Plunge your gaze into the mirror of the Marvelous: your tales, your legends, your songs-you'll see inscribed, luminous, the sure image of your Self.

-Aimé Césaire

We plan an intensive study of the literature, arts, history, folklore, religions and film of French-speaking, or Francophone, cultures: Senegal, in West Africa; Morocco and Algeria, in North Africa; Haiti and Martinique, in the Caribbean; and the Creole and Cajun (Acadian) cultures in Louisiana. These cultures share not only a language-whether imposed by the colonizer or bestowed as a gift by generations past-but also a reverence for ancestral traditions that have come up through lines of blood, stories and ritual celebration. They also share the experience of French colonialism, and a major interest for us will be its devastating impact on these cultures and their remarkable response: the enormous postcolonial work of restoration and of the creation of social, artistic and religious forms. In addition, we will trace the multiple influences of these former colonies on French arts, thought and society.

A central theme for our work will be identity: How can myth, folklore, ritual and art guide a process of self-discovery or self-transformation? How do memory and historical crises shape individual and cultural identities? How does our language influence our sense of self, and how do Francophone cultures continually remake French in their own images? Inside/Outside, Self/Other, are metaphors imaging the tenuous, often violent dialogue between the Francophone world and France. This dialogue between Insider and Outsider is a motive force of cultural change: each culture perceives its Others with mixed awe and horror. Insiders and Outsiders hold up a mirror to one another, define themselves against one another, and take from one another in far-reaching mutual influence.

The Sacred Monsters, or monstres sacrés, much as the legendary all-knowing fool, stand on the threshold between Inside and Outside and hurl their invectives. Genius shields their impunity; they are taboo: scandalous, powerful, sacred. In the French tradition we think of a Voltaire, a Sade, a Genet. The monstres sacrés of today raise their voices from within postcolonial cultures, their critique aimed both at France and the Western world, and at neocolonial remnants in their own societies. Fanon and Sembene exposed the colonial lie of the "civilizing mission," just as Sade and Voltaire contested reigning structures of God and King. Césaire and Depestre reject Western reason's sufficiency and deconstruct its language; artists of Africa and the Caribbean reject an art that has become profane and open their works to possessing spirits, drawing Western artists, like Picasso and the Surrealists, in their wake. Similarly, immigrants in today's France have challenged the authenticity of French humanism, much as slavery in the French Caribbean put the lie to ideals of the French Revolution.

In this program, using multicultural sources, students will practice literary and symbolic analysis, investigate the historical roots of social conflicts, and read and discuss postcolonial, aesthetic and philosophical discourse. We will focus, on the one hand, on texts, events and individuals and, on the other, on cultural entities and processes, such as voodoo, immigration and négritude. Students will also have the opportunity to study the French language at the beginning, intermediate or advanced level.

During spring quarter, students may elect to travel as a group to Martinique for field study and further language work. Students who do not choose to travel can pursue an independent project on campus and continue their study of beginning or intermediate French.

Each quarter, we will read, discuss and write about diverse topics in physics, astronomy, mathematics and related areas. We assume no background in mathematics or physics. We will explore observations and ideas about the nature, history and philosophy of science, as well as the methods of physics and mathematics. We will investigate questions such as: What are the newest ideas in physics and astronomy? How is knowledge created or discovered? How can new ideas develop into testable theories? How does scientific understanding change? Past topics have included string theory, relativity, chaos, quantum mechanics, infinity and cosmology. Readings and themes vary each quarter. Details are available online at http://192.211.16.13/z/zita/scisem.htm.

Our learning goals include improved critical thinking, deeper qualitative understanding of science and improved communication skills, both oral and written. Quantitative investigations are possible for interested students, but are not required. Science Seminar students will work with science students to discuss key points and questions before each seminar. Students will earn 4 or 8 credits by participating in one or two seminars each week and completing short essays and online assignments. Students are encouraged to work with the Writing Center tutors and to attend occasional writing workshops.

How can sculpture define, activate and enliven a space, turning it into a place? How can sculptural objects interact to become a sculptural experience? What is the role and responsibility of the sculptor working in the environment and in the community? How does studio work inform a sculptor's work in other contexts? Sculpture students who wish to advance their skills by making work for specific locations will examine these basic questions throughout the quarter.

Students will be asked to make a daily commitment to sculpture and drawing practices in the studio, and to produce a cohesive body of three-dimensional works, combining them in one or several site-specific installations. This work will be supported by technical demonstrations in steel, stone and other media, workshops on site documentation and access issues, work discussions and seminars. Readings will address issues around contemporary sculpture history and theory, place making, art and environmental issues, public art issues and professional practice. Students will be asked to write short papers clarifying their thinking about their own work and process, and an independent research paper and presentation on a contemporary artist working in public sculpture, craft or installation.

The goals of the program include understanding and mastery of selected materials and processes in making sculpture, experience in conceiving and constructing site-specific works, three-dimensional expression, and a well-informed, reasoned and rigorous approach to art making.

This is a one-quarter program designed for intermediate- and advanced-level photography students. Students will work with medium- and large-format cameras, as well as 35mm cameras. Students will study the work of historical and contemporary photographers, view and analyze films, and read texts dealing with the history and critical analysis of the medium. In addition to classroom work, field trips will be taken to galleries and museums to view exhibits and/or collections of photographs of particular interest. There will be a series of assigned projects designed to further technical and aesthetic skills. As a final project, students will work in teams to produce a theme-centered document combining images and text. All of the projects will be formally presented and critiqued.

Students will investigate theories and practices of psychologists to enhance their understanding of counseling, social services and the science of psychology. Students will explore careers in psychology and the academic preparations necessary for these career choices. We will cover the typical activities of psychologists who work in academia, schools, counseling/clinical settings, social work agencies and applied research settings.

Among our studies will be ethical quandaries in psychology and the ethics of human and animal experimentation. We will cover history and systems of psychology. Students will read original source literature from the major divisions of the field, covering both classic and contemporary journal articles and books by well-known psychologists. Library research skills, in particular the use of PsycINFO, Science Citation Index and Social Sciences Citation Index, will be emphasized. Students will gain expertise in the technical writing style of the American Psychological Association (APA). The class format will include lectures, guest speakers, workshops, discussions, films and a field trip.

There's no better way to explore the range of activities and topics that psychology offers, and to learn of cutting edge research in the field than to attend and participate in a convention of psychology professionals and students. To that end, students will attend the annual convention of the Western Psychological Association, which is the western regional arm of the APA. This will prove to be the single most important learning experience of the program!

This program is for people who are interested in pursuing teaching as a career choice or who are interested in schooling and equity. An introduction to theories of learning, language acquisition and child development is the focus of fall quarter. The guiding question for the quarter is: What is the role of development in the learning process?

During winter quarter, we will investigate the relationships of learning, schooling and diversity. Students will select a particular model of schooling (e.g., home-schooling, public school, Waldorf, Sudbury); research its origins, beliefs about learning, development and teaching practices; and then complete an analysis of which groups of learners these structures serve and why. Students in this program can expect to use writing as a tool for learning; to develop a research-based understanding of child development; to investigate the historical, sociocultural and organizational contexts of schools; and to develop skills in formulating and pursuing a research question, analyzing schooling practices and making public presentations.

Throughout the program, we will be concerned with the politics and economics of schools and schooling. We will address school governance and finance, particularly as these topics relate to issues of equity and diversity.

Program activities will include interactive lectures and workshops, seminars, weekly writing, small group investigations and a long-term project exploring and critiquing a particular approach to schooling. Participants' work in the program will be assessed through written papers, participation in all activities, projects and a final portfolio.

This program will examine what children's literature teaches young people about society and culture. Even though children may not be aware of the mechanisms by which individuals are linked to their society, they do have experience with social issues such as identity formation, peer pressure, conformity and inequality. As members of a very individualistic society, American children may not realize that their experiences, opinions and behaviors are shared by many others and shaped by the larger culture around them. Elementary and middle school children are going through significant developmental changes and experiencing social pressures that can make them feel isolated and confused. Meaningful children's literature that brings to the forefront our existence as social and cultural beings may help ameliorate some of our children's confusion and loneliness, and may help them understand the basis behind some of the social rules they encounter every day. In this program, we will learn how to analyze children's literature and evaluate how it reflects significant social issues and cultural contexts.

The program involves extensive student-initiated research that puts a heavy emphasis on advanced group work, sociological interviewing and oral presentations. Students will be expected to produce a research paper that represents a culmination of their college writing and thinking abilities.

Critical problems with software systems remain despite the best efforts of many very smart people over the last 50 years to resolve or avoid them. 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 science and 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 program gives students with advanced programming skills, or some programming skills and considerable domain expertise, the ability to identify and carry out viable software projects. Students will work in groups to identify a software project, prepare a feasibility study, identify a client (or class of clients) and write software specifications. They will conduct systems analysis and design, implementation, product testing and validation. They will write user documentation and system maintenance plans, and (where appropriate) conduct or plan system installation, deployment 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, automobile tuning, education, computer security, databases for small businesses and local and state agencies. The program seminars will address the history and culture of the software industry, writing verifiably correct programs, programming languages, ergonomics and human-machine interaction, and the psychology of computer programming and other topics as relevant.

Student Originated Studies (SOS) offers opportunities for advanced students to create their own course of study and research. Prior to the beginning of spring quarter, interested individual students or small groups of students must consult with the faculty sponsor about their proposed projects. The project is then described in an Independent Learning Contract. The faculty sponsor will support students to do research in the following areas: History (preference given to topics investigating European and North Asian countries; and environmental history---local or global); Environmental Studies (environmental history, philosophy, ethics). Students will be expected to do some work in common and meet weekly in small groups, as well as work on their own individual projects.

In this program, we will build on the work of the fall and winter program Public Works: Democracy and Design. The internship program will also be open to students who have completed work in other similar programs and are sufficiently prepared to hold an internship in a public or nonprofit agency.

Prior to the beginning of spring quarter, interested students must consult with the faculty sponsor about their proposed internship and/or course of study. In-program Internship proposals will be completed before the beginning of spring quarter and must follow the college protocol for internships. While students are encouraged to seek out their own internship possibilities, we will work with campus resources and the faculty member's contacts to identify internship possibilities in both public and nonprofit agencies.

Student Originated Studies (SOS): Media is a program for advanced media students interested in developing learning communities with others who share academic goals that may have grown out of previous academic projects and programs. This is not the place to do beginning studies in media. Students will work with faculty during the first few weeks of fall quarter to design their own curriculum. Their studies will be pursued in small groups that share common readings, research interests and/or production goals. Teams of six to eight students will develop reading/seminar schedules, assist each other with production tasks, and participate in critiques. The full group will also meet weekly for film screenings and seminars. Collaborative projects are encouraged, but students may also work on individual projects in the context of their SOS team. As in other Evergreen media programs, linking theory with practice is emphasized, and students should expect to develop research and writing skills along with achieving their media production goals. Screenings and critiques will provide a strong foundation for the development of skills in media production and analysis. There will, however, also be room for students who wish to pursue media history and criticism exclusively.

Here are some examples of possible SOS teams: a small group of students who work on individual documentaries and explore documentary film history through texts and screenings; a group of students who collaborate on a multimedia performance and explore the history of video art and performance; a group of students who study queer theory, examine queer film and video, and produce individual projects addressing these themes; a group of students who research the politics of representation in relation to gender and race and produce a collaborative film.

In addition to the student-centered curriculum, we will explore different themes each quarter. In fall, our focus will be Building Media Communities. The theme for winter will be Creative Processes and Strategies. In spring, the focus will be determined by the students.

Student Originated Studies (SOS): Music offers opportunities for students to do advanced work in music composition or advanced production techniques. Students will work independently on their own creative and research projects. SOS will be made up of individual students and small groups that will devise projects and meet in the weekly forum. In the forum, students will present works-in-progress to get feedback and advice. The forum is intended to provide a sense of community and support to students. All other contract obligations will be worked out individually with the faculty. Students will enroll for SOS, then design their quarter-long, contract-style work plans using input from the faculty member.

Student Originated Studies (SOS) offers opportunities for advanced students to create their own course of study and research. Prior to the beginning of spring quarter, interested individual students or small groups of students consult with Jeanne about their proposed projects. The project is then described in an Independent Learning Contract. Under the SOS umbrella, I will sponsor student clusters for research and reading in political economy, U.S. history (especially the "founding period"), various topics in globalization, historical capitalism and contemporary India. I will also sponsor individual students to study these topics on Individual Contracts and sponsor internships and travel abroad contracts.

Student Originated Studies have a rich history at Evergreen and offer opportunities for students to create their own courses of study and research while enjoying some of the benefits of collaborative study. Working with the faculty sponsor, individual students or small groups of students design projects and then meet, weekly or biweekly, to present, discuss and reflect upon their work.

The sponsor will support Tacoma students who wish to do community and public service, research and/or creative production. Some examples of projects are: an internship at a local law firm, social service agency, nonprofit or education organization; creating a documentary or public service announcement; and researching the origins and contemporary issues around a current social problem (like hunger, homelessness, access to health care, unemployment, public health epidemics or how to combat violence).

Student Originated Studies (SOS) offers opportunities for advanced students to create their own course of study and research. Prior to the beginning of spring quarter, interested individual students or small groups of students must consult with the faculty sponsor about their proposed projects. The project is then described in an Independent Learning Contract. The faculty sponsor will support students to do advanced work in any of the following media: drawing, painting, printmaking, sculpture, mixed media, installation/performance, and poetry, as well as to do research projects in art history, public arts, mythology, and aesthetics. Students will be expected to meet weekly in small groups for critique/discussions, as well as work on their own individual projects.

Symbiosis can be defined as "the living together of differently named organisms." This program will look at the biology of symbiotic associations through lecture, readings, laboratory, field work and seminar topics taken from the primary literature. Although particular attention will be paid to mutualistic symbioses, parasitic associations will also be covered. Defining aspects of plant-animal, animal-animal, bacteria-plant, bacteria-animal, protozoa-animal and fungi-plant symbioses will be examined at the organismal, physiological, cellular, biochemical, molecular and ecological levels. Characteristics that define the integration between the host and symbiont of specific associations will be investigated through fieldwork and in the laboratory. Students will complete a take-home examination, keep a lab notebook and undertake a small research project that culminates in a poster with a short oral presentation.

Symmetry is ubiquitous in nature and readily observed in living organisms, the shapes of minerals and molecules, art, as well as in the buildings we construct. In this program we will study the mathematical concepts needed to understand and describe symmetry and use this understanding to explore the features of symmetry we find in nature. We will look at how the beauty and intricacy of the natural world relates to the beauty and simplicity of symmetry by building models to explore the many aspects of symmetry. Our studies will include symmetry in geometric forms, symmetry in elements, symmetry operations, introductory group theory, symmetry in molecular structure and crystallography, symmetry in art and living organisms (plants and animal morphology). We expect students to delve into both abstract and concrete topics in the pursuit of a deeper understanding of symmetry. Program activities will include lectures and workshops.