2004-2005 Catalog

500 Years of Globalization

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Acting and Directing: Queer Theory and Practice

New, not in printed catalog
Fall and Winter quarter
Faculty: Walter Eugene Grodzik
Enrollment: 25
Prerequisites: Sophomore or above, transfer students welcome.
Faculty Signature: The faculty will assess student eligibility to join the program. For information contact Walter Grodzik, (360) 867-6076 or grodzikw@evergreen.edu.
Special Expenses: Approximately $50 for theater tickets.

The appearance of queer people on the stage is not only a modern phenomenon. This program will investigate the portrayal of gays and lesbians in the theatre from Shakespeare, through the pioneering plays of the early and mid-20th century, to contemporary playwrights and queer performance. This program will also examine how the nature and practice of dramatic performance has transformed, from the realism of the early 20th century to the postmodern performance of today. Students will study theatre history and dramatic literature and acting and directing theories and techniques from Stanislavsky to Robert Wilson and Anne Bogart.

Students will select and perform monologues, scene work, and also direct and act in one-act plays. There is also the possibility of a full-length production in the winter quarter. Students interested in this program should come prepared with commitment, enthusiasm and creativity. This is an intensive preparatory theatre training program, in a liberal arts setting, and in addition to the performance aspects of the class, students should possess a strong interest in reading, critical thinking, theatre history and dramatic literature.

Students will participate in weekly seminars, critiques and theatre workshops and students who show the discipline and ability to perform at an advanced level will be invited to join the Spring quarter Theatre Intensive program.

For information contact Walter Eugene Grodzik, The Evergreen State College, SEM II C4106 Olympia, WA 98505.

Credit awarded in: acting, directing, theater history and dramatic literature.
Total: 16 credits each quarter.

(4/30/04) New, not in printed catalog.
(11/11/04) A faculty signature has been added to this program.

Advanced Poetics

Spring quarter

Faculty: Leonard Schwartz, Steven Hendricks
Enrollment: 50
Class Standing: Sophomore or above.
Faculty Signature: Admittance into the program will be by portfolio which includes ten to twelve pages of poetry, prose poetry, or critical writing on a related subject. Students must submit the portfolio no later than March 11, 2005. For information contact Leonard Schwartz, or (360) 867-5412.

This program will explore a full range of avant-garde poetry and poetics, and will include both a poetry composition workshop and an examination of key texts in the American avant-garde poetic tradition. Students will be asked to explore their own writing by means of formal constraints and frequent writing exercises, and to produce a body of poems through the course of the quarter. Readings will focus on Ezra Pound and the Pound tradition, from H.D.-but also Gertrude Stein and Wallace Stevens-to contemporary figures like Barbara Guest, Alice Notley, Michael Palmer and Kamau Brathwaite. We will also read select poets in translation, and look at/think about the translation process as metaphor for the composition of poetry itself. Admittance into the program will be by portfolio to include ten to twelve pages of poetry, prose poetry, or critical writing on a related subject, to be submitted to the instructor by March 11, 2005.

Credit awarded in: creative writing, 20th-century American Poetry and translation theory.
Total: 16 credits.
Program is preparatory for: careers and future studies in the humanities.

(4/21/04) New, not in printed catalog.
(10/20/04) Steven Hendricks has joined this program

A Few Good Managers Wanted

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Advanced Research in Environmental Studies

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After Nietzsche: Arts, Literature and Philosophy in the Wanderer's Shadow

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Algebra to Algorithms: An Introduction to Mathematics for Science and Computing

Faculty: Brian Walter
Enrollment: 24
Class Standing: This all-level program accepts up to 33 percent first-year, 33 percent sophomore and 33 percent junior or senior students.
Prerequisites: High school algebra proficiency assumed.

This program will explore connections among mathematics, computer science and the natural sciences, and will develop mathematical abstractions and the skills needed to express, analyze and solve problems arising in the sciences, particularly in computer science. The program is intended for students who want to gain a fundamental understanding of mathematics and computing before leaving college or pursuing further work in the sciences. The emphasis will be on fluency in mathematical thinking and expression, along with reflections on mathematics and society. Topics will include concepts of algebra, functions, algorithms, programming and, depending on interest, calculus, logic or geometry; all with relevant historical and philosophical readings.

Credit awarded in: algebra, geometry, mathematical modeling, programming, and history and philosophy of mathematics.
Total: 16 credits.
Program is preparatory for: careers and future studies in the sciences or mathematics.

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America in the 20th Century

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American Eye, The: A History of America in Photographs and Fiction

This program involves both hands-on photography and a study of American history that helped shape the way photographic images of the United States have looked for the past 160 years. We will begin with a short look at the birth of photography in Europe, and then how it was used as a tool of documentation for major points in American history, such as the Civil War; the opening of the American West; the Roaring 20s; the Great Depression; World War II; and, the 1950s.

In addition to looking at and learning how to read photographs by others, we will learn to make photographs ourselves as recording devices for our own lives and times. We will also read several novels (possible titles include The Red Badge of Courage , The Great Gatsby , The Grapes of Wrath , On the Road , and Fear and Loathing in Las Vegas ) to add another perspective to our understanding of the periods we study.

Credit awarded in: black-and-white photography, art history and American literature.
Total: 16 credits.
Program is preparatory for: careers and future studies in photography and the arts and the humanities.

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American Indians and the Constitution

The roots of American Indian Law, which today governs relations among the federal government, the states and the Indian tribes, predate the United States Constitution. It is an area of law that is uniquely complex, due in large part to the ambivalence, vacillation and racism that all three branches of government have demonstrated toward Native Americans.

The treaty-making era that began prior to the Revolutionary War ended abruptly in 1830 with Andrew Johnson's policy of "removal." Backed by Congress and the Supreme Court, the president initiated a 60-year drive to herd hundreds of Indian tribes onto reservations in the West. Just as abruptly, the Congress in 1887 decided that it was time for Indians to assimilate into white society and authorized the dissolution of tribal governments and the elimination of Indian reservations. In 1934, after confiscating 90 million acres of Indian land and inflicting incalculable damage on tribal culture, the federal government again reversed course and decided that Indian tribes and tribal governments ought to continue after all.

In 1953, Congress then terminated some Indian tribes, discontinued federal trusteeship over Indian lands, and mandated or permitted state jurisdiction over tribes. That policy ended in 1968 when the Congress ignored the sovereignty of tribes and imposed upon them most of the constitutional mandates of the American Bill of Rights. A silver lining in that cloud was the federal government's implied recognition of tribal government. Subsequent federal legislation has given tribes increased autonomy and control over their own affairs.

This program will not provide a comprehensive study of American Indian Law. We will not, for example, study tribal law. Rather, we will focus on American constitutional law, particularly the impact of Supreme Court opinions on American Indians, their tribes, and their legal and political status.

Reading for the program will include court opinions, Internet resources, and various books and journal articles that explore the constitutional status of American Indians. Working in legal teams, students will develop appellate briefs on real cases decided recently by the federal courts and will present oral arguments before the "Evergreen Supreme Court." Students will also rotate as justices to read their peers' appellate briefs, hear arguments and render decisions.

Credit awarded in: constitutional law, Native American studies, critical legal reasoning, legal research and writing and oral advocacy.
Total: 16 credits.
Program is preparatory for: careers and future study in social science, constitutional law, education, public policy, political theory, history, and political science.

This program is also listed under: Culture, Text and Language; Society, Politics, Behavior and Change and Native American; and World Indigenous Peoples Studies.

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American Places

(11/15/04) A faculty signature has been added to this program. The faculty will accept new students who are ready to undertake an independent project involving the study of community of place. Faculty will provide guidance in developing the proposal during the first weeks of winter quarter. The project can be based on an internship, volunteering, or a look at place. It can be conducted in the Olympia area or elsewhere. New students entering the program must read one book and several articles from the fall syllabus for background.
(1/27/05) This program will not accept new students for spring quarter.

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Animal Behavior

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Arab and Muslim Women Writers

New, not in printed catalog.
Spring quarter
Faculty: Therese Saliba
Enrollment: 24
Class Standing: This all-level program accepts up to 25 percent first-year students.
Faculty Signature: For information contact Therese Saliba, (360) 867-6854.

At a time of heightened political conflict between the United States and the Arab/Muslim world, gender issues and the oppression of women have been invoked to justify military intervention. Contemporary writings by Arab and Muslim women, increasingly available in English translation, have often challenged these assumptions and enriched our understanding of women’s lives. Focusing on contemporary literary works by Arab, Iranian and Kurdish women from the Middle East and the Diaspora, this program will examine the intersections of literary production, women’s issues, national struggles, religion, war, globalization and immigration. Held in conjunction with a Seattle project to bring Arab women writers to the Northwest, the program seeks to foster greater understanding of the region and its peoples. Thus students will have the opportunity to read several writers’ works, attend their lectures in Seattle and share classroom exchanges with some of the visiting writers—Iraqi, Kurdish, Egyptian, Saudi and Palestinian American.

We will read novels, poetry, essays and memoirs by Arab (Christian, Jewish, Muslim), Kurdish and Iranian women writers, focusing on issues of nationalism, feminism, postcolonialism, war, imperialism and societal change. We will situate our literary analysis within the historical and political events that shape Arab and Muslim women’s texts and examine their critique of masculinist narratives that justify violence and exclude women’s voices. We will also view films by and about women in the Middle East and in the Diaspora. Students will write literary analysis and creative essays and conduct independent research projects on a woman writer of their choice. Through this study, students will consider the impact of political, economic, cultural and military forces on Arab and Muslim women’s lives and literary production, and examine literary and film representation as a site of resistance.

Credit awarded in: Middle East studies, women’s studies and postcolonial literature.
Total: 16 credits.
Program is preparatory for: careers and future studies in education, international human rights, and women and immigrant advocacy.

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Articulating Power: Text and Image in the Public Sphere

New, not in printed catalog.
Fall and Winter quarters
Faculty: Ellen Fernandez-Sacco, Jeannette Garceau
Enrollment: 50
Class Standing: Sophomore or above.
Faculty Signature: The faculty will assess student eligibility to join the program. For information contact Ellen Fernandez-Sacco, (360) 867-5422.

On a daily basis, we are inundated by thousands of images which bear messages that suggest, imply and construct the identity of the consumer. More importantly, what effects do visual, sensorial and textual arguments have on our understanding of belonging? How are the relationship of the self, the citizen and populace to a particular nation or place conveyed? How is this reflected in our understanding of democracy-in how we live, make our living, and participate in a democratic society? Does it get buried beneath the idea of consumption rather than realized as a capacity to invoke change? In this process, what visual and textual arguments are produced, for what particular audience, by whom, for what purpose and to what effect? What role does technology play in conveying these arguments?

This two-quarter program will consider these relations of power through case studies drawn from readings, seminar, studies of film, media and contemporary events. Through this process, we will gain a better understanding of power-how it is produced, maintained and contested, and how the body (individual, political) is defined by power. During the first quarter, students will complete a series of workshops on writing, the web and PhotoShop. Writing assignments will be a means for processing various ideas, issues and modes of analysis covered in discussions, readings and presentations. These components enable students in the program to build their skills and generate responses to current events using text and image. Guest lecturers, a field trip to Seattle to attend the Northwest Social Forum in October and participation in the TESC Lecture Series are also part of the program. While examining the work of specific artists, writers and activists, students in the winter quarter will apply the skills gained the previous quarter to develop a final project.

Our main text will be The Visual Culture Reader , Nicholas Mirzoeff, ed., Second Edition, Routledge, July 2002. We will use supplemental readings on-line and through handouts.

Credit awarded in: rhetoric, writing, visual culture, media studies and political science.
Total: 16 credits each quarter.
Program is preparatory for: careers and future studies in visual and cultural studies, teaching, media and communications, public policy and community organizations.
This program is listed under Culture, Text and Language and Expressive Arts.

(8/17/04) New, not in printed catalog.
(8/17/04) A faculty signature has been added to this program.

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Astronomy and Cosmologies

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Business in Action

This program will serve as both an introduction to business for students with little or no knowledge of the topic and as an opportunity to connect theory and practice for those who have studied business in the past. The program will begin with intensive examinations of topics related to business strategy and business decisions. Then, all students will have an opportunity to put their business knowledge to the test in The Business Strategy Game, a remarkably realistic simulation involving the manufacture of athletic shoes for world markets. We will also consider several alternative views of American business and the U.S. economic system as presented in literature and film.
Whether you are an aspiring capitalist, a critic of corporate capitalism or just curious about what makes the economy run, this program might be for you. You can expect to gain knowledge of business terminology, a grasp of the fundamentals of business practices, experience with business strategy, appreciation for business economics and a sense of how businesses have been portrayed in American literature and film.
Credit awarded in: business, economics and literature.
Total: 16 credits.
Program is preparatory for: careers and future studies in business, economics
and law.
This program is also listed under Society, Politics, Behavior and Change.

Program Update: (10/27/04) Glenn Landram has replaced Cynthia Kennedy and Virginia Darney in this program. (10/29/04) This description has been revised.

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Calculated Fiction

New, not in printed catalog.
Fall quarter
Faculty: Steven Hendricks, Brian Walter
Enrollment: 46
Class Standing: This is a Core program designed for first-year students.

"O Godiva, I could be bounded in a nympholepsy and count myself a kingfish of infinite spacemen". - Hamlet

Mathematical principles can provide the basis for creative writing, from the chance operations that generated the quote above to plot structures, themes, content, and even style. Author Italo Calvino views writing as a combinatorial game, an all but random process of associations, layers of implications that can lead to great works of literature as surely as nonsense. Calvino and others reveal that writing guided by abstract principles, particularly mathematical concepts and constraints, can lead to some of the most wondrous, original, and provocative work. Jorge Luis Borges's work provides numerous examples. In "The Aleph," the narrator attempts to describe a location from which all places can be seen simultaneously: "Mystics, faced with the same problem, fall back on symbols: to signify the godhead, one Persian speaks of a bird that somehow is all birds; Alanus De Insulis, of a sphere whose center is everywhere and circumference is nowhere; Ezekiel, of a four-faced angel, who at one and the same time moves east and west, north and south." Works like "The Aleph" not only reflect mathematical concepts in form, but also through themes and motifs that render those abstractions poetic and tangible.

Informed by the work of writers such as Borges and Calvino, we will construct fictional narratives that reflect or are governed by mathematical concepts. Workshops will introduce students to a wide range of mathematical principles and practices, guide students through creative and critical writing processes, and play with words and ideas to generate layered narratives, as rigorous in literary style and form as in mathematical precision and depth. Students will develop proficiency with computer-based graphic design applications in order to create visually complex and compelling finished works. Readings will introduce students to relevant historical and philosophical ideas, numerous examples of writing that fuse math and literature, and provocative mathematical concepts. Coursework will emphasize foundations and skill development in mathematics, creative writing, critical reading, argumentative writing, visual design, and literary theory.
Credit awarded in: mathematics, literature, creative writing and graphic design.
Total: 16 credits.
Program is preparatory for: future studies in mathematics, literature, creative writing and graphic design.

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Changing Minds, Changing Course

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Chemistry for the Health Professions

Spring quarter
Faculty: Rebecca Sunderman
Enrollment: 24
Class Standing: This all-level program accepts up to 30 percent first-year students and 30 percent sophomores.

In this program, we will explore topics in organic chemistry and biochemistry with a focus on medical applications and examples. Additional topics that we will address include the history of medicine, bibliographic library research and abstract writing. We will also spend some time discussing the process of “getting in” to a professional school in the health field.

This program is designed for students who are contemplating careers in the health professions and have not yet taken Molecule to Organism. Credit awarded in introductory biochemistry introductory organic chemistry, bibliographic research in science, writing and history of medicine.

Credit awarded in:introductory biochemistry introductory organic chemistry, bibliographic research in science, writing and history of medicine.
Total: 16 credits.
Program is preparatory for: for careers and future studies in medicine, nursing, midwifery, dentistry, pharmacology, chemistry and teaching.

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Climate Change, Action and Influence

Cancelled
Please refer to the programs, Introduction to Environmental Chemistry and How People Learn as alternative selections.
Spring quarter
Faculty: Sharon Anthony, Sonja Wiedenhaupt
Enrollment: 46
Class Standing: This is a Core program designed for first-year students.
Special Expenses: Approximately $125 for an overnight field trip during week three. Fee is due during the first week of class.

Is it really getting hotter? How do we make sense of what different people are saying about global warming? If we need to do something about it, how could we better use what we know about climate change to impact people’s behavior?

Through this program, we will analyze and interpret data to see what all the commotion is about. We will learn what factors scientists believe are responsible for climate change. For example, we will use chemistry both to understand how greenhouse gases influence the climate and to examine what our personal contributions are to the rise in greenhouse gas concentrations.

We will also examine the issue from a psychological perspective by looking closely at the types of images and information about climate change that are presented in the public domain, such as advertisements, newspaper and magazine articles. We will learn about tools of persuasion, and develop some theories about the psychological factors that make climate change such a contested issue.

Finally, we will work in teams to decide what we should do about climate change and then design effective and persuasive strategies for informing the public. Credit awarded in environmental science, psychology and writing. Total: 12 or 16 credits. Program is preparatory for careers and future studies in environmental studies, psychology and public policy.

Credit awarded in: environmental science, psychology and writing.

Total: 12 or 16 credits.

Program is preparatory: for careers and future studies in environmental studies, psychology and public policy.

(12/26/05) Cancelled. Please refer to the programs, Introduction to Environmental Chemistry and How People Learn as alternative selections.

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Contemporary Issues

New, not in printed catalog
Spring quarter
Faculty: Zahid Shariff
Enrollment: 24
Class Standing: This all-level program accepts 25 percent first-year students, 25 percent sophomores and offers appropriate support for those ready to do advanced work.

The purpose of this program is to focus on the significant developments that are currently unfolding and are likely to have major impacts. It will concentrate on the consequences of the policies that have been initiated, or are being considered, within the United States, as well as those that are that are likely to be triggered in response to them.

While the need for such a program always exists, it is perhaps even greater soon after a presidential election when the international scene is turbulent and the domestic agenda is ambitious. We will concentrate on the national issues of a topical nature. While we will meet regularly, the program will be driven mostly by students’ interests. While group projects are encouraged, students may also work independently. Some of the readings include: Niall Ferguson, Clossus: The Price of America’s Empire. New York: Penguin, 2004; Michael Scheur, Imperial Hubris. Washington, D.C.: Potomic Books, 2004; and recent publications on social security.

Credit awarded in: political science, history, sociology and post-colonial studies.

Total: 16 credits.

Program is preparation for: careers and future studies in law, public service, politics, non-profit organizations, political science, history, sociology and post-colonial studies.

(01/26/05) New, not in printed catalog.

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Culture and Participatory Research

This program explores how cultures have been historically examined and provides opportunity for students to find new ways of learning about diverse people.

Topics to be covered include: The development of a model for examining cultures; colonialism and identity; humans used as objects of scientific research and personal gain; how defining a people from the outside takes away the power inherent in self-identity; and power structures of privilege. The program will also examine the power of identity as it relates to juvenile justice and how research can be changed from objectifying people into empowering people.

This class will meet once a week at Maple Lane School and confront the cultural and political struggles of incarceration. Students will be given an opportunity to utilize participatory research methods while providing cultural workshops. All students must pass the security check.

Credits awarded in: cultural studies and community studies.
Total: 16 credits.
This program is preparatory for: careers and future studies in education, justice administration, community action and social work.

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Colonialism, Indigenous Education and Native Art: The Historical Power to Define and Represent

New, not in printed catalog.
Fall quarter
Faculty: Frances V. Rains
Enrollment: 12
Class Standing: Sophomore or above.

This program will address the traditional systems of Indigenous education as well as the Colonizers efforts to use formal systems of education as a means of oppression. Seminars will focus on issues of Native and Colonial/U.S. history, geo-politics, Colonialism, Native sovereignty, assimilation and Native resistance. Missionary and military style boarding schools and their impact on Native Nations, their families and their children will be critically examined through historical analysis, historical artifacts and ethnographic interviews with Native students. Readings from a variety of sources as well as films of Australia, Canada and the United States will also examine how education and "schooling" became intertwined for Indigenous peoples, here and elsewhere.

Additionally, the history of Indigenous art, particularly from the Americas, will be explored. Looking backward and forward across time, critical analysis of the role that Colonialism has played in relation to Indigenous art will be explored. Various examples and a variety of mediums will be examined as a vehicle for critical reflection on what constitutes "Art" with a capital "A." Form, function, design elements and comparative artistic work will also be considered.

Learning will take place through readings, seminars, lectures, films, workshops and guest speakers. Students will improve their research skills through historical document review, observations and critical analysis. Students will also have opportunities to improve their writing skills through written assignments. Students may be required to meet weekly with a writing tutor to strengthen their writing skills. Oral speaking skills will be improved through seminar discussions and through small group and individual presentations. Options for the final project will be discussed in the syllabus and in class.

Credit awarded in: expressive arts, history, geography, political science, education and Native American studies.
Total: 8 or 16 credits. Students enrolled for 16 credits will complete an independent research project.

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Community Food Systems in Cuba and Costa Rica

Fall and Winter quarters
Faculty: Martha Rosemeyer, Martha Henderson (F)
Enrollment: 25
Faculty Signature: No new students.
Class Standing: Junior or senior.
Prerequisites: Experience with agriculture or rural development is desirable. By the beginning of winter quarter, intermediate conversational Spanish is required. Enrollment in fall quarter does not guarantee enrollment in winter quarter. Winter quarter enrollment is contingent upon a successful study abroad application submitted during fall quarter.
Special Expenses: Approximately $3,400 for airfare, living expenses and transportation to Cuba and Costa Rica.
Internship Possibilities: With faculty approval if students remain in Costa Rica at the end of the program.
Travel Component: Seven weeks during winter quarter in Cuba and Costa Rica.

Community food systems have been used to describe an ideal food system in which there is local production and consumption that maximizes human and ecosystem health. Cuba stands out as the world leader in tropical sustainable agriculture and urban production-Havana is reported to produce some 90 percent of the vegetables consumed in the city. Costa Rica provides the contrasting situation where food for urban subsistence is mainly produced in rural areas. What can we learn from the Cuban and Costa Rican experience in community food systems that can be applicable here? How does community food security contribute to development?
After studying Latin American tropical agriculture, geography, development, Spanish and community food systems during fall quarter, winter quarter we will travel to Cuba and Costa Rica for seven weeks to explore their experiences with urban and organic agriculture. Students will carry on their own research projects in Costa Rica. We will return to Olympia to finish our research writing the last two weeks of the quarter. The spring quarter Farm to Table program will allow us to compare Latin American community food systems with those of Olympia, Washington.
Credit awarded in: topics in community food systems, urban agriculture, tropical cropping systems, Latin American geography and development.
Total: 16 credits each quarter.
Program is preparatory for: careers and future studies in development, tropical sustainable agriculture and community food security.

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Computability: The Scope and Limitations of Formal Systems

(12/11/03) The faculty team has been replaced.
(5/11/04) The faculty, Neal Nelson, Al Leisenring and Sheryl Shulman, of Computability: The Scope and Limitations of Formal Systems and Data to Information have joined their efforts to collaboratively teach in both programs. The enrollment limit for each program has been reduced to 38 students. Each faculty will assume teaching responsibilities for both programs.
(9/7/04) The enrollment limit has been decreased to 28 students.
(11/11/04) A faculty signature has been added to this program.
(02/07/05) The faculty will assess student eligibility to join the program. New students should contact Al Leisenring, (360) 867-6333 to discuss entrance into the four-credit connectionism component of the program. All other students interested in computing should contact Neal Nelson about enrolling in Data to Information. Neal Nelson, (360) 867-6738.

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Contemporary Social Issues: Analyzing Critically, Arguing Persuasively

Fall and Winter quarters
Faculty: Stephanie Coontz, Dan Leahy, Charles Pailthorp
Enrollment: 72
Class Standing: This all-level program will offer appropriate support for freshmen students as well as supporting/encouraging those ready for advanced work.
Prerequisites: Qualified students should have experience in writing and background in sociology and political economy. Prior to the first class of winter quarter, new students must read and write a one page summary of the following four books: Silent Covenants by Derreck Bell; The Pecking Order by Dalton Conley; The Way We Were? by Richard Rothstein; and Down on Their Luck by Snow and Anderson.
Faculty Signature: The faculty will assess student eligibility to join the program. For information contact Stephanie Coontz, (360) 867-6703 or Stephanie Coontz
Special Expenses: Approximately $30 each quarter for travel expenses.

This program will use sociological studies of controversial contemporary issues to aid students in analyzing and participating in current debates over social policy. Among the topics we may consider are such questions as the causes of poverty, what reforms are needed in the nation's schools, how we should evaluate and respond to contemporary trends in marriage, divorce and single parenthood, and what areas of personal life and interpersonal relations are properly subject to regulation. Students will read, outline and evaluate a variety of viewpoints on these issues during fall quarter, preparing themselves to research and debate selected topics during winter quarter.
This program stresses the development of critical tools of analysis, observation and argumentation, both written and oral. To hone those skills, we expect students to acquire and demonstrate competence in several different arenas, including: close textual analysis of authors' assumptions, arguments, and use of evidence; ethnographic observations in the public schools; use of graphs and statistics; expository writing; and oral argumentation.
Credit awarded in: sociology, expository writing, history, debate, ethnography, social psychology, civics, sociology of education and family studies.
Total: 16 credits each quarter.
Program is preparatory for: careers and future studies in law, sociology, social psychology, public policy, education, political science and journalism.
This program is also listed under Freshmen Programs and Society, Politics, Behavior and Change.

(3/11/04) Dan Leahy has joined this program. Enrollment has been increased.
(11/16/04) A faculty signature has been added to this program. Qualified students should have experience in writing and background in sociology and political economy. Prior to the first class of winter quarter, new students must read and write a one page summary of the following four books: Silent Covenants by Derreck Bell; The Pecking Order by Dalton Conley; The Way We Were? by Richard Rothstein; and Down on Their Luck by Snow and Anderson.

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Creative Nonfiction: Reading and Writing the Literature of Reality

Cancelled
Please refer to the new program, Fiction and Nonfiction as an alternative.
Spring quarter
Faculty: Tom Foote, Evan Shopper
Enrollment: 50
Class Standing: Sophomore standing, transfer students welcome.
Faculty Signature: Based on review of recent prose work; students must submit prose work to faculty by the Academic Fair, March 2, 2005. Send prose materials to Tom Foote, The Evergreen State College, Olympia, WA 98505. Qualified students will be accepted into the program until it fills.

Writers have come to realize that the genre of nonfiction writing can be as colorful and gripping as any piece of fiction. The difference is that nonfiction writers are not burdened with inventing characters, dialogue, plot and description as everything they write about actually happened. Creative nonfiction writers assemble the facts and events and array them artistically and stylistically, using the descriptive techniques of the fiction writer. They immerse themselves in a venue, set about gathering their facts while demonstrating scrupulous accuracy, and then write an account of what happened in their own voice. The Greyhound Bus Company advertised that "getting there is half the fun." In the genre of creative nonfiction, getting there is all the fun because the reader already knows how the piece ends before it begins. Students will become proficient with the form through intensive fieldwork, research and writing.

John McPhee said, "the piece of writing has a structure inside it. It begins, goes along and ends in a manner that is thought out beforehand." That being the case, all the writer has to do is find that architecture and the piece practically writes itself. The story and structure are already there, so the writer's task is to take the mallet and chisel and chip away the unnecessary marble encasing it to see the artistic form emerge.

This program combines field research and literary techniques. Students will conduct field research to learn to pay attention to detail, read and discuss representative examples of the form, and meet weekly in regularly scheduled writing workshop. Following a period of redrafting and corrections, students will present their final piece to the group in the last week of spring quarter. They will submit this polished piece for publication in a magazine or journal.

We will read and discuss creative nonfiction pieces written by noted authors such as Joseph Mitchell, John Krakauer, Susan Orlean, Hunter S. Thompson and Truman Capote.

Credit awarded in: reading creative nonfiction, writing creative nonfiction and fieldwork.
Total: 16 credits.
Program is preparatory for: careers and future studies in the humanities, creative writing and creative nonfiction writing.

(5/3/04) New, not in printed catalog.
(10/28/04) Evan Shopper has joined this program. The enrollment limit has increased to 50 students
(12/02/04) Cancelled. Please refer to the new program, Fiction and Nonfiction as an alternative.

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Cultural Landscapes: Peoples, Places and Power

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Culture and Participatory Research

This program explores how cultures have been historically examined and provides opportunity for students to find new ways of learning about diverse people.

Topics to be covered include: The development of a model for examining cultures; colonialism and identity; humans used as objects of scientific research and personal gain; how defining a people from the outside takes away the power inherent in self-identity; and power structures of privilege. The program will also examine the power of identity as it relates to juvenile justice and how research can be changed from objectifying people into empowering people.

This class will meet once a week at Maple Lane School and confront the cultural and political struggles of incarceration. Students will be given an opportunity to utilize participatory research methods while providing cultural workshops. All students must pass the security check.

Credits awarded in: cultural studies and community studies.
Total: 16 credits.
This program is preparatory for: careers and future studies in education, justice administration, community action and social work.

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Data to Information: Computer Science and Mathematics

(12/11/03) The faculty team has been replaced.
(5/11/04) The faculty, Sheryl Shulman, Neal Nelson and Al Leisenring, of Data to Information and Computability: The Scope and Limitations of Formal Systems have joined their efforts to collaboratively teach in both programs. The enrollment limit for each program has been reduced to 38 students. Each faculty will assume teaching responsibilities for both programs.
(5/18/04) The faculty signature has been lifted for sophomore, juniors and seniors. First-year students with confidence in their ability to do high school algebra are encouraged to contact the faculty.
(9/7/04) The enrollment limit has been increased to 48 students.
(11/11/04) A faculty signature has been added to this program.

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Democracy and Free Speech

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Democracy and Religious Freedom

Winter quarter
Faculty: José Gómez
Enrollment: 25
Class Standing: Sophomore or above.

The framers of the U.S. Constitution sought to ensure that the federal government neither promote religion nor interfere with religious liberty. The very first two clauses of the First Amendment to the U.S. Constitution capture the framers' concern: "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof." On parchment, those 16 words seem simple enough. In practice, however, the two clauses often are in tension and give rise to enduring controversy over the meaning of "establishment" and "free exercise." For example, if the government exempts church property from taxation, is it assisting the establishment of religion? If the government does not exempt church property from taxation, is it interfering in the free exercise of religion?

In the United States, controversies about what the religion clauses prohibit or protect intensified in the 1940s, when the United States Supreme Court first recognized that the First Amendment applied to the states, not just the federal government. The disputes have arisen over such disagreements as what "religion" means, whether the First Amendment only prohibits the government from preferring one religion over another but permits it to aid all religion if it does so nonpreferentially, whether the government may prohibit certain religious practices, whether government must accommodate religious beliefs, whether governmental measures taken to protect the health, safety and welfare of the community may override religious beliefs, whether some or all types of prayer or religious instruction are impermissible in the public schools, whether the government may use tax money to transport parochial school children, to buy their textbooks, to subsidize their teachers' salaries or to reimburse noninstructional health services provided by their religious schools.

We will use the case method to study every major court opinion that implicates the First Amendment's religion clauses. This intensive study necessarily focuses on the last 64 years, since it was not until the 1940 case of Cantwell v. Connecticut that the Supreme Court began to protect religious rights under the First Amendment.

In addition to court opinions, reading for the program will include Internet resources and various books and journal articles that explore the history and theory of religious liberty as a constitutional right. Working in legal teams, students will develop appellate briefs on real freedom of religion cases decided recently by the U.S. Courts of Appeals and will present oral arguments before the "Evergreen Supreme Court." Students will also rotate as justices to read their peers' appellate briefs, hear arguments and render decisions.

Credit awarded in: First Amendment Law: Freedom of Religion, critical legal reasoning, legal research and writing and oral advocacy.

Total: 16 credits.

Program is preparatory for: careers and future study in social science, constitutional law, education, public policy, political theory, history and political science.

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Designing Languages

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Energy Systems

Fall, Winter and Spring quarters
Faculty: E.J. Zita
Enrollment: 25
Class Standing: Sophomore or above.
Prerequisites: New students should read the program Web pages:
http://academic.evergreen.edu/curricular/energy0405/home.htm.
Take the online survey and exam:
http://academic.evergreen.edu/curricular/energy0405/quizzes.htm. Commit to joining an existing team of classmates for winter quarter research.
Faculty Signature: The faculty will assess student eligibility to join the program. New students should contact E. J. Zita, (360) 867-6853 or zita@evergreen.edu to discuss entrance to the program.
Preferred: calculus and a full year of college-level science.
Special Expenses: Textbooks and other materials will be high; small lab fee may be necessary.
Internship Possibilities: With faculty approval.

How is energy created or harvested, stored and transformed, used or abused? Energy Systems is a 2 to 3 quarter, intensive study of ways energy is produced and changed. This is a good program for students interested in physics or environmental science, integrated with mathematics. It starts with skill building and background study, and finishes with major research projects related to energy. Classes meet full-time fall and winter. Students may continue their research projects in spring.

Energy Systems is designed to study issues of energy generation and utilization in society and in the natural world. One goal is to give students an understanding of the issues involved in achieving a sustainable energy society. A primary goal is to show students the power and beauty of physics and mathematics. Another goal is to study interactions between the Earth and Sun, from an energy perspective. We will examine energy science and technology, and related topics such as energy policy and environmental concerns, including climate change and global warming.

We will focus on solar, electric, and nuclear power and examine alternative energy sources such as wind, geothermal, biofuels, etc. We will examine possibilities and requirements for a "Hydrogen economy". Modules will cover fundamentals in conventional and alternative energy generation with a focus on the underlying physics. Students will be expected to complete a component in calculus to be offered either as part of this program or in conjunction with another program. Students who are already fluent in calculus will be encouraged to continue developing their math skills by applying them to coursework or research projects.

In Science Seminar, we will explore scientific, social, political, and/or economic aspects of energy production and use, such as environmental concerns, the effects of the Sun on Earth's climate, or other topics. Students may be responsible for researching and presenting on a topic of interest in seminar.

Students will design and carry out a major research project on an approved topic of particular interest to the individual student. Students will articulate a research question, propose hypotheses, and investigate their question directly. Research projects will involve quantitative analysis as well as a hands-on component. This could include field work or designing a small-scale energy system, possibly with community applications.

Credit will be awarded in: physics, applied mathematics, environmental studies and research.

Total: 16 credits each quarter, with a required seminar component. Additional students are welcome to join our evening Science Seminar module for 4 or 8 credits (refer to Science Seminar CRN fall quarter: 10065 (8 credits) 10066 (4 credits); winter quarter: 20072 (8 credits) 20073 (4 credits); spring quarter: 30083 (8 credits) 30084 (4 credits).

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English Romantics, The

Students will be evaluated on their seminar participation, demonstrating familiarity with the common readings; organization, clarity and breadth of reading in presentations and papers; and, the depth of their essays on the novels and the histories.

Before the first class meeting, students should read the first chapter of T.S. Ashton, The Industrial Revolution, 1760-1830 .

Credit awarded in: English poetry, fiction and history of the period 1790-1850.
Total: 16 credits.
Program is preparatory for: careers and future studies in the humanities.

(7/30/04) New, not in printed catalog.

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Environmental Analysis: Chemistry and Geology of Aqueous Ecosystems

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Environmental Economics and Natural Resource Policy

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Ethnic Food Systems of the Pacific Northwest

New, not in printed catalog
Winter quarter
Faculty: Martha Henderson
Enrollment: 25
Class Standing: Sophomore, transfer students welcome.
Special Expenses: $150 for daylong field trips.

Food systems is a growing body of knowledge that integrates food security within regional contexts, population studies, ecological agricultural, marketing and local to global sustainability. This program will focus on ethnic population groups in the Pacific Northwest across all aspects of food security, marketing, and sustainability. We will investigate population changes in the Pacific Northwest over the last fifty years, measure the rate of immigration into the region, and how these populations are securing, marketing and sustaining their communities with respect to food. The program is product oriented. We will work in teams to produce products such as a web site, regional shopping guide, maps and a resource guide for ethnic populations and others interested in local food systems. Our region of concern will be primarily western Washington and Oregon with an expanded view of the Yakima Valley and Central Oregon. The program will include guest speakers, workshops, field trips and seminar.

Credit awarded in: ethnic studies, cultural geography, regional geography and research methods.

Total: 16 credits.

Program is preparatory for: careers and future studies in food systems, geography, planning and community development.

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