2010-11 Undergraduate Index A-Z
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Community Studies [clear]
| Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days of Week | Multiple Standings | Start Quarters |
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A People's Geography of American Empire
Lawrence Mosqueda and Zoltan Grossman American studies community studies geography international studies |
Program | SO - SRSophomore - Senior | 16 | 16 | Day | SSpring | This program will look at U.S. expansion -- from "Manifest Destiny" and overseas imperial expansion, to present-day resource wars. It will focus on the place-making processes inherent in each stage of expansion, and on the imprints they have left on the human and physical landscape. It will examine "imperial places" that have been shaped by each era of expansion, and in turn have shaped each era. In addition to the origins and rationales underlying each stage of expansion, we will examine how and to what extent the world's landscape reflects and helps to (re)produce imperial power. The program will aim to interconnect global and local scales, "foreign" and "domestic" policies, and past histories and present-day legacies. It will examine the lasting effects of imperial control on real local places, in particular the expanding network of U.S. military bases around the world. Fort Lewis and other Northwest military installations will be examined as local case studies of military land acquisition, place-making, and internal G.I. dissent (including a possible one-day field trip). The program will identify the disproportionate role of small places such as Wounded Knee (Lakota Nation), Subic Bay (Philippines), Vieques (Puerto Rico), Okinawa (Japan), Diego Garcia (Indian Ocean), Guantanamo Bay (Cuba), Cabanas (El Salvador), Fallujah (Iraq), Bagram (Afghanistan), and Khuzestan (Iran), and locate them within a typology of imperial places. Such a typology could include internal colonies, emptied or erased places, ground zeros, poisoned places, places of resistance, and places of justice. As their class project, students will focus on a single local-scale case study, writing separate papers on its past history, present-day landscape, and a resident interview (of activists, refugees or veterans). Students will also turn in a discussion page on the readings--with specific questions or comments--in each seminar. The program will make a geographical contribution to the study of American Empire, by examining the making and remaking of "imperial places," and using place-based approaches to learning about imperialism. Book and article authors could include Cynthia Enloe, Catherine Lutz, Michael Klare, Arundhati Roy, Howard Zinn, Patricia Limerick, Dahr Jamail, Richard Drinnon, Jean Bricmont, Michael Ignatieff, and Barack Obama. | community studies, geography and international studies. | Lawrence Mosqueda Zoltan Grossman | Sophomore SO Junior JR Senior SR | Spring | ||||
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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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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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Creative Environments: Shelter and Movement
Robert Knapp architecture chemistry community studies environmental studies physics sustainability studies |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | WWinter | The faculty of the Creative Environments programs have joined together to offer in fall quarter and in winter and spring. Please refer to those program descriptions in the catalog for more information. | applied physical sciences, architecture, civil and mechanical engineering, community studies, conceptual architecture, environmental physics, sustainable building and transportation, and sustainability and engineering. Skills include quantitative reasoning, basic drafting, sustainable design methods, group discussion and decision-making. | Robert Knapp | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | |||
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Decolonization in Communities: Thinking Globally, Reflecting Locally
Jon Davies and Savvina Chowdhury community studies economics education field studies gender and women's studies |
Program | FR - SRFreshmen - Senior | 8, 12, 16 | 08 12 16 | Day | SSpring | This program builds on Imperialism, a full-time fall/winter program that examines the unequal relations of power purveyed through the discourse of neoliberal globalization. Students interested in examining resistance to neocolonialism are invited to explore the prospects for decolonization in the context of the Puget Sound area through this one-quarter full-time program. Working in conjunction with community-based institutions, schools, advocacy groups, veteran's rights groups and other non-profit organizations, Decolonization in Communities will examine resistance strategies such as popular education, immigrant rights advocacy, gay/lesbian/transgender advocacy and community-based economics. What strategies are employed by these institutions to counter the effects of oppression along the lines of gender/race/class/sexual orientation? How have neoliberal policies affected the economy in the Puget Sound area? How has neoliberalism affected public education and what community-based initiatives are contesting the commodification of education? The eight-credit classroom component for this program will focus on decolonization, education, globalization, feminist economics and political economy. For the other eight credits, students will complete a 20-hour-per-week internship related to program themes. This program is open, without faculty signature, to qualified and motivated students who wish to examine these program themes in a local community setting. | community-based social action, economics, education, gender and women's studies, law, politics, non-profit organizations and social services. | Jon Davies Savvina Chowdhury | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||
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Designing Green
Robert Leverich, Anthony Tindill and Robert Knapp architecture community studies environmental studies physics sociology sustainability studies |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | WWinter | SSpring | Sustainable design imagines landscapes, buildings and objects of use that are responsive and responsible to environments and communities, that reuse and renew materials and energy, that draw lessons from natural systems and forms, and that use and build on the native design intelligence of human cultures. This program digs intensively into these topics, building on the background developed in Designing Green Futures (Fall 2010) or equivalent study elsewhere. This program pays special attention to buildings—their history and traditions, design challenges and potentials, modes of construction, life cycles—within a general framework of sustainable design. Students will read, attend lectures, engage in hands-on workshops and do field research addressing ecological impacts, materials, building science, graphics and design process (including computer methods) and environmental design history. They will bring lessons from these disciplines to an integrative design studio—the pivotal activity of the program. Studio projects will address drawing and design fundamentals, thinking in three dimensions, programming, user involvement, ecological design responses, materials choices and construction systems, energy use and presentation skills. Readings, seminars and writing will ground students in current issues and ideas in sustainability, and enrich their design efforts. Work will build toward application projects on campus or in the surrounding community during Spring Quarter. These projects will involve students in real-world processes, constraints, and trade-offs—essential experience for those who wish to make a difference. | architecture; environmental affairs, design, and studies; government and non-profit organizations; and sustainable technologies. | Robert Leverich Anthony Tindill Robert Knapp | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | |||
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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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For the Love of It: The Rewards of Volunteering
Marla Elliott |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | SuSummer | The work you don’t get paid for can be the most rewarding. What does it mean to volunteer, and how do volunteers function in society? How do communities support and benefit from volunteers? Students in this class will study theories and history of volunteerism, work as volunteers for several weeks, and then synthesize theory and practice in a final paper that combines research and reflection. | public service, social services, management | Marla Elliott | Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
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Gateways: Popular Education, the Arts, and Activism
Chico Herbison African American studies American studies community studies cultural studies education Signature Required: Fall |
Program | SO - SRSophomore - Senior | 16 | 16 | Day | FFall | WWinter | SSpring | This program is part of the Gateways for Incarcerated Youth program. A fundamental principle of Gateways is that every person has talents given to them at birth; it is our job to encourage each other to search out and find our passions and gifts. Our work is guided by ideas of popular education. We recognize and value the knowledge and experience of each participant. The program works to strengthen notions of self and community through cultural awareness and empowerment. In connecting and building with people from other cultures and class backgrounds, each person becomes empowered to share their knowledge, creativity, values and goals. This program offers Evergreen students the opportunity to be peer learners with incarcerated young men in a maximum-security institution. Students will address issues of diversity, equality and critical thinking, along with other issues that are chosen by the young men who are incarcerated. At the same time, the Evergreen students will deepen their understanding of the theory and practice of popular education. Students in this program will have the opportunity to reflect on how they themselves learn as well as how others learn, as they gain experience in the facilitation of discussions and workshops. Students will work on designing, implementing and assessing the workshops. In the process of collectively shaping the Gateways seminar, students will also learn how to organize productive meetings and work through conflict. Each week the Evergreen students will visit one of two institutions for a cultural diversity and equality workshop, and a college class book seminar. Through the workshops we will explore various aspects of culture in order to understand ourselves and others as an important part of analyzing contemporary society and building egalitarian relationships. In preparation for the workshop, each week the Evergreen students will meet to organize the workshop’s activities. We will also take time each week to reflect on the previous workshop to assess how it worked and draw lessons for the next one. Throughout our work we will read, share and learn about various kinds of relative advantage ("privilege"), while also exploring cultural diversity and continually working to foster a space committed to equality. We will begin fall quarter with an examination of the history, forms, and functions of popular education. We then will explore the complex ways in which popular education intersects with the arts and how that intersection has been, and continues to be, often at the heart of both personal activism and social movements. In winter and spring quarters, we will continue to deepen our understanding of the intersections among popular education, the arts, and activism, culminating in a capstone project and presentation at the end of spring quarter. Building on our experiences, reflections and studies, each quarter students will take increasing responsibility for designing, implementing, and assessing the program, workshops and seminars. This program requires that all participants be ready to fully commit themselves to our common work and show a willingness to help build a community of learners. Students should expect to spend approximately 11 hours per week in class on campus and 5 hours per week off campus (including time at, and travel to and from, the institutions). | cultural studies, the humanities, the arts, education, law, community work, social work, and American studies. | Chico Herbison | 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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In The City
Stephanie Kozick architecture community studies cultural studies field studies |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | SSpring | - Richard Sennett This is a field-based program designed for students who have completed previous academic work in urban studies or social science, and who are prepared to spend a number of weeks living in one of the world’s cities. Possible urban study topics are numerous and include: transportation, housing, art venues, urban community organizations, environmental concerns, architectural styles, historical studies, city schools, city writing, or music or arts projects. Students design a formal field study plan that details: site, specific urban research topic of their interest, field study questions, research methods and modes of documentation. The first two weeks of the quarter will focus on the preparation of the field study document along with book seminars on (de Botton 2002) and (Rick Steves, 2009). Students are responsible for all travel, accommodation and other expenses associated with their urban field study. Budgets must be calculated according to destination. Students will keep a field journal during the six weeks of field study that documents research activities and responds to their readings. Weekly, program e-mail communiques are required. Students are required to be on campus during week nine to prepare for a formal program presentation of their fieldwork to be presented during week ten. Program Itinerary: First two weeks on campus (March 28-April 7) Six-week field study period (April 7-May 23) Last two weeks on campus (May 23-June 3) Evaluation week is June 6-10. | social studies, urban planning, urban studies and city arts. | Stephanie Kozick | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||
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Individual Study: Environmental Studies, Sustainability and Justice, Geography
Ted Whitesell community studies environmental studies field studies geography sustainability studies Signature Required: Winter Spring |
Contract | SO - SRSophomore - Senior | 16 | 16 | Day | WWinter | SSpring | Individual study offers students the opportunity to develop self-direction, to learn on how to manage a personal project, to focus on unique combination 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 related to environmental studies, geography, sustainability and justice, community studies, and activism are invited to present a proposal to Ted Whitsell. | environmental studies, sustainability and justice, and geography. | Ted Whitesell | Sophomore SO Junior JR Senior SR | Winter | |||
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Individual Study: Environmental Studies, Sustainability and Justice, Geography
Ted Whitesell community studies environmental studies field studies geography sustainability studies Signature Required: Fall |
Contract | SO - SRSophomore - Senior | 16 | 16 | Day | FFall | Individual study offers students the opportunity to develop self-direction, to learn on how to manage a personal project, to focus on unique combination 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 related to environmental studies, geography, sustainability and justice, community studies, and activism are invited to present a proposal to Ted Whitsell. | environmental studies, sustainability and justice, and geography. | Ted Whitesell | Sophomore SO Junior JR Senior SR | Fall | ||||
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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 Internship
Lin Nelson community studies environmental studies government law and public policy political science sociology Signature Required: Winter |
Contract | JR - SRJunior - Senior | 16 | 16 | Day | WWinter | SSpring | This program will explore the broad conditions that shape legislation. We will examine models, evidence and debates about the sources, causal connections and impacts of evolving systems of law, regulation, governance and a broad array of community response. Each student will be learning through work as an intern with a legislator and her or his staff. This will involve intensive staff-apprenticeship activities, especially legislative research and draft development, bill-tracking and constituent correspondence.Students apply to become interns for the 2011 Washington State Legislative session in the fall of 2010. Information sessions on the Internship Program will be held spring quarter and in early October. The Academic Advising Office will inform students about the process, with applications due mid-to-late October. Applications are available online through www.leg.wa.gov/internships. Students who submit a complete application will be interviewed and informed of acceptance by late November. Each student accepted into the Internship Program will develop an internship learning contract, profiling legislative responsibilities and linkages to academic development.Each student intern will translate her or his activities in the Legislature into analytic and reflective writing about the challenges, learning and implications of the work; students will be making presentations about their learning and participate in various workshops. Each intern will keep a journal, submitted to the faculty sponsor on a regular basis, and a portfolio of all materials related to the legislative work.Students will learn through a range of approaches - internship responsibilities in a regular work-week, guest presentations, seminars, visits and collaborations with regional officials and activists. Drawing broadly from the social sciences, we will discuss relevant concepts and issues. We will explore relationships between elected officials, legislative staff, registered lobbyists, non-governmental organizations, citizen activists and district constituents. Interns will participate in mock hearings, a floor debate on current legislative issues and a session on budget development.The 2010-11 session will involve student-interns for both winter and spring quarters. Each quarter will comprise a different 16-credit contract. In the spring quarter, students can develop an 8-credit Legislative Internship Contract, augmented by another 8-credit project or program. Or, they may sustain a full 16-credit internship for spring quarter, involving specific post-session research and writing. Student performance for the two-quarter internship is evaluated by the faculty sponsor, field supervisors and legislative office staff. Student participation involves discussion in workshops, public speaking, analysis and writing, and the array of legislative responsibilities. | community studies, government, law, political science, public interest advocacy, public policy, social issues, and sociology. | Lin Nelson | Junior JR Senior SR | Winter | |||
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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: Psychology
Mukti Khanna community studies cultural studies health psychology Signature Required: Spring |
Contract | FR - SRFreshmen - Senior | 16 | 16 | Day | SSpring | This opportunities allows students to create their own course of study in the form of an Individual Learning Contract or Internship. Working with the faculty sponsor, individual students or small groups of students design projects or internships and meet regularly with faculty to reflect on their work. Students pursuing individual study or internships in psychology, counseling and health are invited to join this program. Mukti Khanna will sponsor contracts and internships in psychology, counseling, service-learning, expressive arts therapy, cultural studies, ecopsychology and health. While this opportunity is oriented towards sophomores through seniors, freshmen may be admitted if they are applying for an internship or are part of a group project. | counseling, education, the health professions, human services, and psychology. | Mukti Khanna | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||
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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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The Legislature and the Public: Environmental and Social Justice
Lin Nelson community studies environmental studies government law and public policy sociology sustainability studies |
Program | JR - SRJunior - Senior | 16 | 16 | Day | FFall | This program explores the relationship between the Legislature (the Washington State Legislature in particular) and the public. We'll examine how citizens, community groups, non-governmental organizations and social movements engage with the legislative process. We'll read legislative, political and community literature, and we'll meet with a range of individuals (legislators, agency staff, lobbyists and activists) and organizations readying themselves for the upcoming session through research, collaboration and strategic planning. Our central goal will be to understand how the public learns about and interacts with the legislative process. We'll examine links between the Legislature and the public agencies, as we study selected pieces of proposed and enacted legislation to learn how these grow from and respond to community-based concerns. Our focal points will be environment, public health, labor, poverty and community development, as we explore how features of public life are transformed into legislative initiatives. Case studies will include issues such as environmental monitoring and remediation, environmental justice, right-to-know, welfare rights and health care for low-income populations. Students will deepen their knowledge and application of public documents, case analysis, field research, interviewing and public presentation. Each student (or student team) will design and complete a case study of a legislative initiative being developed for the 2011 session or an initiative being activated through a public agency. Students may take this program in coordination with the application process for the Legislative Internship 2011 program, or students may take the program based on a general interest in legislation, community involvement and social change. Our work will be shaped in tandem with emerging regional issues and in connection with organizations focusing on environment, health, working conditions, community and poverty. | social science, public policy, public interest research, environmental studies and community studies. | Lin Nelson | Junior JR Senior SR | Fall | ||||
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Problems to Issues to Policies
Cheri Lucas-Jennings and Cheryl Simrell King community studies environmental studies law and public policy media studies political science writing Signature Required: Winter |
Program | SO - SRSophomore - Senior | 16 | 16 | Day | FFall | WWinter | This program explores how problems become public policies and, alternatively, how public policies become something citizens care about. We will examine emerging public problems, issues, strategies and solutions to see how we get from a problem as it appears on the streets to a government response. We’ll investigate: How do we approach problems so that they become issues? How are these framed to become policies? How are various current issues received by the public? Because some sector of the public must agree on what the problem is, the framing of public issues will be a significant aspect of this program study (especially in light "wicked problems" that are particularly complex and difficult to address) as will the priority of who comes to "own" an issue and what they will do to intervene (if they do so at all.) We will examine problems, issues and policies through case studies at the local, state and regional levels. We will also investigate what it takes to mobilize a consensus and the partnerships and social marketing methods needed to achieve those ends. Throughout the program, students will learn from a range of approaches – lecture, workshop, guest presentations, seminar, visits and collaborations with regional experts, officials and activists. Because we will examine models, evidence and debates about sources, causal connections and impacts of policy, we will be learning about evolving systems of law, regulation, governance and the broad array of community response. Winter quarter will offer the opportunity for student groups to apply what they have learned directly, in the field. By interning or volunteering for work that will be engaged directly with an organization pursuing the issue in your end-of-fall-quarter group prospectus, we can engage in a practicum. Here, we will learn more about the complexities involved with how public issues are being pursued and ultimately, about how effectively proposed solution strategies appear to work when they “meet the road.” For lecture and seminar discussion we will engage a “clinic” where selected reading and each research group will provide further depth on policy “issues” outlined as “problematic” within Washington State by student project groups. We will join with one another in proposing the most effective policy strategies in light of additional considerations. | community studies, critical and analytical thinking, design strategies, environmental studies/law, government agencies, non-profit organizations, public administration, public policy, research methods, and social marketing. | Cheri Lucas-Jennings Cheryl Simrell King | Sophomore SO Junior JR Senior SR | Fall | |||
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Reservation-Based Community-Determined: Contemporary Indian Communities in Global Society
Michelle Aguilar-Wells, Francine Swift, Dorothy Flaherty, Mark Ferguson, Cynthia Marchand-Cecil and Renee Swan-Waite Native American studies community studies cultural studies government history law and government policy leadership studies political science sustainability studies |
Program | JR - SRJunior - Senior | 12 | 12 | Day | FFall | WWinter | SSpring | The Reservation-Based Community-Determined (RBCD) program is an upper-division program designed specifically for students residing on or connected to reservations. Students meet two evenings a week at a tribal site to build and sustain a learning community at the reservation. In addition, students from all sites meet four Saturdays per quarter for classes at the Longhouse. Tribes help to design the curriculum by addressing the question, "What does an educated tribal member need to know in order to contribute to their community?" The RBCD interdisciplinary approach allows students to participate in seminar, participatory research, and study their individual areas of interest while meeting the challenges and topics identified by the tribes. The 2010-11 academic year theme is Contemporary Indians in a Global Society. In fall, students will engage in work that allows them to understand the historical, cultural, legal and intergovernmental relationship between the tribes as Sovereign Governments and the United States. In winter, they will examine leadership qualities through history, literature and within tribal settings, as they begin to look for applications to the global society. In spring, they will study economic, cultural and environmental sustainability and management within a global context. Students will also have opportunities for independent work and study as well as 1-2 credit strands on a broad range of topics including, art, theater, literature, writing and management. Muckleshoot - Fall: 10255 (12), 10258 (v); Winter: 20178 (12); 20179 (v); Spring: 30186 (12), 30187 (v) Nisqually - Fall: 10253 (12), 10254 (v); Winter: 20176 (12); 20177 (v); Spring: 30184 (12), 30185 (v) Port Gamble - Fall: 10259 (12), 10260 (v); Winter: 20180 (12), 20181 (v); Spring: 30188 (12), 30189 (v) Quinault- Fall: 10251 (12), 10252 (v); Winter: 20174 (12); 20175 (v); Spring: 30182 (12), 30183 (v) Tulalip- Fall: 10249 (12), 10250(v); Winter: 20172 (12); 20173 (v); Spring: 30180 (12), 30181 (v) | government, indigenous political science and history, intergovernmental relations, leadership, literature, tribal and public services, Native American studies, and political science. | Michelle Aguilar-Wells Francine Swift Dorothy Flaherty Mark Ferguson Cynthia Marchand-Cecil Renee Swan-Waite | Junior JR Senior SR | Fall | ||
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Rethinking the Suburbs
Jennifer Gerend, David Muehleisen and Matthew Smith American studies community studies environmental studies government history political science sustainability studies Signature Required: Winter Spring |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | WWinter | SSpring | This program takes as a starting point that suburbs as they have evolved in the United States need rethinking. We invite students who want to work, read challenging books, learn skills in writing and social analysis, and consider complex social issues ranging from land use policy and the preservation of farmland to the design of new city centers and engaging public space to join with us in research and service to communities locally or across the country. This program provides opportunities for advanced students to undertake engaging internship work in urban/surburban studies and agricultural policy in the context of a program and supported by strong academic texts. Suburbia evokes images of ticky-tacky boxes spread across the hills of Daly City, grotesque faux-French chateaus on five acre plots, sprawling malls, a world without sidewalks dominated by mothers in Chevy Suburbans spewing gas to drive five miles to the nearest grocery, a world with perfect lawns but no parks, places about which Gertrude Stein would say there is "no there, there." Yet today America has more suburbanites than city or rural inhabitants. Today's suburbs are also diverse, as more suburbs are now dominated by non-family and childless households than ever before. More suburbs are multi-racial or non-white than ever before. Clearly the suburbs have evolved beyond the role of a destination for families fleeing the city or a refuge for the Anglo-American middle class. Today's suburbs still attract residents for many of the reasons they initially developed, yet they are at a critical juncture. Many of them have in recent years become new cities or have been incorporated into neighboring cities. In recent decades, new population, employment and cultural centers have emerged. Assumptions about transportation, public and private space, and the gender relations of work and home are drawn into question. Many suburban places face new challenges, as they strive to create public gathering spaces, "town centers", a socially inclusive culture, pedestrian-oriented neighborhoods, viable mass transit options and other traditional "urban" amenities. What does it mean to live in a new city, and how do these fledgling communities observe their own limited histories? How has the development of suburbs threatened agriculture and the security of their food supply, forests and fisheries? Students will be engaged by texts that examine the history, land use, sociology and public policy, as well as the literature of the suburbs. We will prepare for our field experiences during the fall and the first half of winter quarter. We will examine the history of choices that shaped the built environment in the Pacific Northwest and the U.S. over the past century, thereby radically influencing today's options for sustainable living and community development. We will develop skills in writing, research, economic and social analysis that will allow us to participate in the work of planning, public policy, and sustainable food systems. We will visit sites in Portland, OR, Thurston County, and the Seattle-Tacoma area. Guest lectures, films and presentations will supplement our readings. In the first half of winter we will focus on developing internships and projects for individuals and groups. Projects can be local, regional or potentially international in their location and scope. Students will work on developing effective ways of documenting their experience and observing their surroundings. Students may work on their research in internships, volunteer settings, and through library resources. Students will work on their research until the middle of spring quarter, when they will return to campus to share experiences and develop polished final presentations and documented research materials. This program provides an opportunity for students to undertake their own exciting, potentially sophisticated work in a well-supported program-based structure. | American history, architecture, land use planning, urban planning, government, politics, law, community development and environmental policy. | Jennifer Gerend David Muehleisen Matthew Smith | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||
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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: Community Based Learning, Practice and Theory
Peter Bohmer African American studies American studies anthropology community studies cultural studies economics education gender and women's studies government health history international studies law and government policy law and public policy leadership studies media studies political science sociology Signature Required: Fall |
SOS | SO - SRSophomore - Senior | 16 | 16 | Day | FFall | This is an opportunity for serious, responsible and self-motivated students to create their own courses of study and research which should include working with the broader community. Prior to the beginning of the quarter, interested students or student groups need to consult with the faculty about their proposed projects. The faculty sponsor will support student research, learning and practice in a cluster of areas linking economic justice and global justice with local, national and global social movements. There will be especially strong support for students developing projects that are connected to local communities, groups and organizations. Although students will register for this program, you will be primarily doing independent study and/or an internship. I will host this Student Originated Studies (SOS) through Evergreen's Center for Community Base Learning and Action (CCBLA). The CCBLA will serve as the center and support for this study-for learning about, engaging with and contributing to community life in the region. Students, through individual or group projects, will be able to link with social movements, non-profits, community groups, and economic and social justice organizations that focus on the issues listed above. I have substantial knowledge of and experience with local organizations, and experience working with students across the curriculum who are interested in learning through community based research, learning and activism. So does the CCBLA! We will meet weekly, either as the entire group or as subgroups interning at similar organizations or studying similar issues. At these meetings, there will be relevant presentations and workshops as well as time for problem-solving and sharing learning and experiences. During week 10, each student will make a presentation to the entire group on what he or she havs learned. | anarchism, anti-poverty, anti-racism, anti-war, building social movements, community or youth organizing, community development, economic justice, education, healthcare, homelessness and affordable housing, immigrant rights, international solidarity, labor, Latin American studies and solidarity, law, Marxism, political economy, popular economics, popular education, public policy, sociology, and unemployment. | Peter Bohmer | Sophomore SO Junior JR Senior SR | Fall | ||||
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Student Originated Studies: Community Development
Russell Fox agriculture community studies education environmental studies law and public policy sustainability studies Signature Required: Winter |
SOS | JR - SRJunior - Senior | 16 | 16 | Day and Evening | WWinter | This SOS is ideal for students with community-based internships related to their previous studies. For community-based projects that are not internships, groups of students working together will be given priority (see Prerequisites and Faculty Signature requirements for additional information). All students enrolled in the program will also participate in two credits of readings, classes and on-line assignments in collaboration with other students. A weekly class will include seminars, workshops organized by staff and faculty working at the Center for Community-Based Learning and Action, and opportunities to share internship and project work. Weekly on-line essays will explore topics relevant for students interested in land use planning, community development and social change work. The faculty will also meet regularly with smaller groups of students who are working on similar community issues--such as local agriculture, housing and homelessness, education or social services. Russ Fox has extensive knowledge of local organizations and resources, particularly in Thurston County, as well as experience working with students from across the curriculum who are interested in integrating and applying their learning through community-based research, learning and activism. Currently, his research and community activism work is focused on the viability and sustainability of local agriculture. While priority will be given to juniors and seniors, freshmen and sophomores may be admitted if proposing an internship or if they are part of a group project. | planning, community development, non-profit management, environmental studies, education, social work or public policy | Russell Fox | Thu Thu | Junior JR Senior SR | Winter | |||
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Student Originated Studies: Public Health, Environment, Sustainability and Public Policy
Lin Nelson community studies environmental studies government sociology sustainability studies Signature Required: Winter |
SOS | SO - SRSophomore - Senior | 16 | 16 | Day and Evening | WWinter | SSpring | This SOS program is directed to students who have broad interests in the following: public health, environmental conditions affecting public health and welfare, the movements around sustainability and social justice, and related public policy developments from local to international. Students with these interests and backgrounds will shape their work through internships, community projects and/or independent paths of study, and the group will be linked to the Center for Community-Based Learning and Action. Students and faculty will meet weekly or bi-weekly to examine and explore an array of issues, to examine links between projects and to develop skills and strategies. The concepts of Popular Education and Participatory Research will be central to our learning. We will cultivate this work, individually and in small groups, through consultation and collaboration with area organizations and through participant-observation approaches to local and state government. Students will explore and develop different approaches, with a mix of writing, documentation, workshops and presentations. Priority will be given to juniors and seniors. | public policy, community studies, environment, public health, sustainability, social justice. | Lin Nelson | Sophomore SO Junior JR Senior SR | Winter | |||
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Student-Originated Studies: Action for a Sustainable Future
Ted Whitesell community studies environmental studies government law and government policy law and public policy leadership studies political science sustainability studies writing Signature Required: Fall |
SOS | JR - SRJunior - Senior | 16 | 16 | Day | FFall | Students will work together to learn to how to be effective public activists able to intervene in complex social-ecological issues to foster sustainability and justice. They will share their insights by writing a book for their peers, for publication both in print and digitally. In addition, they will create a web site housing a database of case studies illustrating relevant policy, strategy and tactics. 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. The program will train students for leadership roles in government, private and non-profit organizations; support them in living fulfilled lives in difficult circumstances; and build communities of mutual support. As an SOS, students will also learn how to manage a significant team project. To develop understanding of public policy and political change, we will focus on the topic of the transition to sustainable energy in Washington State. Within this topic, we will examine local, contentious, ongoing cases in detail, beginning with controversies over the coal-fueled power plant in Centralia. Students will attend meetings of organizations and legislative committees, interview participants, research issue history, and study interactions of biophysical, social, economic and political components. Analysis will be informed by interdisciplinary readings on political theory, practical and ethical aspects of individual and collective action, complex systems, ecology and Earth processes, and environmental analysis. During fall quarter, we will gain the needed factual and theoretical foundation, complete an in-depth analysis of the Centralia power plant case, outline the book and web site, and establish communications with peers elsewhere. Winter quarter will center on fieldwork, researching and drafting chapters on current contentious cases. Spring quarter will involve extensive editing, rewriting and assembly of the final products. Students will gain skills in writing; editing; oral presentation; communication in print and e-book formats; qualitative social science research; social-ecological complex systems science; oral history; policy analysis; 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; and training in the martial art of Aikido as a practice of working with conflict. | leadership, government, and private and non-profit organizations. | Ted Whitesell | Junior JR Senior SR | Fall | ||||
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Tribal Administration and Management
Gary Peterson Native American studies business and management community studies cultural studies economics education government history law and public policy leadership studies philosophy political science sociology writing Signature Required: Spring |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | WWinter | SSpring | Tribal administration presents unique challenges for policy makers, administrators and employees. This course is designed to provide a framework for understanding the dynamic relationships that must be mastered in order to effectively provide needed services in tribal communities. Students will learn about upheaval in tribal communities and how that affects efforts to manage governmental affairs today.A Native American concept, the Relational World View Model, will be the foundation for understanding tribal management. Learning to maintain workplace balance for individual workers and policy makers, creating a healthy work environment, will be the goal of the program. The concept of a "good spirit" will be a guiding principle in framing that goal. Students will learn the language of culture and organizational culture.Targeted students will include tribal employees, community members, elected officials, planners, etc. Classes will be held in tribal communities evenings and in intensive weekend sessions every third week. Expert tribal, state, and federal administrators, private business operators, community members, employees, and others will engage students in seminars about services in their communities. | administration, management, supervision, planning board/staff relations, human services, social work, and cultural competence. | Gary Peterson | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||
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Undergraduate Research in Environmental Studies with L. Nelson
Lin Nelson community studies environmental studies health Signature Required: Fall Winter Spring |
Research | JR - SRJunior - Senior | V | V | Day | FFall | WWinter | SSpring | Lin Nelson | Junior JR Senior SR | Fall | ||||
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Undergraduate Research in Environmental Studies with M. Henderson
Martha Henderson community studies environmental studies geography Signature Required: Fall Winter Spring |
Research | JR - SRJunior - Senior | V | V | Day | FFall | WWinter | SSpring | geography, community studies and other field-based social sciences | Martha Henderson | Junior JR Senior SR | Fall | |||
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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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Visions and Voices: Culture, Community and Creativity
Lara Evans, Therese Saliba and Laurie Meeker Native American studies art history community studies cultural studies literature media studies Signature Required: Winter |
Program | FR ONLYFreshmen Only | 16 | 16 | Day | FFall | WWinter | This program will focus on community-based conceptions of the arts and politics, with attention to how artistic production can reflect the “visions and voices” of communities and cultures. Students will be introduced to the foundations of cultural and literary studies, media and visual studies, and community studies, with an emphasis on the alternative visions and forms of cultural expression of often marginalized groups seeking to preserve land and cultures faced with colonization and globalization. We will explore themes such as the connection between native peoples, land, resources and struggles for self-determination; the power of story and artistic expression in illuminating hidden histories; and the role that public art, literature and media can play in community struggles and organizing. With an emphasis on multiculturalism, identity, and especially Native American and Arab cultures, this program will explore the histories of colonialism and Empire and how art, media and narrative have been used as tools of both conquest and resistance. We will draw on critiques of Orientalism, colonialism and the male gaze through indigenous and feminist cinema, literature and art. We will examine how the visions and voices of indigenous and diasporic communities challenge the western cult of individualism, the masculinist notion of the solo artist, and the consumerist system of media production. We will emphasize the participatory, communal and public aspects of art and narrative, situating them within larger, shared cultures and within the historical and socio-political contexts of struggles for self-determination. We will also explore perspectives, points-of-view and the politics of representation, as well as the tensions between individualism and collaboration in the production process. With attention to the role of spectator and consumer, we will examine the reception, circulation and marketing of art forms, and the dangers of their political and cultural co-optation, as we envision community-based alternatives to capitalist production and consumption of art. Students will learn to read cultural texts, including film, visual art and literature, to understand the relationships of people and communities to their environments and their sense of shared identity. Students will develop skills in visual and media literacy, creative and expository writing, analytical reading and viewing, literary analysis, and the terminologies and methodologies of cultural and gender studies, film history and theory, and art history. Through workshops, students will also learn a range of community documentation skills, including photography, video, radio-audio documentary, interviewing and oral history, ethnography and auto-ethnography. Students will have the opportunity to work individually and collaboratively in the contexts of cultural and community engagement. | visual studies, film studies, cultural studies, literary studies, Native American studies, Arab studies, gender studies, community organizing and advocacy, documentary journalism, and education. | Lara Evans Therese Saliba Laurie Meeker | Freshmen FR | Fall | |||
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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 |