2015–16 Undergraduate Index A–Z

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Title	Offering	Standing	Credits	Credits	When	F	W	S	Su	Description	Preparatory	Faculty	Days	Multiple Standings	Start Quarters	Open Quarters
Adolescent Literature Terry Ford education literature	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Summer			Terry Ford	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Against All Odds: The African American Experience Kabby Mitchell African American studies cultural studies literature sociology	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		How did Black women and men, of many different cultures and ages, succeed against all odds? How did they move from the master narrative to their own agency? Where did they find the insurmountable courage to deconstruct and reconstruct their lives? In this program, students will participate in an inquiry-based exploration of the resiliency, efficacy, and longevity of the lives and legacies of selected Black women and men from Ancient Egypt to present-day African Americans. Our exploration will use the lenses of Ancient Egyptian studies, African, African-American and Afro-Disaporic history, dance history, and popular culture to investigate these women’s and men’s lives with cultural contextualization.		Kabby Mitchell	Tue Wed Thu	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
Astronomy and Cosmology: Stars and Stories Rebecca Chamberlain astronomy education field studies literature philosophy of science writing	Program	FR–SRFreshmen–Senior	8	08	Day, Evening and Weekend				Su 16 Session II Summer	This program is focused on fieldwork and activities designed for amateur astronomers and those interested in inquiry-based science education, as well as those interested in exploring mythology, archeo-astronomy, literature, philosophy, history, and cosmological traditions.Students will participate in a variety of activities from telling star-stories to working in a computer lab to create educational planetarium programs. We will employ qualitative and quantitative methods of observation, investigation, hands-on activities, and strategies that foster inquiry based learning and engage the imagination. Through readings, lectures, films, workshops, and discussions, participants will deepen their understanding of the principles of astronomy and refine their understanding of the role that cosmology plays in our lives through the stories we tell, the observations we make, and the questions we ask. We will participate in field studies at the Oregon Star Party as we develop our observation skills, learn to use binoculars, star-maps, and navigation guides to identify objects in the night sky, and operate 8” and 12” Dobsonian telescopes to find deep space objects. We will camp in the high desert and do fieldwork for a week.		Rebecca Chamberlain		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
Back in the Days: History Through Hip Hop and Haiku Anthony Zaragoza African American studies American studies cultural studies gender and women's studies history literature music political economy	Program	FR–SRFreshmen–Senior	4, 8, 16	04 08 16	Day				Su 16 Session I Summer	We'll explore history through the lens of seemingly contrasting art forms: hiphop and haiku. Beginning with Lipsitz’s idea that artistic expression reflects, responds to and shapes historical realities, we'll look back to Hiphop's beginnings in Africa, connections to the Caribbean, birth in NYC, and growth into a global phenomenon. Meanwhile, Haiku, a thousand years old with roots in China, leaves its initial role as mood-setter for a longer Japanese work, appears solo as a linguistic snapshot, and flowers into Japanese popular art with worldwide influence. We'll examine these histories, read and write poems, listen to music, watch films, and compare/contrast these global art forms. Students who take the course for more than four credits will have the option of doing independent projects and readings related to deepening the learning and work of the course. 12 and 16 credit students will complete the additional work over the full summer session. If you are absolutely unable to meet at the listed hours, but are still interested in the class, email me at zaragozt@evergreen.edu, and we can find a solution.		Anthony Zaragoza	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Be Wilder: Writing from Wilderness John Schaub literature outdoor leadership and education sustainability studies writing	Program	FR–SRFreshmen–Senior	8	08	Day and Evening				Su 16 Session II Summer	Many cultures have traditions of teachers and students spending time in wilderness. We’ll let wilderness work in us, inspire us and help immerse us in writing. Carrying our own food and shelter will focus us, and open new outlooks on sustainability. We’ll live Leave-No-Trace ethics as we paddle to Squaxin Island and hike in the Olympic and Cascade Mountains, including Rainier and St. Helens. We’ll read, seminar, write and critique, with ongoing faculty feedback.This all-level program could be an orientation for incoming students, and a chance for anyone to engage deeply with writing, and/or produce a finished publishable manuscript.		John Schaub	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Beethoven, Blake, and the Sounds of Revolution Leonard Schwartz and Andrea Gullickson literature music writing	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		Ideas matter. Words and music are powerful; they can profoundly alter how we view ourselves, everything outside ourselves, and the intersection of the two. What can the works of composer Ludwig van Beethoven and poet William Blake teach us about the power of imagination and the possibilities of human freedom? Through close listening and reading, we will study the textures of their work in the context of the 19th century, as well as consider several of their late 19th-century inheritors and 20th-century transformers and critics: in poetry, the experimental formalism of Gertrude Stein and Louis Zukofsky (“upper level music, lower level speech”); and in music, the compositions of Richard Wagner and John Adams. Other readings will include Nietzsche’s Georg Buchner's and Adalbert Stifter's as well as essays by Maynard Solomon, Richard Taruskin, Edward Said, and Theodore Adorno. Particular works of Beethoven to be considered are the 3rd, 5th, and 9th symphonies, piano sonata No. 17, and his late string quartets.		Leonard Schwartz Andrea Gullickson	Mon Tue Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Beyond Yoknapatawpha: Southern History and the Novel Geoffrey Cunningham history literature	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		“The past is never dead. It’s not even past.”As the “sole owner and proprietor” of the fictional Yoknapatapwha County, William Faulkner created an innovative literary landscape to explore the history of the American South. This program will use the interests and themes of Faulkner’s saga to study the literature generated by Southern history. Beginning with Yoknapatawpha, our program will broaden to include the works of Southern novelists Ernest J. Gaines, Robert Penn Warren, Alice Walker, Ralph Ellison, Kate Chopin, and Pat Conroy. Throughout we will study the history of race, slavery, the Civil War, and segregation along with the themes of violence, class, and gender.Students in this program will read novels as well as select literary criticisms and biographies. We will pay particular attention to the structure, aesthetic quality, and purpose of each writer’s work. Students will write responses to each reading and will produce an expository essay on a chosen aspect of the program’s theme. Classes will include seminars, lectures, film screenings, workshops on criticism, and recitations in which students will present their own writing. Throughout we will focus on the literature generated by the history of the American South. : This program includes a substantial amount of reading, which students will need to complete on time. Students will write a two-page response paper to each reading, which must be completed and presented in seminar. Students will also be required to write one fifteen-page expository essay on Southern history and its literary legacy.		Geoffrey Cunningham	Tue Wed Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Caliban and the Witch Miranda Mellis, Peter Bohmer and Elizabeth Williamson cultural studies gender and women's studies literature political economy theater writing	Program	FR–SRFreshmen–Senior	16	16	Day and Evening	F 15 Fall				How can monsters and witches, figured so closely in relation to animals both in being endangered and dangerous, help us think about climate change, the sixth great extinction we are currently undergoing, transition, transformation, and adaptation? How might these – monsters, witches, and climate change – be tied to social movements, political economy, and social change?This intensive literature, creative writing, and political economy program will take up the above questions and others. Students in this program will learn to read, think, and discourse analytically and will develop creative and critical writing and research skills through the study of contemporary and historical relationships between climate change, inequality, and capitalism. We’ll learn about the changes in the global political economy from the Middle Ages to the present and its implications for daily life. Pivotal concepts will be introduced to analyze the past, the present and possible futures through literary and economic lenses. Shakespeare's whose anti-hero, Caliban, has become a symbol of resistance to colonization – will form a core text. The program title is taken from Silvia Federici's study an illuminating analysis of the movements and peoples who had to be suppressed in order to build the foundations of modern capitalism. Using these two texts as our focal points, students will be introduced to key concepts in Marxist, feminist, economic, and post-colonial theory as well as experimental approaches to contemporary storytelling, including feminist and post-colonial appropriations. Students will be invited to re-think the political-economic underpinnings of inherited conceptions of space and knowledge. We'll also consider the dominant role that storms, droughts, shipwrecks, and other disasters have played in canonical and contemporary art, and participate, along with a consortium of other programs in sciences and humanities, in shared curriculum focused on climate change.		Miranda Mellis Peter Bohmer Elizabeth Williamson	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Change Agents: Creating Pathways in Uncertain Times Tacoma Tyrus Smith, Peter Boome, Dee Dunn, Suzanne Simons, Frances Solomon, Peter Bacho, Barbara Laners, Arlen Speights, Anthony Zaragoza, Paul McCreary, Mingxia Li and Gilda Sheppard biology community studies cultural studies environmental studies government law and public policy literature mathematics political economy sociology	Program	JR–SRJunior–Senior	16	16	Day and Evening	F 15 Fall	W 16Winter	S 16Spring		This program will focus on developing strategies for creating and navigating change as we look toward the future. The goal is to enhance students' capacities to respond to and promote change on personal and institutional levels. Within this context, students will study historical trends and contemporary practices that will shape and impact their future endeavors. By analyzing and evaluating the effectiveness of existing models, students will develop proactive interventions to address pressing community problems.The topic of change will be approached through studies in philosophy, history, sociology, psychology, political economy, scientific inquiry, environmental studies, law, literature, visual/media arts, mathematics, and logic. Students will enhance their knowledge with skill development in the following areas: writing, mathematical reasoning, media literacy, multimedia technology, statistics, public speaking, and organizational and community development.During the fall, students will explore historical and philosophical traditions that inform efforts to design pathways for future possibilities. This includes investigating personal and societal notions of the natural and social worlds as portrayed through arts and humanities, natural sciences, and social sciences.During the winter, students will utilize an interdisciplinary approach to explore and understand contemporary models of change. This includes researching specific community-based problems and identifying proactive strategies that address such concerns.During the spring, students will investigate successful models of change to extrapolate how such models might be useful, but also might be limited in their capacity to address future possibilities, and to propose proactive community-based interventions tailored to specific community concerns.		Tyrus Smith Peter Boome Dee Dunn Suzanne Simons Frances Solomon Peter Bacho Barbara Laners Arlen Speights Anthony Zaragoza Paul McCreary Mingxia Li Gilda Sheppard		Junior JR Senior SR	Fall	Fall Winter Spring
Children's Literature Jon Davies communication education literature psychology	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session II Summer	Participants will engage in readings, discussions, written analyses, and workshops that address literary and informational texts for children from birth to age 12. Topics include an examination of picture and chapter books, multicultural literature, literature from a variety of genres, non-fiction texts across a range of subjects, and censorship. This course meets requirements for the Washington State reading endorsement.		Jon Davies	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Culture and Violence Steven Niva and Catalina Ocampo cultural studies international studies literature political science Signature Required: Winter	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter			Periods of war and violence are also periods of immense cultural production. Those who engage in war and violence often draw upon and rearrange existing cultures and forms; at other times, they invent new cultural traditions and forms to legitimate and facilitate their actions. At the same time, others draw upon resources in the existing culture or invent new cultural forms to respond to, contest, and resist war and violence. If war and violence can be made through culture, they can also be unmade through cultural practices. This two-quarter program will examine the production of culture in a variety of wars and violent contexts drawn largely from the Middle East and Latin America in the 20 and 21 centuries. Utilizing theoretical perspectives and methods from political science, cultural studies, and literature, we will examine questions such as: What forms does violence take? What cultural forms facilitate violence? What cultural forms are produced by violence? What cultural forms can respond to or resist war and violence? We will examine diverse types of war and violence in the modern period, from interstate war to new forms of warfare and violence. We will focus on case studies of insurgency, civil war, counterinsurgency, and the “drug wars” in places such as Guatemala, Colombia, and Mexico, as well as the U.S. invasion and occupation of Iraq and forms of violence in Israel-Palestine and Lebanon. In all of these cases, we will study representations of violence in literature and art, as well as cultural production and resistance by artists observing and responding to violence. For example, we will look at how a mayor used performance to lower rates of urban violence in Bogotá, Colombia, how an Iraqi performance artist used his body to question war, and how a rebel-poet in Chiapas, Mexico, has led a revolution of indigenous peasants largely through literary production. The primary learning goals of the program include obtaining a thorough knowledge of cases of war and violence in the present period; furthering an understanding of cultural production in Latin America and the Middle East; and developing skills in literary and artistic interpretation, critical thinking, analytical and creative writing, and cross-cultural communication.The program will explore the meaning and practice of violence through a variety of formats and media, including novels and testimonies, films and video, and historical and analytical texts. Exercises and assignments will include class presentations, role-plays, writing workshops, and analytical papers. The program’s objective is to push us to think more deeply about how violence can transform cultures and how cultural production can be mobilized to disrupt cycles of violence. The program will provide a stimulating context for political and intellectual dialogue and guidance on writing, research methods, Internet research, and approaches to challenging texts and ideas.		Steven Niva Catalina Ocampo	Tue Tue Wed Wed Fri Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
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
Dangerous Reading: Readings in the History of Ideas Stacey Davis and Leonard Schwartz history literature philosophy writing	Program	FR ONLYFreshmen Only	16	16	Day	F 15 Fall	W 16Winter			What does it mean to read? How does reading shape one’s identity, and how does identity shape how one reads, and what one finds in those books? In this two-quarter program, we will examine the intertwined developments of poetry and history, and the implications of those histories for a theory of reading. What is the function of the poem, how is it to be heard or read, and how do its metaphors and syntax shape the very way a people or person might think and feel? What is the traditional role of the historian, and how do historians produce texts that authorize their own truth? How do historical and poetical works, and the various epistemological claims made in their name, interact in the contemporary moment? What is the role of translation in the dissemination of literary texts and shaping of the historical imagination? In the past, reading was deadly serious business. In this program, we’ll explore the relationship between illuminated manuscripts, medieval devotion, and power; how the advent of printed reading rocked Europe and sparked 100 years of war in the 16 century; links between political cartoons, scandalous pamphlets, and the terror of the French Revolution; the ways in which readers in the Romantic age fashioned a notion of themselves and their visions of a good life through their readings; and how the advent of post-structuralism in the 20 century has exploded the way we think of reading today. From Homer and Thucydides forward, there has been a competition between poetry and history over the right way to read and remember. Readings will include Thucydides' , Homer's , Sappho's , Plato's and St. Augustine's We will also consider sections of Dante's Montaigne's and Jean-Jacques Rousseau's as well as, crucially, Marcel Proust's We’ll delve into the cultural history of reading through texts such as Robert Darnton's and Dena Goodman's Contemporary writers and texts to be considered in light of the double imperatives of history and poetry include Marguerite Duras' , Alice Notley's , and Roberto Calasso's . Student activities will focus on reading, writing, and seminar participation.		Stacey Davis Leonard Schwartz	Mon Tue Wed	Freshmen FR	Fall	Fall Winter
Drawn from Life Bob Haft art history literature visual arts	Program	FR ONLYFreshmen Only	16	16	Day			S 16Spring		This is an introductory program for students who don't consider themselves artists but who wish to explore the visual arts and what it means to be an artist. It includes a component on art history, a hands-on studio arts component, reading fiction and nonfiction about the theory and practice of art, and learning to write about art. The studio component for the first half of the quarter will be devoted to the study of drawing the human figure; the last five weeks will be devoted to black-and-white film photography. Some of the main objectives of this program are instilling a basic knowledge of the history of Western art, the development of students’ skills in two-dimensional image making by learning disciplined work habits in the art studios, visual thinking, and adapting a working vocabulary for talking and writing intelligently about art. Expanding students’ visual literacy will be emphasized along with the study of traditional studio techniques. Reading materials and films have been selected to initiate class discussion and encourage an ongoing dialogue on topics related to aesthetics and art history. Our seminar texts are a combination of nonfiction works dealing with aesthetics and the practices both of making and viewing art, and novels which attempt to portray the lives of artists. In addition, practicing artists will come and talk about their lives, especially in terms of their daily activities and their decisions to become artists.		Bob Haft	Tue Wed Thu Fri	Freshmen FR	Spring	Spring
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
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
Eye of the Story Samuel Schrager and Caryn Cline American studies anthropology cultural studies literature media studies writing Signature Required: Winter	Program	FR–SRFreshmen–Senior	16	16	Day		W 16Winter			Our inquiry explores the power of storytelling in literature and film to take fresh looks at experience. It is designed for students who are prepared to do a serious writing or media-making project in documentary, fictional or hybrid modes. You will study a series of stellar written and audiovisual texts, examine the methods these artists use to craft compelling narratives, and mine them for inspiration and guidance as you pursue your own original work. The aim is to discover a poetics and a continuum of techniques to feed your creative practices, now and in the future. For advanced students, this program is an ideal context for advanced projects; for intermediate students, a challenging opportunity to develop their craft.Your project can be collaborative or individual; faculty will provide sustained guidance at each stage of its development, and students will support and critique one another’s work. Texts will span documentary and fiction genres, with readings by authors such as Joan Didion, Ralph Ellison, Joseph Mitchell, Octavia Butler, Grace Paley, Junot Diaz, W.G. Sebald and D.F. Wallace, films by directors such as John Akomfrah, Claire Denis, Jean-Luc Godard, Errol Morris, Yasujiro Ozu, Jay Rosenblatt and Wim Wenders, and theory from critics such as Walter Benjamin and David Bordwell. The first weeks of the quarter will include instruction in fieldwork and self-reflection: ways of listening, observing, recalling, and recording to make truthful stories. Artists will come to talk with us about their work and creative process. The program will culminate in presentations of students’ compact, polished, finished pieces of writing or film/video/web-based media.		Samuel Schrager Caryn Cline	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
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
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
Images of Japan: Arts, Literature and Cinema Stephanie Kozick and Tomoko Hirai Ulmer art history cultural studies history language studies literature media studies visual arts Signature Required: Winter	Program	FR–SOFreshmen–Sophomore	12, 16	12 16	Day	F 15 Fall	W 16Winter			This two-quarter Japanese studies program examines various Japanese art forms and how their essence was appropriated in Western culture. The ancient culture of Japan fashioned a multitude of impressions in American minds as the United States developed close economic and political relationships with Japan. This program’s curriculum incorporates Japanese literature, cinema and arts as well as comparative analyses of representations or “appropriations” of Japanese culture produced by non-Japanese writers, filmmakers, and artists. In the fall quarter we will focus on the study of Japanese literature and aesthetics. The literary and artistic works we will examine include: and from the 11 century Heian court, 16 -century tea gardens, 18 -century woodblock prints (which inspired the French Impressionist), and contemporary writers such as Murakami Haruki, Yohsimoto Banana along with artists, Isamu Noguchi and Yayoi Kusama. The films we will examine include works by Kurosawa Akira, Ozu Yasujiro and Miyazaki Hayao. In the winter quarter we will shift our focus to comparative studies, examining cultural assumptions and representations made by Western writers and artists as they appropriated elements of Japanese culture. We will study different images of Japan represented in the writing of Donald Richie and Pico Iyer, films by Doris Dörrie and Sophia Coppolla, and Impressionist art. By doing so, we will contrast perspectives from both Japan and the West, creating a format for observation, discussion and inquiry.Students may enroll for 12 credits and take an additional 4-credit Japanese language class taught by Tomoko Ulmer through Evening and Weekend Studies. Taking a Japanese class along with this program provides valuable insights into Japanese culture because of the remarkably image-oriented nature of the language.		Stephanie Kozick Tomoko Hirai Ulmer	Mon Wed Thu	Freshmen FR Sophomore SO	Fall	Fall Winter
Individual Study: Book Arts Steven Hendricks literature visual arts writing Signature Required: Winter	Contract	JR–SRJunior–Senior	16	16	Day		W 16Winter			Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unique combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Students proposing well-conceived projects in bookbinding or artists' books are invited to contact the faculty.Students with a lively sense of self-direction, discipline and intellectual curiosity are strongly encouraged to apply.		Steven Hendricks		Junior JR Senior SR	Winter	Winter
Inside and Out: Creative Writing, Sound Art and Psychoanalysis Lynarra Featherly aesthetics literature media arts music philosophy writing	Program	FR–SRFreshmen–Senior	16	16	Day		W 16Winter			In this all-level winter program in experimental creative writing, sound art and psychoanalysis, we will study the sounds and markings of internal thought and affect in the forms we find them in the world, as externally expressed. We will employ several modes of theoretical, critical, and creative inquiry and expression, listening for and bringing forth our internal processes in both creative and critical products. In our work together, we will ask how do the sounds and markings of language and the language of sound shape our creative and critical output. In our writing and sound collage work, we will explore how collecting, shaping and re-shaping found language and sound might bring the surprise of self-recognition, strike a familiar chord. We will ask how working within the constraints of found or overheard material might disrupt our ability to fully articulate who we imagine ourselves to be. In an attempt to produce creative work differently, our creative writing and sound art will take up experimental procedures, e.g., using source texts and sounds as material to manipulate, distort, transform and otherwise “translate” using combinatorial play, re-structuring or de-structuring. Our psychoanalytic, literary, sonic and poetic interlocutors will likely include Kristeva, Lacan, Žižek, Michel Chion, Gertrude Stein, John Cage and Emily Dickinson.Throughout the quarter, we will closely read psychoanalytic texts as well as texts in critical, literary and sound theory. We will engage these works in seminars, small groups, lectures, and reading sessions. Our work in this program will also include a substantial art and writing studio component. Students will spend the quarter working on one sustained creative writing project and one sustained sound art project. To those ends, students will receive ample training in sound technology and guidance in working with source texts and sounds.		Lynarra Featherly	Mon Mon Tue Tue Wed Thu Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Literary Arts Toolkit: Writing and Reading Contemporary Prose Miranda Mellis and Eirik Steinhoff cultural studies literature writing Signature Required: Spring	Program	SO–SRSophomore–Senior	16	16	Day and Evening			S 16Spring		This advanced critical and creative reading and writing program is designed for students who want to take ten weeks to develop and deepen their theories and practices of literary study in relation to a dynamic constellation of contemporary writing. Some organizing questions for these ten weeks include: What is a text? What can we do with a text? What can a text do with us? How have these questions been asked and answered historically? What new questions should we ask --- and how might we try to answer them now?We hypothesize that critical and creative reading and writing are mutually enabling processes. Our practice as writers will accordingly be sharpened through a practice of careful reading, and we will study an expansive range of genres, texts, styles, and modes --- from slogans and sonnets and sc-fi to novels and epics and law --- the better to enrich our repertoire of ways in the world of words. What key elements do these various forms involve? We will seek to determine this inductively as a means of theorizing our practice. All of which is to say that students can anticipate a challenging quantity of reading and writing. Each week will involve a mix of workshops, seminars, and lectures. Our proceedings will be punctuated by intensive on-campus “residencies” that will allow students to develop and pursue their own specific reading and writing projects. We will participate in the Art Lecture Series and Anthropocene Lecture Series, and are looking forward to class visits and/or guest lectures by four contemporary writers: Donna Haraway, an interdisciplinary scholar of feminist studies and science and technology studies; Dean Spade, a law professor and founder of the Sylvia Rivera Law Project; Rob Halpern, a poet and critic (and Evergreen alum); and Amanda Davidson, who teaches at the Pratt Institute and writes experimental fiction.		Miranda Mellis Eirik Steinhoff	Mon Wed Thu	Sophomore SO Junior JR Senior SR	Spring	Spring
Madness and Creativity: The Psychological Link Patricia Krafcik, Michael Buse and Carrie M. Margolin cultural studies literature psychology	Program	FR ONLYFreshmen Only	16	16	Day	F 15 Fall	W 16Winter			What is creativity? Is there a relationship between states of mind and a fertile imagination? What are the psychological mechanisms involved in the larger action of the human imagination, urging us to explore new avenues, to see what others have not seen, to create what no one has yet created? Many of the world's greatest writers, artists, and thinkers have been known to struggle with conditions classified as abnormal by psychologists. We will explore these conditions and their impact on creativity, searching further for any special links between certain kinds of abnormal psychological conditions and the drive to create. We will also study the normal mind and how it functions in both mundane and creative ways.Our interdisciplinary program is not intended to serve as therapy, but rather is a serious study of psychology, literature, the arts, imagination, and the creative impulse. We will approach our questions through various modes of inquiry. Through an in-depth study of abnormal psychology, we will learn to identify and understand a number of conditions. Many of our readings combine art theory with purely scientific psychological case studies by writers such as Sacks and Ramachandran. We will read several selections of imaginative literature by Gogol, Dostoevsky, Poe, Kafka, Plath, Gilman, and other writers describing abnormal psychological conditions. In addition, we will view and study a number of films which reflect incredible creative potential.We will respond to our readings and films by channeling the imagination with a variety of creative projects. In both quarters of our program, students will discuss assigned readings and films in seminars, engage in active writing exercises, and develop projects designed to explore and stimulate creativity. Assignments will include essays, poster projects, and other creative activities. Students will also work in small groups to make two short films, one each quarter, and will film and edit them on home equipment (cell phones, home camcorders, and home computers). Guest speakers will provide additional workshops and lectures in various artistic modalities. We will take field trips to the Tacoma Art Museum and the Museum of Glass, and our work overall will prepare students to undertake a culminating project in winter term. In all our activities, students will have ample opportunities to explore their own creativity and imagination.		Patricia Krafcik Michael Buse Carrie M. Margolin	Tue Tue Wed Wed Thu Thu	Freshmen FR	Fall	Fall Winter
The New Puritans: Studies of Anglo-American Social Conscience Nancy Koppelman and Trevor Speller American studies cultural studies history literature philosophy religious studies writing	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall	W 16Winter			Are you concerned with the dignity of everyday people, skeptical or outright hostile to state power, troubled by hierarchy, compelled to purge corrupting influences, attracted to disciplined bodily habits, worried that society is ever more unethical, committed to influence minds and hearts, and convinced that “everything happens for a reason”? If so, you may be a “New Puritan.” You are warmly invited to take this program and find out. Students in The New Puritans are considering the history and culture of social change efforts in North America from the Puritans forward. Puritanism has changed since the 17 century, but its basic “structures of feeling,” to borrow a phrase from Raymond Williams, are still with us and are the subject of our studies. Winter quarter’s work will have two main threads. The first is our collection of common texts, which provide historical, literary, and theoretical frameworks for grasping a new politics of injustice which emerged in the 19 century and has shaped social change ever since. We will read works by Susan Howe, Alexis deTocqueville, Nathaniel Hawthorne, Henry David Thoreau, W. E. B. DuBois, Joan Kelly, Frederick Jackson Turner, William James, Karl Marx, Michel Foucault, Rebecca Harding Davis, Edith Wharton, and Ta-Nehisi Coates. The second thread of The New Puritans is a major research project. The project will take the form of an analytic/critical/creative paper, which each student will develop with support from the program community. Projects will stem from topics of student interest related to reform movements, social movements, and/or social justice in the United States. Topics could include food justice, racial justice, immigrant rights, religion, trans-national activism, anti-poverty work, feminism, LGBTQ rights, climate change, environmentalism, education, and virtually any other topic of interest. Evergreen’s history, culture, and current social change efforts will be one of our sources for these projects. New students who already have works-in-progress are encouraged to join us. This program is an excellent choice for students who have studied political economy, social movements, and social justice, and who are interested in understanding the roots and character of Anglo-American social change efforts.		Nancy Koppelman Trevor Speller	Mon Wed Thu	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Of Blood and Beauty: The Thought, Literature, and Art of German-Speaking Cultures Marianne Bailey, Marianne Hoepli and Kathleen Eamon aesthetics art history cultural studies international studies language studies literature music philosophy psychology theater Signature Required: Winter	Program	SO–SRSophomore–Senior	4, 12, 16	04 12 16	Day	F 15 Fall	W 16Winter	S 16Spring		Our program will explore the productive paradoxes of Germanic sensibilities by working through foundational works in literature, philosophy, psychoanalysis, music, and visual arts from German-speaking thinkers and makers. We will be especially concerned with the unmistakable coexistence of a drive toward order, structure, technology, and systems, with an equally persistent melancholy, deep inwardness, and mysticism. Goethe’s is written in German; so, too, is the Dada The philosophical systems of Kant and Hegel, for example, feed Nietzsche’s critical tongue. Freud and the psychoanalytic tradition name and analyze the chaotic forces of human depths decades after German Romantics intimated and sang praises of that darkness, figuring its caves, jewels, and labyrinths in their poems and paintings. The operatic wave of Wagnerian ritual “Gesamtkunst” (total art) joins, in the German canon, the ethereal choirs of medieval mystic, Hildegard of Bingen, and the perfect symmetry of a piece from Mozart. We will ask what in this dual mentality allowed the rise of fascism, and how the artists and thinkers who opposed it and came of age in its wake were radically changed in their understanding of their language, their work, themselves, and their notions of art and of humanism. In fall and winter quarters, we will work across a long history, drawing from the Medieval and Renaissance eras with the aim of better understanding German Romantic literature, art, and philosophy of the late 18th and 19th centuries, and studying that period in turn so that we can approach works from 20th-century moderns, as well as works by outsider artists found in the fringe galleries and theaters in contemporary Berlin. Language study (beginning and intermediate) will be integral to our work for all students who plan on traveling to Germany in spring quarter. Spring quarter will include further language, philosophical, and cultural study, as well as significant individual project work. Students may elect to travel to Germany for nine weeks of field study, first in Berlin for intensive language and cultural studies, and then on excursions into, for example, Austria, Switzerland, and southwestern Germany during students’ “ (walking time). In Berlin, we will continue our historical trajectory with an emphasis on works of post-modernity and the situation of the contemporary European and world city, studying Berlin’s art, music, drama, and architecture. During the students will pursue their self-designed curriculum incorporating travel and cultural research; a portion of winter quarter will be devoted to developing those projects. Students on campus will engage a version of the all-program syllabus while developing their own individual projects with the support and help of faculty and one another. These students will have their own version of the when they can make field trips of their choosing. These might include touring independent poetry publishers, traveling to a nearby or distant museum or archive important to their research, or wandering the mountains or seashore reading and writing about the German Romantic poets and thinkers like Nietzsche, Novalis, or Hesse. All students will join together at year’s end to present their spring experiences and projects. This program will offer advanced work in the humanities and excellent preparation for graduate work.		Marianne Bailey Marianne Hoepli Kathleen Eamon		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
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
Out of the Shadows: Women of Color in the Era of Civil Rights Elizabeth Williamson and Frances V. Rains African American studies Native American studies cultural studies gender and women's studies history literature	Program	FR ONLYFreshmen Only	16	16	Day		W 16Winter			The Civil Rights era is typically described as a set of movements inching towards justice through the hard work of individual organizers—predominantly African-American males. When an entire historical moment is narrated in this way, women of color—their actions, their contributions, and their leadership—are implicitly relegated to the shadows. Students who are taught history in this way learn not to question what is “unseen,” which in turn reinforces the patriarchal status quo. This program seeks to resist that status quo by shining light on the leadership and work of many erased women of color across the decades of the 1950s-1970s.In addition to studying the crucial roles women of color played in the era of Civil Rights, we will learn about the critiques women of color provided of both white feminism and the male-dominated Black Power movement. In other words, we will highlight the role of women-of-color activists, writers, singers, and leaders in the struggle to forge a truly intersectional analysis of American systems of oppression. Because our 10-week study will necessarily be incomplete, students will be invited to do biographical or creative projects on figures and topics not covered in our syllabus.Significant attention will be paid to helping students develop their reading and critical thinking skills, and we will also supplement our textual analysis with films and music from the period.		Elizabeth Williamson Frances V. Rains	Mon Mon Wed Thu Thu	Freshmen FR	Winter	Winter
Place, Memory, Narrative: Northwest Coast Native Literature and Printmaking Kristina Ackley and Alexander McCarty American studies Native American studies literature visual arts Signature Required: Winter	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter			What is the relationship between landscape and art? How do people map and define the Pacific Northwest? Within the states of Washington, Oregon, Idaho, and the province of British Columbia there is a great diversity of Indigenous people: Pacific Northwest Coast, Coast Salish, Interior Plateau, and Interior Salish. Through literature and studio practice in serigraphy printmaking, or screen-printing, we will explore and research the historical and contemporary perspectives of traditional and innovative Indigenous artists from the Pacific Northwest regions. The printmaking studio component will address diverse visual languages, design strategies, and regional traditions.In this program we will study the ways that place affects art and literature, and link these processes to Indigenous nation-building. We will learn the histories of the region, from tribal creation stories to contemporary case studies of nationhood. We will critically consider dominant narratives, or the stories about Native people that have been disseminated in popular culture and public education, and compare and contrast that to the stories that Native people tell. The different cultural geographies and placemaking of Northwest Coast Native people are linked to ideas about “home” and recreate flexible understandings of space and identity.Our focus will be on writers and artists who see their art-making as both critically engaged and as part of their relationship to their communities. We will contrast visual sovereignty to intellectual and political sovereignty, defined as an Indigenous community’s or individual’s right to create a space for self-definition and determination. Students will learn about the different ways that Native communities have employed images and objects as links to history, identity, culture, function and ceremony.This is an entry-level program in which students will build critical analytical skills through rigorous reading and writing, as well as develop the foundations of studio art practice in the printmaking process of serigraphy. Working only on paper, students will learn to create both hand-drawn and computer generated stencils for use with the photo-emulsion printing techniques. Students will create a conceptual body of work with an emphasis on professional editioning practices.We welcome students who do not identify as artists, but have a deep interest, and all students will work to better understand their place in relationship to the dominant arts canon. Faculty will work with students to develop different forms of literacies, including visual, cultural, and political. These skills are often prerequisites for students who plan to become teachers.Students will be expected to integrate extensive readings, lecture notes, studio experiences, films, interviews and other sources in writing assignments. We will consider settler colonialism as a necessary context, but not the only frame for understanding Indigenous people. Rather, we will emphasize the resiliency and persistence of Indigenous nations.		Kristina Ackley Alexander McCarty		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
The Postcolonial Novel Trevor Speller cultural studies literature writing	Program	SO–SRSophomore–Senior	16	16	Day			S 16Spring		With the breakup of the British Empire following World War II, a new set of states emerged into the world, each with particular cultural concerns. Many of those concerns are described in the imaginative genre of the novel. This program will explore the aesthetic and political issues around the novel, from the early 20th century to the present, with a focus on Anglophone writing from current and former commonwealth countries.The intersection of colonialism, nationalism, cultural identity, and the novel will be an important locus of attention. What makes a novel "British," "colonial," or "postcolonial"? What happens when politics and art are married, and what is gained and lost in this relationship? In what ways can writers and their work be representative—or not representative—of a so-called “genuine national tradition”? What constitutes a progressive or moral artwork, and does that have any special value? Our reading list will begin with Joseph Conrad’s , and will go on to consider a number of other novels and writers such as Salman Rushdie, Chinua Achebe, Nadine Gordimer, J.M. Coetzee, V.S. Naipaul, Jean Rhys, Kiran Desai, E.M. Forster, Ben Okri, and/or Zadie Smith. We will read excerpts from other works of fiction, critical views on the postcolonial novel, and contemporary literary theory. Films may be screened in class. By the end of the program, students will have a firm foundation in postcolonial literature, exposure to significant strands of literary theory, and experience with upper-division literary research. Students will be asked to read various texts, prepare presentations, lead class discussions, and produce a critical paper (15+ pages), in addition to minor assignments. The best work in this program will be useful for graduate school applications.		Trevor Speller	Tue Tue Wed Thu Thu	Sophomore SO Junior JR Senior SR	Spring	Spring
Prison Writing Elizabeth Williamson literature political science writing	Program	FR ONLYFreshmen Only	16	16	Day			S 16Spring		What kinds of writing are possible under conditions of violent coercion and control? Prison writing gives us a glimpse into the human costs of mass incarceration, as well as the enormous power of human creativity, even in the most degrading circumstances. Although prison writing is as old as prison itself, this program will focus on work produced by those incarcerated in the United States in the late 20th and early 21st centuries. Students will read authors such as Assata Shakur, Leonard Peltier, Jimmy Santiago Baca, and Mohamedou Ould Slahi. Lectures will seek to contextualize the work of these authors within the history of mass incarceration. Students will practice honing their close reading skills through reflective and creative writing exercises. Final group projects will focus on alternatives to incarceration and may include a creative component. Students will be expected to engage in thoughtful and occasionally challenging conversations about forms of power and privilege operating in the texts and on our own bodies. Qualified students may earn program credit for participation in the Gateways Academic Mentoring Program. If you are not already an AMP volunteer and would like to apply, please contact and .		Elizabeth Williamson		Freshmen FR	Spring	Spring
Projects in Literature, Philosophy, Myth and Writing Marianne Bailey cultural studies literature philosophy writing	Program	FR ONLYFreshmen Only	12, 16	12 16	Day			S 16Spring		In this program, students will conceive, plan, structure and carry through successfully a major independent learning project. We will do this step-by-step, in close collaboration between professor and individual student, and with the support of peers. At Evergreen, this mode of intellectual and creative work is a hallmark of our belief in fostering self-direction, intellectual discipline and stamina, and in pursuing academic projects about which we are passionate. It is no easy feat, however, to master the fine art of writing and proposing, let alone bringing to fruition, a top quality independent learning project. The purpose of this program is first, to coach you through the conception stage, then, to help you to choose your readings and activities and make your schedule, and finally, to guide and support you along the path to completion of the best work of which you are capable. Students will meet every week with their professor individually and as a member of a small work and critique group. We will also meet as a large, program group for presentation of methods of analysis and useful materials, and discussion. Students will report in writing and orally on their progress every week. In the final weeks of the quarter, all students will formally present their completed work to the program. Students enrolling should have a proposal of a project which they want strongly to undertake, including, at least, the kind of work you plan to do and a narrower theme or avenue within that topic, for example: writing poetry based in landscape, studying closely a favorite work of a given writer or philosopher, studying a particular kind of religious or mythic symbolism. Students are strongly encouraged to consult with Dr. Bailey by email (baileym@evergreen.edu) or at the Academic Fair as they develop the proposal. This proposal should be carefully written, typed, and ready to submit on the first day of class.		Marianne Bailey		Freshmen FR	Spring	Spring
Queer Narratives Anne de Marcken (Forbes) and Alejandro de Acosta gender and women's studies literature media arts media studies philosophy queer studies writing	Program	JR–SRJunior–Senior	16	16	Day	F 15 Fall				In this program, students will interrogate and generate queer narratives by thinking through narrative aspects of queer concepts and theories and discovering what is (or can be) queer in various narrative forms.To take on this work we’ll engage with some foundational texts of queer theory as well as its contemporary articulations, addressing themes of sex and gender, queer and trans subjectivities, race and culture, drugs and technology, visibility and opacity, and many possible political articulations of a queer sort. In addition, a variety of critical, literary, lyrical, and cinematic texts that push and problematize conventions of narrative will serve as foci for inquiry and for inspiration.We’ll combine lectures, seminars, readings, screenings, and workshops to build a foundation in theoretical modes of reading, writing, and discussion as well as to develop technical skills in creative writing and media.Students will place their work in a critical context in order to consider whether queerness and narrative—both the body and the body of work—are “natural”, constructed, or something else entirely.		Anne de Marcken (Forbes) Alejandro de Acosta	Mon Mon Wed Thu Thu	Junior JR Senior SR	Fall	Fall
Reality and Dreams: Seeing the Inner and the Outer Bob Haft and Donald Middendorf consciousness studies literature psychology visual arts Signature Required: Winter	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall	W 16Winter			From the Old Testament to Sigmund Freud, from August Kekulé’s vision of the ouroboros to Salvador Dali’s melting clocks, dreams have been an integral part of both an individual’s well-being and the creative spirit. Dreams have manifested themselves as clues to personal problems, solutions to stubborn intellectual conundrums, and even as works of art. What role do they play in our own inner and outer lives?This two-quarter, interdisciplinary program will provide an opportunity for students who are interested in doing intensive work in the areas of dreams and photography to cultivate awareness of the interplay of inner and outer experience through challenging readings, creative work, and self-reflection. We will examine our beliefs about the nature of reality as manifest in the expressive arts and physical reality from a variety of disciplinary viewpoints including photography, psychology, literature, and biology.During fall quarter, we will study the basics of black-and-white photography as a means of learning how to see and appreciate the world around us. We’ll also learn how we (and others throughout history) have used dreams to “see” our inner world. We’ll use Greek literature to examine the emotional and behavioral interactions that we call “love” and try to understand the concept of “light” from both a physical and philosophical perspective. During winter quarter, we’ll continue and deepen our study and use of photography and dreams and include a study of relevant topics in biology such as neuroplasticity, epigenetics, and the physiology of the eye. We’ll also examine alternative areas of research such as lucid dreaming and paranormal phenomena, as well as the approach of the Surrealists to examining the nature of reality through art and dreams. Students will have the opportunity to give a presentation to their peers using the skills learned during the two quarters.This is an experiential and rigorous full-time program in which students will be expected to participate in all program activities and document 48 hours of program-related work per week.		Bob Haft Donald Middendorf		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
The Red Pacific Kristina Ackley and Alexander McCarty Native American studies history literature visual arts	Program	FR–SOFreshmen–Sophomore	16	16	Day			S 16Spring		Our work in this program draws inspiration from Paul Gilroy's and Jace Weaver's . Gilroy and Weaver place Africans and Native people at the center of Atlantic world history. In this program, we will do similar work with Indigenous people and the Pacific world. The Pacific ocean is not only a conduit for the physical movement of people and ideas, but also serves as a highway for connections between cultures. How can we understand a sense of place that is based both on landscape and on seascape? On vessels from voyaging canoes to tall ships, cultural and intellectual life were nourished by the exchange and circulation of ideas. We will learn about the multiple histories of the Pacific world, considering in more depth the connections between the Indigenous people of the Coast Salish region, Hawai’i, Australia, and Aotearoa. In our studies of the Pacific world, we will place Indigenous people at the center of our narrative through a focus on art, literature, and history. We will examine the Red Pacific as part of a larger story of globalization and the worldwide movement of Indigenous people and their technologies, ideas, and material goods. Indigenous people sailed the sea for multiple purposes in the last five centuries: as voyagers, adventurers, slaves/captives, soldiers, artists, and public intellectuals. We will particularly work to understand the canoe as transportation, cultural artifact, and symbol of sovereignty and nation-building. Students will analyze contemporary examples of Indigenous connections such as the Tribal Canoe Journeys, the Gathering of Indigenous Artists that was held at Evergreen in 2001, and recent voyaging of the Polynesian triangle by double-hulled waka.Students will be expected to integrate extensive readings, lecture notes, films, interviews and other sources in writing assignments. Students will learn about the different ways that Native communities have employed images and objects as links to history, identity, culture, function and ceremony. Students will develop the foundations of studio art practice in Northwest Native design and relief printmaking techniques. Students will explore and research the use of relief printmaking by indigenous artists of the Pacific world and will create a conceptual body of work with an emphasis on professional editioning practices. We welcome students who do not identify as artists, but have a deep interest, and all students will work to better understand their place in relationship to the dominant arts canon. Faculty will work with students to develop different forms of literacies, including visual, cultural, and political. These skills are often prerequisites for those who wish to be involved with artistic practice or plan on teaching.		Kristina Ackley Alexander McCarty		Freshmen FR Sophomore SO	Spring	Spring
Reinterpreting Liberation: Third World Movements and Migrations Alice Nelson, Savvina Chowdhury and Therese Saliba cultural studies gender and women's studies history international studies literature political economy Signature Required: Winter Spring	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall	W 16Winter	S 16Spring		For centuries, shouts of liberation have echoed through the streets, from Kolkata, India, to Caracas, Venezuela. Today, new movements are afoot, inviting us to revisit the question, "What does independence mean in the cultural, historical, political, and economic context of the global South?" Third World liberation movements that arose in the aftermath of World War II did so not only as organized resistance to colonial forms of oppression and domination, but also as attempts to reconceptualize an alternative, anti-imperial and anti-racist world view. While gaining some measure of political independence, nations such as India, Egypt, Algeria, Mexico, and Nicaragua found that they remained enmeshed in neocolonial relations of exploitation vis-à-vis the former colonial masters and the emerging U.S. empire. Their post-colonial experience with nation-building bears witness to the actuality that political liberation remains inseparable from economic independence.Through the disciplinary lenses of literature, cultural studies, political economy, and feminist theory, this program will explore how various ideas of liberation (sometimes complementary, sometimes contradictory) have emerged and changed over time, in the contexts of Latin America, the Middle East, and the Indian subcontinent. We will explore religious, national, gender, ethnic, and cultural identities that shape narratives of liberation through the discourses of colonialism, neocolonialism, religious traditions, and other mythic constructions of the past. We will examine how deep structural inequalities have produced the occupation and partitioning of land and migrations, both forced and "chosen."With emphasis on a variety of texts, we will examine the ways in which authors revisit their histories of European and U.S. colonialism and imperialism, question the ways stories have been written, and seek to tell another story, reinterpreting liberation. In fall, we will explore several historical models of liberation and critique dominant representations of Third World nations. We will focus especially on India's path to independence, the Algerian and Cuban revolutions, Egypt/Arab nationalism, and the Chilean Road to Socialism. In winter, we will move forward chronologically, framing our cases within the current context of neoliberalism. Our case studies will include Iran and Nicaragua in 1979 and afterwards, the Israeli/Palestinian conflict, post-nationalist resistance movements in Mexico, opposition to U.S.-led wars in Afghanistan and Iraq, the Bolivarian Revolution in Venezuela, the recent Arab uprisings, and issues of ecology and resource sovereignty affecting the three regions. We will look at feminist involvement in these contexts, as well as the role of U.S. foreign and economic policy in suppressing liberatory movements.In spring quarter, we will focus on migration as a legacy of colonial relations, neoliberal globalization, and heightened militarization. We will examine border cultures and the day-to-day realities of dislocation through the literature of various diasporas, and the quest for community, sovereignty, and economic security in the post 9-11 era. For part of their spring quarter credit, students will have the opportunity to engage in community-based internships around issues of immigration and human rights or project work related to program themes.		Alice Nelson Savvina Chowdhury Therese Saliba		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Selves and Others: Representation and Performance Steven Hendricks, Susan Fiksdal, Brian Walter and Toska Olson gender and women's studies literature sociology theater writing Signature Required: Winter	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter			Creative writers, performers, and social scientists all engage with deep inquiries into what it's like to be a person and what it means to live within a society that shapes our lives.In this program, we'll examine the cultural norms that shape our notions of selfhood, the forces that compel individuals to construct their identities and their bodies in certain ways, and the means by which creative activities, including research, can disrupt those norms and the ideologies behind them. We'll do this through specific disciplinary perspectives on the idea of the individual across three disciplines: improvisational performance, sociology, and creative writing. In the fall, major readings will include sociological studies and theoretical texts and a selection of 20 -century literature emphasizing innovative approaches to character. Active research, creative writing, and essay projects will challenge students to develop their own inquiries in relation to program themes. Regular workshops in field-research methods, creative and critical writing, and improvisation will allow students to build new skills, gain confidence with different modes of learning, and explore their own rich questions across disciplines. Beginning in winter, students will develop major projects integrating what they've learned in all three disciplines, including sociological research and creative writing, culminating in the development of collaborative performance pieces in spring quarter.		Steven Hendricks Susan Fiksdal Brian Walter Toska Olson	Mon Tue Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Shipping Out and Writing Home Sarah Pedersen history literature maritime studies	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall				Literary and non-fiction narratives recounting sea voyages offer a separate and confined space, a heterotopia, where cultural imagination and anxieties are projected, explored and sometimes transformed. Aboard ships, authors and readers escape bourgeois society and domestic pressures, come of age, explore communal utopian dreams, connect with wild spaces, or recreate social conflict on a small stage.In this program we will read and view a wide variety of narratives about voyages at sea. Most of our sources will be literary: fiction, poetry, and theater, but we will consider the non-fiction narrative as well. We will study classic texts by those who have shipped out (short works by Melville and Conrad for example) and more contemporary works by regional authors. We will view film portrayals of the sea voyage and maritime work.In week three we will expand our sense of voyaging with four days aboard a tall ship in the Salish Sea.Students will read and write thoughtfully about what they experience and discover. We will create theatrical readings and other presentations related to the program themes. Upper-division students will be expected to complete a larger project and all students will find exceptional support and connection in their work as members of a learning community.		Sarah Pedersen	Mon Tue Tue Wed Thu Thu	Sophomore SO Junior JR Senior SR	Fall	Fall
The Social Gaze: Representation and Resistance Steven Hendricks, Brian Walter and Toska Olson gender and women's studies literature media studies sociology theater writing	Program	FR–SOFreshmen–Sophomore	16	16	Day			S 16Spring		In the film , Roddy Piper puts on a pair of sunglasses that reveal the subliminal messages in all art and advertising and the secret alien invasion behind it all. It's true: having a critical eye can take the joy out of mindless consumption. In this program, you'll develop your critical edge, by means of critical sociological studies of film, literary studies and creative writing as influenced by semiotics, and performance workshops that challenge you to activate your imagination in new ways—not least of all your capacity for spontaneity and collaborative storytelling. Such work will train you to see how filmic images, stories of all kinds, and social systems are assembled in ways that generate meaning and guide our thinking.Whole-program work will include three separate weeks dedicated to watching and discussing films—our own "film festivals." A critical approach to these films will be central to our shared examination and integration of program concepts and themes. Through discussion and writing about these films, you'll learn to deconstruct media messages about American culture with a special focus on gender, sexuality, race, and class. In addition, we will consider the potential for film and other creative activities to promote empowerment and social change.As a complement to our sociological study of film, students will join one of two focus areas (with limited space in each): improv performance or creative writing.In addition, everyone will participate in workshops in writing, improv, and sociology with the goal of collaborating with peers across focus areas in developing integrative projects that explore program themes of social identity, performance, social systems, dramaturgy, creative process, narrative form, representation, liberation, and empowerment.		Steven Hendricks Brian Walter Toska Olson	Tue Wed Thu Fri	Freshmen FR Sophomore SO	Spring	Spring
Speculative Everything: New Experimental Forms in Catastrophic Times Miranda Mellis and Alejandro de Acosta aesthetics cultural studies literature philosophy queer studies writing	Program	FR–SRFreshmen–Senior	16	16	Day		W 16Winter			This interdisciplinary humanities program engages concepts and new fields of inquiry that emerge at the crossroads of philosophy, anthropology, queer studies, postcolonial studies, and literature. We invite participants to be curious about ideas that are shaped directly as a consequence of crossing disciplinary borders. To speculate is to contemplate, to wager, and to wonder. To begin speculating on everything we’ll think through the figure of inconstancy (frequent and irregular change), as it has been applied to some humans, all humans, and nature or cosmos generally. We’ll use diffraction as a method, aiming to cross and combine disciplines and discourses with courage and care. We’ll study tendencies, dispositions, manifestations and conceptual infrastructures in philosophical discourses and literary texts that turn towards the catastrophic (a downturn, a sudden ending, a radical change), positing new forms (of writing, being, and thinking) that, among other things, aim to decenter the human and posit non-anthropocentric perception.Our index will include readings in Queer Ecology, New Materialism, experimental and anti-colonial literature, and early Soviet utopian scientific, philosophical, and architectural projects. Writing practices will entail a focus on the essay as a capacious, multifarious literary form and will include occasional creative writing experiments. We will cultivate the art of the seminar as critical inquiry, and care will be taken to support participants in developing and deepening reading and writing skills. We will participate in a multi-program, bi-weekly lecture series looking at the anthropocene and climate change from multiple disciplinary perspectives. Readings to include works by Oswald de Andrade, Alexander Bogdanov, Giordano Bruno, Eduardo Viveiros de Castro, Allison Cobb, Claire Colebrook, Michelle Detorie, Thalia Field, Donna Haraway, Robert Kocik, Quentin Meillasoux, Montaigne, Timothy Morton, Lorine Niedecker, Andrey Platonov, Leslie Scalapino, McKenzie Wark, and others.		Miranda Mellis Alejandro de Acosta	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Stories and Histories: El cuento latinoamericano Catalina Ocampo cultural studies international studies language studies literature writing Signature Required: Spring	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		The word “historia” in Spanish means both “story” and “history”: its dual meaning embodies the deeply intertwined relationship between historical events and forms of storytelling in Latin America. While historical forces have shaped how and which stories are told, stories have also changed the way we understand historical events in the region, and often shaped those events as well. In this program, we will explore the complex interrelationship between history and storytelling in greater Latin@ America through the lens of short stories by Latin American and Latin@ writers. We will explore questions such as: How have stories represented, shaped, and intervened in Latin American history? How does history, in turn, shape and affect the way that stories are told in Latin America? What stories are given voice? What stories are silenced? How are different stories told by various communities in Latin America?In order to strengthen students’ linguistic skills and provide greater access to materials from Latin America, all program activities will be conducted entirely in Spanish. Our readings will focus on stories by twentieth- and twenty-first-century authors like Jorge Luis Borges, José María Arguedas, Luisa Valenzuela, Julio Cortázar, Elena Garro, Ana Castillo, and Daniel Alarcón, among many others. While reading these stories, we will analyze the way they represent historical events like the Spanish conquest of the Americas and indigenous resistance, the Mexican Revolution, the Cuban Revolution, dictatorships in the Southern Cone, and Latin@ migration to the United States. We will also explore how these stories reflect on the act of storytelling and the ways in which is carried out, both through writing and through other media like the oral tradition, music, and digital forms. In addition, students will also participate in various forms of storytelling and engage in community work with Latin@ youth from the greater Puget Sound region. Our community work will provide opportunities to exchange stories and engage youth in crafting and telling their own story.The primary learning goals of the program include: strengthening Spanish-language skills in intermediate to advanced speaking, reading, and writing, furthering an understanding of cultural production in Latin America and its interrelationship with historical contexts; and developing skills in literary and artistic interpretation, critical thinking, analytical and creative writing, community-based learning, and cross-cultural communication. Program activities will include lectures, seminar, writing workshops, a weekly focus on grammatical forms, and screening of films or other media; assignments will include grammatical exercises, class presentations, creative writing exercises, analytical papers, and reflections on community work. The program’s objective is to strengthen your Spanish-language skills through immersion in the various modes of storytelling in Latin America and their relationship with historical contexts.		Catalina Ocampo	Tue Tue Wed Fri Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Student-Originated Studies: Research Projects in Literature and History Trevor Speller and Nancy Koppelman cultural studies history literature writing Signature Required: Fall	SOS	JR–SRJunior–Senior	16	16	Day	F 15 Fall				Are you looking to design and write a research project in history or literature? Are you thinking of a capstone project or senior thesis? This SOS is designed for upper-division students who are ready to take on a long, investigative assignment of 25 pages or more. There will be a mix of independent work, individual attention with faculty, and class time.Before you register, you should have a rough idea of the project you want to complete. Students will be expected to participate in weekly lectures and writing labs. You will learn how to structure your research project, form a timeline, design a prospectus, learn to read academic papers, and prepare an annotated bibliography before you draft, revise, and complete your project.		Trevor Speller Nancy Koppelman		Junior JR Senior SR	Fall	Fall
Undergraduate Projects in Critical and Creative Practices Naima Lowe, Anne de Marcken (Forbes), Shaw Osha (Flores) and Kathleen Eamon African American studies art history communication cultural studies gender and women's studies literature media arts media studies visual arts writing Signature Required: Fall Winter Spring	Program	SO–SRSophomore–Senior	V	V	Day, Evening and Weekend	F 15 Fall	W 16Winter	S 16Spring		This is an opportunity for students to work on faculty-driven scholarly and creative projects. By working with faculty in a studio and research “apprentice” model, students will gain hands-on experience in visual arts studio practices, film/media production practices, the creative writing workshop focused on craft, critical research and writing, library and archival research practices, and much more. (creative writing and digital media) uses creative writing and digital media as methods of narrative inquiry into questions of presence and absence, disappearance and emergence, loss, survival, and memory. Her process-based work results in short stories, personal essays, moving image narratives, sometimes web environments, and often hybrids of these forms. Her current areas of inquiry include climate change, the interactions of place and identity, and the experience of survival. She is presently working on a multimedia narrative installation and a feature film. Students working with Anne will have opportunities to work on one or both of these projects. Depending upon project phase at the time of enrollment as well as individual students’ strengths and interests, activities may include research, installation design and construction, text-based work, and/or audio-video post production. (social and political philosophy, aesthetics, philosophy of art) has interests in German idealism (Kant and Hegel), historical materialism (Marx, 20th-century Marxists, and critical theory), and psychoanalysis (Freud and Lacan). She is currently working on an unorthodox project about Kant and Freud, under the working title, “States of Partial Undress: the Fantasy of Sociability.” Students working with Kathleen will have opportunities to join her in her inquiry, learn about and pursue research in the humanities, and critically respond to the project as it comes together. In addition to work in Kantian aesthetics and Freudian dream theory, the project will involve questions about futurity, individual wishes and fantasies, and the possibility of collective and progressive models of sociability and fantasy. (experimental media and performance art) creates films, videos, performances, and written works that explore issues of race, gender, and embodiment. The majority of her work includes an archival research element that explores historical social relationships and mythic identities. She is currently working on a series of short films and performances that explore racial identity in rural settings. Students working with Naima will have opportunities to learn media production and post-production skills (including storyboarding, scripting, 16mm and HD video shooting, location scouting, audio recording, audio/video editing, etc.) through working with a small crew comprised of students and professional artists. Students would also have opportunities to do archival and historical research on African-Americans living in rural settings, and on literature, film, and visual art that deals with similar themes. Students are generally best equipped for this option if they have taken at least one full year of studies in Media or Visual Arts in a program such as MediaWorks, NonFiction Media, or its equivalent. (visual art) works in painting, photography, drawing, writing, and video. She explores issues of visual representation, affect as a desire, social relationship, and the conditions that surround us. She is currently working on a project based on questions of soul in artwork. Students working with Shaw will have opportunities to learn about artistic research, critique, grant and statement writing, website design, studio work, and concerns in contemporary art making.		Naima Lowe Anne de Marcken (Forbes) Shaw Osha (Flores) Kathleen Eamon		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Projects in Critical and Creative Practices with A. de Marcken Anne de Marcken (Forbes) cultural studies environmental studies literature media arts media studies visual arts writing Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day, Evening and Weekend	F 15 Fall	W 16Winter	S 16Spring		This is an opportunity for students to work with faculty from a diverse set of disciplines on creative and scholarly projects. Students will come away with invaluable skills in library and archival research practices, visual arts studio practices, laboratory practices, film/media production practices, critical research and writing, and much more. Critical and Creative Practices is comprised of a diverse group of artists, theorists, scientists, mathematicians, writers, filmmakers and other cultural workers whose interdisciplinary fields of study sit at the crossroads between critical theoretical studies and creative engagement. uses creative writing and digital media as methods of narrative inquiry into questions of presence and absence, disappearance and emergence, loss, survival, and memory. Her process-based work results in short stories, personal essays, moving image narratives, sometimes web environments, and often hybrids of these forms. Her current areas of inquiry include climate change, the interactions of place and identity, and the experience of survival. She is presently working on a multimedia narrative installation and a feature film. Students working with Anne will have opportunities to work on one or both of these projects. Depending upon project phase at the time of enrollment as well as individual students’ strengths and interests, activities may include research, installation design and construction, text-based work, and/or audio-video post production.		Anne de Marcken (Forbes)		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in the Humanities Trevor Speller, Greg Mullins, Stacey Davis and Nancy Koppelman literature philosophy political science Signature Required: Fall Winter Spring	Program	JR–SRJunior–Senior	V	V	Day	F 15 Fall	W 16Winter	S 16Spring		Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis, or capstone project in their particular field of interest. Often, the goal is to construct an original argument around a particular body of literature, set of ideas, or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing, and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (European history) specializes in French history from the 18th century to the present, as well as the history of French colonies in North and West Africa. Students who wish to study European social, cultural, political, intellectual, or religious history from the Middle Ages to the present, including topics in the history of gender and sociocultural aspects of the history of art, are welcome to propose research projects. Students are welcome to work with Dr. Davis on her ongoing research projects on 19th-century political prisoners, notions of citizenship and democracy in modern Europe, memory, and the history of aging. (American studies) specializes in American social, literary, and intellectual history until 1920. Students who wish to study in these fields are welcome to propose research projects and senior theses. Particular interests include the social and intellectual history of the Puritans; the founding generation, immigrants, the working class, and the middle class; industrialization and reform movements; pragmatic philosophy; the history of childhood; and the history of technology and consumer culture. Students are also welcome to work with Nancy to participate in her ongoing research projects on alcohol reform movements, the histories of social/economic mobility and of individual physical movement, and ethical themes in American cultural history. (American literature, queer theory) specializes in 20th-century and contemporary literature and comparative American Studies (U.S./Brazil). His broad interests include the crossroads of aesthetics and politics, national versus transnational formations of literary studies, queer gender and sexuality, memory studies and post-structuralist theory. Most of the capstone projects he has supervised in the past have been centrally concerned with literary and cultural theory, including visual culture and queer theory. Students are enthusiastically welcome to work with Greg on his research on cultures of human rights and representations of human rights in literature and film. (British/anglophone literature) specializes in the long 18th century (1650-1830), including the Restoration, the Enlightenment, and Romanticism. Students who wish to study the literature and political philosophy of these periods are welcome to propose research projects, including capstone projects and senior theses. Particular interests include the rise of the novel, the conception of reason and rationality, and representations of space and place. Previous projects have included studies of Romantic women writers and travel writing. Students are also welcome to work with the faculty member to develop his ongoing research projects on such authors as Daniel Defoe, John Locke, Thomas Hobbes, Bishop Berkeley, Jonathan Swift, and John Milton.		Trevor Speller Greg Mullins Stacey Davis Nancy Koppelman		Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in the Humanities with G. Mullins Greg Mullins literature philosophy political science Signature Required: Fall Winter Spring	Research	JR–SRJunior–Senior	V	V	Day	F 15 Fall	W 16Winter	S 16Spring		Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (American literature, queer theory) specializes in 20th-century and contemporary literature and comparative American Studies (U.S./Brazil). His broad interests include the crossroads of aesthetics and politics, national versus transnational formations of literary studies, queer gender and sexuality, memory studies and poststructuralist theory. Most of the capstone projects he has supervised in the past have been centrally concerned with literary and cultural theory, including visual culture and queer theory. Students are enthusiastically welcome to work with Greg on his research on cultures of human rights and representations of human rights in literature and film.		Greg Mullins		Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in the Humanities with N. Koppelman Nancy Koppelman literature philosophy political science Signature Required: Fall Winter Spring	Research	JR–SRJunior–Senior	V	V	Day	F 15 Fall	W 16Winter	S 16Spring		Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (American studies) specializes in American social, literary and intellectual history until 1920. Students who wish to study in these fields are welcome to propose research projects and senior theses. Particular interests include the social and intellectual history of the Puritans; the founding generation, immigrants, the working class and the middle class; industrialization and reform movements; pragmatic philosophy; the history of childhood; and the history of technology and consumer culture. Students are also welcome to work with Nancy to participate in her ongoing research projects on alcohol reform movements, the histories of social/economic mobility and of individual physical movement, and ethical themes in American cultural history.		Nancy Koppelman		Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in the Humanities with S. Davis Stacey Davis literature philosophy political science Signature Required: Fall Winter Spring	Research	JR–SRJunior–Senior	V	V	Day	F 15 Fall	W 16Winter	S 16Spring		Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (European history) specializes in French history from the 18th century to the present, as well as the history of French colonies in North and West Africa. Students who wish to study European social, cultural, political, intellectual or religious history from the Middle Ages to the present, including topics in the history of gender and sociocultural aspects of the history of art, are welcome to propose research projects. Students are welcome to work with Dr. Davis on her ongoing research projects on 19th-century political prisoners, notions of citizenship and democracy in modern Europe, memory and the history of aging.		Stacey Davis		Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in the Humanities with T. Speller Trevor Speller literature philosophy political science Signature Required: Fall Winter Spring	Research	JR–SRJunior–Senior	V	V	Day	F 15 Fall	W 16Winter	S 16Spring		Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (British/anglophone literature) specializes in the long eighteenth century (1650-1830), including the Restoration, the Enlightenment, and Romanticism. Students who wish to study the literature and political philosophy of these periods are welcome to propose research projects, including capstone projects and senior theses. Particular interests include the rise of the novel, the conception of reason and rationality, and representations of space and place. Previous projects have included studies of Romantic women writers and travel writing. Students are also welcome to work with the faculty member to develop his ongoing research projects on such authors as Daniel Defoe, John Locke, Thomas Hobbes, Bishop Berkeley, Jonathan Swift and John Milton.		Trevor Speller		Junior JR Senior SR	Fall	Fall Winter Spring
What is She Saying? Anne de Marcken (Forbes) gender and women's studies literature writing	Program	JR–SRJunior–Senior	16	16	Day		W 16Winter			Participants in this program will engage creative writing—their own and that of published authors—as a nexus for critical and creative inquiry, delving into the content and characteristics that mark the work and words of women writing today in very different voices from different perspectives. What are women saying to us—about themselves, about us, about the world? How do fiction, creative nonfiction, and poetry serve as modes of critical engagement? What can we say in these modes that can’t be said any other way? How do we as readers and writers of any gender or sexual identification listen to what is said by women? How can we respond? How do we speak for ourselves and for others?Program participants will "locate" themselves and their work in a cultural and critical context, and will contribute to the discourse of contemporary writers. We will study and practice the elements of narrative and lyrical discourse through workshops, presentations, seminar, critique and through iterative critical and creative writing assignments. There will be an emphasis on formal hybridity, the relationship between critical and creative thought and practice, as well as on development of a sustaining creative writing practice. Participants will experiment with different ways of engaging their work independently and as a community of artists: developing a daily writing practice, building and participating in an online community, and going away together to the Washington coast for a 4-day writing retreat.Participants will develop two significant creative projects throughout the quarter, and will produce a research project on a woman writer of their choice, using primary creative texts, secondary critical texts, and biographical works to conduct a rich and dimensionally complex investigation.Authors currently being considered for the program reading list include Claudia Rankine, Lidia Yuknavich, Maggie Nelson, Lia Purpura, Anne Carson, Casey Plett and others.		Anne de Marcken (Forbes)		Junior JR Senior SR	Winter	Winter
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 Beyond the Basics Tacoma Peter Bacho communication literature writing	Program	FR–SRFreshmen–Senior	4, 8	04 08	Day				Su 16 Summer	This class will focus on enhancing writing skills needed for communicating with academic and popular audiences. During the first session, students will study the art of composition, with an emphasis on improving writing projects typically associated with the effective dissemination of community resource materials, manuals, position papers, etc. Students will study the art of effective and accurate editing. Regarding the latter, students will edit an unedited version of a journal entry that is part of a novel – written by the Instructor – and published by the University of Hawai’i Press.During the second session, students will shift their focus to creative writing. They will create a credible protagonist, do a variety of effective creative writing exercises, and hold weekly readings of their work. They will write a flash fiction piece, after which they will convert their piece into a treatment - the precursor to a film script.		Peter Bacho	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Writing the New Journalism - Creative Nonfiction Thomas Foote communication field studies literature writing	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter			Writers have come to realize that the genre of nonfiction writing can be as colorful and gripping as any piece of fiction. The difference is that nonfiction writers are not burdened with inventing characters, dialogue, plot and description because everything they write about actually happened. Creative nonfiction writers assemble the facts and events and array them artistically and stylistically, using the descriptive techniques of the fiction writer. They immerse themselves in a venue, set about gathering their facts while demonstrating scrupulous accuracy, and then write an account of what happened in their own voice. The Greyhound Bus Company advertised, “getting there is half the fun.” In the genre of creative nonfiction, because the reader already knows how the piece ends before it begins. Students will become proficient with the form through intensive fieldwork, research and writing. We will begin by studying field research methodology in preparation for observational studies in the field designed to teach the difference between looking and truly seeing. Students can’t write and describe something they can’t see clearly. Betty Edwards in writes, “drawing is not really very difficult. Seeing is the problem, or, to be more specific, shifting to a particular way of seeing.” Edwards teaches that if you could it, you could draw it. Students in this program will do a lot of looking with the goal of eventually seeing what they’re looking at. Like documentary filmmakers, we will pay particular attention to visual metaphor. Students will conduct field research to learn to pay attention to detail, read and discuss representative examples of the form, and meet weekly in regularly scheduled writing workshop. Following a period of redrafting and corrections, students will present their final piece to the group in the last week of fall quarter. They will submit this polished piece for publication in a magazine or journal. We will read and discuss creative nonfiction pieces written by noted authors. A partial book list includes by John Krakauer, by Sebastian Junger, by John Berendt, and by Barbara Myerhoff. Other readings will be added. In winter quarter, we will continue our study of creative nonfiction and sharpen our sensitivity to literary techniques through reading and discussing representative pieces by noted authors such as Susan Orlean and Mitch Albom. Students will spend much of their time working on their individual major nonfiction narrative. This form allows the use of first-person narration, demands careful attention to detail, and requires the writer to be immersed in a subject area over an extended period of time. Students will immerse themselves in a venue of their choice, subject to approval by the faculty, which will provide the subject matter for their narrative. We will also use the ethnographic field research techniques of analysis and interpretation to add depth to the narrative. Following a period of redrafting and corrections, students will polish the final piece and send it out for publication.	creative writing, creative nonfiction, the humanities, and journalism.	Thomas Foote		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Writing Women's Lives: Printed Struggle Alexis Wolf gender and women's studies history literature writing	Course	FR–SRFreshmen–Senior	4	04	Day and Evening				Su 16 Session II Summer	This course will look at the shifting experience of women during the 18th, 19th & early 20th centuries through the lens of American and British autobiographical, poetic, political and fictional literature. How did women's writing shape gender equality at various points in history? Can early feminist works offer blueprints for personal empowerment today? By reading and discussing the writing of Mary Wollstonecraft, Charlotte Brontë, Margaret Fuller, Virginia Woolf, and others, we will examine how women represented their own lives through creative means in an effort to make their voices heard. Whether subtle or revolutionary, these texts still speak with an urgency that is relevant to the contemporary gender issues influencing our lives. Students will engage with the course themes through a responsive journal, working towards a final creative, interdisciplinary, or scholarly project.		Alexis Wolf	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Written Artifice in Literature and Philosophy Alejandro de Acosta literature philosophy queer studies	Program	SO–SRSophomore–Senior	16	16	Day			S 16Spring		In this program, we’ll work through questions pivoting on the artificial: in an ancient sense, the fake, the tricky, and the clever; in a contemporary one, the constructed, the mediated, and the networked. How does the idea of the artificial inform and alter our thinking about affinity and community, order and chaos, nature and technology? What about our ideals of truth or authenticity might reveal artificial trajectories of thought and action? Could our moral or ethical codes be written, or re-written, artificially? We’ll connect the question of artifice in literature to themes of monstrosity, absurdity, immaturity, erotism, and strangeness, to old patterns in craft and style of writing, and to recent mutations in technologies of communication. We’ll also study the process of writing in the contexts of authors’ communities and translation.Lectures and discussions will engage these conceptual and poetic questions using methods drawn from queer research, feminist and post-colonial literary theory, deconstruction, contemporary philosophy, and media theory. Students will have opportunities to develop and improve skills in creative and critical writing, as well as close reading, focused discussion, and reading aloud. We will also engage in translation and transcription exercises. Literary readings will likely include novels by Mary Shelley, César Aira, Félix Fénéon, and Witold Gombrowicz, stories by Samuel R. Delany, poetry by Will Alexander, Antonio Porchia, Alejandra Pizarnik, Marosa di Giorgio, and plays by Copi. Theoretical and philosophical perspectives will be drawn from Donna Haraway, Barbara Johnson, Édouard Glissant, and Vilém Flusser, among others.		Alejandro de Acosta	Tue Wed Thu	Sophomore SO Junior JR Senior SR	Spring	Spring