2010-11 Undergraduate Index A-Z
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Law And Public Policy [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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Business Law
Natividad Valdez |
Program | FR - SRFreshmen - Senior | 8 | 08 | Weekend | SuSummer | Students will learn about the legal system including sources of law, the framework of the U.S. court system, and legal considerations with the current economy. The class will explore intellectual property (trade secrets/patents) in business, the employer-employee relationship, contracts, and how to apply current law to popular conflicts. Reading assignments will be supplemented with presentations by legal professionals. | Natividad Valdez | Sat Sun | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | ||||
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Climate Solutions
Rob Cole |
Program | SO - SRSophomore - Senior | 16 | 16 | Day | SSpring | This program will explore the causes of global climate change and study the many actions and social behaviors that we can take to minimize human contributions to it. We will examine the scientific evidence for global warming and the efforts to discredit that evidence. We will study the role of multinational corporations in global climate change and how they influence public opinion. We will focus on how to respond to global warming in a fashion that works toward sustainability and equity in the ecosystems that support life on the planet. We will pay particular attention to issues of justice between humans, and how humans interact with other species. In order to understand actions we can take, this program will explore sustainable lifestyle strategies as well as how to resist corporate influence on consumer consumption. We will study the approaches of biomimicry, sustainable architecture, renewable energy generation and the smart grid, equitable distribution of food and shelter, minimal-impact industrial processes, local food production, less toxic methods of producing, using and disposing of products from clothing to computers, and a variety of low-impact lifestyles. We will examine the methods advocated by visionary groups like Second Nature, Climate Solutions, Slow Food, and Cradle-to-Cradle. Students will complete a series of audits of their personal consumption and waste-generation patterns, and we will examine similar audits for the campus, the local region and the nation. We will study methods of computing carbon dioxide budgets including carbon sequestration methods, the intricacies of carbon capping and offsetting strategies, and opportunities to reduce net carbon dioxide production. Students can expect to do research on emerging technologies and strategies that move us to carbon neutrality while fostering sustainability and justice. In addition to gaining an understanding of how we can all lessen our impact on global climate change and move toward equity, students can expect to sharpen their critical reasoning, writing and speaking skills, as well as their ability to work with quantitative methods and to interpret quantitative data from a variety of sources. | carbon budgeting, climate change, ecosystems dynamics, environmental studies, public policy, sustainability and justice studies, and systems science. | Rob Cole | Sophomore SO Junior JR Senior SR | Spring | ||||
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Creating Sustainable Businesses in the 21st Century
Paul Horton and Rob Cole business and management economics environmental studies law and public policy sustainability studies |
Program | SO - SRSophomore - Senior | 16 | 16 | Day | SSpring | What does it take to create and run businesses in an era of increasing resource scarcity and global climate change? The world stands on a threshold, where the reconciliation of human and natural systems is moving from an important consideration to an urgent necessity. Whether one is a protagonist or a skeptic, in many undeniable ways, business is one of the largest engines of change today. The trajectory taken by business in the first half of the 21st century will determine in many important ways the quality of life of the earth’s inhabitants for centuries to come. Students entering or returning to the workforce face have an unprecedented opportunity to participate in and shape the future direction of business either as new business owners, social entrepreneurs,sustainability consultants, or external advocates for change. Through a systems view of the interactions between humans, commerce and the environment, we will examine the need for change by looking at the key drivers of non-sustainability which include: growing consumer, regulatory and financial pressure; population increase; rising global affluence; and in particular, global climate change. We will explore the scientific evidence for global warming and the efforts to discredit that evidence. We will study the role of multinational corporations in global climate change and how they influence public opinion. We will focus on how to respond to global warming in a fashion that works toward sustainability and equity in the ecosystems that support life on the planet. We will also explore issues of justice between humans, and how humans interact with other species. We will take a critical look at the traditional business model and the changing role of business today. We will examine more sustainable alternatives, paying particular attention to the vision necessary to make a successful sustainable business. We will spend a significant portion of the quarter learning about and putting into practice cutting-edge strategies and methods to create sustainable business models. We will focus on ways to identify and prioritize sustainable business practices, and will explore several case studies and examples. This will also include an examination of the ideas and methods advocated by visionary groups like The Natural Step, Cradle-to-Cradle, Climate Solutions, and Slow Food. As part of this process, we will survey carbon dioxide mitigation strategies, study carbon budgeting and accounting, as well as the intricacies of carbon capping and offsetting strategies, and opportunities to reduce net carbon dioxide production. We will study the impact these strategies might have on sustainable business practices. Students can expect to do research on emerging technologies and business strategies that move us to carbon neutrality while fostering sustainability and justice. In addition to gaining an understanding of how we can all lessen our impact on global climate change and move toward equity, students can expect to sharpen their critical reasoning, writing and speaking skills, as well as their ability to work with quantitative methods and to interpret quantitative data from a variety of sources. Students will be expected to make a small-group presentation on a case study of a sustainable business, and complete a sustainability plan for a business as a term project. | sustainability studies, resource managment, and business. | Paul Horton Rob Cole | Mon Wed Thu | Sophomore SO Junior JR Senior SR | Spring | |||
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Hispanic Ascension in the U.S.
Theresa Aragon |
Course | SO - SRSophomore - Senior | 4 | 04 | Weekend | SuSummer | Hispanics are currently the largest ethnic minority population in the United States, projected to number 47.8 million in 2010 and to more than double by 2050. The U.S. now has the second largest Hispanic population of all countries and Hispanics will play a major role in the future of the United States. This program will draw on the history of Hispanics in the US and will focus on social, economic, and educational policy as a framework for best serving the needs of this population. | public administration, social services, education | Theresa Aragon | Sat | Sophomore SO Junior JR Senior SR | Summer | |||
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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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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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Language and Power
Susan Fiksdal education gender and women's studies international studies language studies law and public policy linguistics writing Signature Required: Winter |
Program | FR - SRFreshmen - Senior | 12 | 12 | Day | FFall | WWinter | What are the connections between language and power? To what extent does language have the power to shape the way we think? How do our attitudes about language affect us and those around us? Should the US have a national law declaring English an official language? Does it matter if languages die? This program will explore these questions and others from the perspective of sociolinguistics. Fall quarter we will focus on major concepts in sociolinguistics and the structure of language to provide context for a study of creoles, gender, dialects, and disappearing languages. Winter quarter we will continue our study of sociolinguistic principles, focusing on metaphor and language choice in the courts and in the classroom and the question of bilingualism in both institutional contexts. You can expect to learn sociolinguistic principles through texts, workshops, and seminars, and you will learn qualitative research approaches of discourse analysis and ethnography. There will be weekly writing as well as short research projects and an exam each quarter. This program is designed primarily for students taking a language in addition to the program, and it is excellent preparation for Language Matters, a spring quarter program. | communications, education, gender studies, law, and linguistics. | Susan Fiksdal | 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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The Past and Future of American Youth
Zoe Van Schyndel, Candace Vogler and Stephanie Coontz economics gender and women's studies history law and public policy psychology sociology |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | FFall | WWinter | This program covers the history and contemporary sociology of American youth, with an additional emphasis on ethnography. First we examine the changing history of family life, child rearing, and the transition to adulthood from colonial times through the 1970s, paying particular attention to the socioeconomic communities as well as the family settings in which these take place. We also explore changes in courting and sexuality for young people during the same span of time. Again, we examine variations in these experiences by race, class and gender. Indeed, the final four weeks of the program focus specifically on the contrast between the hopes raised by youthful participation in the civil rights movement in the 1950s and 1960s and the obstacles facing impoverished inner-city youth during the 1980s. Winter quarter we turn to recent developments, including the changing opportunities and constraints of the work world, new trends in forging intimate relationships, changes in expectations and patterns of courtship and marriage, and the establishment of a new stage of life that one author calls "emergent adulthood." We will read several different points of view about how families, schools and other institutions reproduce or ameliorate economic, racial, class, ethnic and gender differences. We will also discuss the relative weight of factors that contribute to success, including cultural heritage, timing and persistence, and consider what changes might offer more youth the opportunity to fulfill their potential. In both seminar discussions and frequent papers, students will be expected to demonstrate a firm command of the program material and to critically analyze conflicting historical and sociological theories about the causes and consequences of the phenomena we studied. Reading and writing demands are heavy, and faculty will give detailed feedback on students' written work, with the expectation that students will then revise their papers. In addition to the historical and sociological content of the program, students will do 7-8 hours service-learning work per week in a local elementary school or a low-income after-school program. They will work as classroom aides, but after receiving some training in taking ethnographic field notes, they will also write daily summaries of their observations and type a paper on their experience at the end of each quarter. | sociology, history, psychology, family law, public policy and personal finance. | Zoe Van Schyndel Candace Vogler Stephanie Coontz | Freshmen FR Sophomore SO 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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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: Managing for a Healthy Work Environment - Tribal and Non-Profit Agencies
Gary Peterson Native American studies business and management cultural studies education gender and women's studies history law and public policy leadership studies political science sociology writing Signature Required: Winter |
SOS | FR - SRFreshmen - Senior | 16 | 16 | Evening and Weekend | FFall | WWinter | This fall and winter SOS welcomes students who plan to work for tribal government or non-profit agencies. Our work will focus on developing healthy relationships between Tribal Councils or boards of directors and administrators. We will examine mission statements, policies, and procedures and how their implementation affects relationships in the workplace and services to client populations. Students will learn about the dynamics of service delivery, reverberations of historical oppression in recipient communities, power relationships, community needs, and other effects on the work environment and services. Students will hear lectures from managers who utilize healthy management skills and tools and they will visit organizations that have a history or operating on the Relational World View, and other models, to maintain organizational balance. They will learn how gossip, rumors, cliques, etc., can undermine organizational health. Students will research and write about culture, organizational culture, identity, goal setting and other elements of organizational functioning. They will learn about the importance of financial and organizational reporting. They will research organizational services, early childhood development for example, that operate within Tribal and Non-Profit agencies. Meeting times will be scheduled to facilitate working students, evenings and weekends. Guest lectures will be presented by Yvonne Peterson. For students interested in continuing Spring quarter, Gary Peterson will offer Individual Learning Contracts or Internships. | early childhood education, tribal/non-profit management, education, human resources, native american studies, political science, communications, cultural competence, and information technology. | Gary Peterson | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | |||
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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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Techniques of Sustainability Analysis
Rob Cole business and management ecology environmental studies law and public policy sustainability studies |
Program | JR - SRJunior - Senior | 16 | 16 | Day | FFall | This program is intended for junior or senior students wanting to work professionally in fields of sustainability planning and implementation, greenhouse gas monitoring and mitigation, and reduction of ecological and carbon footprints of organizations and services. We will study various indicators of sustainability, and several approaches to sustainable organizational transformation including the Natural Step, cradle to cradle design, and life cycle assessment (LCA). We will explore greenhouse gas accounting methods, and protocols for measuring carbon footprints. We will examine the fundamentals of the carbon market, of cap-and-trade strategies and of carbon offsets. Students will develop skills in using analytical techniques to help design and implement sustainability programs for agencies, businesses and organizations. We will explore several case studies, including the Evergreen campus, and students will be expected to complete a research project on an organization of their choosing. We will employ methods of systems thinking in our work, and will connect a variety of disciplines as we forge programs to implement sustainability and greenhouse gas reduction. Students should have a solid background in using spreadsheets, and be comfortable working with complex quantitative formulas. | sustainability planning and implementation, environmental science, business, and greenhouse gas accounting and mitigation. | Rob Cole | Junior JR Senior SR | Fall | ||||
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Thinking Straight: A Cooperative Approach to Critical Reasoning
David Paulsen |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | SSpring | Do you want to work on improving your critical reasoning skills? This program is ideal for students with an interest in exploring techniques of critical reasoning. The program will be taught in a discussion/workshop format with only occasional mini-lectures to set the stage for class work. The program will focus on techniques of understanding and criticizing arguments and theories. It will emphasize a cooperative, dialogic approach to deciding what to believe. Thinking Straight will cover standard topics in informal logic including argument reconstruction, assessment of validity and fallacies. The program will contain an extensive discussion of ethical theory and reasoning about moral issues. It will examine ethical reasoning embedded in some films as well as in case studies. We will explore as well some topics concerning statistical and scientific reasoning. We will apply critical reasoning techniques to a number of contemporary, contentious issues found in a variety of texts including selections from books, newspaper editorials and columns, Web documents, and journal articles. Students will be expected to gather material and make presentations that clarify and assess the reasoning underlying important current issues. They will be evaluated on the basis of performance on assignments, in class discussion and project work, an annotated portfolio of material they collect over the quarter, as well as exams.Students will deal with the elements of the program through a series of structured workshops, including small and large group discussion as well as mini-lectures and assignments. In addition, students will be expected to submit essays growing out of the topics covered in the ethics component of the program and participate in a team project leading to a cooperative, critical exchange that debates two sides of a question in front of the class by providing arguments and appropriate criticism. | This program is ideal for first and second year students as well as others with an interest in exploring techniques of critical reasoning. As well as students interested in further study of philosophy and of law. | David Paulsen | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||
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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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Why Teach? Understanding Education and the Social Conditions of Schooling
Grace Huerta and Leslie Flemmer |
Program | FR - SRFreshmen - Senior | 16 | 16 | Day | SSpring | Why do people want to enter the fray of education? In what ways does teaching require courage? What qualities must one have to be aneffective teacher in today’s political climate? “Good” teaching is often represented through countless instructional practices, but reflective teachers share a number of special qualities: they are intellectually present in the classroom; they are profoundly engaged with their students, the diverse community and social world in which they live; and, they are willing to confront the complex web of institutional policies and standards that seek to measure their effectiveness. Through an examination of the historical and social conditions that influence teaching today, we will fill in the backstory of education with an analysis of the intersections of race,class, ethnicity, gender, language and learning. By focusing on various pedagogical tools, this program will explore education through the contemporary frameworks of critical pedagogy, sociocultural theory, and multicultural education. With an analysis of what sustainable institutional and classroom practices help teachers become successful learning partners with their students, we will establish how educators can be critical and constructive, notcritical and cynical. These educational conceptswill be analyzed through readings, group collaboration, workshops, lectures,multimedia and seminars. Students will lead discussions, complete reflective writing activities, conduct teaching demonstrations, and create a community ethnography project. Potential texts to bestudied in the program include: Rose’s ; Zeichner & Liston’s ; Darder, et.al’s ; Orosco & Orosco’s, ; hook’s ; Alexie’s ; Cho’s ; and Ravitch’s . | cultural studies, education, law and public policy. | Grace Huerta Leslie Flemmer | Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | |||
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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 |