2010-11 Undergraduate Index A-Z
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Grays Harbor
| Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days of Week | Multiple Standings | Start Quarters |
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Grant Writing and Fundraising: Ideas to Realities (B)
Don Chalmers |
Course | FR - SRFreshmen - Senior | 2 | 02 | Evening and Weekend | WWinter | This course will introduce students to the fundamentals of grant writing and fund raising. After an orientation to contemporary philanthropy and trends, students will learn how to increase the capacity of an organization to be competitive for grants and other donations. We will share ways to plan realistic projects, identify promising funding sources and write clear and compelling components of a grant, based either on guidelines for an actual funder or a generic one. Working individually or in small groups, students will develop their project idea, outline the main components of a grant and prepare a brief common application. | Don Chalmers | Fri Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | ||||
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Knowing Place: Living in the Flux and Flow of Our Surroundings
Kathy Kelly |
Program | JR - SRJunior - Senior | 8 | 08 | Evening and Weekend | SuSummer | This program is designed for students in Evergreen's program at Grays Harbor College as a continuation of the year of study in the program "Leading in Turbulent Times." The summer program is open to any student interested in studying the locale or practicing the learning strategies the class will use. The purpose of this program is to expand and deepen students' understanding of systems, especially living systems. Students will use critical and technical skills, research and field experience, and reflective practices to understand, integrate, and interpret their environment. Following a brief (re-)introduction to systems theory, we will examine the dynamics of the Chehalis River watershed that includes Grays Harbor. We will use an framework that identifies nature's services and places an economic value on those services, useful for conservation and development planning. Students will become familiar with measures proposed by various stakeholders for flood control management of the watershed, and consider the implications of greater systems thinking in the current policy debate. The program engages experiential as well as cognitive learning as students participate in exercises to raise awareness of ways of being present in and perceiving the place we live. Students will develop map reading skills and practice journaling in both narrative and field journal styles as a means of recording, reflecting upon, integrating, and presenting knowledge. Readings, coupled with these exercises, will fuel discoveries about how our surroundings shape our thoughts, emotions, and actions. Field trips include a series of visits to sites within the watershed, along with visits to a local salmon hatchery and a sensitive natural area whose conservation is being advocated by local residents. Guest speakers will engage students in field activities. | ecology, economics, public policy making, social change work | Kathy Kelly | Fri Sat | Junior JR Senior SR | Summer | |||
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Leading in Turbulent Times
Emily Lardner and Kathy Kelly |
Program | JR - SRJunior - Senior | 8, 12 | 08 12 | Weekend | FFall | WWinter | SSpring | “Another world is possible”—but how? What does it take to actually make change? The purpose of this three-quarter program is to help people develop the capacities in themselves, in groups, and in organizations which lead towards healthier, more equitable, and sustainable communities. We will explore important ideas about leadership, group dynamics, change theory and systems theory, applying ideas to specific cases and building new insights together. In addition to a series of projects that help develop analytical abilities and clear communication skills, students will be creating electronic portfolios based on Evergreen’s Expectations. Fall quarter will introduce students to systems theory as they explore systems across an array of disciplines. Looking more deeply into human systems, students will focus on group dynamics, the role of group process, and the nature of leadership. We will examine socio-historical precedents for leading in turbulent times and explore questions about the practice of responsible leadership across settings and contexts. Students will apply systems theory to practice as they experience their own group dynamics and paradoxes of group life and develop skills in collaboration, communication, and leadership. Winter quarter will expand on students’ understanding of systems dynamics, and introduce change theory as they focus on the organizational level of human systems. Students will examine leverage points for making change in systems through the introduction of the field of organizational development. Leadership studies continue as students explore different models of leadership within organizations, and by observing systems dynamics of an organization that they know from direct experience. In spring, students will further integrate systems thinking and change theory as the level of system in focus this quarter is the community or wider world. By examining case studies, students will identify challenges presented during turbulent times, historic and current, and research responses by leaders to learn what is effective in advancing constructive change. Through practical experience, they will explore and develop their own leadership and cooperative abilities. Demonstrating their understanding of systems, change, and leadership, students will develop extensive capstone projects for the year. Each quarter will include focused work on writing. Modules for additional 4 credits (must be done sequentially but students can start the series in any quarter): Module 1: The student will develop a general framework for doing program reviews and then adapt that to an organization, first garnering observational data and data put forward by the organization including the organization’s history, product or service, customers, context, role in their industry, finances, structure, and core competencies. The student will research the organization’s leaders to ascertain the leaders’ stated values and aims for the organization, and the challenges the organization and leaders face. Learning will be demonstrated through a series of analytical memos outlining the framework and the initial findings. The student will also develop human subjects review forms for subsequent research. Module 2: To deepen his or her research on the subject organization, the student will acquire information through interview or survey methods, observing unobtrusive data, or other methods of discovery of the organization’s less visible or hidden aspects. The student will analyze values-stated in contrast with values-in-use to understand the system dynamics at play. Learning will be demonstrated through a series of analytical memos and annotated instruments for gathering data. Module 3: Applying systems thinking and change theory in constructing organizational development strategies, the student will identify system leverage points and imagine possible interventions, anticipating the system’s response and identifying possible unintended consequences. Learning will be demonstrated through a series of analytical memos and the preparation of final report that could be offered to the organization. | public service, business, and management. | Emily Lardner Kathy Kelly | Sat Sun | Junior JR Senior SR | Fall |