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Astronomy
and Energy: Cosmic Models 
Fall, Winter, Spring/Group Contract
Faculty: Don Middendorf
Enrollment: 40
Prerequisites: Sophomore standing or above, transfer
students welcome; one year of calculus-based physics.
For the fall quarter astronomy module, the prerequisite
is algebra.
Faculty Signature: No
Special Expenses: Science textbooks are costly, expect
to spend approximately $400 fall quarter. Textbooks
must be purchased by the second day of class. Students
can expect to spend approximately $800 for the entire
year including: textbooks, binoculars (optional), journal
subscriptions and overnight field trips.
Internship Possibilities: No
Travel Component: None
This program will study the two pillars
of modern physics - relativity and quantum theory -
using astronomy as the link. The theme will be scientific
model making. We will study our current models of the
universe, including the role of relativity and quantum
mechanics in studying stars, galaxies and black holes.
We will examine such questions as: How do we know that
stars undergo fusion? How do we interpret theory and
experiments for objects such as stars and black holes?
What are some of the ramifications of embracing one
model instead of another? What is energy? Are neutrinos
and quarks real? Are we learning about pre-existing
objective facts (truth) or are our experimental results
solely the products of our theories?
We will examine the ideas of the foremost
thinkers in physics, mathematics and philosophy to explore
these questions. Although we will find many strange
and provocative answers to our questions, our goal will
be to learn to ask even more sophisticated questions
about the concepts of nature and reality.
We will use our eyes, binoculars and
telescopes to examine the sun and the night sky - so
we'll need to meet at night once each week. We will
study cultural beliefs and compare these with the facts
and speculations in modern astrophysics.
Evergreen has several telescopes.
Each student should have good binoculars. Students must
subscribe to three journals: Sky and Telescope, Science
News and the American Journal of Physics. These journals
will be used in weekly discussions and student presentations
about recent developments in astronomy and modern physics.
Attendance at seminars, labs and presentations is required
for all students. During the spring quarter, students
and faculty will assist in teaching an introductory
physics class covering modern physics.
- Credit awarded in astronomy, modern physics, quantum
theory, special and general relativity and philosophy
of science. Upper-division credit is possible for
all portions of the program except the six credit
Introductory Astronomy course in the fall. Upper-division
credit will be awarded only for upper-division performance.
- Total: 6 or 16 credits each quarter. The fall-quarter
Introductory Astronomy course is required for those
enrolled in this program, but is open to anyone. It
will meet one or two nights each week.
- Program is preparatory for careers and future studies
in science or mathematics, especially physics, engineering,
astronomy or philosophy. The program fulfills many
(but not all) of the requirements for the state endorsement
in physics teaching.
Atoms,
Molecules and Research
Fall, Winter, Spring/Group Contract
Faculty: Dharshi Bopegedera
Enrollment: 25
Prerequisites: Junior or senior standing, transfer students
welcome; one year of college-level chemistry (or AP
high school chemistry) and ability to do differential
and integral calculus.
Faculty Signature: Yes. Faculty will conduct an interview
at the Academic Fair, May 16, 2001, and by phone to
determine student eligibility. To contact Dharshi call
(360) 867-6620.
Special Expenses: No
Internship Possibilities: No
Travel Component: None
In this upper-division chemistry program
we will explore the question "what does a chemist
do?" In all aspects of the program we will try
to understand how the principles of chemistry learned
in the classroom are applied by chemists all over the
world. This program is designed to provide advanced
preparation that will enable students to pursue careers
in chemistry and chemical engineering (graduate school
and industry), fields that have high employment demands
in the sciences. It will also be useful for students
considering careers in medicine, biochemistry or chemical
physics.
During fall and winter quarters the
lecture portion of the program will cover the traditional
junior- and senior-level topics in physical chemistry
and inorganic chemistry. These include thermodynamics,
quantum mechanics, inorganic chemistry, chemical kinetics,
statistical mechanics and spectroscopy. During spring
quarter, if time permits, the lecture portion of the
program will cover some special topics in chemistry.
Fall quarter the laboratory portion
of the program will train students to use the chemical
instrumentation available at the college to carry out
assigned laboratory experiments. All members of the
chemistry faculty and science instructional technicians
will be involved in teaching the laboratory portion,
ensuring breadth and individual guidance. Winter and
spring quarter students will be assigned laboratory
research projects they will conduct under the close
supervision of chemistry faculty. Students will present
the results of their research at the annual American
Chemical Society Undergraduate Research meeting.
Students will also participate in
workshops on technical writing skills and library research
methods, including on-line searching.
- Credit awarded in thermodynamics, quantum mechanics,
inorganic chemistry, instrumentation laboratory, undergraduate
research in chemistry.
- Total: 3, 6, 9 or 16 credits each quarter.
- Program is preparatory for careers and future studies
in chemistry, chemical engineering, chemical physics,
medicine and biochemistry.
Concepts
of Computing
Spring/Group Contract
Faculty: Charles P. Howerton, Arlen Speights, Richard
Brice
Enrollment: 35 daytime students; 50 evening students
Prerequisites: High school-level algebra. This all-level
program accepts up to 50 percent or 18 first-year students.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
This spring quarter offering will examine fundamental
concepts in computing and computing technology, the
Internet, the World Wide Web, and the sociological impact
of computers and computing in modern society. There
will be hands-on laboratory work where students use
software tools to develop Web applications.
This program is intended for students who have an interest
in computing, but who lack experience beyond using the
computer as a tool. It will be useful for students who
wish to develop a broader understanding of computers
and computing for future work in a variety of disciplines.
This program is helpful as a stepping stone for students
interested in pursuing additional course work in computer
science or information systems.
Topics may include programming, computational organization,
the application development for the World Wide Web and
logic, as well as topics concerning the historical,
philosophical, social or ethical implications of computers
and computing.
Credit awarded in introductory computing subjects.
Total: 8 or 16 credits. Part-time students look for
the spring quarter Evergreen Times for class schedule.
Program is preparatory for careers and future studies
in any discipline where computing is an ancillary discipline.
This program is also listed in Scientific Inquiry.
Data
to Information
Fall, Winter, Spring/Coordinated Study
Faculty: Sheryl Shulman, John Cushing
Enrollment: 50
Prerequisites: Sophomore standing, transfer students
welcome; students must be proficient in high school
algebra.
Faculty Signature: Yes. Contact Sheryl Shulman for an
interview at shulmans@evergreen.edu,
or (360) 867-6721 or The Evergreen State College, SE
3127, Olympia, WA 98505 for more information.
Special Expenses: Up to $100 for computer related expenses
and unusually expensive textbooks.
Internship Possibilities: No
Travel Component: None
Are you interested in how your computer
and the Internet really work? How Java programs run?
Do you like building things, solving puzzles or doing
mathematics?
Data to Information is an entry-level
program in computing and mathematics with a strong emphasis
on individual and collaborative problem solving. The
program also emphasizes weekly readings and discussions
of books or papers on various topics in society and
technology. Data to Information covers material in a
core computer science curriculum at a liberal arts college,
concentrating on mathematical abstractions and fundamental
algorithmic and data modeling concepts. There is an
intense hands-on laboratory component where students
develop their own logic, programming and design skills.
A primary focus of the program is
problem solving; real world problems often do not have
clear-cut textbook solutions. Nevertheless, throughout
the program all students are expected to develop the
ability to search out the necessary information and
develop the necessary skills to effectively solve mathematical
and technical problems. We guide you through this process
of "learning how to learn" in the fall and
winter quarters.
The name "Data to Information"
refers to our study of how bits, bytes and raw numbers
gain meaning by having an appropriate structure imposed
upon them, thus transforming vague data to useful information.
Organizing data into different structures can produce
different results-through interpretation, correct or
incorrect, raw data becomes information. Thus, with
appropriate algorithms and data structures, computers
can correctly manipulate data to draw pictures, transmit
information around the globe or compute answers to mathematical
problems.
The program is organized around four
yearlong and interwoven threads. A computational organization
thread begins with digital logic and machine organization
and continues with concepts of software architecture,
operating systems and computer networking. A programming
language thread concentrates on learning how to program
in three major programming paradigms: functional programming,
imperative programming and object-oriented programming.
Various mathematical abstractions are studied through
the year in a third thread to build mathematical skills
and to develop important theoretical foundations of
the program. Finally, there is an on-going seminar thread
in which we explore social, historical or philosophical
topics of society and technology.
- Credit awarded in programming, data structures
and algorithms (second quarter upper-division credit
awarded), digital logic, architecture, operating systems,
discrete mathematics (second quarter upper-division
credit awarded), statistics and topics on science
and technology (partial upper-division credit awarded).
Upper-division credit will be awarded for upper-division
work.
- Total: 16 credits each quarter.
- Program is preparatory for careers and future studies
in computer related fields, science and mathematics.
Eco-Design
in the Real World
Fall, Winter, Spring/Coordinated Study
Faculty: Rob Knapp, Robert Leverich, Carol Minugh
Enrollment: 72
Prerequisites: None. This all-level program will offer
appropriate support for sophomores or above ready to
do advanced work. Students must be willing to tackle
open-ended problems, respond with insight to real-world
needs and obstacles and produce carefully finished work.
Faculty Signature: No
Special Expenses: Art supplies; field trips (in-state
overnight field trips fall and spring quarters, approximately
$25 payable on the first class day; out-of-state field
trip winter quarter, approximately $45 payable during
first week of class); basic scientific calculator required.
Internship Possibilities: Spring quarter, consult with
faculty.
Travel Component: Three- to six-day out-of-state field
trip winter quarter.
How can human settlement coexist with
the rest of Earth's web of life? What patterns of living,
working and moving about could be ethical, beautiful
and sustainable indefinitely-and how can we Americans
move toward those ways of life? These are the animating
questions of the emerging field of ecological design,
and the focus of this yearlong program.
Ecological design grows from many
roots-architecture, appropriate technology, indigenous
cultures, restoration ecology, community development
and activism, environmental art and others-and is at
a stage of searching for symbiotic patterns and practices
among these fields. The faculty believe the emerging
shape of eco-design includes close designer-community
collaboration, designing for recycling or rejuvenation
as much as for permanence, biology as a source of form,
attention to justice and engineering based on renewable
materials and energies. Students should be ready to
join experiments and explorations of these ideas, and
should expect it to take two or more quarters for connections
among them to become clear.
The subtitle of this program is "Fitting
into Place." We have the hypothesis that designs
can be ethical, beautiful and sustainable only if they
are closely fitted into the specifics of a physical
place-its forms, its habitats and its inhabitants. Through
lectures, studio, fieldwork, library and Internet research,
writing, drawing and calculating, we will investigate
what gives places their character, and how designing
can express, preserve and enhance it. There may be some
chances for hands-on building, but the program will
emphasize careful analysis and design, not actual construction.
The core activity is a yearlong design
studio (balanced between physical design and three-dimensional
art), backed by studies of community dynamics, ecological
engineering and history of environmental design, and
aiming at significant involvement with current local
building projects. The latter may include cabins for
a creative writing institute, assistance to a local
affordable housing group, progress toward the "zero-runoff"
goal for campus storm water, and finding proper uses
for trees cut down in the current expansion of college
facilities. These projects will involve students in
real-world processes, constraints and trade-offs-essential
experience for those who wish to make a difference.
- Credit awarded in environmental design, natural
science, visual art, community studies, social context
of design and expository writing.
- Total: 16 credits each quarter.
- Program is preparatory for careers and future studies
in design professions, community development, environmental
studies, visual art, natural science and social science.
- This program is also listed in First-Year Programs,
Environmental Studies and Expressive Arts.
Evolutionary
Biology
Fall/Group Contract
Faculty: Linda Kahan
Enrollment: 25
Prerequisites: Junior or senior standing; good reading,
writing skills; one course of college-level biology
or any Evergreen program that offers the equivalent.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
"Nothing in biology makes sense except
in the light of evolution." - T.Dobzhansky
This program will study several of the most interesting
aspects of evolutionary biology, including the evidence
for the theory of evolution and important theoretical
issues such as adaptationism, rates of evolution and
the role of extinction. We will read Darwin's The Origin
of Species as well as a number of more modern books.
The class will be conducted entirely on a seminar basis.
One seminar will be devoted to discussion of assigned
chapters of a standard text and two others to the discussion
of other reading. There will be substantial weekly writing
assignments. Each student will also complete an individual
research project that will involve reading a series
of papers from the primary research literature, writing
a review paper and presenting the topic to the class
orally in the tenth week.
- Credit awarded in evolutionary biology*, philosophy
of biology* and independent research in evolutionary
biology*.
- Total: 12 or 16 credits. Students may enroll in
a four-credit course outside of the program.
- Program is preparatory for careers and future studies
in any field of biology or applied biology and science
education.
Health
and Human Development
Fall, Winter, Spring/Coordinated Study
Faculty: Toska Olson, Cindy Beck, Heesoon Jun (WS),
Susan Finkel (F)
Enrollment: 75
Prerequisites: Junior standing, transfer students welcome.
Faculty Signature: Yes
Special Expenses: $40 for program retreat.
Internship Possibilities: During spring quarter only.
Travel Component: None
This program will investigate the biological,
cultural, spiritual, psychological and social forces
that influence human development and behavior. We will
investigate the biological, social and psychological
forces that influence the development and the sense
of the "self," as an integration of mind,
body, emotion and spirit that grows and lives within
a cultural and social context.
Drawing from human biology, developmental
psychology, abnormal psychology, sociology, research
methods and communication theories, this program will
examine the interactions of culture, mind, body, emotion
and spirit in the facilitation of healthy human development.
Emphasis will be placed on physical, cognitive and emotional
development; perception; interpersonal, intrapersonal
and intercultural communication; mind-body interactions;
and the influences of nutrition, environment, gender
and culture on human health. In addition, we will examine
the assumption that health is dependent on units functioning
collaboratively as part of a larger system. Study topics
will include such areas as psychoneuroimmunology; pathogens,
genes and diseases; abnormal and developmental psychology;
and deviance and social control.
An early fall quarter retreat will
provide students an opportunity to begin forming a learning
community. During both fall and winter quarters, students
will develop skills and knowledge to support their selection
of a spring quarter project or internship. The program
will encourage development in reading, writing, self-awareness,
social imagination, research and communication, and
strategies to facilitate students' own health.
- Credit awarded in human biology, human development,
sociology, introduction to abnormal psychology, introduction
to theories of personality, introduction to quantitative
and qualitative research methods, developmental psychology,
communication (interpersonal, intrapersonal, intercultural),
foundations to understanding diversity, nutrition
and integrative writing.
- Total: 16 credits each quarter. Students with strong
background in science or those pursuing language study
may substitute a four-credit course with faculty signature.
- Program is preparatory for careers and future studies
in the health professions, human services, public
policy and education.
- This program is also listed in Social Science.
Introduction
to Natural Science
Fall, Winter, Spring/Coordinated Study
Faculty: Paula Schofield, David McAvity, Ian Stupakoff
(FW)
Enrollment: 75
Prerequisites: Sophomore standing, transfer students
welcome; high school algebra; well-prepared first-year
students allowed after interview with faculty.
Faculty Signature: No
Special Expenses: No
Internship Possibilities: No
Travel Component: None
This program is designed to develop an
integrated understanding of chemistry, biology and mathematics,
along with a physics component. Emphasis will be placed
on understanding science in a cultural context and using
major global environmental issues to learn scientific
concepts.
We recognize science as one of the
most powerful cultural forces in modern society. The
world of the future will be largely shaped by the scientific
and technological advances of the past centuries and
today. In our weekly seminar series, we will study the
place of science in society. We will develop the perception
of science as a cultural and historical phenomenon and
we expect students to seriously address the complex
relationship between science and society through reading,
discussion and writing.
The majority of the time will be devoted
to systematic studies of these sciences. We will emphasize
learning through lecture, problem-solving workshops,
laboratories and seminar. Students will be expected
to work closely in small groups, discussing concepts
and solving problems to gain confidence in their knowledge
and communication of scientific principles.
The program is designed for students
about to take their first year of college science. Students
should expect an exciting and challenging year, averaging
20 hours per week in lecture, workshop, seminar and
laboratory meetings. Homework will also be a significant
component. Students who simply want to get a general
feel for science will find this program exceptionally
demanding and should consult the faculty before the
program begins.
Spring quarter will enable students
to conduct laboratory projects using the scientific
concepts they have learned in the fall and winter quarters.
Overall, we expect students to end the program in the
spring with a working knowledge of scientific and mathematical
concepts, with improved abilities to reason critically
and to solve problems and with hands-on experience in
natural science.
- Credit awarded in biology, chemistry, mathematics,
environmental studies and physics.
- Total: 16 credits each quarter.
- Program is preparatory for careers and future studies
in environmental sciences, medicine and health sciences
and physical and biological sciences.
Mathematical
Systems
Fall, Winter, Spring/Group Contract
Faculty: Hazel Jo Reed, Alan Mauney
Enrollment: 25
Prerequisites: Junior or senior standing, transfer students
welcome; one year of calculus.
Faculty signature: No
Special expenses: No
Internship Possibilities: No
Travel Component: None
This group contract is a yearlong, intensive
study of several fundamental areas of pure mathematics,
including a nucleus of advanced calculus, geometry,
abstract algebra and topology. We will consider such
questions as: Are mathematical systems discovered or
created? Why does a particular culture allow some systems
to flourish while ignoring others? What are some of
the ramifications of embracing one model instead of
another? Why are there so few ranking women mathematicians?
Our work is designed for people intending
to pursue studies or teach in mathematics and the sciences,
and for those who want to know more about mathematical
thinking. We will look at the historical contexts of
mathematical and scientific events to help us understand
how mathematical ideas are discovered. We will develop
skills not only in handling mathematical syntax, but
also in the crucial area of reading and writing rigorous
proofs in axiomatic systems.
Students may enroll in individual
modules or the entire constellation of activities. If
you have any questions about the appropriateness of
your background for the various segments, consult the
faculty.
- Credit awarded in advanced calculus, abstract algebra,
geometry, topology, history and cognition of mathematics
and individual projects.
- Total: 4, 8, 12 or 16 credits each quarter.
- Program is preparatory for careers and future study
in mathematics, physics, Master in Teaching program,
history of mathematics and science.
Matter
and Motion
Fall, Winter, Spring/Coordinated Study
Faculty: EJ Zita (FW), Don Middendorf (S), Rachel Jameton
(FWS)
Enrollment: 50
Prerequisites: Sophomore standing, transfer students
welcome; high school pre-calculus and trigonometry required;
high school physics and chemistry helpful but not required.
Faculty Signature: No. Students must take an assessment to determine
readiness to start calculus from Academic
Advising.
Special Expenses: Possibly a moderate lab fee (under
$50); expensive textbooks required the first day of
class, approximately $200-$300.
Internship Possibilities: No
Travel Component: None
This program is designed for students
with a keen desire for a strong grounding in physics,
chemistry and mathematics as preparation for advanced
work in physical and biological sciences. Students should
expect to spend at least 50 hours a week on coursework.
In addition to teaching central concepts and methods
of the physical sciences, we investigate how discovery
happens-both inside and outside the sciences. The program
is intended for students with strong abilities in science
and critical thinking. It calls on verbal and visual
intelligence as well as mathematical and mechanical
ability.
Differential and integral calculus
will provide a foundation for the study of university
physics and chemistry, including mechanics, stoichiometry
and bonding, chemical equilibrium, oscillations and
waves, thermodynamics, chemical kinetics, electricity
and magnetism, introductory modern physics and astronomy.
In addition to classwork in the science
subjects, the program will involve "exploration"
laboratories, which teach how to find the right questions
for investigating physical systems, as well as introduce
students to important techniques for answering them.
We will use lab microcomputers for controlling experiments,
collecting data and processing results.
Seminar readings and discussions will
investigate the human dimensions of discovery and cultural
patterns within the physical sciences, together with
their abilities and limitations in contributing to human
affairs. Readings are from classics in history/philoso-phy
of science to literature and journal articles.
- Credit awarded in university chemistry, university
physics, calculus and seminar in history, philosophy
and cultural studies of science.
- Total: 16 credits each quarter. Students who have
completed some program material will be able to enroll
in a four-credit course each quarter with faculty
signature.
- Program is preparatory for careers and future studies
in medicine, environmental science, engineering, chemistry,
physics, mathematics and philosophy of science.
Molecule
to Organism
Fall, Winter, Spring/Coordinated Study
Faculty: Andrew Brabban, James Neitzel, Nancy Murray
Enrollment: 75
Prerequisites: Junior or senior standing, transfer students
welcome; one year of college chemistry, college biology
and college algebra.
Faculty Signature: No
Special Expenses: $50 for overnight, in-state program
retreats.
Internship Possibilities: Yes
Travel Component: None
Molecule to Organism develops and interrelates
concepts in experimental (laboratory) biology, organic
chemistry and biochemistry. The program is designed
for students with previous college preparation in general
biology (preferred) and chemistry (required) through
introductory science programs such as Matter and Motion
or Introduction to Natural Science.
Molecule to Organism provides a foundation
in experimental biology for students who plan to continue
studies in chemistry, field biology, laboratory biology
and medicine. The program includes organic chemistry
and upper-division work in biochemistry, microbiology,
physiology, cellular, molecular and developmental biology
in a yearlong sequence.
The program integrates two themes-one
at the "cell" level and the other at the "molecule"
level. In the cell theme, we start with the cell and
microbiology and proceed to the whole organism with
the examination of structure/function relationships
at all levels including some anatomy and physiology.
In the molecular theme, we will examine
organic chemistry, the nature of organic compounds and
reactions and carry this theme into biochemistry and
the fundamental chemical reactions of living systems.
As the year progresses, the two themes continually merge
through studies of cellular and molecular processes
in molecular biology, developmental biology and physiology.
- Credit awarded in physiology, cell biology, molecular
biology, organic chemistry I, organic chemistry II,
organic chemistry III, biochemistry, microbiology
and developmental biology.
- Total: 4 to 16 credits each quarter. Students who
have completed some program material may enroll in
a four-credit course each quarter with faculty permission.
- Program is preparatory for careers and future studies
in biology, chemistry, health sciences, environmental
studies and education.
Science
of Mind
Fall, Winter, Spring/Coordinated Study
Faculty: David Paulsen(FW), Stuart Matz, Carrie Margolin
Enrollment: 75(FW), 50(S)
Prerequisites: Junior or senior standing, transfer students
welcome; sophomore with permission.
Faculty Signature: No
Special Expenses: Optional trip spring quarter to the
Western Psychological Association Division meeting in
Irvine, California, for four days. Approximate cost
$65 for conference fee and $400-$500 for airfare and
student conference rate for hotel.
Internship Possibilities: No
Travel Component: Optional field trip spring quarter.
Philosophers, psychologists, neurobiologists,
computer scientists, linguists and anthropologists have
raised questions about the human mind. What is the structure
of the mind? What is the relationship of mind and brain?
Does the brain work like a computer: if so, what kind
of computer? How do culture and biology affect the development
of the mind? To what extent is the mind rational? A
"cognitive revolution" has transformed the
study of these questions.
Science of Mind will explore the nature
of this revolution. It will consider theories from past
and contemporary cognitive psychology and neurobiology,
issues in philosophy of science and mind, as well as
computer models of mental activity. Emphasis will be
placed on theories about the nature of perception, attention,
memory and reasoning and language as well as current
developments in the study of neural nets. The program
will cover basic cellular and system neurobiology, application
of neural network models, theory and practice of experimental
cognitive psychology, research design in psychology,
descriptive and inferential statistics with psychological
research applications, use of the computer for data
analysis and computer simulation mental activity.
Fall and winter quarters there will
be considerable work in statistics and research design,
as well as a survey of research in cognitive psychology,
neurobiology and related philosophical fields.
Spring quarter students will conduct
an extensive research project in experimental cognitive
psychology, neurobiology, computer modeling or library
research and reading in these areas or the philosophy
of mind.
- Credit awarded in cognitive science, cognitive
psychology, research methods in psychology, neurobiology
with laboratory, descriptive statistics, inferential
statistics, data analysis using the Statistical Package
for the Social Sciences and research project. (45
upper-division science credits).
- Total: 16 credits each quarter.
- Program is preparatory for careers and future studies
in psychology, medicine, biology, computer science
and philosophy.
- This program is also listed in Social Science.
Student
Originated Software: Designing and Implementing
Real-World Systems
Fall, Winter, Spring/Coordinated Study
Faculty: Judith Cushing, Kate Cunningham
Enrollment: 50
Prerequisites: Junior or senior standing, transfer students
welcome; Data to Information or equivalent, or experience
in both computing and an application area such as science
or media.
Faculty Signature: No. Students must meet the self test
requirements of successfull completion of Data to Information
or the equivalent (name the specific course work); proficiency
in one programming language, demonstrated by submitting
a program they have written; and understand in principle
what team software development means and to be willing
to participate actively in a team process. Students
must submit a Student Originated Software questionnaire,
a two- to three-page statement that states why they
believe they fulfill the program requirements by e-mail
with the heading (in the subject line) Student SOS Questionnaire
. On September 19, at the Academic Fair, the faculty
will schedule 5-10 minute interviews with prospective
students who have previously registered to confirm the
questionnaire and program requirements. Students who
don't meet faculty requirements will be disenrolled
if preregistered. Students should check the program
Web site for more information.
Special Expenses: Approximately $200 for zip drives
and CDs for student project work and two field trips.
Internship Possibilities: Only in conjunction with the
software project, or for four credits spring quarter.
Travel Component: None
Critical problems with software systems
remain despite the best efforts of many very smart people
over the last 50 years. Software is often late, over-budget,
socially irresponsible, unable to perform according
to user needs, or some combination of these. The "software
engineering" problem is not just a matter of technology,
but a problem of organization, psychology, group dynamics
and culture. In addition, considerable knowledge and
understanding of the relevant domain is required to
design and implement a successful system. Student Originated
Software is intended to prepare students to face these
problems.
This yearlong program is designed
to give students with advanced programming skills (or
some programming skills and considerable domain expertise)
the ability to identify and carry out a viable software
project. Students will work in groups to identify a
software project, prepare market research and feasibility
studies for that project, identify a "real world"
client, or class of clients, and write software specifications.
Under the guidance of faculty and working with users,
students will conduct systems analysis and design, implementation
and product testing and validation. They will write
user manuals and system maintenance plans, and, where
appropriate, conduct or plan system installation and
user training. Students will evaluate their software
project according to technical, legal and social criteria.
Domains of successful past projects
include: the sciences, music, visual arts, education,
computer security, databases for small business and
local and state agencies. The program seminar will address
ergonomics and human-machine interaction and the psychology
of computer programming; the role of technical expertise
and the Internet in modern society; the organizational,
social and cultural milieu of the workplace.
- Credit awarded in computer science and software
engineering: object-oriented analysis, design, programming
and databases, computer graphics or user interface
design, distributed computing systems, software tools
and special topics.
- Total: 16 credits each quarter
- Program is preparatory for careers and future studies
in computer science and software engineering.
Temperate
Rainforests: Ecology and Biogeochemistry
Fall/Coordinated Study
Faculty: Kenneth Tabbutt, Nalini Nadkarni
Enrollment: 50
Prerequisites: Junior or senior standing, transfer students
welcome. Students must have strong preparation in both
organismal biology and chemistry.
Faculty Signature: Yes. Faculty will assess student's
writing skill, background knowledge, mathematical skill,
degree of interest and enthusiasm for scientific query.
Students should submit a letter describing their background,
interests and specific requisites and three references
to Ken Tabbutt, The Evergreen State College, Lab II,
Olympia, WA 98505, or Nalini Nadkarni, The Evergreen
State College, Lab II, Olympia, WA 98505, by May 1,
2001. Students will be notified by the Academic Fair,
May 16, 2001.
Special Expenses: Approximately $200 per student for
a four-day field trip to the Olympic Natural Resource
Center as a base for field research.
Internship Possibilities: No
Travel Component: Four-day field trip.
Temperate rainforests are poorly understood
and highly valued ecosystems of the Pacific Northwest
and other coastal landscapes around the world. This
type of ecosystem supports complex interactions among
constituents of the atmosphere, the forest and the underlying
geology. By focusing on the biogeochemistry and nutrient
cycling of the forest, we will understand the interplay
between the biotic and abiotic components of these ecosystems.
We will examine the pools and fluxes of organic and
inorganic nutrients as well as the processes that link
them.
After an overview of temperate rainforests
worldwide, our lectures and field labs will emphasize
the temperate rainforests of the Olympic Peninsula,
with a four-day field trip at the beginning of the quarter.
Students will gain field experience with group independent
studies on campus, and will acquire expertise with analytical
instrumentation to measure concentrations of nutrients
and hydrological characteristics of the forested ecosystem.
Weekly seminars will focus on reading and understanding
scientific articles from the primary literature. Each
student will carry out an independent study project
that requires the development of research and quantitative
skills. In addition to understanding the ecological
values, we will also investigate some of the economic
and aesthetic values of temperate rainforests.
- Credit awarded in forest ecology, geology, chemistry,
scientific methods and communication and independent
study in forest ecology.
- Total: 16 credits.
- Program is preparatory for careers and future studies
in forest ecology, chemistry, geology and field research.
- This program is also listed in Environmental Studies.
Undergraduate
Research in Scientific Inquiry
Fall, Winter, Spring/Group Contract
Faculty: Clyde Barlow, Dharshi Bopegedera, Judith Cushing,
Burt Guttman, Jeff Kelly, Rob Knapp, Betty Kutter, Stu
Matz, Jim Neitzel, Neal Nelson, Janet Ott, Paula Schofield,
E.J. Zita
Enrollment: 25
Prerequisites: Negotiated individually with faculty;
laboratory experience such as Molecule to Organism (where
appropriate).
Faculty Signature: Yes
Special Expenses: No
Internship Possibilities: No
Travel Component: None
A number of the faculty in this planning unit are engaged in research projects that offer collaborative
research opportunities for advanced students. These
provide an important mode of advanced work in the sciences,
taking advantage of faculty expertise, Evergreen's flexible
structure and excellent equipment purchased through
grants from the National Science Foundation and the
M.J. Murdock Charitable Trust. In general, students
begin by working in apprenticeship mode with more senior
personnel and gradually take on more independent projects
within the context of the specific program. These projects
generally run 12 months a year; a signature is required
from the faculty with whom students will be working.
Betty Kutter (molecular biology),
Burt Guttman (genetics) and Jim Neitzel (biochemistry)
study Bacteriophage T4, which has been a key model organism
in molecular genetics for more than 50 years. Its infection
of E. coli leads to rapid cessation of host DNA, RNA
and protein synthesis. These faculty members are working
to clone and overexpress the many host-lethal genes
that are responsible, purify and characterize their
protein products, determine their specific functions,
look at ways in which they can be used to better understand
bacterial metabolism, and examine the infection process
under a variety of environmental conditions. Evergreen
is the center for genomic analysis and database development
for these phages, and work with phage ecology and potential
uses as antibiotics.
Judith Bayard Cushing studies how
scientists use distributed computing and data to conduct
research. She would like to work with students who have
a background in computer science or molecular biology,
forest ecology, chemistry or physics and a strong motivation
to explore new computing paradigms, such as object-oriented
systems and multiplatform computing.
Jeff Kelly and Clyde Barlow work with
biophysical applications of spectroscopy to study physiological
processes at the organ level, with direct applications
to health problems. Students with backgrounds in biology,
chemistry, physics, mathematics or computer science
can obtain practical experience in applying their backgrounds
to biomedical research problems in an interdisciplinary
laboratory environment.
Dharshi Bopegedera is interested in
studying vibration-rotation spectra of unstable molecules.
Students with a solid background in chemistry can get
experience in synthesizing unstable gaseous molecules
and recording their infrared spectra with her newly
acquired FTIR spectrophotometer.
Janet Ott studies alternative healing
methods, especially the mechanisms involved in acupuncture
and acupressure, by measuring changes in such physiological
processes as EEG, ECG, EMG and respiration during treatments.
Students with strong backgrounds in biology, chemistry,
physics or statistics can obtain laboratory experience
applying their expertise to this growing field. Students
with an interest in alternative medicine may also find
this laboratory experience of use to their training.
E.J. Zita (physics) studies the structure
and dynamics of magnetic stars. Like plasmas (ionized
gases) in fusion energy research labs, stars can create
and respond to electromagnetic fields. Zita's theoretical
model explains how twisting magnetic fields can cause
sound waves in stars, which are well understood in the
Sun but a puzzle in hotter stars. Students' calculations
generate predictions and diagrams based on her model
(using software such as Excel or Mathematica). Students'
observations can help test and refine the model (using
telescopes on campus and in Eastern Washington or observing
remotely via the Internet).
Rob Knapp studies thermal and electric
energy flows in buildings, as a contribution to ecologically
conscious design of homes and workplaces. A National
Science Foundation grant has provided instrumentation
to measure heat loss, air flows, solar gains and related
aspects of conventional and alternative buildings, by
which to compare different approaches to energy conservation
and renewable resource use. Students with backgrounds
in physics, electronics or computer modeling can help
with these explorations.
Stu Matz (biology) uses a variety
of anatomical, molecular and developmental techniques
to analyze the organization of various regions of the
brain in order to understand the behavior of aquatic
organisms. Currently, he is investigating the Pacific
salmon brain. In the past he has worked with zebrafish,
cichlid fish and aquatic salamanders.
Neal Nelson (computer science) oversees
the Network Systems Lab. It is a small hands-on research
lab for advanced computing students who are interested
in studying new developments in computer networking.
The curriculum is organized as a three-quarter contract
with credits in assigned topics recommended by the faculty.
Students are expected to affiliate with their regular
program of study. Prospective students must be seniors,
have taken Data to Information, Computability and Cognition
or Student Originated Software and be recommended by
a faculty member. Selection of three to five students
will be made by the computing faculty together with
current networking lab staff and the advanced computing
support staff.
Paula Schofield (polymer chemistry)
is interested in synthesis and characterization of polymer
networks. Students with a background in organic chemistry
can gain experience in the synthesis of monomers, polymers
and cross-linked polymer networks. Characterization
is carried out using FTIR, FTNMR, DSC and via the synthesis
of deuterated polymers.
- Credit will be awarded in areas of student work
e.g., lab biology and chemistry, computer science,
health sciences, teaching and environmental sciences,
physics and astronomy lab biology.
- Total: 4 to 16 credits each quarter.
- This program is preparatory for careers and future
study in lab chemistry and biology, health and teaching.
Women
and Wisdom
Fall, Winter, Spring/Coordinated Study
Faculty: Janet Ott, Sarah Williams
Enrollment: 37
Prerequisites: Sophomore standing or above, transfer
students welcome.
Faculty Signature: Yes. To apply, submit a writing sample by May
1, 2001, to Sarah Williams, The Evergreen State College, SE 3127,
Olympia, WA 98505. Students will be informed of acceptance by
May 21, 2001.
Special Expenses: $50 for materials and $120 for yoga
class.Special Expenses: $50 for materials, $50 for overnight
retreats.
Internship Possibilities: Yes
Travel Component: None
"[T]o grow in wisdom and to learn
to love better" writes Rachel Naomi Remen, M.D.,
is life's basic lesson plan. We will focus on the paradoxically
radical idea that a goal of education should be to instruct
ourselves-particularly women-in our abilities to gain
wisdom and to love better.
Historically the rise of the university
system from the monastic system of education split the
development of spirit from that of mind and body. By
further separating mind and body, our Cartesian cosmology
solidified this process of compartmentalization. An
education that embraces body, mind and spirit is radical.
It is paradoxical because the cultivation of wholeness
and divinity was once the heart of the system. And as
women, those "not-men" creatures whom gender
stereotyping has rendered particularly susceptible to
matters of the heart, the paradox is even greater. Our
program reclaims the wholeness and divinity of the cultivation
of mind, body and spirit from which women have been
repeatedly and specifically excluded. Our goal is to
educate in ways that heal. Education means "to
lead forth the innate wholeness in a person." So,
concurs Remen, "in the deepest sense, that which
truly educates us also heals us."
We also expect each student: to engage
in an apprenticeship, a community service-learning project,
an internship, or participatory or collaborative research
project; to participate in a mid-winter retreat; and
to develop a daily discipline that enhances his or her
ability to grow in wisdom and learn to love better.
We want highly motivated, self-directed
students who are interested in, and capable of, integrating
intellectual work with personal process. We want to
develop a student-directed learning community where
experiential knowledge is put into conversation with
academic scholarship.
- Credit awarded in feminist theory, history, anthropology,
science, women's studies, cultural studies.
- Total: 16 credits each quarter.
- Program is preparatory for careers and future studies
in biology, counseling, cultural studies, health sciences,
healthcare services, history, religious studies, social
work and women's studies.
- This program is also listed in Culture, Text and
Language.
OFFERINGS
BEGINNING WINTER QUARTER
Hydrology
Winter, Spring/Group Contract
Faculty: Robert Cole, James Stroh, Paul Butler
Enrollment: 50
Prerequisites: Junior or senior standing, transfer students
welcome; good math skills through pre-calculus; physics
and calculus strongly suggested for the groundwater
portion of the program.
Faculty Signature: No
Special Expenses: Optional field trips (Grand Canyon
dory trip, $1,600; Death Valley region hydrogeology,
$350).
Internship Possibilities: Yes
Travel Component: One of two optional two-week trips.
This program will study the physical processes
associated with groundwater and surface-water hydrology.
We will investigate the distribution and movement of
these resources, learn some field measurement techniques
and create mathematical models (using both spreadsheets
and the Stella modeling software) of many of the processes.
We will include work with Geographic Information Systems
applications in hydrology. Students in the Hydrology
program will have ample opportunity during both quarters
to participate in an independent research project dealing
with a local water-related issue. Throughout the program
we will be investigating the effects of human activities
on groundwater and surface-water processes. Entering
students will be expected to have solid facility with
spreadsheets and mathematics through pre-calculus. Excellent
preparation for the program can be found in the Introduction
to Environmental Modeling program offered fall quarter.
Two optional field trips will be offered.
Students who elect to participate can take only one
of the two optional trips. At the end of winter quarter,
students can travel to the Death Valley region to investigate
the local hydrogeology. The second option is a sixteen-day
dory trip in Grand Canyon National Park early in spring
quarter, with a focus on fluvial processes in an arid
environment. Space on this trip is limited, so interested
students should contact Paul Butler by the end of the
first week of winter quarter. Students not wishing to
participate in either optional field trip may register
for fewer credits
- Credit awarded in groundwater hydrology, surface-water
hydrology, applications of Geographic Information
Systems to hydrology and research topics in hydrology.
- Total: 12 to 16 credits each quarter.
- Program is preparatory for careers and future studies
in hydrology, geology, environmental science, natural
resource management and environmental policy.
- This program is also listed in Environmental Studies.
OFFERINGS
BEGINNING SPRING QUARTER
Scale
and Detail: Designing with the Environment
Spring Group Contract
Faculty: Robert Leverich, James Stroh
Enrollment: 25
Prerequisites: Eco-Design in the Real World
Faculty Signature: Yes. Students must submit a preliminary
study proposal to the faculty prior to, or at the Academic
Fair, March 6, 2002. Email: Robert Leverich leverich@evergreen.edu
or James Stroh strohj@evergreen.edu
for more information.
Special Expenses: Based on individual study proposals.
Internship Possibilities: Yes.
Travel Component: At lease one field trip.
Design is a way of thinking about and solving problems
with complex and often conflicting variables. These
problems can be small scaled, or very large scaled---a
dish drainer to conserve and recycle rinse water, for
example, or a regional master plan for water conservation
covering hundreds of square miles. They can involve
global concepts and minute details. How can designers
working in different disciplines and at different scales
work in ways that are responsive to environmental concerns?
What skills can they learn from one another? How can
they make their work ethical, beautiful and part of
a sustainable way of life?
This program will serve students continuing their studies
from Eco-Design in the Real World, as well as students
ready to undertake projects with a direct connection
to design and the environment, ecology and sustainability.
Students initiate individual or small group study plans
that address design and the environment at one of several
scales: furniture and sculpture, building design and
construction, or site and regional studies. They will
have regular weekly meetings with faculty. Whole group
activities will include a weekly workshop/seminar addressing
topics centered on the questions listed above, at least
one field trip, and an end of term project presentations.
Readings may include, among others, Design on the Land
by Ian McHarg, Uncommon Ground: Rethinking the Human
Place in Nature, edited by William Cronon, and Conservation
by Design by Scott Landis.
Total: 12 credits or 16 credits with RHINO (3d modeling)
workshop. The program will have options for more advanced
study in 3D computer modeling or geographic information
systems (the latter by registering for the 4 credit
Geographic Information Systems for Environmental Studies
elective through Evening and Weekend Studies).
This program is also listed in Environmental Studies
and Expressive Arts.
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