This program is for students who have a research topic (with a major focus on family) in mind, as well as for those who would like to learn how to do research in a student-centered environment. Students will be exposed to research methods, ethnographic research and interviewing techniques, writing workshops, computer literacy, library workshops, moving River of Culture Moments to documentary, educational technology and the educational philosophy that supports this program. Yvonne Peterson will offer a special series of workshops to support the particular academic needs of first- and second-year students.

We will ask students to take a very personal stake in their educational development. Within the program's family theme and subjects, students will pay special attention to what individual and group work they plan on doing, how they plan to learn, how they will know they learned it, and what difference the work will make in their lives and within their communities. Students will be encouraged to assume responsibility for their choices. Faculty and students together will work to develop habits of worthwhile community interaction in the context of the education process and liberation. The faculty are interested in providing an environment of collaboration where faculty and students will identify family topics of mutual interest and act as partners in the exploration of those topics.

In this program, students develop individual projects (with an academic focus on family) to examine what it means to live in a pluralistic society at the beginning of the 21st century. Through each student's area of interest, we will look at a variety of cultural and historical perspectives and use them to help address issues connected to the program theme.

Individual research will pay special attention to the value of human relationships to the land, to work, to others and to the unknown. Work will be concentrated in cultural studies, human resource development, and ethnographic studies to include historical and political implications of encounters, and cross-cultural communication. We shall explore Native American perspectives and look at issues that are particularly relevant to Indigenous People of the Americas.

Students whose research could be enriched by being immersed in a foreign culture will have the opportunity to live in Peru for five weeks or more during winter quarter. Our access to rural communities on the Peruvian northern coast offers students the opportunity to experience volunteer community work by learning in a safe and healthy pueblo environment. Learning about Latin America through Peru will expand the concept of Native American and Indigenous peoples.

In the fall, participants will state research questions. In late fall and winter, individually and in small study groups, students and faculty will develop the historical background for their chosen questions and do the integrative review of the literature and data collection. Ongoing workshops will allow students to learn the skills for completing their projects. Late winter and into spring quarter, students will write conclusions, wrap up print/non-print projects, and prepare for a public presentation. The last part of spring will be entirely dedicated to presentations.

Depending on their individual projects, students will develop, use and explore some of the following areas: Bloom's Taxonomy; the theory of multiple intelligence; the relationship among curriculum, assessment and instruction; expectations of an Evergreen graduate and the five foci; quantitative reasoning; self- and group-motivation; communication (to include dialogue, e-mail, resources on the Web and Web crossing). They will also develop skills in creating interactive Web pages and documentaries, as well as I-movie editing and presentations using PowerPoint.

This one-quarter program will explore the concept of fair trade. The backlash against globalization and neoliberal trade policies that gained momentum in Seattle in December 1999 has focused on the policies promoted by international organizations, multinational corporations, and many governments. These policies include free trade, elimination of controls on capital and foreign direct investment, and others that are generally known as the "Washington Consensus." These policies have often led to the exploitation of workers, the degradation of the environment, and the growing inequality of incomes around the world. As an alternative to these policies, many have demanded a new regime based on "fair trade," that seeks a more just and equitable global economic system.

This program will ask the following questions: What is fair trade? What is the history of trade law and the World Trade Organization? What are the effects of trade policies? What are the effects of domestic policies on international trade? Why do trade policies often create market imperfections and distortions? Are fair trade businesses viable? How can they be financed?

We will also critique "fairness," since the international institutions and others who generally favor globalization often use arguments that rely on this concept. For example, multinational corporations who pay workers low wages in less developed countries will say their wages are fairly set because they are above the "legal" minimum wage standards of these countries.

Fairness in International Trade will look closely at examples of entrepreneurs in the U.S. and in the developing world that use fair trade principles. Students will develop a business plan for a business idea of their choice or for an existing business that would like to expand and would like to include fair trade principles. The work will involve economics, market research, strategy management, marketing, finance and team work, including opportunities to explore social organizations locally and internationally. Texts will be drawn from business, economics, the social sciences and humanities. We will also see films and hear from an array of guest speakers. For students without a background in economics, the program will provide an introduction to important concepts in micro and macroeconomics needed to critique the world trading system and to understand the impact of a fair trade system on companies.

Do you have a body? Are you interested in how culture shapes that body? Are you ready to pursue research, writing, and creative projects in the context of a program that will give your work richness, depth, and conceptual rigor? This upper-level program combines the history of art and visual culture, theater studies, literature, and critical theory and includes a significant individual project component in winter quarter.

Fashioning the Body explores the ways in which Western cultural forces have shaped our bodies and our images of them, as well as our efforts to "fashion" our own identities through the negotiation of these forces. Throughout the program we will move among traditional models of performance, in which actors recreate fictional roles within a theatrical space, a wider range of mediated performances represented in photography, film and video, and the social performances that structure everyday life.

During the early modern period, "fashion," from the Latin verb facio ("to make") actively molded and defined personhood. But because it was detachable, and thus transferable, clothing also provided a space for resistance, allowing the body to function as a site for questions about the relationship between individual identity and social roles.

Bodily fashioning becomes more complicated with the advent of photography and the moving image, but continues to raise questions of how individuals negotiate body imperatives. Early criminology, for instance, relied heavily on photographic portraiture, and early motion studies shot on film were used by scientists to explore human and animal movement. Using these and other examples, we will consider the central role photography and cinema play in molding 20th- and 21st-century ideas about embodied personhood.

Techniques of fashioning the body can mean radically different things in different historical contexts. In contemporary Western societies, individuals have a variety of permanent and non-permanent options for fashioning their own bodies. Conceptual artists such as Adrian Piper and the French performer "Orlan" explore the tensions between modern and post-modern conceptions of embodied identity in provocative ways, helping to draw our attention to the cultural norms and hypocrisies around discourses of the body. In these and other contemporary examples, resistance is not a simple dynamic of pushing against social norms, but rather reconfiguring a wide range of cultural signifiers.

During fall quarter, we will examine numerous examples of social fashioning and self-fashioning within particular cultural contexts. Students will view films and still images, read important pieces of theoretical literature and learn to engage with various cultural productions as thoughtful, professional critics. Critical reflections will take both written and visual form (essays and photography), and we will make regular use of online blogs as parallel discussion spaces and places to respond to weekly prompts given by faculty. During winter quarter, students will embark on faculty-guided independent projects, written or creative, informed by the theoretical models introduced fall quarter, as well as by original research.

This program will focus on intensive group and individual field research on current topics in ecology. Students will be expected to intensively use the primary literature and student-driven field research to address observations about ecological composition, structure, and function in natural environments. Students will participate in a two-week field trip to a remote field site in eastern Washington, the Pasayten Wilderness (east side of the north Cascades) where we will conduct a series of ecological studies. We will be working with a local land cooperative to help develop long-term studies on plant biodiversity and ecology. This field trip will be from May 15th to May 29th.

Students will be expected to develop multiple independent and group research projects in local forests in the South Sound, the Evergreen forest campus, national forests, national parks, state forest, and other relevant natural settings. Students are expected to "hit the ground running" and should develop research projects for the entire quarter within the first weeks of the program. These research projects will be formally presented by groups and individuals in the final weeks of the quarter.

Topics of study will include botany, ecosystem science, forest structure, ecological restoration, riparian ecology, fire history, insect-plant interactions, disturbance ecology, and the broad fields of biocomplexity and ecological interactions. These topics and student projects will be crystallized through a series of intensive multi-day paper-writing workshops in which group and individual papers will be produced. We will emphasize identification of original field research problems in diverse habitats, experimentation, data analyses, oral presentation of findings, and writing in journal format.

No matter what we study or where we work, our lives involve money: income, budgets, savings, credit cards, mortgages, car loans, investments, retirement plans and more. Yet we spend surprisingly little time learning what it means to save and spend. Many people become burdened by large debts and feel powerless because they do not comprehend the basics of financial management. We can better control our lives if we understand the fundamentals of finance.

Beyond managing our own lives, to be responsible global citizens, we need to understand how international financial flows contribute to the relative wealth and poverty of nations and individuals. In this program, we will learn the fundamentals of finance and money, on both a personal and a global level.

During fall quarter we will focus on personal finance. We will develop a framework for approaching personal financial decisions, from incurring debts (e.g., credit card, student loans, car loans and house mortgages) to planning for the future (e.g., retirement and savings plans). In the process, we will explore the history and development of money use in capitalism.

During winter quarter, we will turn our attention to finance on a global level. Beginning with micro-lending and ending with global corporate finance, we will examine how money flows determine the relative wealth and poverty of nations, individuals and corporations.

We will explore these themes through lectures and seminars. Our workshops will focus on the fundamentals of economics and accounting necessary to understand the role of money and finance in our lives. In the process, we will develop the basic quantitative reasoning and spreadsheet skills necessary to be financially literate in today's society.

Neoclassical economic theory provides powerful tools for understanding most issues we face today as communities, nations and globally. This does not mean there is agreement among economists about what the theory tells us or what policies are appropriate. At the center of debates among economists, and in society as a whole, is the appropriate balance between relying on the marketplace and the need for government intervention. This question will be at the center of our inquiry.

This program is designed to provide a broad and in-depth introduction to economic theory in the context of current economic issues. We will study introduction to micro- and macro-economics with close attention to how these theories have evolved over time (history of economic thought), and how they are applied across a broad spectrum of issues. We will critically assess both the usefulness and limitations of economic theory.

In addition to developing a strong foundation in micro- and macro-economic theory, each student will select a field of economics for more in-depth inquiry (e.g., feminist, labor, environmental and international economics; economic development; monetary policy; and the role of the IMF in promoting and impeding economic development). Students who have previously studied either micro- or macro-economics will have an additional project. Students who have previously studied both micro- and macro-economics should consult with the faculty before registering.

Foundations of Health Science is designed for students contemplating work in the healthcare field, who want to learn more about how the body functions on both a macroscopic and microscopic level, and those who are interested in learning more about science in an integrated and thematic context. This course is also appropriate for students interested in public health/policy and the social sciences who need a good basis in the science of biology and chemistry.

This is a yearlong, laboratory-based program exploring introductory concepts of biology and chemistry with a focus on health and medicine. Over the course of three quarters, we will study general chemistry, organic chemistry, biochemistry, microbiology, immunology, anatomy and physiology, genetics and nutrition. Topics will be spread out over multiple quarters, as content will be organized around themes. We will focus on cancer in fall quarter, obesity in winter quarter and infectious disease in spring quarter.

In our explorations, we will incorporate laboratory work, lectures, group projects, seminars, textbook homework assignments, workshops and field trips. Communication skills, both written and oral, will be emphasized. Concepts and techniques of thesis-driven writing and scientific writing will be studied and applied.

Completion of this program will give students many of the prerequisites they need for allied health careers in nursing, physical therapy, midwifery, athletic training, nutrition, and others. If you are anticipating enrolling in Molecule to Organism, supplementary chemistry courses may be needed.

Foundations of Visual Art is the entry-level program for students who are interested in emphasizing the visual arts in their Evergreen education. This yearlong program offers an intensive introduction to making two- and three-dimensional art forms, while studying art history and aesthetics. The primary program goals are to develop visual literacy, to learn to use art materials to express one's ideas and to make a sustained visual investigation of ideas or topics through work in series. This program is designed for students who are passionate about art, open to new ideas and willing to take risks. Students must be able to do focused work for extended periods, to share their work with their peers and to actively support others' learning. The program functions as a community of working artists who are learning together and sharing ideas through intensive in-studio work and art history study.

In fall quarter, students will build skills in drawing, painting and black-and-white photography. During winter quarter, students will advance these skills, begin to develop three-dimensional design and technical skills, and concentrate on developing a visual vocabulary through their own theme work. In spring quarter, students will continue their study of studio art and art history, focusing on developing a sustained body of work of two-dimensional and/or sculptural work in an approach of their choosing.