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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Action for a Sustainable Future
Ted Whitesell communications community studies environmental studies geography history political science sociology sustainability studies writing Signature Required: Fall Winter Spring |
Program | JR - SRJunior - Senior | 16 | 16 | Day | FFall | WWinter | SSpring | Students will work as part of a network of college students sharing in-depth, local case studies to generate understanding of strategic and tactical options for effective intervention in complex social-ecological issues to foster sustainability and justice. This program will train students for advocacy in government, private and non-profit organizations; support them in living fulfilled lives in difficult circumstances; and build communities of mutual support. Students will research and write a book for their peers on the topic of effective political action, for print and web publication. In addition they will create a web site housing a database of case studies in the policy, strategy and tactics of sustainability and justice. This web site will also serve as a communications center for activists and for those studying activism. Attention will focus on ethical, personal and social consequences of choices about how to think and act in situations of uncertainty, complexity, conflict and stress, and how to live effectively in potentially despair-inducing times. Students will examine local, contentious, ongoing issues with complex ecological, social and political aspects. They will attend meetings of organizations and legislative committees, interview participants, research issue history, and study interactions of biophysical, social and political components. Analysis will be informed by interdisciplinary readings on political theory, practical and ethical aspects of individual and collective action, complex systems, and environmental analysis. During fall quarter, we will gain the needed factual and theoretical foundation, outline the book and web site, and establish communications with peers elsewhere. Winter quarter will center on field work, researching and drafting. Spring quarter will involve extensive editing, rewriting and assembly of the final products. Students will gain skills in writing, including editing; oral, written and web-based presentation; qualitative social science research; complex social-ecological systems science; oral history; understanding political organizing, negotiation, mediation, lobbying and decision making; and collaborative work on a large-scale project. There will be the opportunity to explore conflict, engagement and reconciliation. | environmental studies, sustainability studies, policy studies, and environmental and social advocacy. | Ted Whitesell | Junior JR Senior SR | Fall | ||
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The Authentic Self: Becoming an Instrument of Change
Marcella Benson-Quaziena and Marla Elliott |
Program | JR - SRJunior - Senior | 8 | 08 | Weekend | FFall | WWinter | You are the most powerful and versatile tool you have. Do you know who are you and what you stand for? Is that who you want to be? How can you use your presence as an instrument of change? How do you know what you evoke/provoke in others? How do you move in the world with awareness of your authentic self? The ability to communicate and influence is crucial to our effectiveness as we move through many systems. This program is designed for students who want to develop skills of self-knowledge and "use of self" as an instrument of social change. | psychology, performing arts, and communications. | Marcella Benson-Quaziena Marla Elliott | Junior JR Senior SR | Fall | |||
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Awakened Heart: Stories to Build Strong and Healthy Communities
Jana Dean and Rebecca Chamberlain |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening and Weekend | SuSummer | This weekend-intensive course will explore the power of stories to shape and change the world. We will learn to use the ancient art of storytelling to build bridges, generate healing across differences, and create community. As we listen for the elements of oral narrative in everyday events, we will learn to interpret experiences and frame narratives that heal and nourish ourselves, our relationships, and our communities. We will examine ways that the media and political and social structures use stories to shape popular consciousness. We will trace the development of narrative technologies through speech, print, and modern digital media. Participants will practice and refine a story for oral performance and will each focus on an in-depth exploration of the forms, strengths, and uses of storytelling as a practical art for transformative leadership, healing, and learning. This intensive course is for those with an interest in education, political discourse, administration, medical and healing arts, public and human services, political and environmental activism, counseling and psychology, public advocacy, folklore, communication, and the arts. | Jana Dean Rebecca Chamberlain | Fri Sat Sun | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | ||||
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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 | ||
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Civic Intelligence: Theory and Practice
Douglas Schuler communications community studies political science sociology |
Program | FR - SRFreshmen - Senior | 8 | 08 | Evening and Weekend | SSpring | This program is open to any motivated student who is interested in understanding and cultivating civic intelligence—the capacity for groups and societies to respond effectively and equitably to the challenges they face. Civic intelligence informally describes how "smart" a society is. Although we know that it integrates social imagination, memory, cognition, learning, and engagement, we also know that civic intelligence lacks an established or precise definition. For that reason we will be working to understand what "it" is, including how to recognize or even measure it. More importantly, however, this exploration should help us better understand our current and potential capabilities to address shared problems related to climate change, food security, environmental degradation, militarism and war, and economic inequity. This program will incorporate theoretical foundations and analytic frameworks in addition to examining concrete historic and contemporary examples. Using theoretical tools and practical knowledge, students will develop a case study that analyzes a project, campaign or event that they've identified as relevant. The case-study work can focus on media, public policy, education, electronic resource, or other relevant themes. Students will also work in teams to develop one or more social change games or workshops using the pattern language. Via our program wiki we will develop concepts for the Fall 2011 to Spring 2012 program and begin the development of an open source text book on civic intelligence. Credits will be primarily awarded in social sciences although two credits may be awarded in other areas. | Douglas Schuler | Wed Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||
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Communication and Conflict
Lori Blewett |
Course | FR - SRFreshmen - Senior | 4 | 04 | Day | SuSummer | Conflict is an integral and often necessary part of interpersonal, group, and organizational relationships. In this class students learn to identify obstacles to conflict resolution, to analyze conflict using a variety of theoretical frameworks, and to practice integrative problem-solving and conflict management strategies for strengthening relationships. The course blends contemporary conflict theory with communication skill building. It satisfies prerequisite communication credit for selected MIT endorsement areas. | Lori Blewett | Mon Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | ||||
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Cutting Through the Clamor: Writing for Change
Suzanne Simons and Nancy Parkes |
Program | FR - SRFreshmen - Senior | 8, 12 | 08 12 | Evening and Weekend | FFall | WWinter | As writers, we search for opportunities to create the space needed to nurture our creativity and create forms of expression. We also insert our creations into a noisy world crowded with blaring messages competing for our attention. How do we craft our creative work effectively to cut through the clamor? In this program, students will select a theme they are passionate about and explore that theme through multiple genres including journalism, personal essay, oral history, readers theater, and poetry. Examples of themes might include food sovereignty, workers rights, immigration, identity, religion/spirituality, community organizing for a specific cause, or a specific environmental/sustainability movement. We will also explore how being awash in the information age affects us in body, mind, and spirit. Absorbing and producing vast quantities of information doesn't necessarily make us smarter or more engaging, effective writers. By examining fields such as media theory, brain development, and health, we will gain an understanding of how we move through this information-saturated world and of techniques for uncovering our creativity and intuition that can lead to effective writing for change. Students enrolled for 12 credits in the fall will engage in additional work to study theories and practices of community journalism. Students will choose and write for specific community publications about issues within their chosen themes. We will also engage in readings about the history of journalism and the metamorphosis of alternative presses while considering the repercussions to community and oversight of government. In winter, the additional work for 12-credit students will focus on advocacy writing for college, agency, and nonprofit publications. We will profile the unspoken heroes, problems, and potential of the communities in which we live. Our readings will focus on helping to create movements and organizational change through writing for these groups. | journalism, education, and public service. | Suzanne Simons Nancy Parkes | Mon Wed Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||
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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 | ||||
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Designing Languages
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 | |||
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East-West Culture, Commerce, Art, and Spirit (A)
Hirsh Diamant communications economics ethnic and cultural studies teaching and education visual arts writing Signature Required: Summer |
Course | FR - SRFreshmen - Senior | 2 | 02 | Day | SuSummer | This course will compare and contrast foundations of Western and Eastern cultures and the implications that these foundations may have on life, commerce, and art in contemporary society. The course is designed for Chinese students that are interested in exploring education in the United States and particularly at Evergreen State College. In addition to learning about Evergreen resources and pedagogy, students will learn about the unique cultures of Pacific Northwest, will spend time on a Native American Reservation, and will visit colleges in Portland and Seattle. Chinese students will also be involved in meetings and cultural sharings with U.S. students, and learning about college requirements in the U.S. Assignments and support in section A of this course are designed for students who have less mastery of English. More fluent English speakers are encouraged to register for section B. | Cultural studies, Education, International studies | Hirsh Diamant | Mon Tue Wed Thu Fri Sat Sun | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
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East-West Culture, Commerce, Art, and Spirit (B)
Hirsh Diamant communications economics ethnic and cultural studies teaching and education visual arts writing Signature Required: Summer |
Course | FR - SRFreshmen - Senior | 2 | 02 | Day | SuSummer | This course will compare and contrast foundations of Western and Eastern cultures and the implications that these foundations may have on life, commerce, and art in contemporary society. The course is designed for Chinese students that are interested in exploring education in the United States and particularly at Evergreen State College. In addition to learning about Evergreen resources and pedagogy, students will learn about the unique cultures of Pacific Northwest, will spend time on a Native American Reservation, and will visit colleges in Portland and Seattle. Chinese students will also be involved in meetings and cultural sharings with U.S. students, and learning about college requirements in the U.S. Assignments and support in section A of this course are designed for students who have less mastery of English. More fluent English speakers are encouraged to register for section B. | Cultural studies, Education, International studies | Hirsh Diamant | Mon Tue Wed Thu Fri Sat Sun | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
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Effective Action for Sustainability and Justice
Ted Whitesell communications community studies environmental studies geography history political science sociology sustainability studies writing Signature Required: Fall Winter Spring |
Program | JR - SRJunior - Senior | 16 | 16 | Day | FFall | WWinter | SSpring | Students will work as part of a network of college students sharing in-depth, local case studies to generate understanding of strategic and tactical options for effective intervention in complex social-ecological issues to foster sustainability and justice. This program will train students for advocacy in government, private and non-profit organizations; support them in living fulfilled lives in difficult circumstances; and build communities of mutual support. Students will research and write a book for their peers on the topic of effective political action, for print and web publication. In addition they will create a web site housing a database of case studies in the policy, strategy and tactics of sustainability and justice. This web site will also serve as a communications center for activists and for those studying activism. Attention will focus on ethical, personal and social consequences of choices about how to think and act in situations of uncertainty, complexity, conflict and stress, and how to live effectively in potentially despair-inducing times. Students will examine local, contentious, ongoing issues with complex ecological, social and political aspects. They will attend meetings of organizations and legislative committees, interview participants, research issue history, and study interactions of biophysical, social and political components. Analysis will be informed by interdisciplinary readings on political theory, practical and ethical aspects of individual and collective action, complex systems, and environmental analysis. During fall quarter, we will gain the needed factual and theoretical foundation, outline the book and web site, and establish communications with peers elsewhere. Winter quarter will center on field work, researching and drafting. Spring quarter will involve extensive editing, rewriting and assembly of the final products. Students will gain skills in writing, including editing; oral, written and web-based presentation; qualitative social science research; complex social-ecological systems science; oral history; understanding political organizing, negotiation, mediation, lobbying and decision making; and collaborative work on a large-scale project. There will be the opportunity to explore conflict, engagement and reconciliation. | environmental studies, sustainability studies, policy studies, and environmental and social advocacy. | Ted Whitesell | Junior JR Senior SR | Fall | ||
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For the Common Good: Community-Based Learning and Action
Ellen Shortt Sanchez and Suzanne Simons communications community studies leadership studies sociology |
Program | SO - SRSophomore - Senior | 8 | 08 | Evening | SSpring | Why are some communities vibrant and others not? Who and what defines community? What is the common good and who decides? Who inspires us to participate in community and in what forms? Does reliance on volunteers continue an unjust economy? How can community engagement support social change? How can we work effectively as allies in communities that are not our own? What is higher education's role in supporting community? This one-quarter program will combine theory and practice through classroom study and applied field work. We will explore theories of community and the common good and combine this with the practice of community-based service learning. Students will choose a local organization to work with throughout the quarter and contribute 10 hours a week of community-based learning while spending time in and out of class examining issues such as immigration, literacy, housing, hunger, education, sustainability, health, environment, and poverty through lenses of class, race, and gender. Community-based learning asks students to examine critical community needs and how best to contribute to addressing them. Program activities will include field trips to Shelton and downtown Olympia, guest speakers on public policy and community advocacy, lectures, critical reading of program texts and response papers, seminars, service learning journal based on weekly program themes, and final presentations of student work. | human and social services, education, literacy, community advocacy, nonprofit organizations, and public service. | Ellen Shortt Sanchez Suzanne Simons | Wed | Sophomore SO Junior JR Senior SR | Spring | |||
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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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Games Marketers Play
David Shaw |
Program | SO - SRSophomore - Senior | 12, 16 | 12 16 | Day | WWinter | This quarter-long program will examine the art and science of marketing, as reflected in the theories, models and techniques employed in the marketing discipline today. While this program builds on concepts and perspectives explored in the fall program , it can safely be taken as an independent program, especially by more advanced or experienced students. The focus of this program is on marketing as a contemporary, real-world practice, including the analytical tools and techniques used by professionals in the field. The primary theme will be segmentation, targeting and differentiation strategies for organizations, for-profit or non-profit, with an overview of topics related to product, distribution, communications and pricing issues. Students will participate in a complex interactive team-based simulation which will also serve as an experiential laboratory for students to apply their concepts and tactics to a simulated marketplace under competitive conditions. Students will also learn how to prepare and update their written marketing plans for the product or service they are marketing in the simulated environment. | business, marketing, management, psychology, economics and consumer studies. | David Shaw | Sophomore SO Junior JR Senior SR | Winter | ||||
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Improvisational Acting
Paul Wickline |
Course | FR - SRFreshmen - Senior | 4 | 04 | Day | SuSummer | Students will learn the history, evolution, and craft of improvisational acting to foster team building, develop spontaneity, sharpen concentration, increase listening skills, solve problems, recognize and develop basic elements of storytelling, and stretch creative imagination. The focus is on taking risks and exploring moment to moment, allowing the student to overcome inhibitions in a supportive, creatively-stimulating environment that emphasizes process rather than performance. | education, acting, directing, dance, performance | Paul Wickline | Mon Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
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Individual Study: Interdisciplinary Projects, Arts, Consciousness Studies and Humanities
Ariel Goldberger aesthetics anthropology architecture art history classics communications community studies consciousness studies cultural studies field studies gender and women's studies geography international studies language studies leadership studies literature music outdoor leadership and education philosophy psychology queer studies religious studies sociology somatic studies theater visual arts writing Signature Required: Winter |
Contract | SO - SRSophomore - Senior | 16 | 16 | Day | WWinter | Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unqiue combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Students interested in a self-directed project, research or internship in the humanities, or projects that include arts, travel, or interdisciplinary pursuits are invited to present a proposal to Ariel Goldberger. Students with a lively sense of self-direction, discipline, and intellectual curiosity are strongly encouraged to apply. Ariel Goldberger supports interdisciplinary studies and projects in the Arts, Humanities, Consciousness Studies, and travel. | humanities, arts, social sciences, and consciousness studies. | Ariel Goldberger | Sophomore SO Junior JR Senior SR | Winter | ||||
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Individual Study: Interdisciplinary Projects, Arts, Consciousness Studies and Humanities
Ariel Goldberger aesthetics anthropology architecture art history classics communications community studies consciousness studies cultural studies field studies gender and women's studies geography international studies language studies leadership studies literature music outdoor leadership and education philosophy psychology queer studies religious studies sociology somatic studies theater visual arts writing Signature Required: Spring |
Contract | SO - SRSophomore - Senior | 16 | 16 | Day | SSpring | Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unqiue combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Students interested in a self-directed project, research or internship in the humanities, or projects that include arts, travel, or interdisciplinary pursuits are invited to present a proposal to Ariel Goldberger. Students with a lively sense of self-direction, discipline, and intellectual curiosity are strongly encouraged to apply. Ariel Goldberger supports interdisciplinary studies and projects in the arts, humanities, consciousness studies, and travel. | humanities, arts, social sciences, and consciousness studies. | Ariel Goldberger | Sophomore SO Junior JR Senior SR | Spring | ||||
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Individual Study: Interdisciplinary Projects, Arts, Consciousness Studies and Humanities
Ariel Goldberger aesthetics anthropology architecture art history classics communications community studies consciousness studies cultural studies field studies gender and women's studies geography international studies language studies leadership studies literature music outdoor leadership and education philosophy psychology queer studies religious studies sociology somatic studies theater visual arts writing Signature Required: Fall |
Contract | SO - SRSophomore - Senior | 16 | 16 | Day | FFall | Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unqiue combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Students interested in a self-directed project, research or internship in the humanities, or projects that include arts, travel, or interdisciplinary pursuits are invited to present a proposal to Ariel Goldberger.Students with a lively sense of self-direction, discipline, and intellectual curiosity are strongly encouraged to apply.Ariel Goldberger supports projects in the Arts, Humanities, Consciousness Studies, Arts, and interdisciplinary studies. | humanities, arts, social sciences, and consciousness studies. | Ariel Goldberger | Sophomore SO Junior JR Senior SR | Fall | ||||
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Individual Study: Legislative Processes, Regulatory Agencies and Environment
Cheri Lucas-Jennings American studies communications community studies computer science cultural studies economics environmental studies gender and women's studies government health law and government policy law and public policy leadership studies media studies political science sustainability studies Signature Required: Spring |
Contract | JR - SRJunior - Senior | 16 | 16 | Day and Weekend | SSpring | Individual studies offers important opportunities for advanced students to create their own course of study and research. Prior to the beginning of the quarter, interested individuals or small groups of students must consult with the faculty sponsor to develop an outline of proposed projects to be described in an Individual Learning Contract. If students wish to gain internship experience they must secure the agreement and signature of a field supervisor prior to the initiation of the internship contract. This faculty wecomes internships and contracts in the areas of environmental health; health policy; public law; cultural studies; ethnic studies; the arts (including acrylic and oil painting, sculpture, or textiles); water policy and hydrolic systems; permaculture, economics of agriculture; toxins and brownfields; community planning, intranational relations. This opportunity is open to those who wish to continue with applied projects that seek to create social change in our community (as a result of work begun in fall 2010 and winter 2011 "Problems to Issues to Policies;" to those begining internship work at the State capitol who seek to expand their experience to public agencies and non-profit institutions; and to those interested in the study of low income populations and legal aid. | American studies, art, communications, community studies, cultural studies, environmental field studies, gender and women's health, history, law and government and public policy leadership | Cheri Lucas-Jennings | Junior JR Senior SR | Spring | ||||
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Individual Study: Media Arts, Visual Anthropology, Communications
Sally Cloninger communications cultural studies media studies moving image visual arts Signature Required: Fall |
Contract | JR - SRJunior - Senior | 16 | 16 | Day | FFall | Sally Cloninger offers opportunities for intermediate and advanced students to create their own course of study, creative practice and research, including internships, community service and study abroad options. Prior to the beginning of fall quarter, interested individual students or small groups of students must describe the work to be completed in an Individual Learning or Internship Contract. Sally is particularly interested in sponsoring individual contracts or internships in media arts, media studies, media production, visual anthropology, cultural studies, photography, performance studies, screenwriting and communications but will also consider other disciplines on a case-by-case basis. Where applicable, students will meet in small groups with faculty for critique and discussion as part of their contract. | communications, humanities, media arts, performance studies, visual anthropology, and visual arts. | Sally Cloninger | Junior JR Senior SR | Fall | ||||
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Internet: Knowledge and Community
Stephen Beck and Douglas Schuler |
Program | FR - SRFreshmen - Senior | 8 | 08 | Evening and Weekend | FFall | WWinter | The Internet as we know it didn't exist ten years ago, and it's a fair guess that in another ten years it will be radically transformed yet again. How is it changing the ways people see their world and interact with each other — and how does it merely reflect how people have interacted before it existed? In this two-quarter program, we will study the origin and the structure of the Internet, its relation to other technologies, the roles that it plays in our lives, and both the opportunities and the dangers that it opens for us. In fall quarter, we will focus on the way that we construct knowledge and how the Internet affects this. In winter quarter, we will consider the nature of community including the ways that people can build communities through the Internet, and the ways that communities can make use of the Internet for their own goals. | computer science, media, teaching, and public policy. | Stephen Beck Douglas Schuler | Wed Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||
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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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Language Matters: Persuasive Language in Popular Culture
Susan Fiksdal and Rachel Hastings communications language studies linguistics media studies writing |
Program | FR - SRFreshmen - Senior | 12 | 12 | Day | SSpring | This program will focus on the linguistic resources we all use to persuade others of a particular point of view. We will study the art of persuasion in a wide range of settings within popular culture, ranging from comedy to politics, from news journalism to blogs. Our work will engage us in several areas of linguistic theory, including discourse analysis, semantics, pragmatics, metaphor, morphology and syntax. As we develop these theoretical tools, we will concurrently be using them to analyze discourse from the media, the internet, conversations and speeches in order to uncover ways in which speakers use their linguistic knowledge to persuade. We will study how different individuals and different categories of communication vary with respect to the structure and content of their persuasive language. For a broader view of linguistic resources, we will sometimes examine cross-linguistic variation in persuasion in languages other than English, including Quechua and French. Students will apply their understanding of concepts by writing papers using three formats—persuasive essays, short summary essays and linguistic analyses. To demonstrate their understanding of persuasion in a particular setting, they will create final oral presentations. | communications, education, languages, law, linguistics, media studies, and writing. | Susan Fiksdal Rachel Hastings | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||
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Linguistics for Teachers and Writers
Richard McKinnon |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | SuSummer | Do you work intimately with language every day but would like to have a better understanding of the nuts and bolts? This course will take you under the hood and give you the foundation you'll need to learn, teach, or create language. We'll also look at the process of reading and its relationship to spoken language. | Richard McKinnon | Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | ||||
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Marketing and (Anti-)Consumerism
David Shaw and Shoji Kamise |
Program | SO - SRSophomore - Senior | 8, 12 | 08 12 | Day | FFall | 10301 8-credits; 10472 12-credits This program will meet from 10 a.m. to 1 p.m on Tuesdays and Thursdays. This quarter-long program is designed to provide an introduction to and overview of the intersection of three related fields—consumerism, anti-consumerism and marketing, including classical, critical and multidisciplinary perspectives on the field of marketing as it reflects consumer and business participation and behavior in economic exchanges in the marketplace. In the economic perspective, firms engage in various behaviors and efforts (which could include artifice, persuasion or other means) to influence consumer choice. Firms and consumers are said to be engaging in economic exchanges in pursuit of their own benefit, however calculated or construed. This quarter-long program begins a two-quarter program sequence examining (1) interdisciplinary approaches to the study of consumer behavior, firm marketing behavior and their consequences, as well as (2) an introduction to the art and science of marketing, as reflected in the theories, models and techniques employed in the marketing discipline today. In fall quarter, we will review the literature from marketing and related disciplines (e.g., economics, psychology and sociology) including classic, critical, practical and recent books, essays and studies, with an eye toward identifying the theories, models and perspectives that help illuminate real-world behavior by firms and consumers. While the primary focus will be on the behavior of marketing firms and consumers in their interdependent courtship of each other in the marketplace, positive and negative spillover effects (i.e., consequences, intentional or not) of these exchanges in the marketplace will also be examined. Students enrolled in the 12-credit section will participate in an additional research workshop. Topics may include social networking, consumerism and marketing; consumering and/or marketing to women; consumerism and/or marketing to children; and marketing and (anti-)consumerism in other countries or cultures. The underlying goal of the Research Workshop is to help students develop skills in social sicence research. | business, marketing, management, psychology, sociology, economics, consumer and leisure studies. | David Shaw Shoji Kamise | Sophomore SO Junior JR Senior SR | Fall | ||||
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Marketing and (Anti-)Consumerism (full-time)
David Shaw |
Program | SO - SRSophomore - Senior | 16 | 16 | Day | FFall | Marketing and (Anti-)Consumerism was initially advertised as a full-time program, but it has been changed to a half-time program. You may see its description at . | business, marketing, management, psychology, sociology, economics, consumer and leisure studies. | David Shaw | Sophomore SO Junior JR Senior SR | Fall | ||||
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Multicultural Counseling: An Innovative Model
Heesoon Jun communications consciousness studies cultural studies gender and women's studies health psychology Signature Required: Fall |
Program | SR ONLYSenior Only | 16 | 16 | Day | FFall | WWinter | SSpring | This program will allow students to examine the efficacy of existing psychological counseling paradigms and techniques for a diverse population. One of the program goals will be to increase the students' multicultural counseling competency through transformative, non-hierarchical and non-dichotomous approaches to learning. We will use a wide range of instructional strategies, such as lectures, workshops, films, seminars, role-playing, group discussions, videotaping, field trips, guest lectures and internship case studies. During fall quarter, students will learn at least seven personality theories and counseling skills based on these theories. In winter quarter, students will learn to incorporate scientific inquiry into clinical inquiry and will learn abnormal psychology and its effectiveness with multicultural populations. In spring quarter, students will learn ethics in helping professions. Consciousness studies, psychological research interpretation, studies in internalized oppression/privilege and systematic oppression/privilege, multicultural counseling theories and practice, and social justice and equity will be emphasized throughout the year. In both winter and spring quarters, students will be required to complete internships of 10 hours per week in local counseling/mental health settings, providing opportunities to apply their classroom learning in a practical setting. | allopathic and complementary medince, ethics in the helping professions,multicultural counseling theory and skill building, personality theories, psychological counseling, psychological research interpretation, psychology (abnormal, clinical, developmental), studies of oppression and power, social work, and school counselling. | Heesoon Jun | Senior SR | Fall | ||
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Public Speaking Intensive
Lori Blewett |
Course | FR - SRFreshmen - Senior | 4, 6 | 04 06 | Evening and Weekend | SuSummer | This weekend-intensive course focuses on the fundamentals of public speaking. It is aimed at enhancing students' confidence and ability regardless of their current level of experience. Students will learn to control speech anxiety, compose persuasive and informative speeches, use visual aids appropriately, and develop performance skills for effective public presentations. All students will receive individualized feedback and coaching. Students enrolling for 6 credits will do additional work to study speaking skills for recorded media. | Lori Blewett | Mon Sat Sun | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | ||||
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Ready Camera One: We're Live
Sally Cloninger |
Program | SO - SRSophomore - Senior | 16 | 16 | Day | SSpring | This program is designed primarily for students interested in exploring visual literacy, television production, performance and media criticism. Students will be introduced to both media deconstruction and media production skills through a series of lecture/screenings, workshops and design problems that focus primarily on collaborative multi-camera studio production. No prior media production experience is required. We will take a critical, performative and historical approach as we examine and even emulate the production style and lessons from the early history of 20th century live television. Students will be expected to perform in front of as well as behind the camera and will explore the logistics and aesthetics of multi-camera direction and design. We will investigate the aesthetics and implications of live performance and multi-camera production for new media as well. This program will also examine the politics of representation, i.e., who gets the camera, who appears on the screen, and who has the power. Therefore, students who choose to enroll should be vitally and sincerely interested in the issues and ideas concerning the representation of gender, race, ethnicity, class and sexual orientation in the media. We will specifically study the role of visual humor as it applies to representation and stereotyping in the mass media. Activities also will include training in the multi-camera TV studio facility, instruction in basic performance and writing for television, and a survey of visual design principles. | communications, humanities, moving image, television production, media arts, media criticism, social sciences, and theater. | Sally Cloninger | Sophomore SO Junior JR Senior SR | Spring | ||||
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Student Originated Studies: Center for Community-Based Learning and Action
Therese Saliba African American studies Native American studies anthropology communications community studies cultural studies economics education environmental studies gender and women's studies history international studies law and government policy law and public policy leadership studies media studies outdoor leadership and education queer studies sociology sustainability studies Signature Required: Spring |
SOS | FR - SRFreshmen - Senior | 16 | 16 | Day | SSpring | community or youth organizing; community development; economic, racial, and gender justice; education; immigrant rights; international solidarity and International Studies; popular education; public policy; sociology; and queer studies. | Therese Saliba | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | |||||
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Student Originated Studies: Media/Philosophy
Kathleen Eamon and Julia Zay communications media studies moving image philosophy writing Signature Required: Winter |
SOS | JR - SRJunior - Senior | 16 | 16 | Day | WWinter | SSpring | This SOS is designed to support creative and theoretical projects that can only arise at juncture of these distinct but related modes of academic and creative labor. We invite students, including transfers, who have significant academic experience in media production and studies and/or critical theory and philosophy, and who are committed to exploring the boundaries of these modes of inquiry. Our experiments will be anchored by a central line of inquiry around the relationship between objects, images, figures, and perception on the one hand and judgment, reflection, valuation, critique and synthesis on the other. This means that the entire program will screen films and read texts together. One shared text, for example, will be Mary Ann Doane's , which argues that the cinema participated in representing the singular instant of chance and ephemerality in the face of the increasing rationalization and standardization at the turn of the 19 Century. Media and philosophy students alike will need to develop an understanding of what it means to think historically and concretely about both thought and its objects. Students will research and design individual projects in the first quarter, while focusing on honing a set of shared skills, exploring overlapping areas of student interest, and learning about developing models of creative/critical collaboration. Students will work in depth with one faculty member, depending on their academic focus (media production, critical theory, or philosophy), but seminars, workshops, lectures, and critiques will provide time for work outside these concentrations. The second quarter of the program will provide space for implementing individual projects and will culminate in a public conference. : This part of the program is designed for students who have already developed some expertise in media production, are familiar with aspects of media theory, and wish to do advanced production work that may have developed out of previous academic projects and/or programs. We will focus on experimental and non-fiction forms, which require a period of germination for new ideas to emerge. Students will deepend their understanding of media history and theory through readings, seminars, and writing; they will expand their technical skills through workshops; and they will present their own research to the entire program. In addition, each student or team of students (for collaborative projects) will do extensive pre-production planning and research in the first quarter for a media project to be completed by the end of the second quarter in time for public screening. : This part of the program is for students who have some substantial background in philosophy and/or critical theory. Ideally, students in this track will arrive with a specific set of categories that they find both intriguing and perplexingly abstract, and terms and questions that seem to invite extra-philosophical attempts to render them concrete. Students are free (and are in fact, required) to choose their own topics, but Kathleen Eamon's central areas of research and inquiry include aesthetics, social and political philosophy, and critical theory; a list of figures of interest includes Kant, Hegel, Marx, Freud, and the Frankfurt School theorists. Students in this section will read texts, participate in and lead seminars, share and critique writing throughout the program, and develop a presentation and conference paper for the end of the second quarter. | the arts and humanities, film history and theory, philosophy, critical theory, experimental media, media arts and digital communications. | Kathleen Eamon Julia Zay | Junior JR Senior SR | Winter | |||
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Veteran Educational Transition Strategies (VETS)
Bobbie McIntosh |
Course | FR - SRFreshmen - Senior | 4 | 04 | Day | FFall | The VETS course is designed for active duty military, veterans, and dependents who are beginning their college lives at Evergreen. The goal is to assure that the student will get the most out of his or her educational experience, and the focus is on the transition from deployment to post deployment life. We will explore skills for success in academics, work, home life, and other settings; strategies for balancing work, family, and educational demands; and techniques for managing the stress related to military service and combat. We will reflect on theories and skills related to community-building and interpersonal relations. Students will have the option to connect with an Evergreen Veteran Mentor, and each student will leave with a toolbox of skills for success at Evergreen and beyond. | All areas of Evergreen learning. | Bobbie McIntosh | Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | |||
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VETS Seminar
Bobbie McIntosh |
Course | FR - SRFreshmen - Senior | 2 | 02 | Day | SSpring | The Veteran Education Transition Strategies (VETS) course is designed as a place for active duty military, veterans, and dependents to reflect on their educational experiences at Evergreen while also pursing specific academic goals. We will explore skills for success in academics, work, home life, and other settings; strategies for balancing work, family, and educational demands; and techniques for managing the stress related to military service and combat. Spring will provide further opportunities to reflect on political theories and social change skills related to community-building and interpersonal relations. Students will have the option to connect with Evergreen's veteran mentor program. Each student will leave with a toolbox of skills for success at Evergreen and beyond. | All areas of Evergreen learning. | Bobbie McIntosh | Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | |||
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VETS Seminar
Bobbie McIntosh |
Course | FR - SRFreshmen - Senior | 2 | 02 | Day | WWinter | The Veteran Education Transition Strategies (VETS) course is designed as a place for active duty military, veterans, and dependents to reflect on their educational experiences at Evergreen while also pursing specific academic goals. We will explore skills for success in academics, work, home life, and other settings; strategies for balancing work, family, and educational demands; and techniques for managing the stress related to military service and combat. The focus for winter will be again on the transition from deployment to post deployment life but we will also discuss the reasons around why western nations go to war. Each student will have the option of building a personal journal, learning writing techniques for managing the stress related to military service and combat and build relationship with other veterans on campus. These skills related to community-building and interpersonal relations will be part of a clear segment of gaining Evergreen veteran mentoring skills. Each student will leave with a toolbox of skills for success at Evergreen and beyond. | All areas of Evergreen learning. | Bobbie McIntosh | Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | |||
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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 | |||
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The Voice of Reason: Persuasion as Performance
Lori Blewett and Marla Elliott |
Program | FR - SRFreshmen - Senior | 8 | 08 | Evening and Weekend | SSpring | Effective persuasion relies on more than good arguments. This class will incorporate the art of reasoning with the skills of oral performance. We will investigate the ways we influence each other and consider alternative models of ethical discourse. Students will construct, deliver, and analyze persuasive speech performances. Opportunities will be available to produce work using the TESC television recording studio. | acting, communications, law, politics, public speaking, rhetoric, and voice and body use. | Lori Blewett Marla Elliott | Wed Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | |||
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Writing Beyond the Basics
Peter Bacho |
Program | FR - SRFreshmen - Senior | 4, 8 | 04 08 | Day | SuSummer | This two session class will enhance writing skills needed for communicating with academic and popular audiences. During the first session, students will study effective editing, advanced composition, and MLA formatting while focusing on projects associated with the dissemination of community resource materials such as editorials and position papers. During the second session, students will study creative writing. They will focus on creating a credible protagonist, building tension, developing cohesive and dramatically effective plots, and reading their work before other members of the workshop. | communications, public policy, literature (teaching), literary criticism (teaching and writing) | Peter Bacho | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
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Writing from the Wild
Nancy Parkes and Rebecca Chamberlain |
Program | FR - SRFreshmen - Senior | 8 | 08 | Evening and Weekend | SSpring | How do we cultivate a practice of writing and a way of life that draws from authentic experience energized by wildness and rootedness to place? Through a stimulating program of writing, walking, hiking, nature observation, reading, research, and basic natural history, we will cultivate our power as writers and artists to awaken our sense of the wild. We will examine how to develop 'voice' in writing by reconnecting with the natural world and engaging with powerful places. Participants will have a choice to write in several genres, including but not limited to memoir/personal essay, creative non-fiction, poetry, fiction, and performance-based writing. They will keep a program journal, write and revise a series of short works, and build upon their understanding of environmental education and sustainability. We will participate in a variety of creative writing workshops that expose students to different genres. Two weekend intensives/fieldtrips will allow us to retreat from the technological world and connect to our embodied creative natures. Students can elect to hike in groups paced at their level. Students should have at least one work that they submit for e-publication and presentation at the end of the program. | communications, writing and literature, environmental policy, education | Nancy Parkes Rebecca Chamberlain | Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | |||
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Writing the New Journalism - Creative Nonfiction
Thomas Foote |
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 |