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Cultural Studies [clear]

Title	Offering	Standing	Credits	Credits	When	F	W	S	Su	Description	Faculty	Days	Multiple Standings	Start Quarters	Open Quarters
A Brief Survey of Western Art: From Cave Paintings to Urinals Amjad Faur aesthetics art history cultural studies history visual arts	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session II Summer	This program is designed to introduce students to the historical trajectory of Western art through its turbulent succession of movements and practices. We will explore the early development of representational images and how ancient civilizations came to lay the groundwork for almost 2,000 years of European art. The program will look closely at the broader implications of how developments in visual representation and stylistic forms were almost always tied to social, political, religious, and sexual / gendered battles happening on the ground. The program will examine the sociopolitical implications of form and content in bodily and spatial representation in painting, sculpture, and photography. From Giotto's reintroduction of Greek Classicism and Humanism into 14th century religious painting to Neoclassicism's usurping of Rococo as a visual analogy of The Reign of Terror, and the total reorganization of artistic thought and practice brought about by Dadaism and photography, students will consistently seek to identify and contextualize the underlying factors of Western art's formal transformations. We will explore the disintegration of mimetic representation in the 19th and 20th centuries and the rise of abstraction, Modernism and Postmodernism. Students will be expected to write close, critical analysis of artists and movements covered in the program. Students will write a final paper investigating the critical responses to a post-19th century artist and explore the ramifications of that artist and the public/critical responses to their work.	Amjad Faur	Mon Tue Tue Wed Thu Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
A New Middle East?: Diagrams, Diagnosis, and Power Amjad Faur, Eirik Steinhoff and Sarah Eltantawi aesthetics cultural studies media studies political science religious studies Signature Required: Spring	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter	S 16Spring		This program will focus on some of the most intractable and convoluted crises engulfing the Middle East and North Africa in order to better understand their root causes on behalf of identifying potential solutions. Revolution, counter-revolution, civil war, theocracy, dictatorship, corruption, torture, iconoclasm, imperialism, dispossession, terrorism, sanctions, invasions, occupations, insurgencies, counter-insurgencies, clash of civilizations, clash of ignorance: these are a few of the central terms used in the news to describe the recent present in the region. What do these words mean? What caused the actions and events they refer to? Who are the major players, the agents of stability and change --- for better or worse? How are we to determine what is better or worse? What material or conceptual structures (from countries to theories) do we need to comprehend before we attempt to answer these questions? How can we develop a nuanced analytical language that will allow us to describe these complex crises and their causes over and against the myths and slogans they are so frequently reduced to? How, in other words, can we better understand the history that underlies the news, and what futures might such an understanding make possible?In the fall and winter quarters, students can look forward to a dynamic mix of lecture, seminar, and workshop anchored in a constellation of intensive reading, responsive writing, and active looking. An oscillating relationship between theorizing, doing things with words, and making things visible will serve as the engine of our transdisciplinary inquiry, which seeks to uncover overlooked relationships in order to increase the overall power and scope of our analysis.Our interdisciplinary inquiry will be anchored in the methods of diagramming and diagnosis. We will begin, for instance, by plotting, on a massive sheet of paper, the myriad interrelationships between sectarian, religious and ethnic populations of the region, tracking, in particular, the evolution of their alliances and conflicts. Students will maintain and update this diagram throughout the three quarters, and reflect on the labyrinthine web that constitutes the region in all its complexity. This diagram will act as a template from which students will begin to look for the connective tissues that may help to resolve the current climate of conflict. We will diagnose these conflicts and their major players not only through the analytical frameworks of geography, history, comparative religion, and political science, but also in light of aesthetic practices, such as poetry and fiction, on the one hand, and image-making (and image-breaking) of all shapes and sizes, on the other. What can art teach us that theory overlooks? What are the limits of disciplinary approaches forged in Europe and the U.S. when it comes to describing the crises convulsing the Middle East and North Africa? What other kinds of diagnosis might our diagrammatic approach allow us to come up with?The program will closely examine the dramatic sequence of uprisings most often referred to as “The Arab Spring” that shifted the dynamics of power and resistance across the region and that led to some of the most visible and volatile events unfolding in the area today (such as the Syrian civil war, the emergence of ISIS, Kurdish autonomy, and so on). We will study this sequence in relation to the ongoing geopolitical processes (such as imperialism, self-determination, and resource extraction) that led to the founding of the countries in the region in the first place, our premise being that “there is no just way in which the past can be quarantined from the present” (as Edward Said has argued).In the spring, students will form large blocs to begin the process of negotiating and proposing actions designed to ameliorate the regional conflicts we have been studying. This process could follow the form of model legislative bodies such as the U.N. or the Arab League, on the one hand, or the form of more impromptu assemblies of the sort that have sprung up in Tahrir Square or in autonomous Kurdish territory, on the other. By the end of spring quarter, students will have completed a complex diagnostic diagram of the region, and faculty will collate student recommendations to send to the Arab League, the U.N., and other pertinent bodies. Students will also have the opportunity to produce and curate images that relate to a representation of the Middle East and North Africa. Students will learn to apply the complexities of visual analysis to the visual languages that have helped create and support colonial aspirations and the creation of identity across the spectrum of the region’s varied populations.	Amjad Faur Eirik Steinhoff Sarah Eltantawi		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
The African American Experience Tom Womeldorff and Midori Takagi African American studies cultural studies economics history political economy sociology	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall				The ascension of Barack Obama, the first Black President, prompted many conservative and liberal commentators to proclaim the United States to be a “post-racial” society; racial equality will be the new norm. Yet since the 2008 election, African Americans are still incarcerated at a higher rate than whites, they continue to be victims of police shootings at a disproportionate rate, the wealth and income disparities between Blacks and whites remains, and negative constructions of the realities of Blacks still persists. Today, 150 years after emancipation, 50 years after the civil rights movement, and after the election of Obama, there continues to be a significant racial divide in the United States. Why do deep racial divisions persist? Why do they persist even though skin color differences correlate to geography and the sun’s ultraviolet light, and there is no biological basis for the constructed categories of “Black,” “White,” “Asian,” “Latino” and “Native American”? How, then, is race constructed? And why were the categories of race developed with some groups having greater privileges and rights than others?	Tom Womeldorff Midori Takagi		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
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
Anthrozoology Michael Paros anthropology biology consciousness studies cultural studies philosophy of science physiology psychology zoology	Program	FR–SRFreshmen–Senior	16	16	Day		W 16Winter			Why do humans keep pets and at the same time raise animals for food? What are the psychological and moral complexities that characterize our relationships with animals? What is the impact of human-animal interactions on the health and well-being of people and animals? How do we assess the relative welfare of animals under a variety of circumstances? This program is an interdisciplinary study of human (anthro) and animal (zoo) interaction. This topic of inquiry will be used to study general biology, evolutionary biology, zoology, anthropology, and philosophy. Through field trips, guest speakers, reading, writing, and discussion, students will become familiar with the multiple and often paradoxical ways we relate to companion animals, animals for sport, zoo animals, wildlife, research animals, and food animals. We will use our collective experiences, along with science-based and value-based approaches, to critically examine the ever-changing role of animals in society.We will begin the quarter by focusing on the process of animal domestication in different cultures from an evolutionary and historical perspective. Through the formal study of animal ethics, students will also become familiar with different philosophical positions on the use of animals. Physiology and neuroscience will be used to investigate the physical and mental lives of animals, while simultaneously exploring domestic animal behavior. Students will explore the biological basis and psychological aspects of the human-animal bond. They will then study the science of animal welfare and complete a final project in which they will apply their scientific and ethical knowledge to a controversial and contemporary animal welfare question. Students will finish the quarter with a multiple-day trip to University of British Columbia, where they will visit with faculty and students doing active research in animal welfare science.Students will be expected to read primary literature in such diverse fields as animal science, ethology, neurobiology, sociobiology, anthropology, and philosophy. Student success in this program will depend on commitment to in-depth understanding of complex topics and an ability to combine empirical knowledge and philosophical reflection.	Michael Paros		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Art Forms, Resistance and Counter-narratives in India Savvina Chowdhury and Ratna Roy cultural studies dance gender and women's studies political economy	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		What role does dance, theatre, art and literature play in liberatory struggles? From anti-colonial struggles during the colonial era to ongoing struggles for democracy, this program will explore the role played by art forms and artists in resisting colonial domination, negotiating power structures and offering counter-narratives. Our program will examine forms of resistance that arose in the context of colonial India, as well as those that mark the postcolonial experience of India as a nation of diverse communities. Through our study of history, literature, dance, theatre and political economy, we will examine the ways in which marginalized communities in India have used various art forms to “talk back” to narratives of domination and create public spaces that counter the psychic and social oppressions of colonialism, neocolonialism and neoliberalism today. Some of the art forms we will explore include: the street theatre, dance and literature that played a significant role in anti-colonial struggles; the music, traditions and lives of who contested the strictures of gender and class by living lives that flouted the dominant norms of womanhood and femininity; as well as the music and street theatre of contemporary marginalized communities facing displacement and dispossession. Throughout the quarter, we will use the lenses of political economy to contextualize the backdrop of material conditions in which these art forms were practiced historically, as well as the conditions in which they are performed today.	Savvina Chowdhury Ratna Roy	Tue Tue Wed Thu Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
"As Real as Rain": The Blues and American Culture Chico Herbison and Andrew Buchman African American studies American studies cultural studies music writing	Program	JR–SRJunior–Senior	16	16	Day			S 16Spring		David Ritz, music writer This program will provide an introduction to, and overview of, that magnificent and enduring American art form we know as “the blues”: its musical elements, African and African American roots and precursors, historical and stylistic evolution, major practitioners, and its influence on other musical genres (most notably, jazz, rhythm & blues, rock & roll, rock, and rap/hip hop). Equally importantly, we will examine its impact on American culture and, among other ventures, apply a blues theory of aesthetics to U.S. literature in general, and African American literature in particular. Our primary written text will be the anthology, (Steven C. Tracy, editor). Additional written texts will include biographical and autobiographical selections, fiction, poetry (including music lyrics), and scholarly articles on the blues. Weekly film screenings will include a range of fiction works and documentaries such as Martin Scorsese’s critically acclaimed series, . Finally, there will be extensive listening assignments that will provide the soundtrack for our journey from Africa to the southern United States, to the urban North, throughout our nation, and across the globe. We will devote two weekly seminars to close readings of written texts, films, and music. In addition to short weekly writing assignments, students will produce a final project that will help them refine both their expository and creative nonfiction writing skills. There will be a weekly open mic opportunity for musicians—whether aspiring or experienced—to play and share the blues, as well as a three-day field trip to a major Pacific Northwest blues festival.	Chico Herbison Andrew Buchman	Tue Tue Thu Thu Fri	Junior JR Senior SR	Spring	Spring
The Authentic Self: Becoming an Instrument of Change Marla Elliott and Marcella Benson-Quaziena communication cultural studies visual arts Signature Required: Spring	Program	JR–SRJunior–Senior	8, 12	08 12	Weekend	F 15 Fall	W 16Winter	S 16Spring		You are the most powerful and versatile tool you have. Do you know who are you and what you stand for? Is that who you want to be? How can you use your presence as an instrument of change? How do you know what you evoke/provoke in others? How do you move in the world with awareness of your authentic self? The ability to communicate and influence is crucial to our effectiveness as we move through many systems. This program is designed for students who want to develop skills of self-knowledge and “use of self” as an instrument of social change. Students will be asked to develop goals for using their learning in their own work or life settings and to examine how we internalize our theories of influence into our stance as agents of change. There will be opportunities to show our individual presence and to experience the impact of that presence on others. Together these art forms facilitate both self-knowledge and social change. By combining theory and practice, students in will develop powerful skills in communications, empathy, and group dynamics. We will use acting to assist us to observe carefully the nature of human feeling and interaction, and to use our observations to create insight in our audiences and ourselves; singing to make art out of breathing, to literally tune ourselves to the subtlest vibrations our bodies are capable of; songwriting to imagine words, rhythm, and melody together and to put forth our imaginations into public space; and human development theory to give us a frame for understanding self in context. We will focus on how we present our authentic selves to the outside world. We will use maskmaking, performance work, and presentation skills to explore exterior expressions of our interior selves. A major focus of this quarter will be to explore how we use ourselves to influence change. We will focus on two person and dyadic systems as we asses ourselves in intimate communities. How do we form and sustain primary relationships? How do we take care of each other? How do we connect in friendships, relationships and colleagueship? At the interpersonal level of system, boundaries are drawn between pairs: individual/individual, individual/subgroup, and individual/group. The goal of work at this level is to clarify the nature of the boundary, to understand the boundary between self and other, to define how often and with whom interaction takes place, and to notice how exchanges of influence and information occur across that boundary. *Spring quarter students taking the program for will engage in an additional 4 credit project related to working with dyadic systems. The project will include a research paper and a creative project using performing, media, and/or visual arts. Possible Texts:Csikszentmihalyi, Mihaly. 1991: HarperCollins; ISBN: 0060920432Gergen, K. (2009) . Oxford University Press, USA. ISBN: 0195305388Smith, Anna Deavere. . 1994: Anchor; ISBN: 0385473761Sotomayor, Sonya. (2013) . Vintage. ISBN: 9780345804839 Credits will be awarded in arts and culture and psychology.The Program will be offered in an Intensive Weekend format.	Marla Elliott Marcella Benson-Quaziena	Sat Sun	Junior JR Senior SR	Fall	Fall Winter Spring
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
Beyond the Binary in Science and the Arts Chico Herbison and Amy Cook American studies biology cultural studies gender and women's studies	Program	FR–SOFreshmen–Sophomore	16	16	Day	F 15 Fall				This program will explore issues of identity and our tendency to see the world in binary (that is, "either/or") terms. We all rely, in varying degrees, on certain categories and labels to help us understand ourselves and our environment. What if those categories blurred or merged and we began to see plants, animals, and people in “and/both” terms rather than “either/or” fashion? What does it mean to be “black and white” or “male and female” or “human and machine”? One of the goals of this program is to expose flaws in binary forms of thinking and analysis and, in the process, help students question the very foundations of what is considered normal in our world.The sciences, the arts, and popular culture will be our primary investigative tools. Topics for exploration will include race, biology, and genetics; the fusion of human and machine (cyborgs, artificial intelligence, implants, and prostheses); diversity, gender, and sexuality in nature (for example, marine invertebrates that have both male and female sex organs or transgender expression among hummingbirds); how mixed-race and transgender identities help challenge the mythologies of race and gender; and what cinematic representations of vampires, monsters, and aliens can teach us about the meanings of "human" and other topics.Our learning goals will include development of analytical/critical thinking, reading, and writing skills; communication skills; and the ability to work across disciplines and differences. Weekly activities will include lectures/presentations, labs, workshops, film screenings, and seminars. Students will be required to submit weekly lab reports and seminar assignments, maintain an Identity Journal, and produce and present a final project.	Chico Herbison Amy Cook	Tue Wed Thu Thu Fri	Freshmen FR Sophomore SO	Fall	Fall
Botany: Plants and People Frederica Bowcutt botany cultural studies field studies natural history writing Signature Required: Winter	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter			This program focuses on people's relationships with plants for food, fiber, medicine, and aesthetics. Students will study economic botany through seminar texts, film, and lectures that examine agriculture, forestry, herbology, and horticulture. They will examine political economic factors that shape our relations with plants. Through economic and historical lenses, the learning community will inquire about why people have favored some plants and not others or radically changed their preferences, such as considering a former cash crop to be a weed. In our readings, we will examine the significant roles botany and natural history have played in colonialism, imperialism, and globalization. Initiatives to foster more socially just and environmentally sustainable relations with plants will be investigated.In fall, weekly workshops will help students improve their ability to write thesis-driven essays defended with evidence from the assigned texts. In winter, students will write a major research paper on a plant of their choosing, applying what they've learned about plant biology and economic botany to their own case study. Through a series of workshops, they will learn to search the scientific literature, manage bibliographic data, and interpret and synthesize information, including primary sources. Through their research paper, students will synthesize scientific and cultural information about their plant.This program serves both advanced and less experienced students who are looking for an opportunity to expand their understanding of plants and challenge themselves. This two-quarter program allows students to learn introductory and advanced plant science material in an interdisciplinary format. Students will learn about plant anatomy, morphology, and systematics. Lectures based on textbook readings supplement the laboratory work. The learning community will explore how present form and function informs us about the evolution of plants such as mosses, ferns, conifers, and flowering plants. Students will get hands-on experience studying plants under microscopes and in the field. Students will also learn how to maintain a detailed and illustrated nature journal to develop basic plant identification skills of common species.	Frederica Bowcutt	Mon Tue Wed Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
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
China and Japan: Traditional and Contemporary “Silk Roads” Hirsh Diamant and Tomoko Hirai Ulmer classics communication consciousness studies cultural studies education geography history international studies language studies philosophy	Program	FR–SRFreshmen–Senior	8	08	Weekend			S 16Spring		This program will introduce the history, culture and philosophy of China and Japan. We will use the theme of Silk Roads in our examination of China as the heart of Asian civilization and Japan as a constant presence at the eastern end of the routes. We will examine Asian philosophies including Daoism, Confucianism, Buddhism and Shintoism. We will learn the ideographic languages and their embedded worldview and sensitivities as expressed in poetry and literature; and we will envision contemporary and future Silk Roads with new trends, aspirations, and beliefs. Our inquiry into Chinese and Japanese history will focus on periods in which foreign influences were most influential, for example the time when Buddhism, along with tea, traveled on Silk Roads. Another transformation occurred in the 20 century, with devastating conflicts of WWII. Most of today’s complex political issues between China and Japan stem from this war. For centuries China has played, and is continuing to play, a central role in Asia. Japan embraced Chinese culture while modifying it to fit Japan’s political and cultural climate and needs. Japanese language, architecture, literature and art are steeped in Chinese influences. Japan is also a repository of both tangible and intangible Chinese culture that has disappeared from China itself. Treasures from the Silk Road and Tang Dynasty dance and music from the 8 century still survive in Japan. Such heritage has, in turn, helped produce a present day cultural renaissance in China. Much scholarship about China has been continually flourishing in Japan and the contemporary pan-Asian culture is developing beyond national borders. Program activities will include field trips to the Chinese and Japanese gardens in Portland, Oregon; calligraphy demonstrations and workshops; and learning about Chinese tea culture and Japanese tea ceremony.	Hirsh Diamant Tomoko Hirai Ulmer	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
China: Religion, Folklore, and Arts Rose Jang, Wenhong Wang and Hirsh Diamant cultural studies language studies religious studies study abroad theater visual arts	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter	S 16Spring		With China’s emergence as one of the world’s leading political players and economic powerhouses within the last four decades, there has been increasing international attention and news coverage on current Chinese political and economic developments. Today’s China, under a new generation of leadership ushering in many unprecedented reform programs, remains an enigma for most Westerners. The program aims to unravel part of that mystery through study of China's cultural roots and ideological foundations. We will dig the roots of Chinese culture by probing into Chinese religion and folklore and examining several different forms of Chinese artistic activities, including performing arts, visual arts, and arts of self-cultivation.In fall quarter, we will study the religions and folk culture of China. We will examine the formal histories and primary tenets of Chinese “Three Teachings”: Confucianism, Daoism, and Buddhism. Mythology, fairy tales, and fantasies, transmitted either orally or in written texts, will also inform our study as symbolic expressions of spiritual forces and religious aspirations within the cultural psyche. The combined energy of official and popular religions, spiritual and “superstitious” practices, folk and secular activities—with their literary and visual manifestations—has affected Chinese society and political structure over centuries. By reading translated texts and viewing different religious and cultural activities on film, we will try to discover and dissect the interlocked relationships between religion, spirituality, philosophy, and folk culture in the Chinese contexts.In winter quarter, we will focus on the arts of China, both traditional and modern. Chinese arts have long been a necessary vessel for the outpouring of spiritual and folk energy from all facets of Chinese life and society. We will read Chinese literature and drama that grew from the repertoire of popular stories, study Chinese theatre as a continuation of Chinese storytelling and acrobatic traditions, and delve into the spiritual core of Chinese visual arts. Students will read texts as well as engage in movement workshops and artistic experiments which connect cultural studies with practical, hands-on exercises.Faculty will take interested students to China either at the end of winter quarter or in spring quarter. These students will study Chinese performing arts in one of the most prestigious theatre schools in Beijing for four weeks, and spend two more weeks traveling to the south to continue exploring Chinese culture with a focus on religion, spirituality, and folk culture. Students who do not go to China will conduct independent research projects on Evergreen's campus.A Chinese language class will be embedded within the program. Students traveling to China will continue to study Chinese language at the institutions we will visit and through daily functions and encounters, which will provide incentives and opportunities for further language study.	Rose Jang Wenhong Wang Hirsh Diamant		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Chinese, Beginning I, II, III Lin Crowley cultural studies history language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall	W 16Winter	S 16Spring		This introductory Chinese course will emphasize the standard Chinese pronunciation and the building of useful vocabularies. Students with no or little prior experience will learn Chinese pinyin system and modern Mandarin Chinese through interactive practice and continuous small group activities. Learning activities may also include speaker presentations and field trips. Chinese history and culture will be included as it relates to each language lesson.Students enrolling in this course may also use this as a prerequisite for a Chinese study abroad program. If you are interested in traveling to China in the summer, please be sure to contact the faculty for more information.	Lin Crowley	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Cornerstone: Foundations for Success Lori Blewett cultural studies education writing	Course	FR–JRFreshmen–Junior	4	04	Evening		W 16Winter			For new and returning students, this class is designed to help develop the knowledge, skills and confidence to be successful in your college experience. There are many kinds of academic learning and many ways of knowing. Students will have to make sense of lectures, discussions, literature, and research, all of which involve different approaches to learning. This course is designed to help you discover a pathway toward reading, writing and discussing critical issues relevant to your complex worlds. Students will examine how to increase their understanding and knowledge in relation to Evergreen's Five Foci (Interdisciplinary Study, Collaborative Learning, Learning Across Significant Differences, Personal Engagement, and Linking Theory with Practical Applications) as well as charting a course for a liberal arts degree that links career goals with lifelong learning.	Lori Blewett	Tue	Freshmen FR Sophomore SO Junior JR	Winter	Winter
Creating Dance Sacred and Profane Robert Esposito aesthetics art history cultural studies dance Signature Required: Spring	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		The central focus of this intensive modern dance program is dance composition, including rigorous daily classes in technique, theory, composition, and performance. Compositions are evaluated on the basis of inventiveness, structure, and performance. Choreographic space, shape, time, and motion are used as metaphors for concepts and dynamics of culturally perceived sacred and profane values and meanings. Students create original choreography, drawing content from thematic program premises, their own life experience, and past interdisciplinary study. Conceptual themes include power and powerlessness, belonging and alienation, freedom and inhibition, sadness and happiness, beauty and ugliness.Activities include daily classes in Nikolais/Louis technique, theory, and improvisation; and weekly dance labs in composition, critique, and stage craft. Morning sessions include an advanced Pilates-based floor barre, standing center work stressing rhythmic precision, spatial focus, and balance, and dynamic movement in large space. Afternoon workshops rotate between movement classes in theory, improvisation, composition, text and film seminars, and performance forums in which students share work in progress for peer and faculty review. Each week has a clear theoretical premise explored daily from a technical, compositional, and axiological perspective. Choreographic craft elements of space, shape, time, and motion are explored as sociocultural metaphors ranging from the mundane to the sublime, from anxiety to ecstasy. In Week 6, a focus on stage craft is added, including small and large group work, preparing choreography for presentation, working with music, costumes, scenery, props, and lighting for dance.Lectures, films, and seminars will review the history of various art forms, and compare the creative process in dance, painting, architecture, and poetry. Seminars situate texts, film and art in critical, aesthetic, historical, and sociocultural contexts. Writing will balance creative and analytical styles, including weekly journals and debriefs. The program culminates with a public concert of selected student work. Choreography will be selected based on inventiveness, structure, and performance quality.	Robert Esposito	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Creative Solutions: Activism, Advocacy, and Self-Determination in Indian Country Erin Genia Native American studies community studies cultural studies	Program	SO–SRSophomore–Senior	16	16	Day			S 16Spring		Within this program, upper division students will investigate an array of policy issues affecting indigenous people locally, nationally and internationally through the lens of Tribal self-determination, advocacy and activism. Students will complete a major research project on a topic of their choosing, relating to contemporary indigenous issues in arts and culture, the environment, governance and policy, social services, health or education. Through readings, research, workshops, lectures, discussion and writing, students will examine indigenous leadership and organizations, the path from activism and advocacy to policy and law, tribal sovereignty, international indigenous peoples’ issues, and the role of artists and culture bearers in creating space for positive change. Students will learn applicable strategies for research, community organizing, policy development and cultural competency. Students will be assessed on the quality of their written work, class participation, presentation skills, ethical research and collaborative group work.	Erin Genia	Mon Tue Thu	Sophomore SO Junior JR Senior SR	Spring	Spring
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
Dangerous Ladies in Changing Times: An Investigation of Significant Women of American Identity in the 20th and 21st Centuries Tacoma Barbara Laners cultural studies gender and women's studies history sociology	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Summer	This class will examine the role of women in the development of America's social, economic, legal, and political history. More particularly, the class will focus on women from slavery, suffrage, the civil rights movement, and new issues raised by a contemporary interpretation of the 14th Amendment. All aspects of the gender equity gap will be explored, including new definitions and the impact of who is included therein.	Barbara Laners	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Engaging with the Endangered Northwest Rebecca Chamberlain and Nancy Parkes Native American studies communication cultural studies ecology environmental studies literature natural history sustainability studies writing	Program	FR–SRFreshmen–Senior	8	08	Evening and Weekend	F 15 Fall	W 16Winter			The Pacific Northwest is home to pressing environmental issues, including coal and oil exports, loss of habitat, water quality, fisheries, and effects of global warming. The coal industry wants to use Northwest ports for shipping to Asia, which could result in 100 million tons of coal being shipped through the region by rail. A dozen oil pipelines are proposed, and trains carrying oil have derailed in other regions. Will these projects, as opponents contend, endanger both Northwest peoples and the environment? Or as proponents--including many labor unions--argue, would they bring critical jobs to economically dislocated and disadvantaged areas? What entities have the power to decide whether these projects will be built? What methods can be used to get clear information to those who are affected? What are the human health and environmental risks from coal dust, train wrecks, and potential oil spills? How do citizens become engaged? What is the role of indigenous communities? What are the roles of advocates, allies, and supporters--on both sides--and how do these positions grow out of environmental and other histories?In engaging with these issues, we will ask, how do we speak meaningfully about our relationship to the natural world? We will learn how stories and ethnography empower individuals and communities to understand their connection to place. Through a practice of writing, and study of both eco-criticism and natural history literature, we will examine concepts and values around wilderness and the human connection to the natural world. We will consider the traditional division between labor and environmental interests, its roots, and whether these two groups may be able to foster collaborations that address both jobs and environmental protection. Our work will include analysis of disparate views and values, and common ground among environmental groups, tribes,	Rebecca Chamberlain Nancy Parkes	Mon Mon Wed Wed Sat Sun Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Environmental Health: Science, Policy and Social Justice Russell Lidman and Carrie Parr (Pucko) American studies Native American studies agriculture community studies cultural studies ecology economics environmental studies government health hydrology law and government policy law and public policy natural history philosophy sustainability studies	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter			How do we make health a public priority? How do we respond to potential hazards? This introductory program considers problems related to public and environmental health in a broader context of the key frameworks of population, consumption and sustainability. We will explore the broad conditions that shape environmental health, both for humans and for ecosystems. Examining the workings of non-governmental organizations, we will be moving across and between questions of science, public policy (from municipal to international) and social justice. The program goal is to understand emerging strategies and solutions for ecological sustainability - from regional monitoring to UN negotiations. We will examine models, evidence and debates about the sources, causal connections and impacts of environmental hazards. We will be learning about existing and emergent regulatory science in conjunction with evolving systems of law, and a broad array of community responses.In the fall, we will dedicate ourselves to bridging scientific, policy and social perspectives by means of lecture, seminar, workshops and field trips. In the winter, students will engage in small group, quarter-long research projects on a topical issue to further investigate the chemical, biologic and physical risks of modern life, with an emphasis on industrial pollutants. Throughout the program, students will engage in a range of learning approaches, including computer-based collaboration with regional experts, officials and activists.	Russell Lidman Carrie Parr (Pucko)	Tue Wed Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
The Essential Ingredients of Intercultural Competence Stephanie Kozick and Heesoon Jun cultural studies psychology	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		This program offers a special opportunity for Evergreen students to study the topic of intercultural competence with students from Daejeon University in South Korea. Intercultural competence concerns a set of variables or “ingredients” that make up one’s ability to develop styles and attitudes that lead to successful interactions with persons of diverse backgrounds with respect to values, beliefs, history, and behaviors. These ingredients arise from a number of spheres of influence which we will explore through an integrated study of psychology and human development in two cultures. We will examine societal, institutional (e.g., school systems, religious communities), and familial spheres of influence on the development of self, core values, and beliefs. For example, what cultural beliefs inhibit Korean students from addressing faculty by their first names? How do we increase intercultural competence when cultural beliefs and values contradict each other? The study of cultural competence demands examination of a number of other related topics such as the study of morality, social justice, politics, anti-oppression, cultural identity, body awareness, cognition, social media, and normal vs. abnormal. These related topics will be presented to students in various instructional forms ranging from lectures, workshops, a field trip, seminars, guest speakers, reflective and expressive writing, cross- and mono-cultural small-group discussions, mindful movement, and creative project presentations by intercultural small groups. Consciousness and introspection will be emphasized for students to understand their multiples identities and intersections in order to develop effective inter- and intrapersonal communication. Workshops and other learning activities will facilitate student interaction, taking full advantage of the program’s intercultural learning environment.The goal of this program is to help students mindfully expand their worldviews and identify the kinds or types of ingredients they need to add or subtract to increase their intercultural competence.	Stephanie Kozick Heesoon Jun		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
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
Film and Gender Elizabeth Williamson cultural studies gender and women's studies media studies queer studies	Course	FR–SRFreshmen–Senior	4	04	Weekend				Su 16 Session II Summer	This course examines film through the lens of gender studies. Both film studies and gender studies will be covered at an introductory level, with additional support and opportunities provided to students with previous experience. We will focus primarily on female-identified performers, producers, and directors, but we will address their work through an intersectional lens, with attention paid to elements of race and sexuality, as well as to non-binary gender identities. There will be one screening with lecture every week; students will watch additional films at home and post weekly screening reports. More advanced students may pursue a research or screenwriting project in lieu of weekly reports.	Elizabeth Williamson	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Forbidden Knowledge Susan Preciso and Mark Harrison cultural studies literature media studies theater visual arts	Program	FR–SRFreshmen–Senior	8	08	Evening and Weekend		W 16Winter	S 16Spring		Across time and cultures, humankind has struggled with taboos that obstruct the pursuit of knowledge deemed inappropriate or dangerous, but what is “forbidden” intrigues us all. In this humanities program, we will explore the ways that forbidden knowledge inspired artists throughout the ages. We will ask how the forbidden differs in the mythology of one culture to another. We will study some great works of art that have been inspired by forbidden knowledge. While powerful people and institutions have often dictated what is acceptable for us to know, the arts, literature, and mythology have been the chief mechanisms through which we have been able to explain or justify this fundamental human conflict. For example, in the creation stories of Genesis and Milton’s we encounter one of western culture’s most enduring mythic structures. and Mary Shelley's speak to a more modern dilemma about acquisition and use of knowledge.In this two quarter program we will explore this complex subject through visual art, music, poetry, film, theatre and literature. Roger Shattuck’s will provide one analysis of the stories, but we’ll read other critical approaches as well. During Winter quarter we will concentrate on the classical past; our readings will include Genesis, and In the Spring, we will turn our attention to the modern age. Our readings will include Christina Rossetti's , A.S. Byatt's , Tony Kushner's and Alan Ginsberg's . Students will be expected to read critically and well, take excellent reading notes, and write occasional critical essays on assigned topics. They will participate in seminar, lecture, workshop, and a possible field trip. This immersion in the humanities is especially suited for those students planning to teach in areas of literature or the arts. It is also for students who are curious about the ways in which artists and writers working in different genres push us to understand the world and our place in it.Credits will be awarded in literature and cultural studies.	Susan Preciso Mark Harrison	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Gateways for Incarcerated Youth W. Joye Hardiman African American studies American studies cultural studies education Signature Required: Fall	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall				This program offers Evergreen students the opportunity to co-learn with individuals incarcerated in a medium/maximum-security institution for juvenile males. It is high stakes work that demands consistent engagement—approximately 10-12 hours a week in class and 4-6 hours a week at the institution (including travel time). The learning of students enrolled in this program fuels and is fueled by the learning of the incarcerated students.A fundamental principle of the Gateways program is that every person has talents given to them at birth and valuable experiences that can contribute to our shared learning. It is our job as human creatures to encourage each other to seek out and develop our passions and gifts. These values are manifested in the practices of popular education, central to our work in the prison classroom. Our goal is to create an environment in which each person becomes empowered to share their knowledge, creativity, values and goals by connecting respectfully with people from other cultural and class backgrounds. All students will wrestle with topics in diversity and social justice alongside other subjects chosen by the incarcerated students—the main feature of popular education is that it empowers those seeking education to be the local experts in shaping their own course of study.Popular education works through conscientization, the ongoing process of joining with others to give a name to socioeconomic conditions, to reflect critically on those conditions, and thereby to imagine new possibilities for living. In order to do this work successfully, students will practice learning how to meet other learners "where they are at" (literally, in order to better understand the conditions that put some of us in prisons and others in colleges). Students will also develop or hone their skills in contextualizing and analyzing socioeconomic phenomena. Most importantly, students will learn that solidarity does not mean "saving" other people or solving their problems—it means creating conditions that allow them to articulate those problems through genuine dialogue and supporting them as they work toward their own solutions. Program participants will have the opportunity to reflect on how different individuals access and manifest their learning as they gain experience in facilitating discussions and workshops. In the process of collectively shaping the Gateways seminar, they will also learn how to organize productive meetings and work through conflict. Each quarter, students will take increasing responsibility for designing, implementing and assessing the program workshops and seminars. Throughout the year we will seek to expand our collective knowledge about various kinds of relative advantage or privilege while continually working to create a space that is welcoming and generative for all learners.High stakes community-based work requires trust, and trust requires sustained commitment. This program requires that all participants be ready to commit themselves to the program.	W. Joye Hardiman	Tue Tue Wed Wed Thu Thu	Sophomore SO Junior JR Senior SR	Fall	Fall
Gateways for Incarcerated Youth: Writing Imprisonment, Writing Freedom Chico Herbison African American studies American studies cultural studies education Signature Required: Winter	Program	SO–SRSophomore–Senior	16	16	Day		W 16Winter			This program offers Evergreen students an opportunity to co-learn with juvenile males incarcerated in a medium/maximum-security institution (Green Hill Institution in Chehalis, Washington). It is high stakes work that demands deep and consistent engagement: approximately 12 hours a week in class on the Evergreen campus, 4 hours a week in class at Green Hill, and a modest involvement in other activities (such as fundraising) that help support and expand the educational resources available to the incarcerated youth.The learning of the Evergreen students in this program fuels, and is fueled by, the learning of the Green Hill students. A fundamental principle of the Gateways program is that every person has special talents and valuable experiences that contribute to our shared learning. Our primary goal—supported by the theories and practices of popular education—is to create an environment in which each student becomes empowered to share their knowledge, creativity, values, and visions and dreams by connecting respectfully with people from a range of cultural, class, and other backgrounds.On the Evergreen campus, students will explore—through faculty presentations, film screenings, workshops, and seminars—issues of race/ethnicity, culture, class, gender, power, and the many meanings of imprisonment and freedom in U.S. history and society. In the Green Hill classroom, Evergreen and Green Hill students will collaborate on a variety of projects, and will assume responsibility for the design, implementation, and assessment of weekly activities. Evaluation of Evergreen student performance will be based on participation in workshops and seminars on campus and at Green Hill, weekly seminar papers and creative writing exercises, and a capstone creative nonfiction writing project.	Chico Herbison	Tue Tue Wed Wed Fri Fri	Sophomore SO Junior JR Senior SR	Winter	Winter
Globalities: Art, Culture, the City and the World Lee Lyttle and Steven Flusty cultural studies international studies sociology	Program	FR–SOFreshmen–Sophomore	16	16	Day			S 16Spring		This program is intended for those students interested in exploring the development and diffusion of arts and culture in a global urban context. Students will work to understand the mechanisms by which visual, theatrical, musical, architectural, culinary and other artistic endeavors take form within and between world cities, and in turn transform those cities. They will explore the operations and effects of globalization as a collation of extensive homogenizing and diversifying relations. Students will probe such problematic phenomena as Coca-Colonization and McDonaldization, cultural imperialism, cultural appropriation and the privatization of culture. In so doing, students will investigate institutional structures and initiatives that foster and sustain vibrant artistic communities, while also uncovering the basic market forces that operate in sectors such as the global entertainment and media industries. Students will write about, read, and discuss challenges posed by globalization of the arts, as well as intervention strategies for cultural survival. With seminars, lectures, guest speakers and films students will discuss arts and cultural development, nonprofit and governmental issues that come to light in a global context.Students will have the option of either doing a major individual or group project on one of the program’s major themes or an in-program embedded internship in which they associate with a business, governmental, or nonprofit organization that works at the intersection of the arts and culture. Students who chose to do the in-program internship must do so in consultation with the faculty and Academic Advising. Please go to for more information. Interested students should consult with the faculty about their proposed internship placements prior to or during the Academic Fair, March 2, 2015. The internships should be located in the Seattle/Portland I-5 corridor or on the Olympic Peninsula within a reasonable distance (i.e., Mason or Grays Harbor Counties). All internships must follow college procedures. While students can seek out their own internship possibilities that reflect their artistic or entrepreneurial interests, we will also work with campus resources and the faculty member's contacts to identify internship possibilities.	Lee Lyttle Steven Flusty	Mon Tue Thu	Freshmen FR Sophomore SO	Spring	Spring
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
India: Dance and Culture Jamie Colley anthropology consciousness studies cultural studies dance religious studies	Course	FR–SRFreshmen–Senior	4	04	Evening and Weekend	F 15 Fall				Odissi, one of the major classical dances of India, combines both complex rhythmic patterns and expressive mime. This class will be devoted to the principles of Odissi dance, the synthesis of foot, wrist, hand and face movements in a lyrical flow to express the philosophy of yoga based dance. Throughout the quarter, we will study the music, religion, and history of Indian dance and culture.	Jamie Colley	Tue Thu Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
India: Dance and Culture Jamie Colley anthropology consciousness studies cultural studies dance religious studies	Course	FR–SRFreshmen–Senior	4	04	Evening and Weekend			S 16Spring		Odissi, one of the major classical dances of India, combines both complex rhythmic patterns and expressive mime. This class will be devoted to the principles of Odissi dance, the synthesis of foot, wrist, hand and face movements in a lyrical flow to express the philosophy of yoga based dance. Throughout the quarter, we will study the music, religion, and history of Indian dance and culture.	Jamie Colley	Tue Thu Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Intensive French : Beginning and Intermediate Marianne Bailey cultural studies international studies language studies	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session II Summer		Marianne Bailey	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Irish Drama in Theory and Practice Sean Williams and Walter Grodzik cultural studies music theater	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		This all-level one-quarter program engages Irish drama in terms of both its content and its context. Our explorations will encompass plays and ideas from the 19 century Anglo-Irish period through Ireland’s post-colonial time of nation-building, and the edgy works of contemporary playwrights. We will also examine aspects of Irish-American dramaturgy and playwriting. The study of various social issues as Irish (-American) identity, and religious, class, sexuality, gender, and family dynamics will all be part of what informs our studies this quarter. Weekly activities will include reading plays, participating in workshops and other hands-on activities, and developing skills in critical analysis through classroom discussions, films, and lectures. Because working with every aspect of the theatre requires public risk-taking, students should expect to be on their feet and in front of their peers from the first day of class. The faculty have an inflexible policy regarding timely and attentive participation, and assume that each student already has college-level writing skills.	Sean Williams Walter Grodzik	Mon Tue Tue Tue Wed Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Irish Language and Song Sean Williams cultural studies language studies music	Course	FR–SRFreshmen–Senior	2	02	Weekend				Su 16 Session I Summer	The Irish language (Gaelic) has a number of complex rules (grammar, spelling, pronunciation) that are remarkably easier when the language is spoken, sung, conversed in, joked with, and celebrated. We will work our way through the rules by singing gorgeous songs in the Irish language, making small talk with each other, doing exercises designed to smooth the way in Irish conversations, and figuring out how and why "go raibh maith agat" means "thank you." We'll meet just once a week on Saturdays, but you will have access to online resources and exercises to keep things fresh during the week. By the end of the session you will be able to sing about a dozen songs and engage in small talk.	Sean Williams	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Jazz Dance Kabby Mitchell African American studies cultural studies dance	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Summer	In this class, students will learn introductory basics of jazz movement (isolated extremities, polyrhythmic African styles and basic anatomy) by exploring the historical aspects and origins of the African Diaspora and European influences in North America through movement, youtube offerings, and discussions. Students will gain greater flexibility and coordination by executing fun yet challenging dance combinations. No previous experience necessary.	Kabby Mitchell	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Knowing the World through Thought, Sound, and Vision Joseph Tougas, Pauline Yu and Sean Williams biology cultural studies marine science music philosophy philosophy of science visual arts	Program	FR ONLYFreshmen Only	16	16	Day	F 15 Fall	W 16Winter			This first-year program focuses attention on the idea that each of us has a unique way of understanding the world because of the contexts to which we have been exposed. What is your context? How has it shaped the ways you interact with humans, institutions, and the natural world? Considering these questions opens the idea of having not just one, but several lenses through which we have built our understanding: we use all of our senses in addition to larger societal, linguistic, and biological structures to inform and guide us. The languages we use and the social structures in which we live can be thought of as systems of representation—tools that living organisms can use to get a grip on reality. In the case of language, we might say that is the material we have to work with, ( ) is the order in which we can combine those materials, and is the place where language becomes meaningful or useful. Other systems of representation—in music, visual art, and science, for example—have similar structures. How do you make sense of the world when your “lived vocabulary” includes rhythms and notes, shapes and lines, molecules and ecosystems, or color and light? How does your picture of the world change when your epistemology—your way of knowing—includes multiple systems of representation and is not limited to just words and syntax? In learning by doing, we will explore how artists use geometry and math, how musicians use physics, and how scientists engage the mystery of their environment. We will examine these systems of representation and develop new ones through creative play to explore the range of human experiences.Weekly activities will include lectures, films, and seminars. There will also be field trips in each quarter, workshops, collaborative presentations, and guest lectures. Students are expected to focus on enhancing their college-level writing skills throughout the program; each quarter's major writing assignments will require students to master the process of revision. In fall quarter, students will be introduced to important skills in approaching this material through multiple modes; issues of perspective, critical analysis, and context are important factors in deepening our understanding. As we move into winter quarter, students will have more chances to develop individual and collaborative projects focusing on particular areas of interest.	Joseph Tougas Pauline Yu Sean Williams	Mon Mon Tue Tue Wed Wed Thu Thu	Freshmen FR	Fall	Fall Winter
Language and Power Ulrike Krotscheck, Diego de Acosta and Eric Stein anthropology classics cultural studies history linguistics	Program	SO–SRSophomore–Senior	16	16	Day			S 16Spring		To what extent does language have the power to shape the way we think and define ourselves? How can language be used to project power or authority? What are the possibilities and limitations of the spoken word, as opposed to the written word? How do differences in language and speech encode class, race, gender, or other social hierarchies? Who, or what, controls language?This program will explore these questions and others through the lenses of linguistics, anthropology, history, folklore, and classics. We will consider how Aristotle’s classical rhetoric gets taken up in the art of contemporary trial lawyers in the United States. Drawing on the work of Michel Foucault, we will explore how medical discourses have structured sexual identities and pathologies. We will see how folk heroes have been immortalized in legends, songs, and community performances of resistance to colonial subjugation. We will build foundations in several disciplines: in linguistics, by considering dialects, standard languages, and language policy; in anthropology, through critical studies of cultural representation, ethnography, and power; and in classics, through examination of the origins of rhetorical theory and practice.Our sources will include novels, articles, scholarly texts, classical literature, and films. Students can expect to learn the ways that words create and maintain world views and ideologies, from the vast workings of totalitarian regimes to the everyday interactions with those around us.Assignments will include weekly analytical responses to program material, and one individual, empirically-based research project on a topic related to anthropology, linguistics, or classics. This program will be an intensive examination of these topics. Students should expect to spend 40 hours per week on this program. Successful students in this program will emerge having gained an introduction to linguistics, cultural anthropology, history, classics and rhetoric.	Ulrike Krotscheck Diego de Acosta Eric Stein		Sophomore SO Junior JR Senior SR	Spring	Spring
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
Local Knowledge: Building Just and Sustainable Communities Anne Fischel, Michi Thacker and Grace Huerta community studies cultural studies education media arts sustainability studies Signature Required: Winter	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall	W 16Winter			In this program students will develop skills to support collaboration and learning with local communities, including the study of education, media and qualitative research methods. Our starting place will be the identification of local knowledge: how communities view themselves; their sense of place, history and identity; the issues that challenge them and the solutions they envision. In these days of globalization, mass marketing and celebrity, what people know at the local level is often trivialized or ignored. We will explore the dynamics of community life through collaborative efforts with people in our region as they work to create sustainability and justice.Our program is largely focused on Mason County. One of our goals is to build a place-based, multi-disciplinary portrait of this complex region. We’ll learn about local history and changes in livelihood, study the distinctive ecology of the region, and explore community cultures and traditions. By learning about literacy, immigration, K-adult education, and economic development, we’ll develop our sense of global context in relationship to local experience and action. We’ll learn about organizations and individuals that are tackling issues in innovative ways. Our work will be informed by perspectives from popular education and community-based research that represent respectful, effective approaches to community work. Workshops will be offered in qualitative research, ethnographic observation, documentary video, art as activism, ESL methods, grant writing, media literacy, and oral history.In fall we’ll learn about people and organizations doing significant work in the region. Once a week, classes will be held off campus, and students will be able to observe and collaborate with Mason County school and community programs. Students will explore the importance of dual language programs and culturally relevant pedagogy to a diverse, changing community. We will develop case studies of the region, contextualized by research drawn from other areas of the United States. Through these studies we’ll build a foundation for collaborative community work.In winter we will continue developing research and media skills. We’ll deepen our understanding of how culture, language and place shape personal and social identity. We’ll continue working with organizations that are building sustainability and justice in Mason County. We’ll carry out community-based collaborative projects that put into practice the skills, knowledge and relationships we have developed.	Anne Fischel Michi Thacker Grace Huerta	Mon Tue Thu	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Losing Religion: De-Conversion & New Religious Identities Today James Nagle cultural studies religious studies sociology	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Session I Summer	Religious “conversion” represents a profound change in practice and belief in relation to what a person conceives of as ultimate reality. The same is true for religious “deconversion.” This course examines the phenomenon and process of religious deconversion and its surprising results. In readings, discussion and fieldwork in the community, students will explore the social and theological implications - and opportunities - of this somewhat cohesive movement. In the United States, the religiously unaffiliated now represent 20% of the population (Catholics are 23%. Baptists are 17%). Young adults are at the forefront of this movement and complicate both the traditional assumption that it is “bad” to leave religion and whether the “spiritual but not religious” distinction is adequate to describe reality.The Latin root of conversion indicates a radical transformation, a “turn around.” In a very real sense, both the turning from and turning toward are alternative perspectives on the same process. De-conversion from is always also a conversion toward something. Leaving religion does not necessarily result in a non-religious identity.This course will explore this phenomenon across religious traditions and denominations in the United States and attempt to determine common reasons for de-conversion, common practices and the theologies that undergird them. To analyze these new religious identities, the course will utilize autobiography (others’ and our own), existing scholarship and fieldwork to identify the sources de-converts draw from and how these practices and beliefs are continuous or discontinuous with inherited religious traditions. Students will critically analyze and discuss existing literature and fieldwork in seminars and write brief weekly reviews to ultimately answer the question: what might we be missing by not widening the meaning of the word ‘religious?’	James Nagle	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
Making Meaning: Teaching English Language Learners Leslie Flemmer cultural studies education language studies	Program	JR–SRJunior–Senior	16	16	Day			S 16Spring		The intent of this program is to introduce undergraduate students to the foundational theories, research, and pedagogies specific to teaching English language learners (ELLs) in adult and K-12 classroom or international settings. Students will examine how such conditions as history, political climate, school policies, and program models impact the access and quality of education ELLs receive.Students will focus on the study of language as a system with an emphasis on three important aspects of ELL pedagogy: literacy development, academic language/ content area instruction, and assessment of language proficiency and performance. Students will analyze the central theories, structures, and conventions presented in functional linguistics and language-acquisition research. With this knowledge base, students will design literacy curriculum and instructional strategies that align with Washington’s K-12 English language development and Common Core standards and competencies, or the Teachers of English to Speakers of Other Languages (TESOL) standards for adult ELLs.Students will also explore methods for content-area teaching (i.e., math, science, social studies) and assessment specific to the Common Core, four language domains (listening, speaking, reading, and writing), and the four developmental levels of language proficiency (preproduction, beginner, intermediate, and advanced). Students will learn the principles of backward design lesson planning, analyze instructional tasks for ELLs, provide ELLs opportunities for comprehensible input (receptive language instruction) and comprehensible output (productive language instruction), and offer content-area lesson demonstrations for peer feedback.	Leslie Flemmer	Mon Tue Thu	Junior JR Senior SR	Spring	Spring
Media Artists Studio Laurie Meeker art history communication cultural studies media arts media studies Signature Required: Fall Winter	Program	JR–SRJunior–Senior	16	16	Day	F 15 Fall	W 16Winter	S 16Spring		This advanced offering in the media arts is for students interested in working individually or collaboratively on yearlong media projects with the support of a learning community. The studio setting provides students with the opportunity to help shape one another's work through extensive critical review of ideas at each stage of production and through technical support on one another’s projects. Engagement with critical theory on representation informs each student’s creative approach to their media production work. The creative work produced over the year is research-based. Each media artist or collaborative team will engage in extensive research and writing to develop and support their creative ideas, including research papers, grant writing, script outlines, etc. A wide range of media projects and genres are possible, with a focus on creative nonfiction and documentary, as long as the media artist(s) demonstrate a strong foundation for potential success in that genre. Past participants have created participatory/interactive documentary, experimental film/video, autobiographical video, experimental narrative, essayistic video, animation, online documentary series, mixed media gallery installation, remix political satire, interactive Web installation, as well as standard documentary. Students are expected to build on existing skills developed in past academic work, developing advanced production skills rather than undertaking wholly new areas of media production. Participants work closely with one another throughout the year as co-learners and collaborators, collectively shaping the output of the studio and developing a program of shorts to be screened to the public at the end of spring quarter.An integrated approach to media history/theory and production is essential to the development of advanced media work. Students will explore strategies of representation through readings, screenings seminars, and research presentations, continuing to build their skills in critical thinking and critical analysis. Individual research projects will explore contemporary media artists who have made special contributions to the development of experimental media practice. Students will also conduct research into new and old media technologies, presenting their findings to the group. Students will continue to develop their production skills through workshops, exercises, and a collaborative project. Cinematography workshops will deepen student understanding of light, exposure, and image quality in the 16mm format and/or HD digital video. Audio production workshops will be offered to expand student expertise with sound design and technology.Fall quarter involves a period of reflection, research, and idea development, including a two- to three-day retreat for concentrated work. Students are asked to think broadly about their work, to research and explore a number of project ideas before settling on the final topic. During winter quarter, the focus will shift from idea development to the production phase, when students will acquire all their images and production materials. The critique process will be a central focus for the learning community during winter and spring, requiring students to participate regularly in the critical analysis of one another’s creative work. During spring, each student will complete post-production work, engage in extensive critique sessions, and participate in producing a public screening of their work.	Laurie Meeker		Junior JR Senior SR	Fall	Fall Winter
Mediaworks: Signifying Power and Difference on Screen(s) Naima Lowe and Julie Russo African American studies art history communication cultural studies gender and women's studies media arts media studies queer studies visual arts writing Signature Required: Fall	Program	SO–SRSophomore–Senior	16	16	Day and Evening	F 15 Fall	W 16Winter	S 16Spring		What does it mean to make moving images in an age of omnipresent media, information overload, social inequality, and global capitalism? What's the relationship between aesthetic form and power across race, class, gender, and other axes of difference? How can we understand the interplay between popular media and experimental modes? How do we critically engage with the history and traditions of media practices while testing the boundaries of established forms? What responsibilities do media artists and producers have to their subjects and audiences? How can media makers represent or transform the “real” world? Students will engage with these questions as they gain skills in film/video/television history and theory, critical analysis, media production, collaboration, and critique.This full-time, yearlong program links media theory with practice. We will explore a variety of media modes and communication strategies, primarily interrogating representations of the "real” in media texts spanning the continuum between popular entertainment and artistic practice. As creative critics, we will gain fluency in methodologies including: close reading and formal analysis; mapping narrative and genre; unpacking power from feminist, critical race, decolonial, and anti-capitalist perspectives; and cultural, historical, and technological framing of commercial and independent media production. These analytical skills will help us understand strategies that artists have employed to challenge, mobilize, and re-appropriate mainstream media forms. As critical creators, we'll learn foundational production skills and experiment with alternative approaches, including nonfiction, video art, writing for and about media, autobiography, essay films, remix, installations, and performance. In addition to production assignments, program activities will encompass analysis and criticism through screenings, readings, seminars, research, and critical writing. We'll also spend significant time in critique sessions discussing our creative and critical work.In fall, students will explore ways of seeing, listening, and observing in various formats, focusing intensively on 16mm film production and completing both skill-building exercises and short projects. These collaborative exercises and projects will have thematic and technical guidelines consistent with the program curriculum. Our production work will be grounded in the study of concepts and methodologies from media history and theory, including significant critical reading, research, and writing. In hands-on workshops and assignments, we'll analyze images as communication and commodities and investigate how images create and contest meaning in art, politics, and consumer culture.In winter, students will delve deeply into field- and studio-based video/audio production and digital editing, using the CCAM studio and HD video technologies. We'll do this learning in conjunction with studying the social and technological history of television and video. Our production work will be primarily collaborative, though students will conclude the quarter by working on an independent project proposal.In spring, as a culmination of the conceptual, collaboration, and production skills developed in fall and winter, each student will create an independent project. Possible forms include video or film, installation, web-based projects, research projects, and internships. Technical workshops, screenings, research presentations, and critique discussions will support this emerging work.	Naima Lowe Julie Russo		Sophomore SO Junior JR Senior SR	Fall	Fall
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
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
Playing to Learn: Games in Education, Management, and Social Change Joli Sandoz and John Baldridge anthropology business and management community studies cultural studies education philosophy sociology	Program	FR–SRFreshmen–Senior	8	08	Evening	F 15 Fall	W 16Winter			Games, simulations and conceptual workshops are scripts for experience, small worlds of meaningful engagement with information and ideas, and with problems and solutions. This two-quarter academic program is intended to introduce participants to the design and effective use of interactive learning activities in education, in management, and in efforts toward social change and civic engagement. New students are very welcome in Winter quarter. In the fall, program members learned and applied game design theory while playing, analyzing, and assessing a variety of games. Students also developed simple learning games individually and in groups, before completing a major game modification project. We will be reading an introductory design text during winter, to develop a shared knowledge base with new program participants. We also will continue our engagement with research, theory, and game design, through reading and participation in collaborative activities – including the application of theory to play and analysis of existing learning, management and social change games. Program participants will form design groups to support each other as teams and individuals develop serious games (games with a purpose) on a topic of their choosing. During this process, each design team or individual will complete and present during a P2L Game Jam at least one major revision to their game. By the end of winter quarter, we will have enjoyed opportunities to acquire broadly-based literacy in design thinking, and in basic planning, design, evaluation, reviewing and selection of games for learning and change -- and will understand the qualities of games and simulations that make these activities effective as tools. Through design work and accompanying assignments, including completion of an independent research project in a subject area selected by each participant, students may earn up to four credits in a specialty area such as management, education, social justice, recreation leadership, or social history.	Joli Sandoz John Baldridge	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
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
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
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
Reservation-Based, Community-Determined Program: Foundations for Sustainable Tribal Nations (Chehalis) Mary DuPuis and Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 15 Fall	W 16Winter	S 16Spring		This program is an upper-division program designed for students who have social, cultural, or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2015-2016, the theme is . There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course is a 9-credit unit taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. In the fall, the sub-theme is in which students will receive an overview of federal Indian law through a study of historical and contemporary materials and case law. It covers the basic conflicts among sovereign governments which dominate this area of law, including conflicts over jurisdiction, land rights, hunting and fishing rights, water rights, domestic relations law, and environmental protection. The winter sub-theme, will allow students the opportunity to study the politics of U.S. presidents and world leaders, as well as their rise to international leadership positions. Students will examine the role that race, class, gender, nationality, education, and other differences have in advancing or inhibiting individuals to places of privilege and power. Students will also explore ideas and concepts of mixed heritage, ethnocentricity, inheritance, royalty, and tribal affiliation, as well as the intersections between human rights, civil rights, social justice issues, and forms of resistance. They will be given an opportunity to critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures. Finally, students will compare and contrast works from Theater of the Oppressed which will add to the complexity of the student’s knowledge construction For spring quarter, the sub-theme is , in which students will use a variety of methods, materials, and approaches to explore contemporary sustainability issues in the U.S. and abroad. Students will examine the intersection of social, environmental, and economic practices on the sustainability of the planet’s biological systems, atmosphere, and resources. In particular, students will focus on energy, climate change, maintaining biodiversity and health, population growth, as well as social and environmental justice. Each Core is taught from a tribal perspective in a global community. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are 2-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar, held on the same four Saturdays as the morning Strands, is called , and is a 1-credit workshop generally built around Native case studies. The program also includes student-initiated work through independent study.	Mary DuPuis Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program: Foundations for Sustainable Tribal Nations (Muckleshoot) Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 15 Fall	W 16Winter	S 16Spring		This program is an upper-division program designed for students who have social, cultural, or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2015-2016, the theme is . There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course is a 9-credit unit taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. In the fall, the sub-theme is in which students will receive an overview of federal Indian law through a study of historical and contemporary materials and case law. It covers the basic conflicts among sovereign governments which dominate this area of law, including conflicts over jurisdiction, land rights, hunting and fishing rights, water rights, domestic relations law, and environmental protection. The winter sub-theme, will allow students the opportunity to study the politics of U.S. presidents and world leaders, as well as their rise to international leadership positions. Students will examine the role that race, class, gender, nationality, education, and other differences have in advancing or inhibiting individuals to places of privilege and power. Students will also explore ideas and concepts of mixed heritage, ethnocentricity, inheritance, royalty, and tribal affiliation, as well as the intersections between human rights, civil rights, social justice issues, and forms of resistance. They will be given an opportunity to critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures. Finally, students will compare and contrast works from Theater of the Oppressed which will add to the complexity of the student’s knowledge construction For spring quarter, the sub-theme is , in which students will use a variety of methods, materials, and approaches to explore contemporary sustainability issues in the U.S. and abroad. Students will examine the intersection of social, environmental, and economic practices on the sustainability of the planet’s biological systems, atmosphere, and resources. In particular, students will focus on energy, climate change, maintaining biodiversity and health, population growth, as well as social and environmental justice. Each Core is taught from a tribal perspective in a global community. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are 2-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar, held on the same four Saturdays as the morning Strands, is called , and is a 1-credit workshop generally built around Native case studies. The program also includes student-initiated work through independent study.	Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program: Foundations for Sustainable Tribal Nations (Nisqually) Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 15 Fall	W 16Winter	S 16Spring		This program is an upper-division program designed for students who have social, cultural, or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2015-2016, the theme is . There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course is a 9-credit unit taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. In the fall, the sub-theme is in which students will receive an overview of federal Indian law through a study of historical and contemporary materials and case law. It covers the basic conflicts among sovereign governments which dominate this area of law, including conflicts over jurisdiction, land rights, hunting and fishing rights, water rights, domestic relations law, and environmental protection. The winter sub-theme, will allow students the opportunity to study the politics of U.S. presidents and world leaders, as well as their rise to international leadership positions. Students will examine the role that race, class, gender, nationality, education, and other differences have in advancing or inhibiting individuals to places of privilege and power. Students will also explore ideas and concepts of mixed heritage, ethnocentricity, inheritance, royalty, and tribal affiliation, as well as the intersections between human rights, civil rights, social justice issues, and forms of resistance. They will be given an opportunity to critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures. Finally, students will compare and contrast works from Theater of the Oppressed which will add to the complexity of the student’s knowledge construction For spring quarter, the sub-theme is , in which students will use a variety of methods, materials, and approaches to explore contemporary sustainability issues in the U.S. and abroad. Students will examine the intersection of social, environmental, and economic practices on the sustainability of the planet’s biological systems, atmosphere, and resources. In particular, students will focus on energy, climate change, maintaining biodiversity and health, population growth, as well as social and environmental justice. Each Core is taught from a tribal perspective in a global community. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are 2-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar, held on the same four Saturdays as the morning Strands, is called , and is a 1-credit workshop generally built around Native case studies. The program also includes student-initiated work through independent study.	Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program: Foundations for Sustainable Tribal Nations (Peninsula) Cynthia Marchand-Cecil and Catherine Reavey Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 15 Fall	W 16Winter	S 16Spring		This program is an upper-division program designed for students who have social, cultural, or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2015-2016, the theme is . There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course is a 9-credit unit taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. In the fall, the sub-theme is in which students will receive an overview of federal Indian law through a study of historical and contemporary materials and case law. It covers the basic conflicts among sovereign governments which dominate this area of law, including conflicts over jurisdiction, land rights, hunting and fishing rights, water rights, domestic relations law, and environmental protection. The winter sub-theme, will allow students the opportunity to study the politics of U.S. presidents and world leaders, as well as their rise to international leadership positions. Students will examine the role that race, class, gender, nationality, education, and other differences have in advancing or inhibiting individuals to places of privilege and power. Students will also explore ideas and concepts of mixed heritage, ethnocentricity, inheritance, royalty, and tribal affiliation, as well as the intersections between human rights, civil rights, social justice issues, and forms of resistance. They will be given an opportunity to critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures. Finally, students will compare and contrast works from Theater of the Oppressed which will add to the complexity of the student’s knowledge construction For spring quarter, the sub-theme is , in which students will use a variety of methods, materials, and approaches to explore contemporary sustainability issues in the U.S. and abroad. Students will examine the intersection of social, environmental, and economic practices on the sustainability of the planet’s biological systems, atmosphere, and resources. In particular, students will focus on energy, climate change, maintaining biodiversity and health, population growth, as well as social and environmental justice. Each Core is taught from a tribal perspective in a global community. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are 2-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar, held on the same four Saturdays as the morning Strands, is called , and is a 1-credit workshop generally built around Native case studies. The program also includes student-initiated work through independent study.	Cynthia Marchand-Cecil Catherine Reavey		Junior JR Senior SR	Fall	Fall Winter Spring
The Rhetoric of Social Change Lori Blewett communication cultural studies political science	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall				Why do some persuasive messages inspire us to change the world while others fail to even hold our attention? What can we learn from the rhetorical strategies of past social movements? How do social change activists balance competing goals and multiple audiences? And how can we produce messages that move hearts, change minds, and tickle funny bones all at the right time? To answer these questions, we will investigate rhetorical strategies from the American Revolutionary rhetoric and Abolitionist/Civil War rhetoric, but the majority of our time will be focused on 20 and 21 century social movement discourse. We will look closely at the persuasive features of speeches, articles, letters, posters, songs, non-fiction movies, protest events, campaigns, blogs, podcasts, and other rhetorical artifacts. Rhetoric, the study of the art of persuasion, is one of the oldest disciplines in the Western academic tradition. Students in this program will learn to use rhetorical analysis techniques developed over centuries, from ancient Aristotelian theories of ethos, logos, and pathos to contemporary theories of information framing and cognitive processing. Such analyses will deepen student's understanding of persuasion and serve as the basis for insightful rhetorical criticism.Rhetoric is also the foundation of several qualitative research methods commonly used in the social sciences. Students will learn to use qualitative methods by conducting media research on contemporary public issues such as immigration, climate change, foreign policy, health care policy, economic inequality, or social injustice related to race, gender, sexual orientation, or ability. We will pay special attention to how social movement discourse intersects with political campaign discourse in the lead-up to 2016 elections.In addition to learning theories and practices in rhetorical criticism and social research, students will also develop practical skills in the art of persuasion. Through focused instruction and experimentation in persuasive writing and public speaking, students will become more effective advocates for social change and more confident participants in the social and political debates of our time. As part of our study of public speaking, students will learn skills for speaking on camera as well as for live audiences.	Lori Blewett	Tue Wed Thu Fri	Sophomore SO Junior JR Senior SR	Fall	Fall
Russian, Beginning I, II, III Elena Smith cultural studies history language studies music visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall	W 16Winter	S 16Spring		This year-long course is designed to teach students to read the mysterious looking Cyrillic script, write the unique Russian cursive, construct sentences and express themselves in Russian. Students will immerse themselves in the colorful cultural and historical context provided by authentic text, film, music, and visual arts. Exploring selected works by such literary masters as A. Pushkin, L. Tolstoy, and A. Chekhov, to name a few, students will be able to understand not only the specifics of Russian grammar and vocabulary but also the complexities of Russian character and the Russian way of thinking as documented and preserved by outstanding Russian authors.	Elena Smith	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
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
Stalin: Legacy in Stone, Steel, and Blood Rob Cole and Patricia Krafcik cultural studies history international studies	Program	SO–SRSophomore–Senior	16	16	Day			S 16Spring		Stalin is a pivotal figure not only in Russian and Soviet history, but also world history. Through his mandates, he had a phenomenal impact on the country’s art, literature, politics, courts, prisons, economy, and natural environment, as well as on agricultural and urban life. Guided by Stalin, the U.S.S.R. abolished private property; compelled peasants to work on state-owned collective farms; forced rapid industrialization throughout the empire; redefined education and political loyalty; sent millions of citizens to notorious Gulag "work camps"; and proudly declared war against Nature. At the same time, Stalin's U.S.S.R. also did more than any other country to crush Nazi Germany. And under his rule, the U.S.S.R. transformed a mostly illiterate culture to one which became nearly entirely literate. It also developed a nuclear arsenal second only to that of the U.S. and kept an uneasy peace with its ideological enemies after the close of World War II.In lectures and seminars, we will examine issues raised in a selection of readings from history, literature, and culture, all geared to helping us answer questions raised by our exploration. Viewing and discussing relevant films will also aid in our examination of a variety of issues. How did Stalin manage to rise to power? How did his totalitarian regime take root? How was it that so many Soviet citizens, as well as foreigners, were incarcerated without any upsurge of protest? Did the Stalin legacy live on in the Soviet Union, and has it survived the 1991 fall of that empire? Might we discern this legacy in some aspects of post-Soviet Russia at the present moment? Such questions will lead us to analyzing and understanding these issues both specifically in the case of Stalin and theoretically in instances of coercive government in general.Students will write a major research paper on a topic of choice relevant to our exploration, producing drafts during the course of the quarter, and will also present the results of their research to their peers in poster projects at the end of the term. We will spend the last week of class away from campus, exhibiting and explaining our posters, decompressing in the beauty of Nature and the kind of natural environment which seemed expendable to Stalin in his drive, no matter the cost, to industrialize the Soviet Union.	Rob Cole Patricia Krafcik	Tue Tue Wed Fri Fri	Sophomore SO Junior JR Senior SR	Spring	Spring
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
Student-Originated Studies: Social Work/Human Services Skill Sets Gary Peterson Native American studies cultural studies education gender and women's studies history law and public policy sociology	SOS	SO–SRSophomore–Senior	16	16	Day	F 15 Fall				This one-quarter, student-centered program allows students to study social work as a career option. The program is designed to meet the needs of students with differing interests in the social work field. Because of this, we will create the syllabus as we proceed to include a variety of student interests. Students are encouraged to invite guest speakers, bring videos, and suggest books. The faculty will work with students to ensure that their learning goals are met. Program activities will consist of lectures, guest speakers, seminars, videos, etc. As foundational information, all students will read by Paulo Friere. From there, students will create their own reading lists based on their areas of interest. A history component will introduce students to the historical and cultural experiences of groups served by the social services system, such as women, Native Americans, African Americans, the poor, youth, etc. A cultural competence component will be self-exploratory, enabling students to understand what they bring to a cultural encounter in a service-providing role. Students will use online tools and related readings to gain an understanding of the Indian Child Welfare Act and the cultural factors to consider when handling cases involving Indian children and families.Students may work in groups on projects of common interest. Students are encouraged to present what they learn to the class as well as write reflectively. Students will write at least one poem, based on George Ella Lyon's poem, "Where I'm From." A portfolio of student work will be maintained.	Gary Peterson		Sophomore SO Junior JR Senior SR	Fall	Fall
Studio Projects: Material Gestures in a Shared Space Shaw Osha (Flores) and Evan Blackwell aesthetics art history cultural studies visual arts Signature Required: Spring	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter	S 16Spring		This is an entry-level visual arts program emphasizing 2- and 3-D studio practices, art history, visual literacy, artistic research, and writing. We will delve intensively into the development of studio skills in design, ceramics, sculpture, mixed media, life drawing and painting, and monotype printmaking, while exploring how these material gestures express content. As a working group, students will engage in an art practice that explores what it means to be in conversation with art history and the sociopolitical world, drawing encouragement and influence from a greater community of artists, philosophers, writers, and social critics.The program is designed to support students interested in the visual arts, as well as those who are curious about visual literacy and want to experience using materials as an approach to inquiry and expression. No prior art experience is necessary, but enthusiasm, curiosity, and a strong work ethic are required. Students should be prepared to dedicate at least 40 hours per week to studio work and rigorous reading and writing on topics related to the concepts of 20th- and 21st-century art history and critical theory. Students will be exposed to an interdivisional approach to visual arts that includes both art and humanities work: studio work; art history; visual/cultural studies, including literature, philosophy, and history; and a significant writing component.Fall and winter quarters will provide students with basic studio experience with several material approaches and will offer design and drawing workshops. Students will work in either 2-D or 3-D fall quarter, switching to the other medium in winter. There will be visits to regional museums and we will attend the Art Lecture Series. In the spring, students will have the opportunity to apply their learning to individual projects, utilizing knowledge and skills gained over fall and winter. There will also be an opportunity to go to New York City for three weeks to attend the Whitney Biennial, visit artists' studios, attend talks, and draw from observation at the Metropolitan Museum of Art. By the end of this program, students will understand how one engages with an art community to share support and inspiration, and how the artist’s work expands beyond that community and connects to critical issues. Students will begin to imagine how to situate their own projects in terms of the world around them.	Shaw Osha (Flores) Evan Blackwell		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Therapy Through the Arts (daytime) Tacoma Gilda Sheppard and Carl Waluconis aesthetics art history communication consciousness studies cultural studies education media arts media studies music psychology sociology theater visual arts writing	Program	FR–SRFreshmen–Senior	8, 16	08 16	Day and Evening				Su 16 Summer	This program will explore the role that movement, visual art, theater, music, and media can play in problem solving and in the resolution of internalized fear, conflicts, or blocks. Through a variety of hands-on activities, field trips, readings, films/video, and guest speakers, students will discover sources of imagery, sound, and movement as tools to awaken their creative problem solving from two perspectives—as creator and viewer. Students interested in human services, social sciences, media, humanities and education will find this course engaging. This course does not require any prerequisite art classes or training. Students may attend either day or evening sessions; first, second or full sessions for 8 or 16 credits accordingly.	Gilda Sheppard Carl Waluconis	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Therapy Through the Arts (evening) Tacoma Gilda Sheppard and Carl Waluconis aesthetics art history communication consciousness studies cultural studies education media arts media studies music psychology sociology theater visual arts writing	Program	FR–SRFreshmen–Senior	8, 16	08 16	Day and Evening				Su 16 Summer	This program will explore the role that movement, visual art, theater, music, and media can play in problem solving and in the resolution of internalized fear, conflicts, or blocks. Through a variety of hands-on activities, field trips, readings, films/video, and guest speakers, students will discover sources of imagery, sound, and movement as tools to awaken their creative problem solving from two perspectives—as creator and viewer. Students interested in human services, social sciences, media, humanities and education will find this course engaging. This course does not require any prerequisite art classes or training. Students may attend either day or evening sessions; first, second or full sessions for 8 or 16 credits accordingly.	Gilda Sheppard Carl Waluconis	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Time Past: Earth Processes and Human History Kenneth Tabbutt and Ulrike Krotscheck anthropology cultural studies environmental studies geology history Signature Required: Winter	Program	FR ONLYFreshmen Only	16	16	Day	F 15 Fall	W 16Winter			Our understanding of the ancient past is based on physical evidence that has survived the destruction of time. Archaeologists and geologists strive to reconstruct the past with an incomplete record of artifacts and evidence from the rock record. Theories are developed, refined, or discarded as new evidence comes to light or analytical tools enable new information to be gleaned. Reinterpretation is an ongoing process and paradigm shifts are common. This program will introduce students to the fundamentals of archaeology and geology, focusing on the deductive process that these disciplines employ and the interpretation of the evidence of past events. Students will learn and apply Geographic Information Systems (GIS) and explore current theories in geology and archaeology. Geologic processes, in particular catastrophic events, have allowed the preservation of artifacts from past cultures, and past cultures have, in some cases, had a profound impact on the earth. Time will be a critical dimension in this program: hundreds, thousands, millions, and even billions of years before the present.During fall quarter, students will learn the fundamentals of physical geology. In addition, students will learn the methods and practice of archaeology, with a particular focus on the history of the Pacific Northwest region. Data collection and analysis using quantitative methods will be integrated with the theory and Excel will be used as a tool for analyzing and displaying data. Field trips will provide an opportunity to observe geologic features and artifacts. A multi-day field trip around the Olympic Peninsula will take place early in the quarter. Students will be expected to critically analyze texts and academic trajectory and discuss them in seminar.During winter quarter, the focus will turn to environmental geology, in particular geologic hazards such as earthquakes, volcanism, tsunamis, and debris flows. These geologic processes are only considered hazards when they impact human health, transportation, and property. The focus will be on those events that were catastrophic to past civilizations. In this quarter, the archaeological component will expand globally and include examples from the Mediterranean to the South Pacific. Students will learn to use GIS to display and assess geologic hazard data.	Kenneth Tabbutt Ulrike Krotscheck		Freshmen FR	Fall	Fall Winter
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 Projects in Critical and Creative Practices with N. Lowe Naima Lowe African American studies art history communication cultural studies gender and women's studies media studies visual arts 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 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. (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 would 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.	Naima Lowe		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Visual Literacies Hirsh Diamant aesthetics art history cultural studies education visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		Visual literacy skills enhance communication, advance learning, and expand thinking. They are essential for effectively navigating today's social and cultural environment. In this course we will explore Western and non-Western approaches to art while focusing on how we see, how we learn, and how visual information can be used generally in communication and specifically in education. Our study will be enhanced by weekly art and media workshops which will include work with digital photography, Photoshop, animation/video, and presentation software.	Hirsh Diamant	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
The Western Film Genre and the American Frontier Myth Mark Harrison American studies cultural studies media studies	Program	SO–SRSophomore–Senior	8	08	Evening and Weekend	F 15 Fall				“When history is translated into myth, the complexities of social and historical experiences are simplified and compressed into the action of representative individuals or heroes." -Richard Slotkin, The Western is the richest and most enduring genre of American film. More myth than history, it is both formula film and a source of great innovation. Beginning with Reconstruction, this program will examine the important connections between the Western and the tale of expansion (economic, geographic, ecological, cultural) and violent conquest that is the American frontier myth. We will consider how the Western has evolved over the past century and what this evolution tells us about film, history and culture. We will analyze classic Westerns and the myriad sub-genres that exemplify this distinctly American art form. In addition to diverse short readings and a screenplay or two, primary texts for this program may include Richard Slotkin's James McPherson's , and , edited by Jim Kitses and Gregg Rickman. Home screenings will be required. Therefore, students will need access to a comprehensive source for DVD rentals, such as Netflix or Amazon Prime. A sampling of films under consideration includes: and .	Mark Harrison	Wed Sat	Sophomore SO Junior JR Senior SR	Fall	Fall