatives, credit default swaps and financial economy vs. real economy. Implications for income and job growth will also be studied. No prior background in economics is required. Required readings have been selected for clarity and general accessibility		Alan Nasser	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
The Value of Natural Capital: Theory, Practice, & Policy Lola Flores and Scott Morgan	Course	JR–GRJunior–Graduate	4	04	Evening				Su 16 Summer	This course will focus on using Ecosystem Service Valuation (ESV) to inform decision makers of alternative approaches to the multiple pressing and widespread environmental issues. The class is a facilitated learning experience using a local, applied case study to learn the theory, methodologies, and practice of ecosystems services and accounting for natural capital along with their applications in public policy. The students will apply lessons learned in class by scoping and building the foundations of a complete economic assessment. Practitioners in the field will work closely with the class to develop a deep understanding of this innovative economic perspective that provides a critical connection between standard cost/benefit analyses and the unaccounted impacts upon our environment.		Lola Flores Scott Morgan	Thu		Summer	Summer
Veterans' Next Mission: Crossing the Bridge Between Military and Academic Life Randy Kelley	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		This course is envisioned to aid active duty, veterans and dependents in adjusting to a college environment and to provide them with an orientation to the tools that are available to help them adjust. We will use a seminar format, where class members discuss issues confronting their re-entry into the civilian community, particularly an academic environment. Through reading and research, you will discover effective tools and strategies for dealing with those challenges. The class will feature short lectures and films on various topics, followed by discussions. Students will read the novel, and discuss it, do a team research project, resulting in a paper and presentation, and write short essays on various topics. You will interact with guest lecturers, share your discoveries with classmates, and keep a		Randy Kelley	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Veterans' Next Mission: Crossing the Bridge Between Military and Academic Life Daniel Ralph education history	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				This course is for Veterans and Active Duty military who are entering college for the first time or who are transitioning back into college after a hiatus. The course will be focused on developing the skills, knowledge and abilities that make students successful at Evergreen. Emphasis will be placed on improving reading, critical thinking, and expository writing skills. The course will also focus on helping veterans make the transition to the non-traditional style of education at Evergreen. In support of these goals the primary reading will be the by Thucydides, and the course will feature seminar discussions, workshops, and writing assignments related to that text.		Daniel Ralph	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Visual Literacies Hirsh Diamant aesthetics art history cultural studies education visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		Visual literacy skills enhance communication, advance learning, and expand thinking. They are essential for effectively navigating today's social and cultural environment. In this course we will explore Western and non-Western approaches to art while focusing on how we see, how we learn, and how visual information can be used generally in communication and specifically in education. Our study will be enhanced by weekly art and media workshops which will include work with digital photography, Photoshop, animation/video, and presentation software.		Hirsh Diamant	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Web Design and Programming Arlen Speights and Richard Weiss computer science media arts visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Session II Summer			Arlen Speights Richard Weiss	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
The Western Film Genre and the American Frontier Myth Mark Harrison American studies cultural studies media studies	Program	SO–SRSophomore–Senior	8	08	Evening and Weekend	F 15 Fall				“When history is translated into myth, the complexities of social and historical experiences are simplified and compressed into the action of representative individuals or heroes." -Richard Slotkin, The Western is the richest and most enduring genre of American film. More myth than history, it is both formula film and a source of great innovation. Beginning with Reconstruction, this program will examine the important connections between the Western and the tale of expansion (economic, geographic, ecological, cultural) and violent conquest that is the American frontier myth. We will consider how the Western has evolved over the past century and what this evolution tells us about film, history and culture. We will analyze classic Westerns and the myriad sub-genres that exemplify this distinctly American art form. In addition to diverse short readings and a screenplay or two, primary texts for this program may include Richard Slotkin's James McPherson's , and , edited by Jim Kitses and Gregg Rickman. Home screenings will be required. Therefore, students will need access to a comprehensive source for DVD rentals, such as Netflix or Amazon Prime. A sampling of films under consideration includes: and .		Mark Harrison	Wed Sat	Sophomore SO Junior JR Senior SR	Fall	Fall
Woodworking John Shattuck visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening		W 16Winter			There is a sense of personal satisfaction and creative accomplishment to be gained from working with wood. The aim of this course is to provide a way to realize that intention through an understanding of the basic principles of designing in wood, the physical properties of the material, and the fundamental skills necessary to shape timber to a purpose.		John Shattuck	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Woodworking John Shattuck visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				There is a sense of personal satisfaction and creative accomplishment to be gained from working with wood. The aim of this course is to provide a way to realize that intention through an understanding of the basic principles of designing in wood, the physical properties of the material, and the fundamental skills necessary to shape timber to a purpose.		John Shattuck	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Woodworking John Shattuck visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		There is a sense of personal satisfaction and creative accomplishment to be gained from working with wood. The aim of this course is to provide a way to realize that intention through an understanding of the basic principles of designing in wood, the physical properties of the material, and the fundamental skills necessary to shape timber to a purpose.		John Shattuck	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Work and Disability: Minimizing the Human and Financial Impact of Disability DT North psychology	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
Worker Cooperatives and Democratic Management John McNamara	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Session I Summer			John McNamara	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Writer's Paradise Nancy Parkes literature writing	Program	FR–SRFreshmen–Senior	8, 16	08 16	Evening and Weekend				Su 16 Summer	Fiction! Essays! Non-fiction! Creative non-fiction! Academic writing! Journalism! Poetry! Dive into any of these genres in . This craft-intensive program offers weekly peer-critique groups, copious feedback from faculty, seminars on fiction and creative non-fiction, workshops to sharpen skills and generate ideas, and one-on-one and online critique. Deepen your engagement with your own writing, build critical reading skills, and refine your editorial eyes and ears. We’ll study stories, essays, a novel, and poems that allow us to study writing strategies. Students will be introduced to close, critical reading practices, and, in short, learn to read like writers. Students may enroll for 8 credits either first or second session, or for the full 16-credit session.In addition to intensive writing and study of the craft, you’ll engage in writing-related activities that explore the creative process and the written word, including weekend day retreats to delve deep into your writing process in the peace and tranquility of Evergreen's Organic Farm. is designed to help beginning and accomplished writers to develop skills that they can use artistically, academically, and professionally. Regular weeknight sessions will include lectures, workshops, seminar, and guided critique group opportunities. Classroom work emphasizes the critique process, fine tuning, generating work, close reading, and practices of literary study. Readings will include selection on the craft writing along with examples of brilliant prose, essays, and poetry by diverse contemporary authors.The program schedule is designed for students with jobs and those who wants to work intensively on writing. The schedule is summer-friendly. Students may enroll for the full 10-week quarter or for either of the 5-week sessions. Students can expect to have significant time with faculty, as well as opportunities to work independently and with strong peer support.A unique aspect of the program is strategically-timed weekend retreats. We'll have two full-weekend retreats per session during which we'll meet all day Saturday and Sunday for workshops, walks, sharing work, and discussion. We will also use these times for guest speakers and workshops.Some students will choose to engage in a series of local and regional hikes along with sensory exercises to expand the creative process. These techniques will enable you to engage in and maintain a creative space regardless of what your future holds.Other students will develop varied writing-related group activities to fortify their writing experiences with support from the faculty.*This program may help future Master in Teaching Students to fulfill the 12-credits in expository and other writing. The program may also help current MIT students to meet English Language Arts endorsements. Please contact faculty ( ) to further discuss this, or see us at academic fair for summer.		Nancy Parkes	Mon Wed Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Writing as Thinking: The Power of Reflection Emily Lardner education writing	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		What's the relationship between language and thinking, or between thinking and writing, and what does that relationship mean for us as writers? The purpose of this course is explore the relationship between writing and thinking, language and thought, and to understand how becoming aware of that relationship can help us become more effective writers, better critical thinkers, and stronger analytical readers. Students in this course will tackle the question of writing and thinking head-on, reading about it, writing about it, and reflecting on their own experiences as writers and thinkers. We'll also examine what it means to "reflect" on our experiences--the role reflection plays in learning.		Emily Lardner		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Writing from Life Nancy Parkes communication writing Signature Required: Fall	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				The Writing from Life class serves two distinct groups of students -- those planning to earn credit through Prior Learning from Experience, and those who want to build their skills in creative writing. Students will have the chance to kick-start, or accelerate, a college career by documenting professional and/or community-based experience. With significant support, they will learn to write essays that show the "college equivalent learning" they have gained through professional and/or volunteer work in community. Writing from Life is the springboard to this highly supportive learning community, where adults work together to ensure one another's success. Students headed toward PLE will receive significant faculty support, both one-on-one, and in class. We will also focus on academic skills that will help students to succeed in Prior Learning and in other academic courses and programs at Evergreen. Students earn four credits for this course, and may take up to 16 further credits in the Prior Learning from Experience Program. The Prior Learning prerequisite requires an easily-obtained faculty signature. Please attend the academic fair for the quarter you would like to attend (contact Admissions), and/or contact Nancy A. Parkes at . You will also find further information, including a video, at . Finally, The Olympian wrote an article about the program, which you can find at A group of up to eight students will concentrate on autobiography, essays, and writing of choice. They will participate with future Prior Learning from Experience students in reading and seminars on texts and essays, as well as writing workshops. Students in this section don't require a faculty signature to register, but must be highly capable of independent work.		Nancy Parkes	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Writing from Life Nancy Parkes communication writing Signature Required: Winter	Course	FR–SRFreshmen–Senior	4	04	Evening		W 16Winter			The Writing from Life class serves two distinct groups of students -- those planning to earn credit through Prior Learning from Experience, and those who want to build their skills in creative writing. Students will have the chance to kick-start, or accelerate, a college career by documenting professional and/or community-based experience. With significant support, they will learn to write essays that show the "college equivalent learning" they have gained through professional and/or volunteer work in community. Writing from Life is the springboard to this highly supportive learning community, where adults work together to ensure one another's success. Students headed toward PLE will receive significant faculty support, both one-on-one, and in class. We will also focus on academic skills that will help students to succeed in Prior Learning and in other academic courses and programs at Evergreen. Students earn four credits for this course, and may take up to 16 further credits in the Prior Learning from Experience Program. The Prior Learning prerequisite requires an easily-obtained faculty signature. Please attend the academic fair for the quarter you would like to attend (contact Admissions), and/or contact Nancy A. Parkes at . You will also find further information, including a video, at . Finally, The Olympian wrote an article about the program, which you can find at A group of up to eight students will concentrate on autobiography, essays, and writing of choice. They will participate with future Prior Learning from Experience students in reading and seminars on texts and essays, as well as writing workshops. Students in this section don't require a faculty signature to register, but must be highly capable of independent work.		Nancy Parkes	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Writing from Life Nancy Parkes communication writing Signature Required: Spring	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		The Writing from Life class serves two distinct groups of students -- those planning to earn credit through Prior Learning from Experience, and those who want to build their skills in creative writing. Students will have the chance to kick-start, or accelerate, a college career by documenting professional and/or community-based experience. With significant support, they will learn to write essays that show the "college equivalent learning" they have gained through professional and/or volunteer work in community. Writing from Life is the springboard to this highly supportive learning community, where adults work together to ensure one another's success. Students headed toward PLE will receive significant faculty support, both one-on-one, and in class. We will also focus on academic skills that will help students to succeed in Prior Learning and in other academic courses and programs at Evergreen. Students earn four credits for this course, and may take up to 16 further credits in the Prior Learning from Experience Program. The Prior Learning prerequisite requires an easily-obtained faculty signature. Please attend the academic fair for the quarter you would like to attend (contact Admissions), and/or contact Nancy A. Parkes at . You will also find further information, including a video, at http://www.evergreen.edu/eveningweekend/ple.htm A group of up to eight students will concentrate on autobiography, essays, and writing of choice. They will participate with future Prior Learning from Experience students in reading and seminars on texts and essays, as well as writing workshops. Students in this section must be highly capable of independent work, and should contact the faculty for a signature.		Nancy Parkes	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Writing Our Future Histories: Exploring the Boundaries of the Possible David Wolach	Course	FR–SRFreshmen–Senior	4	04	Evening and Weekend		W 16Winter			This course challenges students to write the world that does not yet exist. Or, as poet and theorist of radical black performance Fred Moten does, we will try to engage in writing that "investigates new ways for people to get together and do stuff in the open, in secret." Each week we’ll work individually and collaboratively on writing experiments—prose, poetry, creative non-fiction—that critique and advance beyond our own assumptions about what is socially possible or probable and that do so by paying careful attention to the rhythms of past and current events. As a basis for this creative production, we will engage critically with writers whose work exists at the point where the border between politics and art, future and past, ruptures, including Juliana Spahr, M. NourbeSe Philip and CAConrad. In sound, in sight, and through a kind of "improvisatory ensemble" (as Moten puts it) we will resist what too often gets counted as the inevitable outcome of a political economy that treats people as objects that just happen to speak. What is inevitable about the future, and what is it about controlled acts of creative improvisation that helps us not just "guess at" but hear our future’s past?		David Wolach		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter