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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500 Years of Globalization
Jeanne Hahn geography history international studies political science sociology Signature Required: Fall |
Program | JR - SRJunior - Senior | 16 | 16 | Day | FFall | WWinter | The world is undergoing unprecedented flux and transformation. Some argue we are in the midst of a passage to a qualitatively different world. How do we understand this, historically and in the present? What is the future of the nation-state in the face of the hypermobility of capital, the re-emergence of nationalism, the increasing disparity and similarity between the "first" and "third" worlds, and the attempt of the U.S. to assert global military dominance? Is the public sphere disappearing in the face of privatization and neoliberal policy? Or is neoliberalism dissolving under the impact of the current global economic crisis? What might take its place? These are big questions; every person on earth has a stake in the answers. In the fall, we will focus on a study of the evolution of historical capitalism and the international political economy to understand the process by which over the past 500 years Europeans (and later Euro-Americans) created capitalism and the nation-state, redrew the world map through colonialism and imperialism, established the rules of the international system, and initiated the process by which the rest of the world generally became poor and powerless. In the winter, we will focus on the post-World War II period to the present and assess the rapidly changing global political economy and recent geostrategic developments. We will explore the relationship between transnational corporations and multilateral institutions, investigate the neoliberal agenda as expressed through public policies in the first world and structural adjustment programs in the third world, and examine changing structures of power under the current crisis in global capitalism and apparent crumbling of its neoliberal policy apparatus. We will look directly at the rise of revolutionary nationalism and the nature of global social movements and change. Students will write frequently, engage in a major research project, and analyze world developments through the daily and one foreign newspaper. | the social sciences, history, law, globalization, political economy, geography, education, historical sociology, and informed citizenship. | Jeanne Hahn | Junior JR Senior SR | Fall | |||
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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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Age of Irony: 20th Century America
Susan Preciso, John Baldridge and Sarah Ryan American studies cultural studies geography history literature writing |
Program | FR - SRFreshmen - Senior | 8, 12 | 08 12 | Evening | FFall | WWinter | SSpring | What is history for? This year-long investigation of 20th Century American history and culture will be organized around the pivotal roles of wars and social movements as shapers of American life and thought, especially the development of our sense of irony as reflected in politics and culture. Fall quarter's work will focus on World Wars I and II and the Vietnam War. During winter quarter, we will study three key movements for social change: the Progressive movements of the early 20th century, the African American Civil Rights Movement of the mid-century, and the second wave of feminism of the 1960s and 1970s. Students will write articles based on their own historical research and will publish them in a program web-zine. During spring quarter's study of culture as history, we will see how these turning points were and are reflected in our cultural lives.This is an all-level program, ideal for returning and transfer students, especially those pursuing the "Upside Down" BA degree. It is a broad liberal arts program designed for students who want to improve their historical knowledge, research skills and (multi)cultural literacy. We especially encourage those who would like a supportive atmosphere for senior-level project work to attend. | education, library science, geography, history, and literature. | Susan Preciso John Baldridge Sarah Ryan | Mon Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | |
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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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Geographic Information Systems Intern
Dylan Fischer and Rip Heminway computer science ecology environmental studies geography Signature Required: Fall |
Contract | JR - SRJunior - Senior | 16 | 16 | Day | FFall | WWinter | SSpring | The GIS internship, based in the Computer Applications Lab, is focused on developing advanced knowledge and skills in spatial data management and analysis through development of campus GIS data, database administration, and the support of research projects such as the Evergreen Ecological Observation Network (EEON) project. Through this internship students will gain advanced understanding of working with GIS software, and specifically in using GIS for natural resource applications. Specific opportunities include working in detail with LiDAR data, high quality aerial images, assessing forest canopy structure, and identifying forest canopy type using GIS software and data. This intern will also build instructional and support skills by assisting in the instruction of GIS workshops and curricular programs. | GIS, environmental studies, and computer science. | Dylan Fischer Rip Heminway | Junior JR Senior SR | Fall | ||
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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: Political Economy, Globalization, Contemporary India
Jeanne Hahn geography government history international studies law and government policy political science study abroad Signature Required: Spring |
Contract | SO - SRSophomore - Senior | 16 | 16 | Day | SSpring | Individual Studies offers opportunities for advanced students to create their own course of study and research. Prior to the beginning of spring quarter, interested individual students must consult with Jeanne about their proposed projects. The project is then described in an Independent Learning Contract. She will sponsor student research and reading in political economy, U.S. history (especially the "Founding Period"), various topics in globalization, historical capitalism and contemporary India. | political economy, U.S. history (esp. the "Founding Period"), topics on globalization, historical capitalism and contemporary India. | Jeanne Hahn | Sophomore SO Junior JR Senior SR | Spring | ||||
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Invasive Species: Plants and Patterns
Lalita Calabria and Peter Impara |
Program | SO - SRSophomore - Senior | 16 | 16 | Day | FFall | Invasive species are a critical threat to biodiversity and ecosystems and are one of the greatest challenges in restoration projects. Throughout this one-quarter program, we will explore major ecological concepts within the framework of the threats invasive species pose to restoration and conservation efforts. We will survey some of the leading theories and approaches regarding invasive plants, including their effects on ecosystems, plant community interactions, the ecophysiology of individual species, and how invasive plants become successful invaders at the patch and landscape scale. What are the characteristics of invasives species that allow them to quickly outcompete native plants, alter habitat of native species and often reduce the habitat and food availability for wildlife? At the molecular to organism scale, we will investigate the genetic and biochemical signatures of invasive plants to assist our understanding of their competitive advantages as well as their evolutionary history. At the ecosystem to landscape scales we will study meta-population and island biogeography theories in relation to restoration and conservation efforts and planning, and in the analyses of patterns of invasive plants. Students will learn the taxonomy, ecology and biology of invasive plants through lectures, plant collecting, workshops, labs, fieldwork, seminars, small group projects, becoming proficient in ecological tools such as GIS, field sampling, journaling and herbaria. To deepen their understanding of the impacts of invasive species on native plant communities of these ecosystems, students will conduct restoration ecology research focusing mainly on the Puget Lowland prairies. Lab activities will involve identifying collected plant specimens, preparing herbarium specimens and phytochemical analysis. We will take a 5-day field trip to Dry Falls to learn about sagebrush steppe habitat restoration. Seminar will focus on the current scientific literature regarding the restoration ecology, conservation and invasive plants. Upper division science credits will be awarded for upper division work. | ecology, botany, geography, restoration, and conservation. | Lalita Calabria Peter Impara | Sophomore SO Junior JR Senior SR | Fall | ||||
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Landscape Ecology and Ecosystem Management
Peter Impara ecology environmental studies field studies geography law and public policy |
Program | JR - SRJunior - Senior | 16 | 16 | Day | SSpring | At what scale should we manage or study an ecosystem or landscape? What is a natural landscape, and how do (or can) we manage for it? Geographers and ecologists have pondered the question of scale in ecosystems, and how to apply scale issues to conservation and research. Many ecosystem and related studies have been conducted at fine spatial scales, yet many of the problems and issues of resource management and conservation are best approached at broader, landscape-level spatial scales. This program will investigate broader scale approaches to on-going conservation and management activities in important ecosystems and how scientists address the issues of scale and the ecological patterns and processes used to define "natural systems." Scale, landscape analysis and pattern-process interactions will be addressed using computer labs in GIS and spatial analysis. Students will learn about landscape ecology concepts through lectures, field trips to nearby natural areas to observe pattern-process interactions, and through the design and implementation of a landscape ecology research project. Through class and field work students will learn about important ecological principles such as disturbance regimes, biotic diversity and species flow, nutrient and energy flows, and landscape change over time. Seminar readings will tie landscape ecology principles to on-going ecosystem management activities. Students will develop skills in ecological pattern and spatial analysis, natural history and field interpretation, and in the generation of multiple research hypotheses and methods to address those hypotheses. | resource management and conservation; environmental and ecological research; and landscape ecology and analysis. | Peter Impara | Junior JR Senior SR | Spring | ||||
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Mapping for Change
John Baldridge |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | WWinter | John Baldridge | Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | |||||
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Mapping for Change
John Baldridge |
Course | FR - SRFreshmen - Senior | 4 | 04 | Evening | SSpring | John Baldridge | Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | |||||
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Native Decolonization in the Pacific Rim: From the Northwest to New Zealand
Kristina Ackley and Zoltan Grossman American studies Native American studies cultural studies geography international studies Signature Required: Winter |
Program | SO - SRSophomore - Senior | 16 | 16 | Day | FFall | WWinter | Maori scholar Linda Tuhiwai Smith asserts, “Our communities, cultures, languages and social practices – all may be spaces of marginalization, but they have also become spaces of resistance and hope.” In this program we will identify and contextualize these spaces and the politics of indigeneity and settler colonialism. We will use the Pacific Rim broadly as a geographic frame, with a focus on the Pacific Northwest Native nations and the Maori in Aotearoa (New Zealand). A comparative study of the role of treaties in Washington state and New Zealand—in natural resources, governance, the arts, education, etc.--will provide a key framework for the program. By concentrating on a larger region, students will have an opportunity to broaden Indigenous studies beyond the Lower 48 states, and explore common processes of Native decolonization in different settler societies. We will be studying decolonization through cultural revitalization and sovereign jurisdiction of First Nations. In order to examine the central role of Indigenous peoples in the region's cultural and environmental survival, we will use the lenses of geography, history, art and literature. In fall our focus will be on familiarizing students with the concept of sovereignty, working with local Native nations, and preparing to travel to Aotearoa or elsewhere. The concept of sovereignty must be placed within a local, historical, cultural and global context. Through theoretical readings and discussion, we will move from state-building in the U.S. and Canada to Native forms of nationalism. We will stress the complexities and intricacies of colonization and decolonization by concentrating on the First Nations of western Washington and British Columbia. We will later expand the focus to appreciate the similarities and differences of Indigenous experiences in other areas of the Pacific Rim, such as Native Alaskans, Aboriginal peoples in Australia, and South Pacific island peoples. We will emphasize common Pacific Rim concerns such as climate change, tourism, and cultural domination. For up to five weeks in winter quarter, many of us will travel to Aotearoa, where we will learn in a respectful and participatory way how the Maori have been engaged in revitalizing their language, art, land, and politics, and their still unfolding, changing relationships with the Pakeha (non-Maori) people and society. Other students in the program may fulfill their Study Abroad work in other Pacific Rim Indigenous regions, such as British Columbia, Australia, the Philippines, Hokkaido, Siberia, western Mexico, Central America, Ecuador, Peru, or Chile. Students will challenge post-colonial theory that merely deconstructs and move to a consideration of decolonizing practices. We will take as our basic premise in this program that those wishing to know about the history of a particular Native group should write it with a purpose to be in solidarity with these people today. Students will develop skills as writers and researchers by studying scholarly and imaginative works and by conducting policy research and fieldwork with Native and non-Native communities, and to compare community and government relationships in the U.S., Canada and New Zealand. Students will be expected to integrate extensive readings, lecture notes, films, interviews, and other sources in writing assignments. | Native American studies, geography, cultural studies and world Indigenous peoples studies | Kristina Ackley Zoltan Grossman | Sophomore SO Junior JR Senior SR | Fall | |||
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New Zealand: Maori and Native Decolonization in the Pacific Rim
Zoltan Grossman and Kristina Ackley American studies Native American studies cultural studies geography study abroad Signature Required: Winter |
Program | SO - SRSophomore - Senior | 16 | 16 | Day | FFall | WWinter | Maori scholar Linda Tuhiwai Smith asserts, “Our communities, cultures, languages and social practices—all may be spaces of marginalization, but they have also become spaces of resistance and hope.” In this program we will identify and contextualize these spaces and the politics of indigeneity and settler colonialism. We will use the Pacific Rim broadly as a geographic frame, with a focus on the Pacific Northwest Native nations and the Maori in Aotearoa (New Zealand). By concentrating on a larger region, students will broaden Indigenous studies beyond the lower 48 states, and show common processes of Native decolonization in different settler societies. We will be studying decolonization through cultural revitalization, treaty relationships, and sovereign jurisdiction of First Nations. In order to examine the central role of Indigenous peoples in the region's cultural and environmental survival, we will use the lenses of geography, history, art and literature. In fall, our focus will be on familiarizing students with the concept of sovereignty, working with local Native nations, and preparing to travel to New Zealand. The concept of sovereignty must be placed within a local, historical, cultural and global context. Through theoretical readings and discussion, we will move from nation building in America to Native forms of nationalism. We will stress the complexities and intricacies of colonization and decolonization by concentrating on the First Nations of western Washington and British Columbia. In winter, we will examine the similarities and differences of Indigenous experiences in other areas of the Pacific Rim, including Aboriginal peoples in Australia, Pacific island peoples, and Tribal Filipinos. We will emphasize common concerns such as climate change, natural resource control, and the impacts of trade, tourism, militarization and cultural domination. For five weeks in winter quarter, most of us will travel to Aotearoa (New Zealand), where we will learn in a respectful and participatory way how the Maori have been engaged in revitalizing their language, art, land and politics. Through guest speakers and visits to Maori (communal social, spiritual, political centers), education centers, historical and contemporary public sites, and a Köhanga Reo (preschool Maori language program) we will build on our knowledge and work with Native nations. Students will challenge post-colonial theory that merely deconstructs and move to a consideration of decolonizing practices. Our basic premise in this program is that those wishing to know about the history of a particular Native group should write with a purpose to be of support to these people today. Students will develop skills as writers and researchers by studying scholarly and imaginative works and by conducting policy research and fieldwork. There will be films and guest speakers that reflect important aspects of Indigenous experiences. The program will include a range of research and presentation methodologies such as the production of thematic maps (cartography) and other computer graphics. Students will be expected to integrate extensive readings, lecture notes and other sources in writing assignments. | cultural studies, geography, Native American studies and world Indigenous peoples studies. | Zoltan Grossman Kristina Ackley | Sophomore SO Junior JR Senior SR | Fall | |||
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Northwest Landscapes
Paul Butler and Peter Impara |
Program | JR - SRJunior - Senior | 16 | 16 | Day | WWinter | The Pacific Northwest is one of the most geologically active regions on the planet, with landscape processes that have dramatic effects on its ecosystems. Our focus will be on the geologic history of the area, the processes and landscapes that are currently in evidence, and how these landscapes will adjust under various climate change scenarios. The primary learning objective for students in this program is to develop skill at investigating the interactions of geologic and ecological processes, and their effect on human culture. To address this objective, students will work in small groups to study these interactions in one of western Washington's drainage basins. Each group will produce a written scientific paper, and make an oral presentation to the rest of the program. Background for the projects will come from lectures, seminar, computers labs in GIS and statistics, and field trips. Topics to be covered will include: geology, hydrology, weather and climate, and geologic hazards and related disturbance events. Many of the assignments generated during the quarter willhave direct application to the drainage basin project. In addition, students will write several seminar papers and take mid-term and final exams. It is important that students understand the commitment that this program requires. For upper division science credit, students must demonstrate mastery of program material and be able to appropriately incorporate scientific concepts and principles into their final project. | ecology, geography, geology, hydrology and natural history. | Paul Butler Peter Impara | Tue Tue Tue Wed Wed Wed Thu Thu Thu | Junior JR Senior SR | Winter | |||
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Pacific Northwest History: Multicultural Perspectives
Michael Vavrus |
Course | FR - SRFreshmen - Senior | 4, 6 | 04 06 | Day | SuSummer | Pacific Northwest History introduces multicultural aspects to the historical developments of this region. How European imperialism affected non-European ethnic groups – such as American Indians, Chinese, African, Mexican, Japanese – is studied. Attention to the experiences of women is included. The local historical development of Tacoma is used to highlight the role of capitalism in creating governing bodies and class differences among white European Americans who collectively discriminated against the aspirations of people of color. Historical patterns are linked to contemporary practices and conditions. Because the subject matter is history, this is a reading/text intensive course. Students registering for 6 credits will continue to work independently into the early weeks of the second summer session in a study of human geography. Course credits contribute to minimum coursework expectations for various teaching endorsements. | history, teaching | Michael Vavrus | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | |||
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Seeing and Recording Cultural Landscapes: Geography of the Pacific Northwest
Martha Henderson |
Course | JR - GRJunior - Graduate | 2, 4 | 02 04 | Evening | SuSummer | Cultural landscapes are geographical representations of social ideas and structures, cultural traditions, and physical landforms and processes. This class will investigate the various ways that cultural landscapes are created and maintained. The class will emphasize the nexus between human innovation and environmental conditions from theoretical perspectives. Urban and rural landscapes will be considered with emphasis on the Pacific Northwest and public landscapes. Cultural landscapes are seen within the eye of the beholder, the more you are able to recognize cultural processes that transform landscapes, the more meaningful the landscape becomes. Reading a cultural landscape is a qualitative process and requires qualitative research methods. The class will include information and practice of qualitative research methods including oral history, participant observation, interview and interpretation of observed geographies. This class will be taught at the graduate level for graduate credit. Undergraduates desiring four credits or two credits of Pacific Northwest geography may enroll in the class. Graduate students and four credit undergrads are expected to attend all classes, engage in seminar and participate in qualitative research. Two credit undergraduates are expected to attend Monday night class meetings, engage in seminar and write one essay on the geography of the Pacific Northwest. Required Textbooks: | Martha Henderson | Mon Wed | Summer | |||||
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Student Originated Studies: Travel-Based Education
Ariel Goldberger business and management consciousness studies cultural studies field studies geography history language studies maritime studies outdoor leadership and education religious studies somatic studies theater visual arts writing Signature Required: Fall |
SOS | SO - SRSophomore - Senior | 16 | 16 | Day | FFall | This SOS is for students seriously interested in study-related or research projects involving an individually designed journey or travel. There is a long and revered tradition of humans embarking on journeys for the purpose of learning to develop self-awareness, get to know the world outside of what is familiar, engage in a spiritual quest, or expand the student's sense of what is possible. Travel has been a powerful academic, experiential and research component in the life of many scholars, artists, writers, mystics, and scientists. For thousands of years, humans have developed intercultural awareness, valuable communication skills, resourcefulness, spiritual awareness, cultural understanding, and a sense of the relativity of their personal views by engaging in it. Travel can be deeply transformative. This program is an educational offering designed for self-directed students who desire to benefit from engaging in educational travel as part of their learning at Evergreen. Students interested in registering must have a project in mind that requires travel as a central component of their learning. Individual projects should involve or prepare for some form travel for the purpose of learning, research, interdisciplinary studies, writing, volunteering, learning languages, studying historical events at their source, studying spiritual quests, understanding or studying other cultures, learning about a culturally relevant artifact or artistic expression at its source, developing a career in the leisure or tourism industry, or any combination thereof. Serious, self-directed, and responsible students are encouraged to register. Students will spend the first one or two weeks finishing intensive preparatory research on their specific destinations, to acquaint themselves the historical and cultural context of their place of destination, understand cultural norms, and study any relevant legal issues. Participants will prepare plans to be ready for emergencies or eventualities as well, as each student might have a different project and the faculty will remain as a resource for all participants. Students will be responsible for making all necessary arrangements for their travel, room and board, as well as budgeting for individual expenses related to their projects. Once the initial one or two weeks of preparation are completed, participants in the program will embark on their travel-related practicum or project, and report regularly to the faculty using a procedure negotiated in advance. Participants will be required to document their experience effectively in order to produce a final report. Participants will return to Olympia by week 10 to present the final report of their experience and project to the class at the Olympia campus, unless specifically arranged in advance with the faculty by week two. Please Note: This program is not a Study Abroad academic offering. Students interested in Study Abroad should work on an Independent Learning Contract with Ariel Goldberger separately, or pursue offerings listed in the corresponding section of the catalog. Those students who have demonstrated academic progress and who have projects that take more than a quarter are advised to negotiate an ILC with professor Goldberger to accomodate their learning needs. | humanities, cultural studies, arts, social sciences, and the leisure and tourism industry. | Ariel Goldberger | Sophomore SO 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 |