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 |
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Andean Roots: Biocultural Diversity Conservation in Highland Peru
Steven Scheuerell biology cultural studies environmental studies sustainability studies |
Program | SO - SRSophomore - Senior | 8 | 08 | Day, Evening and Weekend | SuSummer |
This study-abroad program to highland Peru will combine studies of biocultural diversity, cultural ecology, conservation biology, and sustainable development to learn how people are working to conserve cultural landscapes in the face of globalization and climate change. The Cusco region of Peru provides an ideal place to immerse in these studies. Here the headwaters of the Amazon flow from glacial covered peaks of the Andes to tropical rainforest, passing through radical changes in flora and fauna and thousands of years of continuous human habitation and domestication. Globally recognized as one of the origins of agriculture, these cultural landscapes hold an immense wealth of cultural knowledge and agricultural and ecosystem diversity that has developed and endured through pre-Incan, Incan, Spanish, and Peruvian rule. Yet these people, knowledge, culture, biodiversity, and landscapes, summed up as biocultural diversity, are straining from rapid development of resource extraction industries, industrial agriculture, globalization, and climate change. To study this we will base out of the town of Pisac in the Sacred Valley of the Incas, from which we will make day and overnight visits to highland Quechua communities, valley locations, and high jungle tropical sites. We will participate in local projects that support diversity while providing for sustainable human development in order to understand the complexities of global initiatives such as the Convention on Biological Diversity and the Millennium Development Goals.
Participating in this program will require the ability to travel independently and as a cooperative member of our learning community. We will have orientation meetings on the Evergreen Olympia campus preceeding summer session, but students will travel independently to Cusco, Peru, where we will gather together at a designated hostel June 20-21. Each participant will have to purchase their own plane tickets, which minimizes cost to you and maximizes flexibility in travel routes and timing. Faculty will arrange all lodging and local group transport during the stay. We will study together from June 21 to July 22; this includes evaluation writing and conferences. Students are encouraged to consider further independent study at one of the local language schools or independent travel to local communities, Incan sites such as Machu Picchu, and diverse ecosystems.
Please understand the following about costs and travel conditions. A non-refundable deposit of $150 is due by May 1 to secure your space. Students will be required to pay an $800 student fee that covers lodging, group transport, program site visits, and a fraction of faculty travel costs. Lodging costs are calculated on youth-hostel like conditions with same-sex shared rooms and shared bathrooms. Private accomodations can be arranged in advance at approximately double the price, contact faculty if you prefer this option. Students will pay out-of-pocket for their own food and meals in order to meet dietary needs and different budgets; $7 per day gives you ample options at restaurants, shops, and outdoor markets. Students will pay out-of-pocket for any personal items and independent outings during free time to local areas of interest including museums, artisan markets, and Incan archeological sites. ATM machines are easy to access in the region. Students will arrange and pay for their own plane flights to Cusco, Peru. Faculty can provide advice on travel options. Students need to have sufficient Spanish language ability to greet people, ask and understand directions, work with currency, and purchase food. Much of what we do will require extensive walking, sometimes at high elevation and on uneven ground. You will have to carry everything you bring, so pack light and know that you can buy just about anything you need. Contact faculty for a suggested packing list. Please email any questions to faculty member Steve Scheuerell at
(scheuers |
conservation biology, agricultural diversity conservation, biocultural diversity studies, ecology, cultural studies, sustainable development | Steven Scheuerell | Mon Tue Wed Thu Fri Sat Sun | Sophomore SO Junior JR Senior SR | Summer | |||
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Animal Behavior and Zoology
Bret Weinstein and Heather Heying biology ecology field studies philosophy of science zoology Signature Required: Fall |
Program | JR - SRJunior - Senior | 16 | 16 | Day | FFall | WWinter | SSpring | What do animals do, how do they do it, and why? In this year-long investigation of animal behavior, students will answer these questions through extensive use of the scientific literature, in-depth discussions of the evolutionary and ecological theories that are fundamental to the study of behavior, independent research projects, and several weeks in the field, including two weeks in the Pacific Northwest during fall quarter. Animals hibernate, forage, mate, form social groups, compete, communicate, care for their young, and so much more. They do so with the tools of their physiology, anatomy, and, in some cases, culture, for reasons having to do with their particular ecology and evolutionary history. In this program, we will begin with a review of animal diversity, and continue our studies of behavior from both a theoretical and an empirical perspective. Students will be expected to engage some of the complex and often contradictory scientific predictions and results that have been generated in this field, through lectures, workshops and take-home exams, as well as to undertake their own, intensive field research. In fall quarter, students will conduct short-term field projects, and become skilled in library research. In winter quarter, we will continue to learn theory and statistics, and will continue field work as well. In spring quarter, having studied the methods, statistics and literature frequently used in behavioral research, students will generate their own hypotheses and go into the field to test them through extensive, independent field research or internships. Field work might be in a variety of locales from the Pacific Northwest to Central America. Any field work outside the United States will be organized as independent learning contracts. Students will return to campus for the last two weeks of spring quarter to complete their data analysis and present their research. Some topics covered in this program will include mating systems, territoriality, female mate choice, competition, communication, parental care, game theory, plant/animal interactions and convergent evolution. Several readings will focus on one group of animals in particular: the primates, including Homo sapiens. | field biology, evolution, ecology and other life sciences. | Bret Weinstein Heather Heying | Junior JR Senior SR | Fall | ||
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Biodiversity Studies in Argentina
Erik Thuesen biology botany ecology field studies language studies marine science natural history study abroad Signature Required: Fall |
Program | JR - SRJunior - Senior | 16 | 16 | Day | FFall | WWinter | In the 19th century, well-known European scientists such as Darwin, d'Orbigny and Bonpland traveled in Argentina and brought their knowledge of the flora and fauna back to Europe. The marine, desert and alpine environments of the Southern Cone harbor flora and fauna very different from similar environments in North America. In this two-quarter program, we carry out intensive natural history studies of the unique organisms and ecosystems of Argentina, focusing on those of Patagonia. After an introductory week in Olympia at the start of fall quarter, the study abroad portion of the program will commence with a 4-week intensive study of Spanish language in Buenos Aires to prepare us for our travels and studies in Argentina during fall and winter quarters. We will begin to study the flora and fauna of the Southern Cone through preliminary readings, lectures and class work in Buenos Aires. We will take a short trip to the sub-tropical province of Misiones during October, then move to the coastal and mountain regions of Patagonia in November. We will study the natural history of Patagonia, beginning with field studies on the Atlantic coast and then moving to the Andean Lakes District, taking advantage of the progressively warmer weather of the austral spring. Students will conduct formal field exercises and keep field notebooks detailing their work and observations. We will read primary literature articles related to the biodiversity of Argentina and augment our field studies with seminars. During winter quarter (summer in the southern hemisphere), students will reinforce their language skills with two weeks of intensive Spanish studies in Patagonia, examine montane habitats, then work in small groups on focused projects examining biodiversity topics. It will be possible to conduct more focused studies on specific ecosystems or organisms, including those in more southern parts of Patagonia, at this time of the year. Clear project goals, reading lists, timelines, etc., will be developed during fall quarter in order to insure successful projects in winter quarter. Examples of individual/small group projects include: comparisons of plant/animal biodiversity between coastal, desert and alpine zones; comparative studies on the impacts of ecotourism activities on biodiversity; or examining community composition of intertidal habitats along a gradient from north to south, among others. The total estimated cost for this program (including expenses incurred over Thanksgiving and winter breaks) for food, lodging, transportation, Spanish language instruction and fieldwork activities (whale watching, national park fees, museum fees, etc.) is $7,575. The college’s current total estimated cost for food, lodging, etc. per quarter in Olympia is $4,005. With the low cost of living and traveling in Latin America, participating in this two quarter program will actually be less expensive than living in Olympia. | biodiversity, conservation, field biology, Latin American studies, natural history and Spanish language. | Erik Thuesen | Junior JR Senior SR | Fall | |||
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Biology I
Jennifer Calkins |
Course | FR - SRFreshmen - Senior | 6 | 06 | Weekend | WWinter | Jennifer Calkins | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | |||||
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Biology II
Jennifer Calkins |
Course | FR - SRFreshmen - Senior | 6 | 06 | Weekend | SSpring | This is the second of a two-quarter sequence in general biology that will introduce students to biological science using evolution as an organizing lens. In spring quarter, thematic questions include the following: What is the pattern of life over the last 2+ billion years, what are the processes that have led to this pattern, and what is the value inherent in and the risks faced by the great variety of life on earth? Students who successfully complete this sequence will have a basic knowledge and understanding useful both for further study in biology and as part of being a biologically literate citizen who can engage with current issues with knowledge and understanding. | Jennifer Calkins | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||
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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 | ||
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Cell Biology
Maria Bastaki |
Course | FR - SRFreshmen - Senior | 4 | 04 | Day | SuSummer | This course will provide a survey of the structure and function of cells and the foundations of cell biology. You will learn about the cell compartments and their organization, formation, and functions. You will also learn about some of the large and small molecules that make up the amazing orchestra that is responsible for making a cell a living unit and one that responds to signals from its environment. The materials will discuss macromolecules such as DNA, the genetic code that preserves vital information from one cell to the next; proteins, the machines that perform the cell functions; and lipids, the gatekeepers of cell integrity and organization. You will also learn about the small molecules that shuttle across cell compartments carrying messages to coordinate cell function, or between cells to coordinate cell communication in a tissue and throughout an organism. The course includes a laboratory component covering basic techniques and skills. This is a lower-division, introductory biology course. It is preparatory for advanced programs related to cell and molecular biology, such as Molecule to Organism, Environmental Health, or related upper-division programs. | Biology; health studies; | Maria Bastaki | Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
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Ecology
Karen Hogan |
Program | FR - SRFreshmen - Senior | 12 | 12 | Evening and Weekend | FFall | Ecology is the study of the processes of interactions among organisms and of organisms with their physical environment. Our study of ecology will be based on an evolutionary perspective. We will study processes ranging from the physiological ecology of organisms, to life history theory, modes of reproduction, ecology of plant and animal communities, biodiversity and conservation, and ecosystem processes. The goal of this program is to develop an understanding of the fundamentals of ecological and evolutionary processes, and to be able to analyse and critically read about issues in basic and applied ecology. | ecology and environment. | Karen Hogan | Mon Wed Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | |||
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Evolution
Karen Hogan |
Program | FR - SRFreshmen - Senior | 12 | 12 | Evening and Weekend | WWinter | SSpring | This program considers both the process of evolution and the biodiversity that results from evolution. In winter quarter we’ll focus on the fundamentals of evolution by natural selection. We’ll discuss the history of evolutionary thought from classical typological thinking to modern concepts, including the fundamentals of Mendelian and molecular genetics. We’ll consider the social context in which evolutionary thought developed, with particular attention to the life and work of Charles Darwin. Evolution has produced millions of species and a great diversity of life forms and physiologies. In spring quarter we will study the evolutionary adaptations and phylogenetic relationships of major groups of organisms and discuss the methods by which these relationships are elucidated, including both morphology and genetics. We’ll investigate how organisms have responded adaptively to natural selection by the physical circumstances of life on Earth, from single-celled aquatic organisms to large terrestrial organisms. Students will be expected to approach the topics rigorously from a scientific perspective. | Karen Hogan | Mon Wed Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | |||
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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 | ||
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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 | ||
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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 | ||
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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 | ||
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General Biology
Clarissa Dirks |
Program | FR - SRFreshmen - Senior | 8 | 08 | Day | SuSummer | Living systems will be studied on the molecular, cellular, and organismal level. Topics that will be covered include the scientific method, biomolecule and cell structure and function, evolutionary biology, Mendelian genetics, and plant and animal physiology. The lab component will reinforce concepts and ideas explored in lectures, readings, and workshops. This biology course is excellent preparation for students interested in taking more advanced life science courses or for future work in the areas of environmental science. | Clarissa Dirks | Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | ||||
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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 | |||
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Health and Human Development
Nancy Anderson and George Freeman biology community studies cultural studies gender and women's studies health physiology psychology queer studies somatic studies |
Program | JR - SRJunior - Senior | 8, 16 | 08 16 | Day, Evening and Weekend | FFall | WWinter | SSpring | This thematically-based program explores the intersection of human development, health and society. Each quarter examines this relationship through content-related themes and experiences to better understand the fundamentals of health and human development. This program is designed between Evening and Weekend Studies and full-time offerings. The core of the program meets as a whole community using an evening/weekend format. Twelve credit students may register (with faculty signature) to complete an in-program internship. Full time students will meet additional hours during the week. Our learning community will grapple with the age-old questions regarding the nature/nurture controversy. We will use the themes of our program to engage questions like: “How do we navigate our way through the world to build a healthy sense of self? What myths and beliefs guide our decision-making regarding health? What barriers prevent us from achieving a more wholesome lifestyle? How can we acquire the skills necessary to successfully be and create a health-based community? Along with these questions we will study the particulars of race, ethnicity, gender, sexual orientation, class, the ability/disability spectrum and religious affiliation/identity as predictors of achieving health and well-being. We'll also examine these characteristics in terms of their social construction and the creation of a multicultural, democratic society. Each quarter focuses on human development and the psychological, biological and social constructs that guide the stages of development. Fall quarter begins with adolescent and young adult development, the social and genetic construction of identity, the question of what makes for a healthy stage of development and the barriers to achieving optimal states of health and well being. Winter quarter deepens our study of developmental theory through the study of birth, early and late childhood developmental themes, and community-based health and social services. During spring quarter we’ll turn our attention to later adulthood and aging and the health-based concerns that arise. The program will progress from a faculty-directed course of study toward a more student-originated design. Students completing this program will come to a stronger understanding of their personal lives as situated in a variety of contexts. They will develop strategies for engaging in a range of settings to promote social change, in-depth personal development, increased self-awareness, critical commentary and analyses, and practices that promote health and well-being. They will learn basic tools and strategies for analysis of community health needs. They will come to understand themselves as a member of multiple communities and as having a responsibility to these communities. | education, abnormal psychology and personality theory, community psychology, human development, diversity and multicultural studies, community health, anti-oppression studies, quantitative research theory and design, systems theory and group process/change, writing, and health-related fields. | Nancy Anderson George Freeman | Tue Thu Sat | Junior JR Senior SR | Fall | |
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Human Anatomy and Physiology
Cindy Beck |
Program | FR - SRFreshmen - Senior | 6, 12 | 06 12 | Evening | SuSummer | Students will study the anatomy and physiology of the human body using a systems approach while exploring the interrelationship of health and disease in the human body. Each body system will be covered utilizing a traditional lecture and laboratory format. This course meets prerequisites for nursing and graduate programs in health sciences. | health and medicine | Cindy Beck | Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
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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 | ||||
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Introduction to Natural Science: Life on Earth
Dharshi Bopegedera, Clarissa Dirks and Christopher Coughenour 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 | ||
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Marine Biology of the Pacific Northwest
Gerardo Chin-Leo |
Program | FR - SRFreshmen - Senior | 8 | 08 | Day | SuSummer | This program introduces principles of marine biology focusing on the marine life and marine habitats of the Pacific Northwest coast. We will study the environment, taxonomy, adaptations, and ecology of marine organisms as well as the major oceanographic features of the northwest coast. There will be various field trips including a camping trip to the Olympic Peninsula and possibly a sailboat trip. | Gerardo Chin-Leo | Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | ||||
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Molecule to Organism
Benjamin Simon, Lydia McKinstry and Maria Bastaki biochemistry biology chemistry Signature Required: Winter Spring |
Program | SO - SRSophomore - Senior | 16 | 16 | Day | FFall | WWinter | SSpring | This yearlong program develops and interrelates concepts in advanced laboratory-based science, thus providing a foundation for students who plan to continue studies in chemistry, biology (field or laboratory), and/or medicine. Students will carry out upper-division work in biochemistry, microbiology, cellular and molecular biology, and organic chemistry. Students who remain enrolled in the entire program for all three quarters can earn up to 48 credits of upper-division science. The program examines the subject matter through the central idea of the interrelatedness of structure and function, integrating two themes; one at the level and the other at the level. In the theme, we start with cellular biology and microbiology and proceed to the whole organism. We examine structure/function relationships at each level of increasing complexity. In the theme, we examine the nature of organic compounds and organic reactions, and carry this theme into biochemistry and the fundamental chemical reactions of living systems. As the year progresses, the two themes continually merge through studies of cellular and molecular processes in biological systems. Program activities include lecture, laboratory and collaborative problem-solving workshops. Each area of study will contain a significant laboratory component emphasizing bench skills and instrumentation. Students will be expected to write papers and maintain laboratory notebooks. All laboratory work, and approximately half of the non-lecture time will be spent working in collaborative groups. Group work will also include reading scientific literature and discussion of topics of current or historical significance in science. This is an intensive science program; the subjects are complex, and the sophisticated understanding we expect to develop will require students to work for many hours each week, both in and out of class. | biochemistry, cellular and molecular biology, dentistry, medicine, microbiology, naturopathy, optometry, organic chemistry, pharmacy, and veterinary medicine. | Benjamin Simon Lydia McKinstry Maria Bastaki | Sophomore SO Junior JR Senior SR | Fall | ||
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Plant Biology
Lalita Calabria |
Course | FR - SRFreshmen - Senior | 6 | 06 | Evening | SSpring | What is your “Botanical Sense of Place”? Throughout this program we will explore this question as a framework for examining the diversity of the Plant Kingdom and the fundamental concepts of plant biology from cells to ecosystems. All life depends on plants. Yet many of us don’t understand the importance of plants in our everyday lives. This course is designed to increase your awareness and appreciation of the biological, cultural, and economic importance of plants, both locally and globally. Through this awareness and appreciation of plants you can begin to develop your “Botanical Sense of Place”. We will begin the quarter by reflecting on your personal experiences with plants from youth to the present. These experiences are the foundation of your botanical knowledge and they will serve as tool for connecting the major concepts we learn in class with your real-life experience of plants. We will continue to develop our “Botanical Sense of Place” by surveying the major groups of green plants found in and around the Evergreen State College campus. Through lectures, labs, and field trips, we will examine the morphological, physiological, and chemical adaptations that have led to the success of these taxa within the context of their surroundings. We will also draw on contemporary scientific journals and news articles to help you gain in-depth understanding of certain biological concepts and to apply this understanding to current events. | Lalita Calabria | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||
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Plant Biology
Lalita Calabria |
Program | FR - SRFreshmen - Senior | 8 | 08 | Evening and Weekend | SuSummer | This course is designed to increase your awareness and appreciation of the biological, cultural, and economic importance of plants. Through this awareness and appreciation of plants you can begin to develop a "Botanical Sense of Place". We will begin by reflecting on your personal experiences with plants from youth to the present in the form of a creative nonfiction-style essay. These experiences are the foundation of your botanical knowledge and they will serve as tool for connecting the major concepts we learn in class with your real-life experience of plants. We will continue to develop our "Botanical Sense of Place" by surveying the major groups of green plants found in and around the Evergreen State College campus. Through lectures, labs and field trips, we will examine the morphological, physiological, and ecological adaptations that have led to the success of these taxa within the context of their surroundings. We will also draw on contemporary scientific journals and news articles to help you gain in-depth understanding of certain biological concepts and to apply this understanding to current events. | Lalita Calabria | Tue Thu Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | ||||
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Science for Elementary Educators
Andrew Gilbert and Carolyn Prouty |
Course | FR - SRFreshmen - Senior | 6 | 06 | Day | SuSummer | This is a general science course designed to meet the science content needs of both current and future elementary school teachers. The course will provide a broad array of science content geared toward the Washington State Academic Standards for science teachers (grades K-6). Topics will include: Earth/Space Science, Physical Science, Life Science and the Nature of Science with special attention paid to systems and sustainability. Open to pre-service and in-service teachers, and other interested education professionals. | elementary science education | Andrew Gilbert Carolyn Prouty | Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
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Undergraduate Research: Endocrine Disrupters
Maria Bastaki biology environmental studies health Signature Required: Summer |
Research | JR - SRJunior - Senior | V | V | Day | SuSummer | This learning opportunity allows advanced students to participate in laboratory-based research on the activity of chemicals suspected to alter the synthesis or action of endogenous estrogen. The position requires laboratory aptitude and skills with cell biology and biochemistry assays. The work involves cell culture and requires strict asceptic conditions and excellent asceptic technique. Familiarity with handling plasmid DNA and molecular biology techniques is strongly desired. May involve supervised use of low concentrations of radiolabeled reagents. Spectrophotometer use, TLC, and other basic lab techniques are also included. There are also options for non-laboratory research. These require both strong research skills using literature and online resources and the ability to analyze data using Excel spreadsheets. | biology, health science | Maria Bastaki | Junior JR Senior SR | Summer | ||||
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Undergraduate Research in Scientific Inquiry with A. Brabban
Andrew Brabban Signature Required: Fall Winter Spring |
Research | SO - SRSophomore - Senior | V | V | Day | FFall | WWinter | SSpring | Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (biotechnology) studies microbiology and biotechnology, focusing particularly on bacteriophages as model organisms in molecular genetics, as major players in microbial ecology and as therapeutically important antimicrobials. His research (in collaboration with phage biologist Elizabeth Kutter) involves approximately 12 students each year who explore bacterial metabolism and the infection process under a variety of environmental conditions, phage ecology and genomics, and the application of phages as antibacterial agents targeting human and animal problems. Current projects include the development of phage treatments to control O157:H7 in the guts of livestock and infections of both humans and dogs. Studies of such infections under anaerobic and stationary-phase conditions and in biofilms are under way, as are studies of phage interactions in cocktails and the sequencing/genomics of phages. Students who commit at least a full year to the research project, enrolling for 4 to 16 credits each quarter, will learn a broad range of microbiology and molecular techniques, with opportunities for internships at the USDA and elsewhere, and to present data at national and international conferences. | biology, biotechnology, health sciences. | Andrew Brabban | Sophomore SO Junior JR Senior SR | Fall | ||
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Undergraduate Research in Scientific Inquiry with B. Simon
Benjamin Simon Signature Required: Fall Winter Spring |
Research | SO - SRSophomore - Senior | V | V | Day | FFall | WWinter | SSpring | Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (biology) is interested in immunology, bacterial and viral pathogenesis, vaccine development, and gene therapy applications. Recent focus has been on developing novel methods for vaccine delivery and immune enhancement in finfish. Students with a background in biology and chemistry will gain experience in laboratory research methods, including microbiological techniques, tissue culture, and recombinant DNA technology. | Benjamin Simon | Sophomore SO Junior JR Senior SR | Fall | |||
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Undergraduate Research in Scientific Inquiry with C. Barlow
Clyde Barlow Signature Required: Fall Winter Spring |
Research | SO - SRSophomore - Senior | V | V | Day | FFall | WWinter | SSpring | Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (chemistry) works with biophysical applications of spectroscopy to study physiological processes at the organ level, with direct applications to health problems. Students with backgrounds in biology, chemistry, physics, mathematics or computer science can obtain practical experience in applying their backgrounds to biomedical research problems in an interdisciplinary laboratory environment. | Clyde Barlow | Sophomore SO Junior JR Senior SR | Fall | |||
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Undergraduate Research in Scientific Inquiry with C. Dirks
Clarissa Dirks Signature Required: Fall Winter Spring |
Research | SO - SRSophomore - Senior | V | V | Day | FFall | WWinter | SSpring | Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (biology) aims to better understand the evolutionary principles that underlie the emergence, spread, and containment of infectious disease by studying the co-evolution of retroviruses and their primate hosts. Studying how host characteristics and ecological changes influence virus transmission in lemurs will enable us to address the complex spatial and temporal factors that impact emerging diseases. Students with a background in biology and chemistry will gain experience in molecular biology techniques, including tissue culture and the use of viral vectors. | Clarissa Dirks | Sophomore SO Junior JR Senior SR | Fall | |||
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Undergraduate Research in Scientific Inquiry with D. McAvity
David McAvity biology computer science mathematics Signature Required: Fall Winter Spring |
Research | SO - SRSophomore - Senior | V | V | Day | FFall | WWinter | SSpring | Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (mathematics) is interested in problems in mathematical biology associated with population and evolutionary dynamics. Students working with him will help create computer simulations using agent-based modeling and cellular automata and analyzing non-linear models for the evolution of cooperative behavior in strategic multiplayer evolutionary games. Students should have a strong mathematics or computer science background | theoretical biology, computer science, mathematics. | David McAvity | Sophomore SO Junior JR Senior SR | Fall | ||
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Undergraduate Research in Scientific Inquiry with D. Morisato
Donald Morisato Signature Required: Fall Winter Spring |
Research | SO - SRSophomore - Senior | V | V | Day | FFall | WWinter | SSpring | Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (biology) is interested in the developmental biology of the Drosophila embryo, a model system for analyzing how patterning occurs. Maternally encoded signaling pathways establish the anterior-posterior and dorsal-ventral axes. Individual student projects will use a combination of genetic, molecular biological and biochemical approaches to investigate the spatial regulation of this complex process. | biology, health sciences. | Donald Morisato | Sophomore SO Junior JR Senior SR | Fall | ||
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With Liberty and Justice for Whom?
Barbara Laners, Arlen Speights, Erin Ceragioli, Anthony Zaragoza, Dorothy Anderson, Mingxia Li, Artee Young, Paul McCreary, Tyrus Smith, Gilda Sheppard and Peter Bacho biology community studies ecology education environmental studies health history law and public policy leadership studies mathematics media studies political science sociology sustainability studies writing |
Program | JR - SRJunior - Senior | 16 | 16 | Day | FFall | WWinter | SSpring | The faculty and students will embark upon a thorough study of the origins and current status of justice in American society. From an interdisciplinary perspective, we will consider various definitions and theories of justice, review the way justice is carried out in different settings and historical periods and examine the possibility of achieving truly just social institutions. Topics to be considered include: social and environmental justice, just political and economic systems, criminal justice, just healthcare and educational access, representations of justice in media, as well as concepts of equity, fairness and equality. By the end of the academic year we will be able to offer concrete recommendations as to the steps necessary to achieve justice for all in our society. The theme for quarter is . We will lay the foundation for the rest of the year, both substantively and in terms of the tools necessary to operate effectively in the learning community. We will explore the concept of justice as it is explicated in theory, history and practice. The concept will be analyzed from both the perspectives of the legal system and moral teachings. In seminars, we will read and analyze texts dealing with issues that have historically raised questions of whether justice was achieved. Students will examine their personal experiences with justice issues by constructing an autobiographical memoir. Our work will be supplemented with a series of courses designed to assure literacy with words, numbers and images. Students will have the opportunity to hone their skills in critical reasoning, research and the use of multimedia and computers. quarter's theme is . We will look at specific contemporary societal issues in justice viewed from a variety of institutional perspectives, most notably justice in education, health care, law, science, government and politics. Students will investigate specific justice issues of interest with the purpose of identifying a particular problem, defining its dimensions, determining its causes and establishing action plans for its remedy. In the , the theme will progress to This final quarter will be devoted to the design and implementation of projects aimed at addressing the issues of injustice identified in the winter quarter. Seminar groups will combine their efforts to undertake actual programs aimed at assisting the community in righting a current injustice or providing greater justice for the community. The projects may take the form of educational events, publications, multimedia presentations or art installations, to help the community find higher levels of justice. Courses will assist in the successful implementation and evaluation of the student group activities. | advocacy, art and art history, bioethics, biology, community development, counseling, critical thinking, composition, education, environmental science, history, law and public policy, literature, mathematics and statistics, multimedia and arts production, organizational leadership, political economy, public administration, public health, research methodology, quantitative reasoning, social sciences, social work, and sustainability. | Barbara Laners Arlen Speights Erin Ceragioli Anthony Zaragoza Dorothy Anderson Mingxia Li Artee Young Paul McCreary Tyrus Smith Gilda Sheppard Peter Bacho | Junior JR Senior SR | Fall |