2010-11 Catalog

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2010-11 Undergraduate Index A-Z

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Title   Offering Standing Credits Credits When F W S Su Description Preparatory Faculty Days of Week Multiple Standings Start Quarters
Art, New Media, and the Science of Perception

Richard Weiss and Naima Lowe

computer science mathematics media studies moving image physics psychology visual arts 

Signature Required: Winter 

  Program FR - SRFreshmen - Senior 16 16 Day FFall WWinter What is an image? How do we form them? What factors influence our perception of images? How are the history and practices of New Media related to social and cultural phenomena surrounding robotics, cybernetics, and networked culture? Cybernetics and reproducible images emerged almost simultaneously in the Western world and became markers of the post-modern era. The result was a rich interaction that developed between art, video and photography, robotics and image processing. The culture and history of New Media, visual perception and cognitive science will form the landscape for our explorations. In this program, we will investigate how images are formed and how we perceive them, as well as the theoretical underpinnings of reproducible images and the history of New Media. Both cultural and technological aspects will guide our examination of the entire sequence of events from how images are produced in a camera to how we perceive and react to images as informed by both our personal and social experiences. We will explore digital and non-digital images and image processing, as well as the cognitive science of how our eyes and brain process patterns of light. In the fall, we will study the concepts of editing, video production and photography, as well as the influences of culture and technology on art, printed media and electronic media in the age of the Internet. Robotics and image processing will lead us to geometric optics and color. Students will learn how to work with digital and non-digital images, image reproduction, the pinhole camera model, lenses, filtering images, and programming a simple mobile robot to take pictures. In winter, we will continue to develop and expand much of the work we started in the fall. We will expand our view of robotics to include more general, computer processor-based interactive art and the cognitive science of visual perception. Winter quarter will culminate in public presentations of student projects that integrate our studies. video production, media arts, computer science, mathematics, and cognitive science. Richard Weiss Naima Lowe Freshmen FR Sophomore SO Junior JR Senior SR Fall
Art, Time and Narrative

Shaw Osha (Flores) and Marilyn Freeman

aesthetics art history cultural studies media studies visual arts writing 

  Program FR ONLYFreshmen Only 16 16 Day FFall WWinter "The wall between artist and audience is very thin, all you have to do is walk through."- PICA on Portland’s Time-Based Art Festival Contemporary art considers maker and audience, it can be materially based and conceptually based, and it can be multi-media and interdisciplinary. How do the various practices relate and inform us as both makers and audience? In this program we will consider the relationship of drawing and writing to other media as a means of examining basic ideas around time and narrative. What is our relationship as art makers and viewers to our perceptions of time? This visual art and writing program will explore concepts of time and artistic practices with references to temporal space by developing foundational skills in critical thinking, drawing and 2-D art, creative non-fiction and analytical writing, audio recording, basic photography and multimedia editing in the context of contemporary visual culture and art history. We will use personal narratives to explore time, memory, and perspective through words and images; and we will consider the relation of moving and still images, drawings and sound and what happens when we confound the senses by juxtaposing them. The context of art history and critical theory will be integral to our inquiry. The curriculum will include studio practice, writing, workshops, lectures, readings, research, seminar, screenings, gallery and museum visits, multimedia production and presentations, and critiques. There will be one field trip each quarter to either Seattle or Portland. In fall quarter we will develop personal narratives in essay form and drawing. Students will be introduced to theories and practices relative to time- and process-based art. Fall quarter work will culminate in collaborative word/sound/image projects on everyday time. In winter quarter we will advance the study of relationships between art, time and narrative through a comprehensive integration of writing and drawing in the mode of graphic creative nonfiction.  We will start working immediately on creative and research projects that will culminate in a final edition of works on paper and multimedia presentations. This quarter will include additional theory-based texts and figure drawing instruction as well as in-depth studio and writing workshop time. There will be an overnight trip to Portland for First Thursday gallery openings. This rigorous program is designed for students who are ready for an immersive college experience—academically, creatively, personally. Students are expected to join field trips and attend off-campus film screenings, to participate fully in all program activities, and to work about 40 hours per week including class time. visual arts, media arts, creative and critical writing, cultural studies and art history. Shaw Osha (Flores) Marilyn Freeman Freshmen FR Fall
Bodies: Medical and Literary

Sara Huntington and Bill Arney

health history philosophy of science sociology writing 

  Program FR - SRFreshmen - Senior 16 16 Day FFall WWinter Jean-Jacques Rousseau, , 1762 Sapphire, Push We ground our studies in representations of the body, medical and literary. Our aim is the recovery of common sense. Fall quarter will be devoted to the medicalized body, which is represented through statistics, specialized imaging technologies, and myriad tests. We will study the effects of people being taught to think of living in terms of "risk factors," and the effects of mapping ourselves onto grids of probabilities instead of, for example, paying attention to one's body. As a group, we will pursue the medicalized body through case studies: the recent revision of recommendations on screening for breast cancer; and Huntington's Chorea, a neurodegenerative disease that can be diagnosed with a definitive genetic test and that, as such, presents a human dilemma, extending beyond medical ways of knowing and being. We will read critiques of "gene talk," the way "genes" have "reshaped not only political, social, or medical concepts, but the very perception of the self," as the German historians of medicine, Barbara Duden and Silja Samerski, put it. Throughout the quarter, we will pursue Rob Crawford's argument that "health" has become the modern locus for one's understanding of the moral self. (Just think about the commonplace, "I've been pretty good. I'm eating better, exercising; I've kept my cholesterol down..."). This quarter will introduce students to library research, compositional rhetoric, scientific logic, basic topics in the philosophy of science, the history of medicine, and socio-historical critiques of modern scientific medicine. Each student will complete an independent project on a medical/biological topic of personal concern, resisting the urge to write a fair and balanced research paper and, instead, producing a legitimate piece of writing. Winter quarter will be devoted to satire as a literary form that focuses relentlessly on the messy reality and moral presence of the body. While students are immersed in the rhetorical strategies employed by canonical masters such as Jonathan Swift, we will investigate the methods of more contemporary works- and Sacha Baron Cohen's -asking: how is the satiric attack embodied? As we examine the ways in which satire interrupts human folly, we share the possibility of making room for common sense. By producing satires of our own, we will locate the body-our own more or less lively lumps of flesh-not in a professional scientific or pedagogic discourse but in a common lot. Authors like Ivan Illich, Martin Buber, Martha Nussbaum, Michel Foucault, H.H. the Dalai Lama, Wendell Berry will complement our explorations in satire and will assist in our search for the story that binds us in a moral order that makes us human. Again, students will pursue a significant independent project, a satire, and should be prepared to push the boundaries of their own depravity, all for the sake of becoming more moral and more whole, more human. The program will involve contemplative practices- , walking meditations-and students may decide to enroll in an extracurricular weekly yoga class offered only to members of this program. The yoga class is not required, but if you choose to enroll a fee will be payable to the instructor. compositional rhetoric, philosophy of science, history of medicine, independent research, satire, humanities and social sciences, writing, education, and medicine. Sara Huntington Bill Arney Freshmen FR Sophomore SO Junior JR Senior SR Fall
Bodies of Knowledge

Rita Pougiales, Joseph Tougas and Donald Morisato

anthropology biology consciousness studies history literature philosophy 

Signature Required: Winter Spring 

  Program FR - SRFreshmen - Senior 16 16 Day FFall WWinter SSpring The human body has long been a natural locus of study, interpretation, and storytelling. Corporeal existence has been conceptualized and experienced in radically different ways across time and across cultures, conceived as an irreducible whole by some, and as an amalgam of separate systems or individual elements by others. How has our philosophical and biological conception of the body changed over time? How is the body used to find or express meaning? What is the relationship of the body to the mind and the soul? In this program, we will explore the nature and essence of the body, and reflect on the experience of being human. Knowledge about the body and our lived experiences within our bodies have been created from the culturally distinct perspectives of biologists, social scientists, artists, philosophers and storytellers. We will read philosophical and historical texts, and closely analyze some of the ideas that have helped shape our conception of the body. We will study the genetic development and biological function of the body, carrying out experiments in the laboratory to get a direct sense of the process of scientific investigation. Finally, we will read novels and look at and create art as other ways of engaging with the body, particularly the physical manifestation and representation of emotion. Throughout our inquiry, we will attentively ask how we have come to know what we claim to know. Our investigations will follow a particular progression. In fall quarter, we will consider the body: the history of the conception of the body, images of the body and notions of beauty, the body as the site of meaning-making, medical imaging and genetic approaches to deciphering the development of the human organism. In winter quarter, we will examine aspects of the mind: the Cartesian dualism, the functional organization of the brain, processes of cognition, measuring intelligence, use of language and the importance of emotions. In spring quarter, we will explore the notion of the soul: death and burial rituals in different cultures, philosophical and literary investigations of the soul, ethics and religion. Over the year, we anticipate reading such authors as Michel Foucault, Rene Descartes, Martha Nussbaum, Barbara Duden, Anne Fadiman, Oliver Sacks, Antonio Damasio, Stephen Jay Gould, Henry James and Marcel Proust. epistemology, cultural anthropology, genetics, neurobiology, history of medicine, and the liberal arts and natural sciences. Rita Pougiales Joseph Tougas Donald Morisato Freshmen FR Sophomore SO Junior JR Senior SR Fall
Botany: Plants and People

Frederica Bowcutt

botany field studies natural history writing 

Signature Required: Winter 

  Program FR - SRFreshmen - Senior 16 16 Day FFall WWinter Our focus in this program will be on developing an understanding of both natural and cultural dimensions of plants. We will work through a botany textbook learning about plant anatomy, morphology, systematics, and ecology. Lectures based on the textbook readings will be supplemented with laboratory work. We will explore how present form and function informs us about the evolution of various groups of plants. Students will get hands-on experience studying plants under microscopes and in the field. Students will also learn basic plant identification of common species. To support their work in the field, students will learn how to maintain a detailed and illustrated field journal. Seminar readings will be on the general theme of plants and people. In fall we will celebrate the 90th anniversary of national suffrage for American women and the 100th anniversary of women's right to vote in the state of Washington, by exploring women and their relationships with plants. We will explore the cultural history of American women's use of plants for medicine making, food, and aesthetic purposes. We will examine women's contributions to horticulture, botany, environmental activism, and biodiversity preservation. Students will learn how to identify and grow herbs through service learning in the Medicinal Herb Garden at the Organic Farm. Through a series of workshops, students will learn traditional medicine making practices. A significant amount of time in this program will be dedicated to honing our ability to write an expository paper. In winter students will also learn library research methods, which they will apply to a research project of their choosing related to plants and people. Time will be spent helping students improve their ability to write a research paper that is thesis-driven and supported with evidence from the scientific literature. conservation; ecological agriculture; ecological restoration; ethnobotany; forestry; herbology; natural resource management; plant biology, ecology and taxonomy; women's studies; and writing. Frederica Bowcutt Freshmen FR Sophomore SO Junior JR Senior SR Fall
Caribbean Cultural Crossings

Tom Womeldorff

cultural studies economics history 

  Program FR - SRFreshmen - Senior 16 16 Day FFall cultural studies, political economy, international relations, and economic development. Tom Womeldorff Tue Tue Wed Fri Fri Freshmen FR Sophomore SO Junior JR Senior SR Fall
Ceremony: Relating Hospitably to the Land

Yvonne Peterson, Gary Peterson, David Rutledge and Raul Nakasone

Native American studies communications community studies education environmental studies leadership studies sustainability studies writing 

Signature Required: Spring 

  Program FR - SRFreshmen - Senior 16 16 Day FFall WWinter SSpring This program is for learners who have a research topic (with a major focus on spirituality and community) in mind, as well as for those who would like to learn how to do research in a learner-centered environment. Learners 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 theory-to-praxis workshops to support the particular academic needs of first and second-year participants. We ask participants to take a personal stake in their educational development. Within the program's spirituality and community theme and subjects, learners 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. Learners will be encouraged to assume responsibility for their choices. Faculty and learners together will work to develop habits of worthwhile community interaction in the context of the education process and liberation. We are interested in providing an environment of collaboration where faculty and learners will identify topics of mutual interest and act as partners in the exploration of those topics. Learners will develop individual projects (with an academic focus on ceremony, hospitality and community in close relationship to the land) to examine what it means to live in a pluralistic society at the beginning of the 21st century. Through each learner'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. 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. In the fall, participants will state research questions. In late fall and winter, individually and in small study groups, learners will develop the historical background for their chosen questions and do the integrative review of the literature and data collection. Ongoing workshops will allow participants to learn the skills for completing their projects. Late winter and into spring quarter, students will write conclusions, wrap up projects and prepare for a public presentation. The last part of spring will be entirely dedicated to presentations. Depending on their individual projects, learners will develop, use and explore some of the following areas: Bloom's Taxonomy; the theory of multiple intelligence; curriculum development, assessment and instruction and Choice Theory; expectations of an Evergreen graduate and the five foci; quantitative reasoning; self- and group-motivation; and communication (to include dialogue, e-mail, resources on the Web and our moodle site). They will also develop skills in creating interactive Web pages, blogs and documentaries, as well as iMovie editing and presentations using PowerPoint or YouTube. education, social sciences, the arts, multicultural studies, social work, human services and the humanities. Yvonne Peterson Gary Peterson David Rutledge Raul Nakasone Freshmen FR Sophomore SO Junior JR Senior SR Fall
Constructing the Individual/Deconstructing Education

Laura Citrin and Leslie Flemmer

American studies education history psychology sociology 

  Program FR - SRFreshmen - Senior 16 16 Day FFall WWinter How do kids learn about our social world? How are individuals constructed to be members of society? In an interdisciplinary exploration of social constructionism and socialization, with a primary focus on the interconnections between developmental psychology, social psychology, education, and learning theory, we will examine how children develop as individuals in their social-cultural context. We will explore a range of changes that shape early learning-advancement in motor skills, cognitive development, language acquisition, moral stages, and emotional growth-with an interest in how these are historically and culturally interpreted and patterned. We will consider education as a complex field of knowledge and practice intertwined with psychological theories about the self and society. The contradictions of creating critically minded individuals in the context of assessment-based educational institutions will offer a productive realm of inquiry into the philosophy, purpose, and structure of educational systems. Specifically, we will look at the institutional mechanisms and psychological processes for teaching kids how to be "good" members of society-individualistic, competitive, and "civilized"-via parenting and formal education. We will also explore radical pedagogical approaches and social psychological theories that understand individuals as enmeshed within dominant relations of power. We will have weekly films, lectures, workshops, and seminars, as well as opportunities to observe educational contexts in the community. Some of the theorists we will read and study include Albert Bandura, Jean Piaget, Carol Gilligan, Sandra Bem, Lev Vygotsky, Paulo Freire, Peter McLaren, Barbara Rogoff, and Henry Giroux. psychology, education, social work, and social justice. Laura Citrin Leslie Flemmer Freshmen FR Sophomore SO Junior JR Senior SR Fall
Creative Environments: Entrepreneurship cancelled

Nelson Pizarro

business and management consciousness studies sustainability studies 

  Program FR - SRFreshmen - Senior 16 16 Day FFall The faculty of the Creative Environments programs have joined together to offer in fall quarter and in winter and spring. Please refer to those program descriptions in the catalog for more information. business, drawing, environmental art and design, environmental science, public and non-profit work, sculpture, social work, visual art, and woodworking. Nelson Pizarro Freshmen FR Sophomore SO Junior JR Senior SR Fall
Creative Environments: Shelter and Movement cancelled

Robert Knapp

architecture chemistry community studies environmental studies physics sustainability studies 

  Program FR - SRFreshmen - Senior 16 16 Day FFall WWinter The faculty of the Creative Environments programs have joined together to offer in fall quarter and in winter and spring. Please refer to those program descriptions in the catalog for more information. applied physical sciences, architecture, civil and mechanical engineering, community studies, conceptual architecture, environmental physics, sustainable building and transportation, and sustainability and engineering. Skills include quantitative reasoning, basic drafting, sustainable design methods, group discussion and decision-making. Robert Knapp Freshmen FR Sophomore SO Junior JR Senior SR Fall
Dance of Consciousness

Sarah Williams, Donald Middendorf and Ratna Roy

anthropology consciousness studies cultural studies dance gender and women's studies religious studies somatic studies 

  Program FR - SRFreshmen - Senior 16 16 Day FFall WWinter SSpring –Isa Upanishad The “it” that defies definition in this 2nd century BCE sacred text has become an equally perplexing focus of study—a “question that towers above all others” according to —in the contemporary life sciences. What is consciousness? Our inquiry will hold open this question within an intentional learning community for nine months as we explore dance as metaphor and practice for how mystics, as well as scholars, artists and scientists, experience the movement of consciousness. If you want answers, especially answers that someone else can provide, this program isn’t for you. "If you want to think about consciousness, perplexity is necessary—mind-boggling, brain-hurting, I can't bear to think about this stupid problem any more perplexity...” advises Susan Blackmore. Furthermore, she says, “if you do not wish your brain to hurt (though of course strictly speaking brains cannot hurt because they do not have any pain receptors—and, come to think of it, if your toe, which does have pain receptors, hurts, is it really your toe that is hurting?), stop reading now or choose a more tractable problem to study." This program is an invitation to explore the movement of consciousness in relationship to Indian and Greek wisdom traditions. We’ll practice Orissi dance, study our dreams as science and science as dream, and read postcolonial Indian English literature as manifestations of the dance of consciousness. Our work will include lectures, book seminars, films, workshops (dance and yoga), introspective journaling (dreams), and what an Evergreen faculty elder named “autobiomythography” in order to explore the multidimensional movements of consciousness. We'll consider anew mythic texts that bridge beliefs about East and West, mysticism and science, such as Gary Zukav’s and Fritjof Capra’s , that have formed consciousness studies from such fields of inquiry as transpersonal psychology, ecofeminism, somatics, ecopsychology, neurobiology and quantum physics. Students should expect to work 40 hours per week and will benefit most from a full-year commitment. During spring quarter students will have the opportunity to focus more intensely on specific program themes and practices by developing research projects, workshops, in-program internships, and individual studies. All students should expect to use intensely experiential methods to explore the dance of consciousness in a collaborative manner that creates and sustains a yearlong intentional learning community. anthropology, feminist studies, consciousness studies and dance, mythology, psychology, yoga, and postcolonial literature. Sarah Williams Donald Middendorf Ratna Roy Freshmen FR Sophomore SO Junior JR Senior SR Fall
Data and Information: Computation and Language

Sheryl Shulman, Jeffrey Gordon and Neal Nelson

communications computer science language studies mathematics philosophy 

  Program FR - SRFreshmen - Senior 16 16 Day FFall Have you ever wondered how web searches work? It is often claimed that one can successfully search for web sites, maps, blogs, images...just by entering a few "key words". How do they do it? More generally, how can computers be programmed to interpret texts and data? This program will bring together faculty and students with interest and expertise in language and computer science with the goal of exploring these questions: When we (or Google's computers) read a text, how do we (or they) understand what the text means? We humans bring to our reading of the text three critical things: 1) knowledge of the language in which the text is written—its grammar and the meanings of the words, and how words are put together into sentences and paragraphs, 2) our understanding of how the world works and how humans communicate, and 3) our natural human intelligence. Even with these abilities, however, we often misinterpret text (or data) or are faced with too much information. The help a computer gives us, however, is sometimes different from how we naturally think about the words, images, maps or other information that we encounter. In this program we will explore how to use computing to understand language. Although the task is complex, an understanding of the abstract structure, logic and organization of language will guide us to successful computational processing of the more complex human languages. In logic, our work will include looking at the structure of words, sentences, and texts (syntax) as well as their meanings (semantics and reasoning). We will examine the underlying grammatical structure of language and its close connection to computing and computer programming. In addition, we will learn to program in Python and study how computers are used to "understand" texts and data. Lectures, seminar and case studies will examine how to make data from text and text or meaning from data. computer science, formal language study, mathematics, library science, information science and web development. Sheryl Shulman Jeffrey Gordon Neal Nelson Freshmen FR Sophomore SO Junior JR Senior SR Fall
Designing Green Futures

Nelson Pizarro, Anthony Tindill, Robert Knapp and Robert Leverich

architecture business and management environmental studies government physics sustainability studies 

  Program FR - SRFreshmen - Senior 16 16 Day FFall “We are in the midst of a great turning and it is an auspicious time to be alive,” says writer John Malkin. All over the world, attitudes toward the earth and its resources are changing; new means of stewardship are arising, new ways of doing business and of building and shaping environments. This program is for students who want to get informed, and to rethink, re-envision, and reinvent how we use resources, build, and make a living in ways that are ethical, sustainable and beautiful. It sets the stage for winter and spring programs in sustainable building and business by providing an overview of key ideas and movements in sustainability, and by introducing students to Design as a thinking, innovating, and communicating process that can bridge disciplines, including architecture, community design, environmental technologies, and entrepreneurship. Program work will center on studio-based projects involving documentation, drawing and modeling of environments and ideas, as well as research, calculation, writing, and various modes of presentation. Workshops and lectures, along with readings and seminars, will address knowledge and skills from Design (graphic means of expression and idea generation, modeling, sources of form), Business (systems thinking, entrepreneurship), Sustainable Technologies (environmental flows, building systems, energy), and Community Studies (assessment and allocation of resources, public dialogue and decision making). We will emphasize individual preparation and collaborative effort in the work, seeking opportunities and commonalities of approach between disciplines. Typical projects might include a consideration of solar access and how it could shape building form and zoning regulations; the possible distribution of vehicle recharge stations in a community and the resultant small business opportunities; the production, marketing and distribution of emergency shelters; a marketing plan for toys that promote awareness of natural cycles and flows; resource efficient packaging design; architectural interventions to humanize public spaces; or the design of graphics to effectively explain green ideas. Dedicated students will leave this fall quarter program with solid preparation for more focused studies in designing green futures. They will gain a broader understanding of current approaches to sustainability; new and emerging environmental technologies and the basic science behind them; green entrepreneurship; and design as a creative linking and envisioning process. They will build skills to develop and communicate their ideas verbally, visually, and quantitatively, and cultivate the awareness needed to create more sustaining and sustainable ways of living, building, and working in a greening world. architecture; business and management; entrepreneurship; environmental design; environmental studies; government and non-profit organizations; and sustainable technologies. Nelson Pizarro Anthony Tindill Robert Knapp Robert Leverich Freshmen FR Sophomore SO Junior JR Senior SR Fall
Designing Languages cancelled

Susan Fiksdal and Brian Walter

communications computer science cultural studies international studies language studies linguistics writing 

Signature Required: Winter 

  Program FR - SRFreshmen - Senior 16 16 Day FFall WWinter Have you wondered about the ways languages work? How do our thoughts get translated into language? Have you explored differences between natural languages (such as English, Spanish, or French) and artificial languages (such as computer programming languages or Esperanto)? Do you know in what ways computer languages are similar to natural languages and the ways in which they differ? Are there differences between languages that have written records and those that do not? Have you ever invented your own language? In this two-quarter program, we will explore these questions by learning one natural language and one programming language, studying language evolution, artificial languages, language and culture, and designing a language. Specifically, you will study the structure and function of human language through an introduction to the field of linguistics. This will involve a study of phonetics, phonology, morphology, syntax, discourse, metaphor, and pragmatics. This work on language structure will inform your study of either French or Spanish, both of which will be taught within the program. Besides these natural languages, you will learn a programming language. We will work on the connections between natural and artificial languages, and consider the implications of language design. In our seminars we will discuss theories of language evolution and the interrelationship of culture and language. Finally, you will work collaboratively on a language design project over the two quarters, culminating in a final symposium on language design. Some students already at an intermediate level in French or Spanish should take the Evening/Weekend course fall and winter quarters. computer science, education, French, language and culture, law, linguistics, programming languages, Spanish, and writing. Susan Fiksdal Brian Walter Freshmen FR Sophomore SO Junior JR Senior SR Fall
Drawing From Place

Lucia Harrison

art history field studies natural history visual arts 

  Program FR - SRFreshmen - Senior 16 16 Day FFall Rather than viewing the landscape as an object of conquest or consumption, Drawing from Place explores the role of art and artists in helping people develop a deep personal relationship with a place. This all-level program is designed for beginning artists who would like to learn to draw and to make artworks that are inspired by their connection to a specific landscape. In the first half of the program, as a case study for place-based research and inspiration, students will study the Nisqually River Watershed. Through reading and field study, students will learn the history of the watershed and its communities, study its basic ecology, and learn about current conservation efforts. They will develop beginning drawing skills and practice techniques for keeping an illustrated field journal. Through lectures and readings, students will study artists, including environmental artists, whose work is inspired by their deep connection to place. In the second half of the quarter, students will create a series of drawings inspired by their own relationship with a particular place. art and environmental education. Lucia Harrison Freshmen FR Sophomore SO Junior JR Senior SR Fall
Field Ecology

Dylan Fischer and Alison Styring

biology botany ecology environmental studies field studies mathematics natural history sustainability studies zoology 

Signature Required: Winter Spring 

  Program FR - SRFreshmen - Senior 16 16 Day FFall WWinter SSpring This year-long 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 field trips to sites in the Pacific Northwest and the Southwest (U.S.). Students will be expected to develop multiple independent and group research projects in local forests in the south Puget Sound, the Evergreen campus forest reserve, national forests, national parks, state forests and other relevant natural settings. During each quarter, we will work as a community to develop and implement multiple field projects based on: 1) rapid observation and field data collection and analysis workshops; 2) participation in large multi-year studies based in Washington and more distant field sites; and 3) student originated short and long-term studies. In fall quarter, students will focus on field sampling, natural history, library research and scientific writing skills to develop workable field data collection protocols for field trips. In the winter, students will learn to analyze ecological data using a variety of laboratory and statistical analytical approaches, and they will further refine their research and scientific writing skills through the development of research proposals for team-designed field projects that will be implemented during spring quarter. In spring quarter, students will demonstrate their research, natural history and analytical skills via group and individual research projects. Student manuscripts will be "crystallized" through a series of intensive multi-day paper-writing workshops in which group and individual papers will be produced. Research projects will also be formally presented by groups and individuals in the final weeks of the quarter at a public research exposition. Finally, all written research projects will be reviewed by external experts, revised and bound together in a single printed journal-format volume. Specific topics of study will include community and ecosystem ecology, plant physiology, forest structure, ecological restoration, riparian ecology, fire disturbance effects, bird abundance and monitoring, insect-plant interactions, disturbance ecology, and the broad fields of bio-complexity and ecological interactions. We will emphasize identification of original field research problems in diverse habitats, experimentation, data analyses, oral presentation of findings, and writing in journal format. biology, botany, ecology, environmental studies, field ecology, forest ecology, ornithology, and zoology. Dylan Fischer Alison Styring Freshmen FR Sophomore SO Junior JR Senior SR Fall
Food, Health and Sustainability

Amy Cook, David Shaw, James Neitzel and Martha Rosemeyer

agriculture biology chemistry ecology environmental studies sustainability studies 

Signature Required: Winter Spring 

  Program FR - SRFreshmen - Senior 16 16 Day FFall WWinter SSpring What should we eat? What is the difference between conventional and organic foods? Why is there an outcry over genetically modified foods? What is local food? Why does journalist Michael Pollan call this the American "Age of Nutritionism?" Why is there hunger? This program takes a scientific approach to food and cooking. Topics span a broad range, from molecular biology to ecology of agriculture and marine foodstuffs. We'll examine the coevolution of humans and food, Pacific Northwest Native foodways, the connection between diet and health, and the transformation of food through the processes of cooking, baking and fermentation. Throughout history, food and cooking have not only been essential for human sustenance, but have played a central role in economic and cultural life. This interdisciplinary exploration of the biology and chemistry of food takes a broad ecological systems approach, while also incorporating political, historical, cultural and anthropological perspectives. Structural issues of food security and sovereignty both local and global will also be explored. Students will directly apply major concepts learned in lectures to experiments in the laboratory and kitchen. Field trips will provide opportunities for observing food production and processing in the local community, as well as edible landscapes of the Pacific Northwest. Workshops and seminar discussions will focus on topics addressed by such authors as Michael Pollan, Gary Paul Nabhan and Harold McGee. Fall quarter focuses on the production of foods such as vegetables, fruits, grains, fish and shellfish. We'll explore the biochemistry of food, beginning with basic chemical concepts, before moving onto the structure of proteins, carbohydrates and fats. We'll also consider the role of evolution in the selection of plant and animal species used as food by different human populations, as well as systems of Native American Pacific Northwest coastal food procurement and production. Winter quarter concentrates on cooking and nutrition. We will study food quality issues, and examine what happens at a biochemical and biophysical level during the process of cooking and processing. We will discuss how factors like nutritional content, heavy metal, and parasite and pesticide contamination affect food quality. We explore how our bodies digest and recover nutrients, and consider the physiological roles of vitamins and antioxidants, as well as the complex relationship between diet, disease and genetics. Finally, we will study the physiology of taste and smell, critical for the appreciation of food. Spring quarter focuses on the biochemistry of fermentation, and the production microbiology and chemistry of fermented foods. Specific topics include yeast varieties (e.g., "killer yeast"); bacterial, yeast, and mixed fermentations (e.g., malolactic fermentation, lambic fermentation); and aging and extraction methods. the biological fields, including ecological agriculture, ecology, biochemistry, nutrition, food science, and food and agriculture policy. Amy Cook David Shaw James Neitzel Martha Rosemeyer Freshmen FR Sophomore SO Junior JR Senior SR Fall
Forensics and Criminal Behavior

Rebecca Sunderman, Andrew Brabban and Toska Olson

biochemistry biology chemistry communications mathematics sociology 

  Program FR - SOFreshmen - Sophomore 16 16 Day FFall WWinter SSpring Why is crime such a central focus in modern American society? How is a crime scene analyzed? How are crimes solved? How can we prevent violent crime and murder? This program will integrate sociological and forensic science perspectives to investigate crime and societal responses to it. We will explore how social and cultural factors including race, class and gender are associated with crime and criminal behavior. In addition, we will consider theories of criminology and deviant behavior, and will explore how social scientists can help identify offenders through criminal profiling and forensic psychology. Through our forensics investigations, we will examine subjects including biology, chemistry, geology, odontology, osteology, pathology and physics. We will study evidentiary techniques for crime scene analysis, such as the examination of fingerprints, DNA, blood spatter, fibers, glass fractures and fragments, hairs, ballistics, teeth, bones and body remains. This program will utilize hands-on laboratory and field approaches to the scientific methods used in crime scene investigation. Students will learn to apply analytical, quantitative and qualitative skills to collect and interpret evidence. Students can expect seminars, labs, lectures, guest speakers and workshops along with both individual and group project work. criminalistics, criminology, education, forensic science, science, and sociology. Rebecca Sunderman Andrew Brabban Toska Olson Freshmen FR Sophomore SO Fall
Foundations of Health Science

Kevin Francis, Michael Paros and Paula Schofield

biochemistry biology chemistry health history philosophy of science 

Signature Required: Winter Spring 

  Program FR - SRFreshmen - Senior 16 16 Day FFall WWinter SSpring This program takes an integrated and thematic approach to the health sciences, exploring introductory concepts in biology and chemistry with a focus on health, medicine and disease. It is designed for students contemplating work in a healthcare field who want to learn about how the body functions on a macroscopic, microscopic and molecular level, as well as students interested in public health or public policy who want a solid foundation in biology and chemistry. It is also suitable for students who seek an opportunity to study rigorous science as part of a liberal arts education. Our organizational framework is a systematic examination of diseases that have a large impact on global health, based on the World Health Organization's list of the top ten causes of death. We will study cancer, maternal health and perinatal conditions in fall quarter; infectious diseases such as HIV/AIDS, tuberculosis, malaria and influenza in winter quarter; and cardiovascular diseases, obesity, diabetes and depression in spring quarter. Within this framework, students will explore basic chemical and biological concepts, as well as the role of the pharmaceutical industry in society and the role of the FDA in clinical drug testing. Students will also explore ethical, historical and public policy questions raised by each disease. Class activities will include significant laboratory and instrumentation work, lectures, workshops, seminars, group projects, textbook assignments and case studies. This program will develop critical scientific reasoning and quantitative skills. Communication skills, both written and oral, will also be emphasized. Students will work on their techniques of argumentative and scientific writing through essays, lab notebooks and reports, and participation in a writing workshop. Students will gain the hands-on skills that are essential for working in the health sciences. There will also be opportunities to carry out lab-based projects in spring quarter. This program will link students with clinics, hospitals, government public health departments or other health-related organizations for volunteer service. During fall quarter, students will select and research the work of a local agency. They will then design a part-time internship that allows them to contribute to the work of this organization throughout winter quarter. Completion of this program will give students many of the prerequisites they need for careers in the allied health fields and public health, as well as preparation for further upper division study in biology and chemistry. biology, bioethics, chemistry, education, epidemiology, genetics, health sciences, history of medicine, immunology, medicine, nutrition, physiology and anatomy, and public health. Kevin Francis Michael Paros Paula Schofield Freshmen FR Sophomore SO Junior JR Senior SR Fall
Gender and Culture: Japanese and American Literature, Cinema and Popular Culture

Harumi Moruzzi

cultural studies gender and women's studies literature media studies 

  Program FR - SRFreshmen - Senior 16 16 Day FFall Due to globalized communication, we have become increasingly aware that there may be multiple perspectives on reality. We now question the reality that we perceive as an absolute and universal reality. We wonder if that ultimate reality is or has ever been accessible to human consciousness. In short, we have begun to understand that the reality that we see is heavily colored by the social and cultural ideologies that have been instilled in us from birth by means of the language we use, the culture we are raised in, the education we receive and the mass media that bombards us. The concept of gender is no exception. It is ultimately a constructed reality. It is often said that American and Japanese cultures represent diametrically opposed values in many aspects of human behaviors and customs. While Japanese women are valued most as wives and mothers, the traditional gender roles, American women are valued as wage earners and sex partners. Needless to say, such a stereotypical view of gender is becoming rapidly outdated in Japan as well as in the United States. Nevertheless, this dichotomized cross-cultural frame presents an illuminating context in which we can explore gender issues. In this program, we explore the concept of gender through a critical examination of anthropological, sociological and psychological articles, as well as American and Japanese literature, cinema and popular culture. At the beginning of the quarter, students will be introduced to the rudiments of film analysis to develop a more critical attitude toward the film-viewing experience as well as major literary theories in order to become aware of varied approaches to literary analysis and interpretation. After familiarizing themselves with these analytical and theoretical foundations, students will examine representations of gender and culture, as well as their interrelationships, through lectures, workshops, book and film seminars and expository writings. gender studies, cultural studies, film studies, Japanese literature and American literature. Harumi Moruzzi Freshmen FR Sophomore SO Junior JR Senior SR Fall
Healing the Mind-Body: Biology and Beyond

Carolyn Prouty

biology consciousness studies health physiology psychology 

Signature Required: Winter 

  Program FR - SRFreshmen - Senior 16 16 Day FFall WWinter Western science has traditionally considered the mind and body as separate entities. Recent research indicates that the relationship and interactions between the mind and the body are much more complex and intimate than previously imagined. Considered as a single holistic entity, the human mind-body has an innate capacity for healing that involves complex interactions between the nervous system, immune system, endocrine system, and other physiologic systems. We all know of seemingly miraculous cures that appear inexplicable. How do mental activities and practices transform our experiences of the body? How do they manifest on a physiological level? Research from the last 30 years has revealed abundant details about the remarkable nature of the mind-body, the biological underpinnings of its connections to our past, our social circumstances and our environment, and its capacity for miraculous, seemingly unfathomable change. In this program, we will explore mind-body medicine from several disciplines and viewpoints. We will begin with a biological approach, investigating the components of the network comprised of the nervous, endocrine and immune systems. We will then explore healing as an underlying intelligence of the body, and as a pathway to wholeness. Students will examine how alternative medicine modalities practiced in the US, including acupuncture, naturopathy, vibrational medicine, and others, as well as other determinants of mind-body health affect our well being. Throughout fall quarter, we’ll study the strengths and shortcomings of approaches such as the scientific method and evidence-based medicine that allow us to assess the foundation for what we believe. During winter quarter, students will work independently and in small groups to investigate a particular aspect of mind-body healing, which may involve interviews, observations, and practice, as well as research. We’ll also continue our journey by investigating mind-body medicine of non-Western cultures, such as African/Caribbean medicine, Chinese medicine, and Amerindian medicine. The program will be conducted so as to allow students to study, assimilate, and synthesize their learning though their minds and their bodies. The format will include lectures, seminars, workshops, films, guest lectures, writing exercises, as well as opportunities for practicing mind-body connections through physical experiences including meditation and singing. Students will be expected to incorporate personal observations of their mind-body health as a vehicle for integrating their learning. alternative and complementary medicine, health sciences, holistic health practices, psychology, physiology, nurobiology, and consciousness studies. Carolyn Prouty Freshmen FR Sophomore SO Junior JR Senior SR Fall
The Human Element

Charles Pailthorp, Trevor Speller and Nancy Koppelman

American studies history literature philosophy physiology writing 

Signature Required: Winter 

  Program FR - SOFreshmen - Sophomore 16 16 Day FFall WWinter In the early seventeenth century, the philosopher René Descartes chronicled his reflections on how little he actually knew, when he looked closely. He found he even had to ask, “How do I know I myself exist?” His answer, “I think, therefore I am,” became a keystone of Western philosophy. When he asked further, “What then am I?”, he answered, “A thing that thinks,” not just a body, but an . To be human, he concluded, is to be a compound of two elements: mind and body. His contemporary, Thomas Hobbes, argued this was wrong, that we humans, however mind-ful, are entirely material. The debate continues to this day. In concluding that the human element is our immaterial mind, Descartes reasoned that non-human animals differ from us by being only material, that they are completely mindless. Are animals then, only machines, without thought, even without feeling? (This was Descartes’ conclusion!). What about machines that mimic rational conversation (surely a very strong indicator of thought)? Couldn’t they be as mind-ful, and therefore as human, as we? Or from Hobbes’s materialist point of view, if we humans are only machines, how can we justify, for example, punishing a human who has caused some harm? Would we punish a car that has broken down and gone out of control? These questions remain with us today: consider the force of arguments concerning animal rights by organizations such as PETA, or the tangle of human-machine interactions evident in programs such as Second Life. What makes us different from other animals? What makes people different from the machines we create, or envision? To ask the question more broadly: what are the qualities that make humans different and unique – if there are any at all? Is there a “human element,” or are we just made up of those found on the periodic table? Questions about the ‘unique’ nature of humanity will be this program’s driving force. We will consider what makes us different from our animal, vegetable, mineral, mechanical and spiritual peers on planet earth, and how we might or might not live in symbiosis with them. We will consider shifts in our understanding of human nature, shifts that have been shaped by developments in science, from mechanics to evolution, and by developments in how we lead our daily lives, from hunting and gathering to browsing the internet. Fields of study may include the history of technology, epistemology, and the traveler’s tales of the Romantic period. Texts may include Descartes: Hobbes: Shakespeare: John Milton: Mary Shelley: Jonathan Swift: ; and works by Kant and by historians of science and technology. The program will include significant attention to writing and reading well. American studies, humanities, literature, philosophy, social sciences, and the sciences. Charles Pailthorp Trevor Speller Nancy Koppelman Freshmen FR Sophomore SO Fall

Zahid Shariff, Savvina Chowdhury and Jon Davies

cultural studies economics education gender and women's studies literature political science 

  Program FR - SRFreshmen - Senior 16 16 Day FFall WWinter By the time the First World War broke out in 1914, the vast majority of the societies of Asia, Africa, the Middle East and the Americas had been radically transformed through their encounters with the imperial powers of modern Europe. Colonial rule imposed through military conquests, political subjugation and the exploitation of human and natural resources was facilitated by religious, scientific, as well as cultural discursive practices that legitimized colonialist aspirations. How did the experiences of colonization affect colonized societies? What effects did colonialism have on the colonizers themselves? What lasting effects of imperial subjugation continue to impact relations between the former colonial powers and postcolonial states in the 21st century? This two quarter program explores these kinds of issues from the perspective of the peoples of Asia, Africa, the Middle East and the Americas as a way to understand the complexities of the world in which we live. We are interested in unpacking the discursive practices of both the colonial past and the neo-colonial present. Through our study of history, literature and political economy, we will examine the ways in which European ideologies, traditions, and scientific knowledge were used to legitimize the formation of empire in the past and continue to re-inscribe asymmetrical relations of power today under the guise of modernity, progress and global economic development. The program will explore the forms of resistance that arose in the historical colonial contexts, as well as those that mark the postcolonial experience as nations continue to contest manifestations of imperial power today. Frequently, the lenses of orientalism, modernity, and capitalism will guide our study of these encounters as we also consider prospects of meaningful decolonization. education, history, international relations and organizations, law, literature, non-profit organizations, political economy, politics, and postcolonial studies. Zahid Shariff Savvina Chowdhury Jon Davies Freshmen FR Sophomore SO Junior JR Senior SR Fall
Introduction to Natural History

John Longino and David McAvity

biology botany ecology environmental studies field studies mathematics natural history zoology 

  Program FR - SRFreshmen - Senior 16 16 Day FFall The scientific study of nature is carried out with a combination of descriptive natural history and quantitative analysis. We will develop skills in both areas by exploring the major terrestrial habitats of western Washington and carrying out short field problems that introduce statistical approaches to natural history description. Readings and lectures will cover introductory concepts in biodiversity studies, ecology, and evolutionary biology. Workshops will emphasize the scientific process, statistical methods and probability models as they apply to natural history. We will take one-day field trips to visit shrub steppe, alpine and coastal forest habitats. Evaluation will be based on exams, written assignments and a field journal. biology, environmental science, mathematics, and natural history. John Longino David McAvity Freshmen FR Sophomore SO Junior JR Senior SR Fall
Introduction to Natural Science: Life on Earth

Dharshi Bopegedera, Clarissa Dirks and Christopher Coughenour

biology chemistry geology 

Signature Required: Winter 

  Program FR - SRFreshmen - Senior 16 16 Day FFall WWinter SSpring The origin and evolution of life on Earth, along with changes in Earth itself, have been sources of fascination and controversy. This yearlong interdisciplinary program will examine significant events in the history of life, and the large-scale geologic changes that have occurred in Earth's history, to provide a conceptual and experimental introduction to natural science. This approach will include the cycles and transformations of matter and energy in living and nonliving systems, affording an opportunity to gain an understanding of biological and physical Earth processes on a variety of scales. Students will engage these themes using an experimental approach to develop critical and quantitative reasoning skills. Fall quarter will introduce students to fundamental principles in geology, chemistry and biology by studying early Earth history. In winter quarter, we will continue to move forward in geologic time, providing students an opportunity to apply their knowledge while adding layers of complexity to their investigations. In spring quarter, students will use this background to engage in projects. Field trips will provide opportunities for students to experience the natural world using skills they learned in the program. Each quarter, program activities will include: lectures, small group problem-solving workshops, laboratories, field trips and seminars. Seminar readings and discussions will be spread across the history, philosophy and contemporary applications of science. During spring quarter there will be an opportunity for small groups of students to conduct scientific investigations. Students will learn to describe their work through report writing and public presentations. This program is designed for students who want to take their first year of college science using an interdisciplinary framework. It will be a rigorous program, requiring a serious commitment of time and effort. Overall, we expect students to end the program in the spring with a solid working knowledge of scientific and mathematical concepts, and with the ability to reason critically and solve problems. Students will also gain a strong appreciation of the interconnectedness of biological and physical systems, and an ability to apply this knowledge to complex problems. biology, chemistry, environmental studies, geology, and health professions. Dharshi Bopegedera Clarissa Dirks Christopher Coughenour Freshmen FR Sophomore SO Junior JR Senior SR Fall
Law and Literature: Equality, Citizenship and Democracy in the United States

Jose Gomez and Greg Mullins

American studies law and government policy literature 

  Program FR - SOFreshmen - Sophomore 16 16 Day FFall WWinter Democracy in the United States, as a social practice and political ideal, has been a work in progress since the Revolution. Given the linguistic, religious, ethnic and regional diversity of the U.S. population, and given differential hierarchies assigned to race, gender, sexuality and social class in this country, institutions that aspire to promote democratic ideals have become sites of debate and struggle around such questions as how to define citizenship, how to define equality, how to protect minority populations against majority prejudices, and how to promote individual liberties while safeguarding the common good. In this program we will study U.S. Constitutional history and U.S. literature, from the Constitutional Convention to the Civil Rights Movement. Our studies will focus on how the law defines, and how literature represents, national belonging and exclusion. During fall quarter we will focus on the origins and framing of the Constitution, American Indian sovereignty, slavery, the Civil War, and Reconstruction. During winter quarter we will focus on women’s suffrage, school segregation and desegregation, internment of Japanese Americans, Critical Race Theory, and migrant workers’ struggle for justice. Central themes will include the political factors the Supreme Court considers in making its decisions, competition between sectors of society in wielding effective political citizenship, the gradual expansion of formal citizenship and voting rights over the course of the nation’s history, and forms of social discrimination. We will complement our analysis of Constitutional history by reading literature that represents and illuminates the struggle for equality and national belonging. American studies, education, government, law and literature. Jose Gomez Greg Mullins Freshmen FR Sophomore SO Fall
Looking Backward: America in the Twentieth Century

David Hitchens, Julianne Unsel, Thomas Rainey and Tom Maddox

American studies economics government history international studies law and government policy literature sociology 

  Program FR - SRFreshmen - Senior 16 16 Day FFall WWinter SSpring The United States began the 20th century as a minor world power and a debtor country. The nation ended the century as the last superpower with an economy and military that sparked responses across the globe. In between, Americans invented flying, created atomic weapons, sent men to the moon and began exploration of the physical underpinnings of our place in the universe. Many have characterized the the 20th century as "America's Century" because in addition to developing the mightiest military machine on earth, the United States also spawned the cultural phenomenon of "the mass:" mass culture, mass media, mass action, massive destruction, massive fortunes—all significant elements of life in the United States. This program will be a retrospective, close study of the origins, development, expansion and elaboration of "the mass" phenomena and will place those aspects of national life against our heritage to determine if the political, social, and economic growth of the nation in the last century was a new thing or a logical continuation of long-standing, familiar impulses and forces in American life. While exploring these issues we will use history, economics, sociology, literature, popular culture and other tools to help us understand the nation and its place in the century. Simultaneously, students will be challenged to understand their place in the scope of national affairs, read closely, write with effective insight, and develop appropriate research projects to refine their skills and contribute to the collective enrichment of the program. There will be workshops on economic thought, weekly student panel discussions of assigned topics and program-wide discussion periods. Each weekly panel will provide a means of rounding out the term's work and provide students with valuable experience in public speaking and presentation. American history, American literature, the humanities and social sciences, law, journalism, history, economics, sociology, literature, popular culture, cultural anthropology and education. David Hitchens Julianne Unsel Thomas Rainey Tom Maddox Freshmen FR Sophomore SO Junior JR Senior SR Fall
Making Dances: Creative Process in Motion

Robert Esposito

aesthetics art history consciousness studies dance linguistics physiology somatic studies theater 

  Program FR - SRFreshmen - Senior 16 16 Day FFall This focused one-quarter program centers on progressive study in Laban-based modern dance composition/choreography. Activities include technique, theory/improvisation/seminar, and composition classes. Technique is based in basic anatomy and principles of dance kinesiology, not style, period or ethnicity. Students learn how to make dances from their own sensory, emotional, cognitive, and behavioral experience by developing skills in modern dance technique, theory/improvisation, composition, performance, and critical analysis. This multidimensional approach to creative dance develops a kinesthetic vocabulary drawing on linguistics, poetics, architecture, visual arts, art history, anatomy, and choreography. The course includes units on diet, injury prevention, and somatic therapy. Strength, range, poise, and depth are developed though Pilates-based floor barre and Hanna/Feldenkrais-based Somatics. Seminar will focus on building verbal and non-verbal skills aimed at critical analysis of the history of art, choreography, and their socio-cultural contexts. Writing will focus on the development of a journal using action language, visual art, and poetics. The program culminates with a Week Ten concert of student and faculty and/or guest choreography. criticism, dance, expressive arts, movement therapy, and somatic studies. Robert Esposito Freshmen FR Sophomore SO Junior JR Senior SR Fall
Meaning, Math and Motion

Krishna Chowdary and Rachel Hastings

linguistics mathematics physics 

Signature Required: Winter 

  Program FR - SRFreshmen - Senior 16 16 Day FFall WWinter This challenging program is an integrated introduction to linguistics, mathematics and physics. We invite serious students of various backgrounds who are interested in reading, writing, communicating and calculating in order to become quantitatively literate citizens. Students will be supported in developing a firm background in physics, mathematics and linguistics at the college level, and becoming prepared for further work in these areas. We believe any area of inquiry involves entering into a previously ongoing conversation. Quoting a charming articulation by Kinsman (a mathematician-turned-oceanographer, in the preface to ): "To the beginner, science is a conversation that has been in progress for a very long time. Science resembles the babble at a party; some of the participants are euphoric, some saturnine, some quarrelsome, and some inspired beyond their usual capacity. Whatever else happens, the conversation cannot proceed systematically or at the level of humdrum sobriety. Some scientists wander from group to group, while others remain fixed. Some groups talk about similar things, and occasionally conversations pass from one group to another. You have arrived in the middle of the party." Our collective work is to catch up on the conversation, which means being deliberate about how we calculate and convince, speak and write, listen and read, and also means acquiring the science content and process skills required to judge what is being argued. In addition to learning science content and process skills, mathematics and physics studies will be supported by applying techniques of linguistic analysis which help to illuminate the conventions and assumptions upon which the conversation relies. The study of linguistics will be deepened by using scientific texts as case studies for identifying and analyzing linguistic conventions. For example, we may study the source and nature of unstated assumptions, conventions of scientific logic, the nature and role of definitions in scientific inquiry, and the linguistic conventions found in different kinds of scientific texts. This program is designed for students with high school math who are ready for pre-calculus, but requires no prior preparation in linguistics or physics. It is intended for students serious about understanding language, improving their writing, and learning physics and mathematics, including calculus. The work will be intensive in both science and language, and students should expect to spend over 50 hours per week engaged with material. Students will participate in seminar, labs, workshops and lectures. Students will perform linguistic analyses of texts, do weekly problem sets in all areas that combine concepts, calculations and communication, and write about linguistics, math and physics. Quizzes and exams will be among the methods used to assess student learning. In fall quarter, we will study pre-calculus and begin calculus. In winter, we will continue the study of differential calculus and move on to integral calculus. In physics, topics will include mechanics and electromagnetism (algebra- and then calculus-based) over the two quarters. In linguistics, we will study principles of pragmatics, semantics and discourse analysis in both quarters. education, linguistics, mathematics, physics, quantitative literacy, and writing. Krishna Chowdary Rachel Hastings Freshmen FR Sophomore SO Junior JR Senior SR Fall
Mind-Body Medicine

Mukti Khanna and Joanna Cashman

consciousness studies cultural studies health psychology 

Signature Required: Winter 

  Program FR - SRFreshmen - Senior 16 16 Day FFall WWinter Mind-body medicine is an interdisciplinary field focusing on the applications of sociocultural, psychosocial, somatic and behavioral knowledge relevant to health and wellness. Fall quarter will explore historical foundations of mind-body medicine from diverse cultural perspectives. We will look at how mind-body medicine is being integrated into health care in disease prevention, health promotion, treatment and rehabilitation settings. Applied skills training will focus on energy psychology, qigong, expressive arts therapy, somatic practices, communication skills and mindfulness in psychotherapy. Questions to be explored include "What practices are emerging at the creative edge of health care?" and "How are healthcare providers preparing themselves to work in an integrated healthcare system?" The program will include a variety of approaches to learning including seminar, theoretical assessments, open space learning formats, guest speakers, dialogue and extended workshops. Students will be supported in developing practices based on the principles of mind-body medicine. Students will work with faculty to develop a Cocreative Learning Plan for winter quarter and write a proposal for either a project study or internship to be implemented in winter quarter. Winter quarter will allow students to implement their own Cocreative Learning Plans with program modules and individual project or internship studies. Students can take up to 4-16 credits of project or internship studies through the program in winter quarter. Modules in seminar readings and continuing skills training will be offered for 4 credits each within the program for students who choose to integrate this focus in their winter program work. Student project and internship work will be presented in a symposium at the end of the program. counseling, health, health care practice, psychology, and social and human services. Mukti Khanna Joanna Cashman Freshmen FR Sophomore SO Junior JR Senior SR Fall
Mount Rainier: The Place and its People

Jeff Antonelis-Lapp, Lucia Harrison and Carolyn Dobbs

Native American studies environmental studies natural history outdoor leadership and education visual arts 

  Program FR - SRFreshmen - Senior 16 16 Day FFall WWinter SSpring Mount Rainier, known locally as "the Mountain" or "Tahoma", dominates the landscape of the Puget Sound region and commands the attention, imagination and respect of its inhabitants. The relationship of people to the Mountain has varied widely: prized by Indigenous Peoples for a variety of activities, even today; seen by European-American settlers as a potentially vast resource for timber and minerals; and as a wilderness and recreation destination for Puget Sound inhabitants and tourists from the world over. Some of the questions we will investigate include: What do we know about the natural and human history at Mount Rainier, and how might this predict the future? What are the interrelationships of people, place, flora and fauna at Mount Rainier? What role does Mount Rainier play in the arena of conserving protected areas? Does place-based, experiential conservation service-learning lead to environmental stewardship? To capitalize on the usual pattern of late summer good weather, we will begin the program on September 13, two weeks before the regularly scheduled start of fall quarter. This will allow us to be on the Mountain at arguably the finest time of the year. Students planning to live on campus will receive our help in arranging for storage prior to our departure for the Mountain. Students must be prepared to camp in primitive conditions, and must be ready to undertake strenuous hikes and outdoor work. The tenth week of the program will be the week of November 15, and evaluations will be completed by November 23. Students may begin their winter break at the completion of their evaluation process. We will meet on campus on September 13-14 to plan for our departure to the Mountain, and on our initial field trip, September 15-24, we will study the area's natural history, including an introduction to the geology, geography, watersheds, flora and fauna of the Mountain. Students will learn to draw and create an illustrated field journal documenting their natural history learning. An important portion of this field trip will engage students in conservation service-learning opportunities at Mount Rainier. Potential activities include assisting in archeological excavations, meadow revegetation, historic rock wall restoration, trail work or a variety of other projects. These and other program activities will equip students to continue to learn, teach and advocate for the environment. During winter quarter, we will broaden our study to include the park's neighbors within the Nisqually River Watershed and examine the efforts of the various stakeholders to create a cooperative management strategy that protects and sustains the watershed. We will observe and study the natural history of birds in the watershed, learning to use them as a way to teach environmental education. We will also use drawing as a mode of inquiry in environmental education, assist on service learning projects, and help public school students with water quality field monitoring and at the Green Congress on March 18 .  During week 8, a four-day field trip will take us to Mount Rainier and other places in the upper Nisqually watershed. Other day-long field trips will introduce us to organizations and the work they pursue within the Nisqually watershed. We will work with the Park and its neighbors to identify potential student projects for spring quarter. Near the end of winter quarter, students will plan their spring quarter independent or small group projects, which will be spring’s primary focus. Students will develop skills in drawing, visual communication, public speaking and graphic arts computer applications to aid in interpretive projects. Winter and spring quarter field trips to the Mountain and the surrounding watersheds will continue to provide service-learning opportunities in a variety of conservation and environmental education projects. As we enlarge our geographic area of study, the Nisqually River watershed and Nisqually National Wildlife Refuge will provide opportunities to study salmon recovery efforts and avian natural history and opportunities to design and complete individual and group projects. A range of place-based projects—scientific, historical, environmental education, interpretive and artistic—will be available. biology, civics, environmental education, environmental studies, natural history, visual art, and visual communication. Jeff Antonelis-Lapp Lucia Harrison Carolyn Dobbs Freshmen FR Sophomore SO Junior JR Senior SR Fall

Susan Aurand

aesthetics art history natural history visual arts 

Signature Required: Winter 

  Program FR - SRFreshmen - Senior 16 16 Day FFall WWinter This program is an intensive visual arts program for students having a good background in studio art, who are passionate about the natural world and eager to learn more about it. How have past artists, philosophers and scientists understood and depicted the physical world? How are contemporary artists re-interpreting and re-shaping our fundamental relationship to the environment and to other species? What is the role of the artist in a time of environmental crisis? Through readings, lectures seminars and focused studio work, we will examine these questions. Individually, we will take the approach of artist/naturalists, and delve deeply into an exploration of some aspect of nature that intrigues each of us. Through research and studio work we will express our understanding and personal vision of this piece of Nature. Fall quarter will focus on intensive skill building work in drawing, painting and mixed media, in preparation for our individual field studies. We will also study critical reading and research skills through lectures, readings, and practical assignments. In the first weeks of winter quarter, each of us will present a proposal for an in-depth, individual field study of a site, organism, natural process or system. During the three weeks (weeks 7,8,9) of winter, everyone will conduct his/her field study at a site either on-campus or off-campus in the U.S. Back on campus in week 10, we will all present our Nature/Image field projects to the program. How will each of us choose where we want to do our field study? You may have a special place that calls you, or a passion for a particular plant, animal or natural phenomenon that determines your choice. The work of another artist may inspire your project. Your field study could be done on Evergreen's Beach trail or in your home town. Your project might take you on hikes into a pristine wilderness area or to the Seattle Zoo. Both on-campus and off, this program will function as a learning community. On-campus, you will need to commit at least forty hours of work per week in class and in the studio with your peers, and you will be asked to regularly present work and to engage in critical assessment, in dialog and in writing. During the three-week field-study portion, you will be required to regularly communicate via internet with faculty and your peers through a program web-site and blog. aesthetics, art, art history, education, natural history, natural science, and studio art. Susan Aurand Freshmen FR Sophomore SO Junior JR Senior SR Fall
The Past and Future of American Youth

Zoe Van Schyndel, Candace Vogler and Stephanie Coontz

economics gender and women's studies history law and public policy psychology sociology 

  Program FR - SRFreshmen - Senior 16 16 Day FFall WWinter This program covers the history and contemporary sociology of American youth, with an additional emphasis on ethnography. First we examine the changing history of family life, child rearing, and the transition to adulthood from colonial times through the 1970s, paying particular attention to the socioeconomic communities as well as the family settings in which these take place. We also explore changes in courting and sexuality for young people during the same span of time. Again, we examine variations in these experiences by race, class and gender. Indeed, the final four weeks of the program focus specifically on the contrast between the hopes raised by youthful participation in the civil rights movement in the 1950s and 1960s and the obstacles facing impoverished inner-city youth during the 1980s. Winter quarter we turn to recent developments, including the changing opportunities and constraints of the work world, new trends in forging intimate relationships, changes in expectations and patterns of courtship and marriage, and the establishment of a new stage of life that one author calls "emergent adulthood." We will read several different points of view about how families, schools and other institutions reproduce or ameliorate economic, racial, class, ethnic and gender differences. We will also discuss the relative weight of factors that contribute to success, including cultural heritage, timing and persistence, and consider what changes might offer more youth the opportunity to fulfill their potential. In both seminar discussions and frequent papers, students will be expected to demonstrate a firm command of the program material and to critically analyze conflicting historical and sociological theories about the causes and consequences of the phenomena we studied. Reading and writing demands are heavy, and faculty will give detailed feedback on students' written work, with the expectation that students will then revise their papers. In addition to the historical and sociological content of the program, students will do 7-8 hours service-learning work per week in a local elementary school or a low-income after-school program. They will work as classroom aides, but after receiving some training in taking ethnographic field notes, they will also write daily summaries of their observations and type a paper on their experience at the end of each quarter. sociology, history, psychology, family law, public policy and personal finance. Zoe Van Schyndel Candace Vogler Stephanie Coontz Freshmen FR Sophomore SO Junior JR Senior SR Fall
Poetics and Performance cancelled

Ariel Goldberger and Leonard Schwartz

aesthetics literature theater writing 

  Program FR - SRFreshmen - Senior 16 16 Day FFall WWinter This program will explore of the disciplines of poetics, experimental puppet theater, and performance. How do words, light, sound and bodies interact? Is there a way to use words which does not weaken the use of the other senses, but allows one to discover shadows of sound and rustlings of vision in language? Are there ways of using text in visually based performance that do not take for granted the primacy of text? Students will be required to complete reading, writing and artistic projects towards these ends. The poetry and theater writing of Antonin Artaud will be central to our work.Faculty members will support student work by offering workshop components in poetry, puppet theater and movement. Students will produce weekly projects that combine and explore the relationship of puppet theater and poetry in experimental modes. Readings might include the works of such authors as Artaud, Tadeusz Kantor, Richard Foreman, Susan Sontag, Kamau Brathwaite, Hannah Arendt and Maurice Merleau-Ponty. Student work and progress will be presented weekly in all-program critique sessions. poetics, performance, puppetry and creative writing. Ariel Goldberger Leonard Schwartz Freshmen FR Sophomore SO Junior JR Senior SR Fall
Political Economy and Social Change

Peter Dorman and Lori Blewett

economics international studies political science 

Signature Required: Winter 

  Program FR - SRFreshmen - Senior 16 16 Day FFall WWinter The world has entered a phase of political and economic upheaval. This program will explore the dynamics of this process, viewing it at local, national and international levels and drawing on tools from fields like economics, political theory and history. Students will get a grounding in modern economics (micro and macro) from a critical perspective, theories of the relationship between economics and politics (political economy), and historical examples of economic disruption and the organization of social movements. The program will also consider how political-economic crises are experienced by those who live through them through literature and film. In addition, in order to better understand current developments and alternative explanations for them, students will acquire basic statistical skills and use them as elements of critical thinking. Readings will include books and articles on U.S. and international political-economic structures, theories of political economy, and case studies that highlight the challenges of organizing for social change; there will also be an economics textbook. Student work will include short essays, workshops and economics/statistics assignments, and a major project that may provide research support for a community organization. Student governance will play a central role in guiding the program and will provide an opportunity for bringing together democratic theory and practice. economics, history, politics, and political economy. Peter Dorman Lori Blewett Freshmen FR Sophomore SO Junior JR Senior SR Fall
Post-Colonial Caribbean: Aesthetics of Culture and Identity cancelled

Tom Womeldorff and Marianne Bailey

aesthetics international studies literature visual arts 

  Program FR - SRFreshmen - Senior 16 16 Day FFall Marianne Bailey will be offering . Tom Womeldorff will be offering . Interested students should refer to the program descriptions in the catalog for more information. social sciences, arts and the humanities, international studies and economic development. Tom Womeldorff Marianne Bailey Freshmen FR Sophomore SO Junior JR Senior SR Fall
Power in American Society (fall)

Lawrence Mosqueda

government history political science 

  Program FR - SRFreshmen - Senior 16 16 Day FFall This program will investigate the nature of economic, political, social, military, ideological and interpersonal power. The interrelationship of these dimensions will be a primary area of study. We will explore these themes through lectures, films, seminars, a journal and writing short papers. The analysis will be guided by the following questions, as well as others that may emerge from our discussions: What is meant by the term “power”? Are there different kinds of power and how are they interrelated? Who has power in American society? Who is relatively powerless? Why? How is power accumulated? What resources are involved? How is power utilized and with what impact on various sectors of the population? What characterizes the struggle for power? How does domestic power relate to international power? How is international power used? How are people affected by the current power structure? What responsibilities do citizens have to alter the structure of power? What alternative structures are possible, probable, necessary or desirable? In this period of war and economic, social and political crisis, a good deal of our study will focus on international relations in a systematic and intellectual manner. This is a serious class for serious people. There will be a good deal of reading and some weeks will be more complex than others. Please be prepared to work hard and to challenge your and others’ thinking. foreign policy, government, history, advanced political economy, and public policy. Lawrence Mosqueda Freshmen FR Sophomore SO Junior JR Senior SR Fall
The Practice of Sustainable Agriculture

Steven Scheuerell

agriculture botany ecology environmental studies sustainability studies 

Signature Required: Winter 

  Program FR - SRFreshmen - Senior 16 16 Day FFall WWinter SSpring The Practice of Sustainable Agriculture (PSA) program integrates theoretical and practical aspects of small-scale organic farming in the Pacific Northwest during the fall, winter and spring quarters. This program requires serious commitment from students—we start at 8 AM Monday, Tuesday, Wednesday and Thursday, and all students start farm chores at 7 AM one day per week. Each week of the program there will be eight hours of classroom instruction and twenty hours of practicum work at Evergreen's Organic Farm. The program's academic classroom portion will cover a variety of topics related to practical farm management, including annual and perennial plant propagation, entomology and pest management, plant pathology and disease management, weed biology and management, soil quality and soil management, crop botany, animal husbandry/physiology, polycultures, integration of crops and livestock, orchard management, appropriate technology, weather forecasting, and climatology. As part of their training, students will be required to develop and write farm management and business plans. On a weekly basis, students can expect to complete seminar readings and reflective writings, work through assigned textbooks, and write technical reports to demonstrate an integration of theoretical concepts and practice gained through the farm practicum. The academic practicum on Evergreen's organic farm will include hands-on instruction on a range of farm-related topics including greenhouse management and season extension techniques, farm-scale composting and vermiculture, seed saving, irrigation systems, mushroom cultivation, farm recordkeeping, tool use and care, farm equipment operation and maintenance, and techniques for adding value to farm and garden products. Students will also have the opportunity to explore their personal interests related to agriculture, homesteading, and developing communal farms/ecovillages through research projects. Each quarter we will visit farms that represent the ecological, social and economic diversity of agriculture in the Pacific Northwest. Students will also attend and participate in key sustainable and organic farming conferences within the region. After completing this program, students will have an understanding of a holistic approach to managing a small-scale sustainable farm operation in the Pacific Northwest. agriculture, farm and garden management, and applied horticulture. Steven Scheuerell Freshmen FR Sophomore SO Junior JR Senior SR Fall
The Remembrance of Things Past

Eric Stein, Stacey Davis and Leonard Schwartz

anthropology history literature political science 

  Program FR - SRFreshmen - Senior 16 16 Day FFall WWinter SSpring Situated somewhere between fact and dream, memory shapes our individual lives in countless ways. When we recall the past, what, exactly, are we remembering? To what extent are our individual memories shaped by collective stories about the past, and how do collective memories, whether real or fabricated, help create and sustain a people's self-image, values and goals? For whom does historical memory of the past matter, and under what political circumstances? What does it mean to forget history? Can groups use the lack of memory, or shared forgetting, to further their sense of identity? This program will explore the links between memory and both individual and group identity. We will investigate historical memory as a product of individual psychological experience, as a politically invested realm of public knowledge, and as a focus of disciplinary-based scholarly inquiry. Students will learn to critically engage historical texts (primary and secondary), public memorial rituals and spaces, oral histories, ethnographies, films and literature with new tools drawn from the study of memory, myth and national identity. They will also deepen their sensitivity to "collective memory" and "collective forgetting" and how each strengthens and structures power dynamics on a social level, considering how the "politics of collective memory" holds consequences for both dominant and minority groups in a culture or nation-state. Turning to museums as a key site of memory making, we will explore how the popular representation of objects contributes to our interpretation of and nostalgia for the past. Finally, we will study the creation and meaning of contemporary memorials and monuments, like the Vietnam Veterans Memorial in Washington, DC. Fall quarter we will look at specific moments and memories of the 20 century, exploring the shaping and reshaping of national memory in post-WW II Germany and France; the silencing of memories of state violence in late twentieth century Indonesia, Cambodia, and Vietnam; French and Algerian recollections of the colonization of North Africa and the Algerian war of independence in the 1950s; and myths of memory in the contemporary United States. Also in the fall, there will be attention to relevent literary texts, to the ways in which poets shape memory through their art, and to the interdisciplinary exchange between history and poetics. Winter quarter we will consider the theoretical and methodological tools drawn from the study of memory, myth and national identity to prepare students for their own independent research inquiries. From mid-winter to mid-spring quarters, students will embark on original historical fieldwork, conducting archival research, oral history or museum studies locally, nationally or abroad. During the second half of spring quarter, students will revise and present a substantial research paper on their findings. In addition, each student will design and construct a three-dimensional model of a memorial that shows something significant about memory from their research studies. We will develop our understanding of memory through lectures, workshops, films, and a series of guest speakers. Students should expect to engage in weekly critical book seminars, regular writing assignments, independent and collaborative work, and regular program discussion. During the course of the program, students will also take field trips to museums, memorial sites, monuments and archives, touching memory through a wide range of experiences. social sciences and humanities, including history, anthropology, urban planning, politics, writing and museum studies. Eric Stein Stacey Davis Leonard Schwartz Freshmen FR Sophomore SO Junior JR Senior SR Fall
Rethinking the Suburbs

Jennifer Gerend, David Muehleisen and Matthew Smith

American studies community studies environmental studies government history political science sustainability studies 

Signature Required: Winter Spring 

  Program FR - SRFreshmen - Senior 16 16 Day FFall WWinter SSpring This program takes as a starting point that suburbs as they have evolved in the United States need rethinking. We invite students who want to work, read challenging books, learn skills in writing and social analysis, and consider complex social issues ranging from land use policy and the preservation of farmland to the design of new city centers and engaging public space to join with us in research and service to communities locally or across the country. This program provides opportunities for advanced students to undertake engaging internship work in urban/surburban studies and agricultural policy in the context of a program and supported by strong academic texts. Suburbia evokes images of ticky-tacky boxes spread across the hills of Daly City, grotesque faux-French chateaus on five acre plots, sprawling malls, a world without sidewalks dominated by mothers in Chevy Suburbans spewing gas to drive five miles to the nearest grocery, a world with perfect lawns but no parks, places about which Gertrude Stein would say there is "no there, there." Yet today America has more suburbanites than city or rural inhabitants. Today's suburbs are also diverse, as more suburbs are now dominated by non-family and childless households than ever before. More suburbs are multi-racial or non-white than ever before. Clearly the suburbs have evolved beyond the role of a destination for families fleeing the city or a refuge for the Anglo-American middle class. Today's suburbs still attract residents for many of the reasons they initially developed, yet they are at a critical juncture. Many of them have in recent years become new cities or have been incorporated into neighboring cities. In recent decades, new population, employment and cultural centers have emerged. Assumptions about transportation, public and private space, and the gender relations of work and home are drawn into question. Many suburban places face new challenges, as they strive to create public gathering spaces, "town centers", a socially inclusive culture, pedestrian-oriented neighborhoods, viable mass transit options and other traditional "urban" amenities. What does it mean to live in a new city, and how do these fledgling communities observe their own limited histories? How has the development of suburbs threatened agriculture and the security of their food supply, forests and fisheries? Students will be engaged by texts that examine the history, land use, sociology and public policy, as well as the literature of the suburbs. We will prepare for our field experiences during the fall and the first half of winter quarter. We will examine the history of choices that shaped the built environment in the Pacific Northwest and the U.S. over the past century, thereby radically influencing today's options for sustainable living and community development. We will develop skills in writing, research, economic and social analysis that will allow us to participate in the work of planning, public policy, and sustainable food systems. We will visit sites in Portland, OR, Thurston County, and the Seattle-Tacoma area. Guest lectures, films and presentations will supplement our readings. In the first half of winter we will focus on developing internships and projects for individuals and groups. Projects can be local, regional or potentially international in their location and scope. Students will work on developing effective ways of documenting their experience and observing their surroundings. Students may work on their research in internships, volunteer settings, and through library resources. Students will work on their research until the middle of spring quarter, when they will return to campus to share experiences and develop polished final presentations and documented research materials. This program provides an opportunity for students to undertake their own exciting, potentially sophisticated work in a well-supported program-based structure. American history, architecture, land use planning, urban planning, government, politics, law, community development and environmental policy. Jennifer Gerend David Muehleisen Matthew Smith Freshmen FR Sophomore SO Junior JR Senior SR Fall
Russia and Eurasia: Empires and Enduring Legacies

Patricia Krafcik, Elena Smith and Robert Smurr

cultural studies history language studies literature 

  Program FR - SRFreshmen - Senior 16 16 Day FFall WWinter SSpring Join us to explore the diverse peoples, cultures and histories of the region that was once the Russian and Soviet empires. While we focus on the Russians, we will take a multicultural approach in our examination of other indigenous peoples who from ancient times have populated the vast expanses of Eurasian and Siberian steppe and forests. In fall quarter we investigate Slavic, Scandinavian, Persian, Mongol and Turkic contributions to early Russian society and examine both the pre-Christian pagan animistic cultures and the rich Byzantine cultural legacy of Orthodox Christianity. Our journey takes us from the Kievan Rus', through the development of the Muscovite state, imperial expansion and westernization during the reigns of Peter the Great and Catherine the Great, and on to the early 19th century with Russia's emergence as a major world power. Medieval epics and chronicles, diverse films, and readings enhance our study of this early history. Special geography workshops in both fall and winter terms help students identify the location of cities and landmarks throughout the Russian and Soviet empires, as well as understand the relationship between the various peoples of the empire and their environment. Winter term concentrates on the literature from Russia's 19th-century Golden Age and its 20th-century Silver Age up to 1917, read against the backdrop of the history. Works by Gogol, Turgenev, Dostoevsky, Tolstoy, Chekhov, Gorky, and others enable us to explore Russia's provocative social, religious and revolutionary ideologies. We examine the rise of the radical intelligentsia who rebelled against autocratic tsarist policies and the institution of serfdom, and whose activities led to the revolutions of the early 20th century. Spring quarter continues where winter term left off, covering history and literature from the revolutionary year 1917 through the post-Soviet period. We investigate the legacy of Lenin and the Bolsheviks, including the horrific Stalin era with its purges, Gulag prison camps, brutal industrialization policies and devastating environmental practices, emphasizing how writers, artists and filmmakers interpreted, reflected and survived the Soviet regime. This will include an examination of the sacrifices that the Soviet people experienced at the hands of their own communist dictatorship, as well as under Nazi occupation during WWII. This term ends with a review of events resulting in the collapse of the U.S.S.R. and the emergence of fifteen independent states. Students write short papers in fall and winter and have the opportunity to explore in depth a topic of their choice for a final research paper and presentation in spring quarter. Students are urged, but not required, to take the Beginning Russian Language segment within the full-time program. They may opt to include an extra workshop within the program, rather than language, which focuses on such topics as Russian environmental issues, the Cold War, folklore, nationalities questions, etc. Students intending to include either the language segment or the workshop should register for 16 credits. For the basic program without language or the workshop, students should register for 12 credits. cinema, writing, geography, and Russian history, literature, culture and language. Patricia Krafcik Elena Smith Robert Smurr Freshmen FR Sophomore SO Junior JR Senior SR Fall
Shattered Images of Changing China: Modern Chinese Literature and Film

Rose Jang

cultural studies literature media studies 

  Program FR - SRFreshmen - Senior 16 16 Day FFall During China's explosive changes over the last thirty years, nothing has better recorded these changes than Chinese literature and film. Writers of the novel, short story, drama and poetry—marked by such internationally renowned names as Gao Xingjian, Wang Anyi, Yu Hua, Mo Yan and Bei Dao—have collectively captured the feelings of pride, excitement, confusion and chaos shared by the current generation of Chinese citizens. Filmmakers such as Tian Zhuangzhuang, Li Yang and Jia Zhang Ke have documented the mixed experiences that such quick political and economic changes have brought to different walks of Chinese life. Using the metaphor of a "shattered mirror," introduced by philosopher Kwame Anthony Appia in describing the process of perceiving cross-cultural truths, this program offers a mirror which, while trying to reflect the truth of modern Chinese life and society, is made of nothing but shattered images. Nevertheless, this shattered mirror will help us to peek into multiple facets and corners of a society in which real, common people live. Instead of simply reading about them, we are compelled to approach them from inside their world, to understand the daily struggles and social problems through their eyes. If all these shattered images can only combine into a confusing, chaotic and contorted existence, by putting ourselves in the midst of them, we are very close to living a real Chinese life. The literary works and films in the program will be grouped through weekly themes representing distinct topics of study. Students will read literature and view thematically related films each week. Keeping a reflective journal and writing weekly papers will document their ongoing learning experiences. Students will write a final integrative essay on a topic of personal choice, which is originated and substantiated from the program materials, but further expanded through individual research in the library and via electronic databases. Chinese studies and literature, Asian studies, international studies, philosphy, political and economic development, and film studies. Rose Jang Freshmen FR Sophomore SO Junior JR Senior SR Fall
Student Originated Studies: Managing for a Healthy Work Environment - Tribal and Non-Profit Agencies

Gary Peterson

Native American studies business and management cultural studies education gender and women's studies history law and public policy leadership studies political science sociology writing 

Signature Required: Winter 

  SOS FR - SRFreshmen - Senior 16 16 Evening and Weekend FFall WWinter This fall and winter SOS welcomes students who plan to work for tribal government or non-profit agencies. Our work will focus on developing healthy relationships between Tribal Councils or boards of directors and administrators. We will examine mission statements, policies, and procedures and how their implementation affects relationships in the workplace and services to client populations. Students will learn about the dynamics of service delivery, reverberations of historical oppression in recipient communities, power relationships, community needs, and other effects on the work environment and services. Students will hear lectures from managers who utilize healthy management skills and tools and they will visit organizations that have a history or operating on the Relational World View, and other models, to maintain organizational balance. They will learn how gossip, rumors, cliques, etc., can undermine organizational health. Students will research and write about culture, organizational culture, identity, goal setting and other elements of organizational functioning. They will learn about the importance of financial and organizational reporting. They will research organizational services, early childhood development for example, that operate within Tribal and Non-Profit agencies. Meeting times will be scheduled to facilitate working students, evenings and weekends. Guest lectures will be presented by Yvonne Peterson.  For students interested in continuing Spring quarter, Gary Peterson will offer Individual Learning Contracts or Internships. early childhood education, tribal/non-profit management, education, human resources, native american studies, political science, communications, cultural competence, and information technology. Gary Peterson Freshmen FR Sophomore SO Junior JR Senior SR Fall
Studio Projects: Art and Religious Practice

Lisa Sweet and Jean Mandeberg

art history visual arts 

Signature Required: Winter 

  Program FR - SOFreshmen - Sophomore 16 16 Day FFall WWinter This program will be based in two visual arts studios: printmaking and fine metalworking. Working back and forth between 2D and 3D, between image making and object making, we will study basic design, studio skills and art history. Our study of art will provide a lens through which we will focus on Judaism and Christianity. Since the purpose of religious ritual is to repeat and rehearse stories, many of the artworks in our study will be functional. We will examine the religious utility of images and objects such as devotional prints, mezuzahs, prayer beads, chalices, and hand-made religious texts. In most cases the effect of religious objects and images is the same: to see and remember. One way to look at both art and craft is that both historically have been made and used in the service of religious practice to capture fleeting moments of ritual. How can we better understand religion by examining, and making, images and objects that reflect these rituals? How has visual art encouraged spiritual experience and religious practice? In fall quarter, students will gain basic fine metals and intaglio printmaking skills, as well as focusing on writing. In winter, students will explore intermediate skills in both studios, as well as undertake a substantive independent research project. This program is designed for sophomores with an interest in studio art, art history, philosophy and religion who are interested in a focused and demanding combination of studio work, writing, reading and seminar discussion. Half of students' time will be focused on artistic practice; half will address a rigorous study of religions and art history. We hope to work as a community of artists to examine ideas that have a rich historical background as well as pressing contemporary significance. studio arts, art history and the humanities. Lisa Sweet Jean Mandeberg Freshmen FR Sophomore SO Fall
Sustainability from the Inside Out

Cynthia Kennedy and Karen Gaul

anthropology consciousness studies leadership studies sustainability studies writing 

  Program FR ONLYFreshmen Only 16 16 Day FFall WWinter SSpring Many of us want to effect positive change in today’s world. We want to make good personal choices and we want to connect with others in communities of action regionally and even globally. This year-long program will help us explore the challenges inherent in pursuing sustainable living in today’s world and offer concrete tools to move toward a positive global future. Based on the idea that effective community action stems from careful self-reflection, the program will focus on a simultaneous journey inward as well as outward. Sustainability as we understand it today is embedded in the belief systems and practices of many traditional societies. Our work will be guided primarily by one such system: the Yoga Sutras of Patanjali. This ancient philosophical system is still profoundly relevant today. The Sutras teach that, with practice, we can transform ourselves. We will explore this philosophical system and its code of conduct in-depth, investigating personal, societal, political, environmental and global themes of sustainability. We will consider ways to make sustainable choices through a regular inquiry of our assumptions about ourselves and the world with an eye towards the creation of a sustainable society. We will develop our understanding of sustainability through lectures, disciplinary workshops, films and a series of guest speakers. Students will engage in weekly critical book seminars, regular writing assignments, in-depth research and writing projects, independent and collaborative work, and regular program discussion. In addition, much of the work will be highly experiential, using radical personal accountability and a rigorous examination of the habits of the mind to explore the body as a micro-organism of the outer natural world. Practice, an important concept in many spiritual traditions around the world, is a central theme in the program. Weekly yoga and awareness classes, workshops, self-reflective writing and other expressive arts practices will provide opportunities for students to examine their own habitual patterns of behavior and develop insight into new ways of being. No experience in yoga is necessary. Students will also engage in regular, extensive community service. In fall quarter, students will be introduced to basic concepts in sustainability and personal leadership. We will examine and experiment with personal practices in the areas of food, consumption and spending. Students will begin to generate ideas for projects that integrate sustainability issues. In winter quarter, we will focus on themes of transportation and energy use in the context of climate change, examining local community responses, and continue work on research projects. In spring quarter, we will examine case studies on successful sustainability initiatives in a variety of cultures around the world. Students will have the chance to work globally or locally applying what they have learned to a project of their choice. These projects could include research, field studies, or extensive community service locally or abroad. awareness, education,  leadership, management, sustainability studies, yoga philosophy and practice, and writing. Cynthia Kennedy Karen Gaul Freshmen FR Fall
Temporal Images cancelled

Matt Hamon, Naima Lowe and Joseph Tougas

aesthetics art history media studies moving image philosophy visual arts 

  Program FR ONLYFreshmen Only 16 16 Day FFall WWinter This visual art program introduces students to academic enquiry into concepts of time and artistic practices with a myriad of references to temporal space. We will investigate the many ways time is defined, tracked and represented across cultures. From physics to natural philosophy, we will explore references to time from narrative structures to technical communication and abstract images. We will look at the work of realist scholars such as Sir Issac Newton and contrast these concepts to ideas posed by Immanuel Kant and others.Themes emerging in the program will inform the production of written and artistic work. Class time will involve a combination of lectures, workshops, practical assignments, and studio seminars. Students with a strong background in any digital media are encouraged to apply, provided that they have an interest in synthesizing past themes and media in their work with academic enquiry into concepts of time. This program emphasizes art making, conceptual thinking and experimentation. We will focus on core aspects of analog, digital and new media art by challenging ourselves to produce a series of innovative art projects.This program will introduce the core conceptual skills necessary to employ image in the generative and investigative context of art making and scholarly enquiry. Students will work individually and in small teams with digital cameras, digital video cameras, non-linear video editing systems and computer graphics packages to examine a broad range of issues involved in the creation of provocative works of art and images relating to time. Image processing, web content creation, basic animation, temporal structures, interface design, interaction strategy, narrative structures, video editing and sound editing will all be introduced. This program is designed for students who already have a strong work ethic and self-discipline, and who are willing to work long hours in the art studio, on campus, and in company with their fellow students.Students are invited to join this learning community of contemporary artists who are interested in new media based art, design, writing, history and theory, and who want to collaborate with media faculty. media studies, moving image, visual arts and arts education. Matt Hamon Naima Lowe Joseph Tougas Freshmen FR Fall
Tribal Administration and Management cancelled

Gary Peterson

Native American studies business and management community studies cultural studies economics education government history law and public policy leadership studies philosophy political science sociology writing 

Signature Required: Spring 

  Program FR - SRFreshmen - Senior 16 16 Day FFall WWinter SSpring Tribal administration presents unique challenges for policy makers, administrators and employees. This course is designed to provide a framework for understanding the dynamic relationships that must be mastered in order to effectively provide needed services in tribal communities. Students will learn about upheaval in tribal communities and how that affects efforts to manage governmental affairs today.A Native American concept, the Relational World View Model, will be the foundation for understanding tribal management. Learning to maintain workplace balance for individual workers and policy makers, creating a healthy work environment, will be the goal of the program. The concept of a "good spirit" will be a guiding principle in framing that goal. Students will learn the language of culture and organizational culture.Targeted students will include tribal employees, community members, elected officials, planners, etc. Classes will be held in tribal communities evenings and in intensive weekend sessions every third week. Expert tribal, state, and federal administrators, private business operators, community members, employees, and others will engage students in seminars about services in their communities. administration, management, supervision, planning board/staff relations, human services, social work, and cultural competence. Gary Peterson Freshmen FR Sophomore SO Junior JR Senior SR Fall
Turning Eastward: Explorations in East-West Psychology

Ryo Imamura

consciousness studies cultural studies psychology religious studies 

Signature Required: Winter 

  Program FR - SOFreshmen - Sophomore 16 16 Day FFall WWinter Western psychology has so far failed to provide us with a satisfactory understanding of the full range of human experience. It has largely overlooked the core of human understanding—our everyday mind, our immediate awareness of being with all of its felt complexity and sensitive attunement to the vast network of interconnectedness with the universe around us. Instead Western psychology has chosen to analyze the mind as though it were an object independent of the analyzer, consisting of hypothetical structures and mechanisms that cannot be directly experienced. Western psychology’s neglect of the living mind—both in its everyday dynamics and its larger possibilities—has led to a tremendous upsurge of interest in the ancient wisdom of the East, particularly Buddhism, which does not divorce the study of psychology from the concern with wisdom and human liberation. In direct contrast, Eastern psychology shuns any impersonal attempt to objectify human life from the viewpoint of an external observer, instead studying consciousness as a living reality which shapes individual and collective perception and action. The primary tool for directly exploring the mind is meditation or mindfulness, an experiential process in which one becomes an attentive participant-observer in the unfolding of moment-to-moment consciousness. Learning mainly from lectures, readings, videos, workshops, seminar discussions, individual and group research projects, and field trips, we will take a critical look at the basic assumptions and tenets of the major currents in traditional Western psychology, the concept of mental illness, and the distinctions drawn between normal and abnormal thought and behavior. We will then investigate the Eastern study of mind that has developed within spiritual traditions, particularly within the Buddhist tradition. In doing so, we will take special care to avoid the common pitfall of most Western interpretations of Eastern thought—the attempt to fit Eastern ideas and practices into unexamined Western assumptions and traditional intellectual categories. Lastly, we will address the encounter between Eastern and Western psychology as possibly having important ramifications for the human sciences in the future, potentially leading to new perspectives on the whole range of human experience and life concerns. personality theory, abnormal psychology, Jungian psychology, ethics in psychotherapy, cross-cultural counseling, gerontology, Buddhist Studies, Asian psychology, socially engaged Buddhism, Chinese spiritual paths, social work, education, Transpersonal Psychology, and studies in death and dying. Ryo Imamura Freshmen FR Sophomore SO Fall
U.S. Women of Color in the 20th Century: Reading Between the Lines

Frances V. Rains

American studies cultural studies gender and women's studies political science 

  Program FR - SRFreshmen - Senior 16 16 Day FFall The 20th century has not been the exclusive domain of Euro-American men and women in the U.S. Yet it often requires reading between the lines to realize that women of color have also existed at the same time. Repeatedly, women of color [e.g., African American, Native American, Asian American, Latina/Chicana] have been stereotyped and have endured multiple oppressions, leaving them seemingly voiceless and invisible. Such circumstances have hidden from view how these same women were active agents in the context of their times, who worked to protect their cultures, languages and families. These women of color often resisted the passive victimization associated with them. Gaining an introduction to such women of color can broaden and enrich our understanding of what it has meant to be a woman and a citizen in 20th century North America. Drawing upon autobiographies, poetry, short stories, essays and films, we will explore the ways in which women of color defied the stereotypes and contributed to the economic, social, political and cultural life of the contemporary United States. We will critique how feminist theory has both served and ignored these women. We will analyze how 20th century U.S. women of color survived, struggled, challenged barriers, and forged their own paths to make life a little easier and better for the next generation of women and men. Students will develop skills as writers and researchers by studying scholarly and imaginative works and conducting research. Through extensive reading and writing, dialogue, films and guest speakers, we will investigate important aspects of the life and times of women of color in the 20th century. women's studies, 20th century U.S. history, literature and cultural studies. Frances V. Rains Freshmen FR Sophomore SO Junior JR Senior SR Fall
Visions and Voices: Culture, Community and Creativity

Lara Evans, Therese Saliba and Laurie Meeker

Native American studies art history community studies cultural studies literature media studies 

Signature Required: Winter 

  Program FR ONLYFreshmen Only 16 16 Day FFall WWinter This program will focus on community-based conceptions of the arts and politics, with attention to how artistic production can reflect the “visions and voices” of communities and cultures. Students will be introduced to the foundations of cultural and literary studies, media and visual studies, and community studies, with an emphasis on the alternative visions and forms of cultural expression of often marginalized groups seeking to preserve land and cultures faced with colonization and globalization. We will explore themes such as the connection between native peoples, land, resources and struggles for self-determination; the power of story and artistic expression in illuminating hidden histories; and the role that public art, literature and media can play in community struggles and organizing. With an emphasis on multiculturalism, identity, and especially Native American and Arab cultures, this program will explore the histories of colonialism and Empire and how art, media and narrative have been used as tools of both conquest and resistance. We will draw on critiques of Orientalism, colonialism and the male gaze through indigenous and feminist cinema, literature and art. We will examine how the visions and voices of indigenous and diasporic communities challenge the western cult of individualism, the masculinist notion of the solo artist, and the consumerist system of media production. We will emphasize the participatory, communal and public aspects of art and narrative, situating them within larger, shared cultures and within the historical and socio-political contexts of struggles for self-determination. We will also explore perspectives, points-of-view and the politics of representation, as well as the tensions between individualism and collaboration in the production process. With attention to the role of spectator and consumer, we will examine the reception, circulation and marketing of art forms, and the dangers of their political and cultural co-optation, as we envision community-based alternatives to capitalist production and consumption of art. Students will learn to read cultural texts, including film, visual art and literature, to understand the relationships of people and communities to their environments and their sense of shared identity. Students will develop skills in visual and media literacy, creative and expository writing, analytical reading and viewing, literary analysis, and the terminologies and methodologies of cultural and gender studies, film history and theory, and art history. Through workshops, students will also learn a range of community documentation skills, including photography, video, radio-audio documentary, interviewing and oral history, ethnography and auto-ethnography. Students will have the opportunity to work individually and collaboratively in the contexts of cultural and community engagement. visual studies, film studies, cultural studies, literary studies, Native American studies, Arab studies, gender studies, community organizing and advocacy, documentary journalism, and education. Lara Evans Therese Saliba Laurie Meeker Freshmen FR Fall
Visual Vocabularies: Exploring the Canons of Art and Literature

Donald Foran and Evan Blackwell

communications literature visual arts writing 

Signature Required: Winter 

  Program FR - SRFreshmen - Senior 16 16 Day FFall WWinter How does culture inform art? How does art inform culture? How are the practices of art and writing informed by place? What are the relationships between the message and the medium, any genre and its practice? In this program we will explore these and other questions by investigating the materials, media, messages, and composition of the tangible world. As far as possible, we will honor the primacy of place, our campus, our homes, parks and special places, always alive to the textures of the known world. We will consider many ways of seeing, ways of knowing, ways of creating, and ways of interpreting reality. As readers, we will study the compelling theories of art and culture. As writers, we will carefully craft personal essays, academic essays, stories, and poems. As artists, we will explore new ways to make art and communicate ideas, especially through 2D and 3D art explorations. We will collaboratively focus on these themes in lectures, workshops, studio work, seminar discussions, and creative projects. In fall quarter we will begin our quest by introducing John Dewey’s and Joseph Campbell’s These classics will light the way. Further, we will explore new ways to make art and communicate ideas. Our inquiry may take us into the world of drawing, painting, photography, letter-press, book-making, ceramics, mixed-media art, installation art, and layers of meaning embedded in the ordinary. Material transformations will spring to life. The relationship between art and literature, making and communicating will be a daily focus in the program. Each student’s own forays into the world of art will build on these foundations. Similarly, structure, characterization, imagery, and theme in stories, plays, and poetry will stimulate our writing. Literary works include by Franz Kafka, by Vladimir Nabokov and the stories of Raymond Carver. Films and short pieces by Robert Coles, Eudora Welty, Langston Hughes, Mary Oliver, Stanley Kunitz, James Baldwin, Lucille Clifton, and Kay Boyle will broaden our discussions. The relationship between art and literature, making and communicating, will be a daily focus in the program. Guest artists will join us on occasion for lectures and workshops during both quarters of the program. In winter quarter we will study more complex artistic and literary approaches to visual vocabularies. We will further our reading, writing and art projects by dividing into intensives, four-week concentrations leading to a culminating art and writing presentation at the end of the quarter. Faculty will mentor students as they bring these creative projects to fruition. In addition to punctuality and participation in all program activities and assignments, students are expected to work about 40 hours per week including class time. art, literature, and communication. Donald Foran Evan Blackwell Freshmen FR Sophomore SO Junior JR Senior SR Fall
Writing the New Journalism - Creative Nonfiction

Thomas Foote

communications field studies literature writing 

  Program FR - SRFreshmen - Senior 16 16 Day FFall WWinter 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 because 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, “getting there is half the fun.” In the genre of Creative Nonfiction, 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. We will begin by studying field research methodology in preparation for observational studies in the field designed to teach the difference between looking and truly seeing. Students can’t write and describe something they can’t see clearly. Betty Edwards in writes, “drawing is not really very difficult. Seeing is the problem, or, to be more specific, shifting to a particular way of seeing.” Edwards teaches that if you could it, you could draw it. Students in this program will do a lot of looking with the goal of eventually seeing what they’re looking at. Like documentary filmmakers, we will pay particular attention to visual metaphor.  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 Fall 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. A partial book list includes, by John Krakauer, , by Sebastian Junger, , by John Berendt, , by Barbara Myerhoff. Other readings will be added. In Winter quarter, we will continue our study of Creative Non-Fiction and sharpen our sensitivity to literary techniques through reading and discussing representative pieces by noted authors such as, Susan Orlean, Mitch Albom, Greg Mortenson and Hunter S. Thompson. Students will spend much of their time working on their individual Major Nonfiction Narrative. This form allows the use of first-person narration, demands careful attention to detail, and requires the writer to be immersed in a subject area over an extended period of time. Students will immerse themselves in a venue of their choice, subject to approval by the faculty, which will provide the subject matter for their Narrative. We will also use the Ethnographic field research techniques of analysis and interpretation to add depth to the narrative. Following a period of redrafting and corrections, students will polish the final piece and send it out for publication. creative writing, creative nonfiction, the humanities, and journalism. Thomas Foote Freshmen FR Sophomore SO Junior JR Senior SR Fall