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
Academic Writing as Argument Emily Lardner writing	Course	FR - SRFreshmen - Senior	4	04	Evening and Weekend		WWinter			In this course, we will focus on arguments—the ways that writers take positions and the ways they support those positions. Our overarching question is related to Evergreen's expectation that graduates will participate collaboratively and responsibly in our diverse society: why is that a reasonable expectation, and what does that look like in practice? We'll look at arguments related in a broad way to this expectation, from a variety of contexts. Each student will also select a topic of their own to investigate and to make an argument about.		Emily Lardner	Mon Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Academic Writing as Inquiry Emily Lardner writing	Course	FR - SRFreshmen - Senior	4	04	Evening	FFall				Academic writing begins with questions, even if the questions are implied. The nature of the question and the context in which it is posed determine how it will be "answered." Patterns for organization, appropriate forms of support, even the degree of formality required, all depend on the context of the inquiry. This course is structured as a series of in-class workshops with required practice time out of class.		Emily Lardner	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Action for a Sustainable Future cancelled 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
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
Art, Time and Narrative Shaw Osha (Flores) and Marilyn Freeman aesthetics art history cultural studies media studies visual arts writing	Program	FR ONLYFreshmen Only	16	16	Day	FFall	WWinter			"The wall between artist and audience is very thin, all you have to do is walk through."- PICA on Portland’s Time-Based Art Festival Contemporary art considers maker and audience, it can be materially based and conceptually based, and it can be multi-media and interdisciplinary. How do the various practices relate and inform us as both makers and audience? In this program we will consider the relationship of drawing and writing to other media as a means of examining basic ideas around time and narrative. What is our relationship as art makers and viewers to our perceptions of time? This visual art and writing program will explore concepts of time and artistic practices with references to temporal space by developing foundational skills in critical thinking, drawing and 2-D art, creative non-fiction and analytical writing, audio recording, basic photography and multimedia editing in the context of contemporary visual culture and art history. We will use personal narratives to explore time, memory, and perspective through words and images; and we will consider the relation of moving and still images, drawings and sound and what happens when we confound the senses by juxtaposing them. The context of art history and critical theory will be integral to our inquiry. The curriculum will include studio practice, writing, workshops, lectures, readings, research, seminar, screenings, gallery and museum visits, multimedia production and presentations, and critiques. There will be one field trip each quarter to either Seattle or Portland. In fall quarter we will develop personal narratives in essay form and drawing. Students will be introduced to theories and practices relative to time- and process-based art. Fall quarter work will culminate in collaborative word/sound/image projects on everyday time. In winter quarter we will advance the study of relationships between art, time and narrative through a comprehensive integration of writing and drawing in the mode of graphic creative nonfiction. We will start working immediately on creative and research projects that will culminate in a final edition of works on paper and multimedia presentations. This quarter will include additional theory-based texts and figure drawing instruction as well as in-depth studio and writing workshop time. There will be an overnight trip to Portland for First Thursday gallery openings. This rigorous program is designed for students who are ready for an immersive college experience—academically, creatively, personally. Students are expected to join field trips and attend off-campus film screenings, to participate fully in all program activities, and to work about 40 hours per week including class time.	visual arts, media arts, creative and critical writing, cultural studies and art history.	Shaw Osha (Flores) Marilyn Freeman		Freshmen FR	Fall
Autobiography Steve Blakeslee literature writing	Program	SO - SRSophomore - Senior	8	08	Evening		WWinter	SSpring		"Could a greater miracle take place," writes Henry David Thoreau, "than for us to look through each other's eyes for an instant?" This two-quarter program will approach autobiography (literally, "self-life-writing") as a powerful way to make sense of human experience, particularly in times, places, and social and political settings that differ from our own. In seminars, students will delve into the rich and intricate issues of memory, authority, persona, and truth that face every self-portraying writer. In "writing marathons," they will learn to write freely and fearlessly about their memories, thoughts, and emotions. Finally, students will develop substantial memoir-essays of their own.	humanities and education.	Steve Blakeslee	Tue Thu	Sophomore SO Junior JR Senior SR	Winter
Bodies: Medical and Literary Sara Huntington and Bill Arney health history philosophy of science sociology writing	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter			Jean-Jacques Rousseau, , 1762 Sapphire, Push We ground our studies in representations of the body, medical and literary. Our aim is the recovery of common sense. Fall quarter will be devoted to the medicalized body, which is represented through statistics, specialized imaging technologies, and myriad tests. We will study the effects of people being taught to think of living in terms of "risk factors," and the effects of mapping ourselves onto grids of probabilities instead of, for example, paying attention to one's body. As a group, we will pursue the medicalized body through case studies: the recent revision of recommendations on screening for breast cancer; and Huntington's Chorea, a neurodegenerative disease that can be diagnosed with a definitive genetic test and that, as such, presents a human dilemma, extending beyond medical ways of knowing and being. We will read critiques of "gene talk," the way "genes" have "reshaped not only political, social, or medical concepts, but the very perception of the self," as the German historians of medicine, Barbara Duden and Silja Samerski, put it. Throughout the quarter, we will pursue Rob Crawford's argument that "health" has become the modern locus for one's understanding of the moral self. (Just think about the commonplace, "I've been pretty good. I'm eating better, exercising; I've kept my cholesterol down..."). This quarter will introduce students to library research, compositional rhetoric, scientific logic, basic topics in the philosophy of science, the history of medicine, and socio-historical critiques of modern scientific medicine. Each student will complete an independent project on a medical/biological topic of personal concern, resisting the urge to write a fair and balanced research paper and, instead, producing a legitimate piece of writing. Winter quarter will be devoted to satire as a literary form that focuses relentlessly on the messy reality and moral presence of the body. While students are immersed in the rhetorical strategies employed by canonical masters such as Jonathan Swift, we will investigate the methods of more contemporary works- and Sacha Baron Cohen's -asking: how is the satiric attack embodied? As we examine the ways in which satire interrupts human folly, we share the possibility of making room for common sense. By producing satires of our own, we will locate the body-our own more or less lively lumps of flesh-not in a professional scientific or pedagogic discourse but in a common lot. Authors like Ivan Illich, Martin Buber, Martha Nussbaum, Michel Foucault, H.H. the Dalai Lama, Wendell Berry will complement our explorations in satire and will assist in our search for the story that binds us in a moral order that makes us human. Again, students will pursue a significant independent project, a satire, and should be prepared to push the boundaries of their own depravity, all for the sake of becoming more moral and more whole, more human. The program will involve contemplative practices- , walking meditations-and students may decide to enroll in an extracurricular weekly yoga class offered only to members of this program. The yoga class is not required, but if you choose to enroll a fee will be payable to the instructor.	compositional rhetoric, philosophy of science, history of medicine, independent research, satire, humanities and social sciences, writing, education, and medicine.	Sara Huntington Bill Arney		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Botany: Plants and People Frederica Bowcutt botany field studies natural history writing Signature Required: Winter	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter			Our focus in this program will be on developing an understanding of both natural and cultural dimensions of plants. We will work through a botany textbook learning about plant anatomy, morphology, systematics, and ecology. Lectures based on the textbook readings will be supplemented with laboratory work. We will explore how present form and function informs us about the evolution of various groups of plants. Students will get hands-on experience studying plants under microscopes and in the field. Students will also learn basic plant identification of common species. To support their work in the field, students will learn how to maintain a detailed and illustrated field journal. Seminar readings will be on the general theme of plants and people. In fall we will celebrate the 90th anniversary of national suffrage for American women and the 100th anniversary of women's right to vote in the state of Washington, by exploring women and their relationships with plants. We will explore the cultural history of American women's use of plants for medicine making, food, and aesthetic purposes. We will examine women's contributions to horticulture, botany, environmental activism, and biodiversity preservation. Students will learn how to identify and grow herbs through service learning in the Medicinal Herb Garden at the Organic Farm. Through a series of workshops, students will learn traditional medicine making practices. A significant amount of time in this program will be dedicated to honing our ability to write an expository paper. In winter students will also learn library research methods, which they will apply to a research project of their choosing related to plants and people. Time will be spent helping students improve their ability to write a research paper that is thesis-driven and supported with evidence from the scientific literature.	conservation; ecological agriculture; ecological restoration; ethnobotany; forestry; herbology; natural resource management; plant biology, ecology and taxonomy; women's studies; and writing.	Frederica Bowcutt		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
British Literature, 1000-1800 Trevor Speller literature writing	Course	FR - SRFreshmen - Senior	4	04	Day				SuSummer	This all-level course will offer a broad survey of British literature from the years 1000 to 1800. We will read Medieval, Renaissance, Restoration, and Eighteenth-century poetry, novels, nonfiction, and drama. The course will pay particular attention to religious and political changes in the period. A major component will be traveling to a play at the Oregon Shakespeare Festival. Major authors will likely include Geoffrey Chaucer, Margery Kempe, William Shakespeare, Christopher Marlowe, John Milton, Aphra Behn, Daniel Defoe, Horace Walpole, and Jane Austen. Students are expected to write two papers, participate in peerediting workshops, and complete quizzes and other in-class writing assignments.	Preparatory for further studies and careers in literature, writing, and the humanities.	Trevor Speller	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer
British Literature, 1800-Present Trevor Speller literature writing	Course	FR - SRFreshmen - Senior	4	04	Day				SuSummer	This all-level course will offer a survey of British literature from 1800 to the present. We will be reading poetry, novels, nonfiction, and drama through the Romantic, Victorian, Modern, and Post-Modern periods, focusing especially on the relationship between realism and the supernatural. Major authors will likely include Samuel Coleridge, Jane Austen, George Eliot, Lewis Carroll, Samuel Beckett, T. S. Eliot, Chinua Achebe, and Salman Rushdie. Students are expected to write two papers, participate in peer editing workshops, and complete quizzes and other in-class writing assignments.	humanities, literature, writing	Trevor Speller	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer
Calculated Fiction Steven Hendricks and Brian Walter literature mathematics writing	Program	FR - SRFreshmen - Senior	16	16	Day			SSpring		-Hamlet Mathematical principles can provide the basis for creative writing, from the chance operations that generated the quote above to plot structures, themes, content, and even style. Author Italo Calvino views writing as a combinatorial game, an all but random process of associations and layers of implications that can lead to great works of literature as surely as nonsense. Calvino and others reveal that writing guided by abstract principles, particularly mathematical concepts and constraints, can lead to some of the most wondrous and provocative work. Jorge Luis Borges's stories provide numerous examples. In , the narrator attempts to describe a location from which all places can be seen simultaneously: "Mystics, faced with the same problem, fall back on symbols: to signify the godhead, one Persian speaks of a bird that somehow is all birds; Alanus De Insulis, of a sphere whose center is everywhere and circumference is nowhere; Ezekiel, of a four-faced angel, who at one and the same time moves east and west, north and south." Works like not only reflect mathematical concepts but also give them flesh, rendering those abstractions poetic and tangible. Informed by the work of writers such as Borges and Calvino, we will construct fictional narratives that reflect or are governed by mathematical concepts. Students will be introduced to a wide range of mathematical and literary principles and practices. Using those tools, students will produce creative works rigorous in their literary content and thorough in their mathematical precision and depth. The program will also include book seminars, short papers, and workshops in literature, writing, and mathematics. Readings will introduce students to relevant historical and philosophical ideas, numerous examples of writing that fuses math and literature, and provocative mathematical concepts. Coursework will emphasize foundations and skill development in mathematics, creative writing, critical reading, argumentative writing, and literary theory.	mathematics, literature, fiction writing and literary theory.	Steven Hendricks Brian Walter		Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Ceremony: Relating Hospitably to the Land Yvonne Peterson, Gary Peterson, David Rutledge and Raul Nakasone Native American studies communications community studies education environmental studies leadership studies sustainability studies writing Signature Required: Spring	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter	SSpring		This program is for learners who have a research topic (with a major focus on spirituality and community) in mind, as well as for those who would like to learn how to do research in a learner-centered environment. Learners will be exposed to research methods, ethnographic research and interviewing techniques, writing workshops, computer literacy, library workshops, moving River of Culture Moments to documentary, educational technology and the educational philosophy that supports this program. Yvonne Peterson will offer theory-to-praxis workshops to support the particular academic needs of first and second-year participants. We ask participants to take a personal stake in their educational development. Within the program's spirituality and community theme and subjects, learners will pay special attention to what individual and group work they plan on doing, how they plan to learn, how they will know they learned it, and what difference the work will make in their lives and within their communities. Learners will be encouraged to assume responsibility for their choices. Faculty and learners together will work to develop habits of worthwhile community interaction in the context of the education process and liberation. We are interested in providing an environment of collaboration where faculty and learners will identify topics of mutual interest and act as partners in the exploration of those topics. Learners will develop individual projects (with an academic focus on ceremony, hospitality and community in close relationship to the land) to examine what it means to live in a pluralistic society at the beginning of the 21st century. Through each learner's area of interest, we will look at a variety of cultural and historical perspectives and use them to help address issues connected to the program theme. Work will be concentrated in cultural studies, human resource development, and ethnographic studies to include historical and political implications of encounters, and cross-cultural communication. We shall explore Native American perspectives and look at issues that are particularly relevant to Indigenous people of the Americas. In the fall, participants will state research questions. In late fall and winter, individually and in small study groups, learners will develop the historical background for their chosen questions and do the integrative review of the literature and data collection. Ongoing workshops will allow participants to learn the skills for completing their projects. Late winter and into spring quarter, students will write conclusions, wrap up projects and prepare for a public presentation. The last part of spring will be entirely dedicated to presentations. Depending on their individual projects, learners will develop, use and explore some of the following areas: Bloom's Taxonomy; the theory of multiple intelligence; curriculum development, assessment and instruction and Choice Theory; expectations of an Evergreen graduate and the five foci; quantitative reasoning; self- and group-motivation; and communication (to include dialogue, e-mail, resources on the Web and our moodle site). They will also develop skills in creating interactive Web pages, blogs and documentaries, as well as iMovie editing and presentations using PowerPoint or YouTube.	education, social sciences, the arts, multicultural studies, social work, human services and the humanities.	Yvonne Peterson Gary Peterson David Rutledge Raul Nakasone		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Collaborative Autobiographics: Interrogating Representations of Self and Other in Media, Writing and Storytelling Naima Lowe, Joye Hardiman and Marilyn Freeman media arts media studies moving image theater writing	Program	FR - SRFreshmen - Senior	16	16	Day			SSpring		How do we reconcile the needs and voice of the individual with the greater good of the group? How can a focus on collectivism lead us to greater individual understanding? How can we create collaborative art projects that combine strong individual voice with a collective sense of identity, and how do we do that with integrity and respect for one’s self, others and the creative work? This program is an interdisciplinary arts practice program that explores the complexities of telling personal stories across various mediums and within the context of the collaborative process. The purpose of the program is to explore cross-cultural and cross- disciplinary approaches to autobiography, to investigate the role of collectivism and collaboration in autobiographical storytelling, and to develop analytical and practical skills related to media, creative non-fiction literature and writing, and performance. The program will have four major components: Through collaborative work and through experiments intersecting creative nonfiction writing, electronic media, and performance, this program will explore the complex or multiple elements of identity and truth drawn upon or discovered in acts of self-representation. This interdisciplinary arts program emphasizes collaborative learning and the importance of working generatively in an increasing diverse world. Students should come ready to take creative risks, to work hard, to work respectfully, and to practice initiative while serving the greater good of the program. If you’re a divergent thinker looking for opportunities to explore the possibilities of collaborative creative production, this is absolutely the program for you .	writing, media studies, and the arts.	Naima Lowe Joye Hardiman Marilyn Freeman	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Critical Reasoning Stephen Beck philosophy writing	Course	FR - SRFreshmen - Senior	4	04	Evening	FFall				In this intensive writing course, students will learn how to critically evaluate persuasive writing as well as how to write well reasoned persuasive writing of their own. Students will study both formal and informal reasoning, apply what they learn to selections of writing drawn from popular and academic sources, critique the arguments in those sources, read and critique each other's writing, and develop their own abilities to give good reasons in writing for their own views. Credit will be awarded in critical reasoning.		Stephen Beck	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Critical Reasoning Stephen Beck philosophy writing	Course	FR - SRFreshmen - Senior	4	04	Evening		WWinter			In this intensive writing course, students will learn how to critically evaluate persuasive writing as well as how to write well reasoned persuasive writing of their own. Students will study both formal and informal reasoning, apply what they learn to selections of writing drawn from popular and academic sources, critique the arguments in those sources, read and critique each other's writing, and develop their own abilities to give good reasons in writing for their own views. Credit will be awarded in critical reasoning.		Stephen Beck	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Cultivating Voice: A Writing Tutor's Craft Sandra Yannone writing Signature Required: Spring	Course	FR - SRFreshmen - Senior	2	02	Day			SSpring		This course combines a seminar with a practicum to prepare students to become peer tutors in the Writing Center. In seminar, we will explore tutoring theories, examine the role of a peer tutor and develop effective tutoring practices. In the practicum, students will observe peer tutoring and graduate to supervised tutoring. The course also will address working with unique populations of learners. Students considering graduate school in related fields will benefit from this course.		Sandra Yannone	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Cutting Through the Clamor: Writing for Change Suzanne Simons and Nancy Parkes communications writing	Program	FR - SRFreshmen - Senior	8, 12	08 12	Evening and Weekend	FFall	WWinter			As writers, we search for opportunities to create the space needed to nurture our creativity and create forms of expression. We also insert our creations into a noisy world crowded with blaring messages competing for our attention. How do we craft our creative work effectively to cut through the clamor? In this program, students will select a theme they are passionate about and explore that theme through multiple genres including journalism, personal essay, oral history, readers theater, and poetry. Examples of themes might include food sovereignty, workers rights, immigration, identity, religion/spirituality, community organizing for a specific cause, or a specific environmental/sustainability movement. We will also explore how being awash in the information age affects us in body, mind, and spirit. Absorbing and producing vast quantities of information doesn't necessarily make us smarter or more engaging, effective writers. By examining fields such as media theory, brain development, and health, we will gain an understanding of how we move through this information-saturated world and of techniques for uncovering our creativity and intuition that can lead to effective writing for change. Students enrolled for 12 credits in the fall will engage in additional work to study theories and practices of community journalism. Students will choose and write for specific community publications about issues within their chosen themes. We will also engage in readings about the history of journalism and the metamorphosis of alternative presses while considering the repercussions to community and oversight of government. In winter, the additional work for 12-credit students will focus on advocacy writing for college, agency, and nonprofit publications. We will profile the unspoken heroes, problems, and potential of the communities in which we live. Our readings will focus on helping to create movements and organizational change through writing for these groups.	journalism, education, and public service.	Suzanne Simons Nancy Parkes	Mon Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Designing Languages cancelled Susan Fiksdal and Brian Walter communications computer science cultural studies international studies language studies linguistics writing Signature Required: Winter	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter			Have you wondered about the ways languages work? How do our thoughts get translated into language? Have you explored differences between natural languages (such as English, Spanish, or French) and artificial languages (such as computer programming languages or Esperanto)? Do you know in what ways computer languages are similar to natural languages and the ways in which they differ? Are there differences between languages that have written records and those that do not? Have you ever invented your own language? In this two-quarter program, we will explore these questions by learning one natural language and one programming language, studying language evolution, artificial languages, language and culture, and designing a language. Specifically, you will study the structure and function of human language through an introduction to the field of linguistics. This will involve a study of phonetics, phonology, morphology, syntax, discourse, metaphor, and pragmatics. This work on language structure will inform your study of either French or Spanish, both of which will be taught within the program. Besides these natural languages, you will learn a programming language. We will work on the connections between natural and artificial languages, and consider the implications of language design. In our seminars we will discuss theories of language evolution and the interrelationship of culture and language. Finally, you will work collaboratively on a language design project over the two quarters, culminating in a final symposium on language design. Some students already at an intermediate level in French or Spanish should take the Evening/Weekend course fall and winter quarters.	computer science, education, French, language and culture, law, linguistics, programming languages, Spanish, and writing.	Susan Fiksdal Brian Walter		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Drawing a Life Marilyn Frasca visual arts writing	Program	SO - SRSophomore - Senior	8	08	Day				SuSummer	Drawing images from one's own life in both writing and drawing are activities that will form the center of our work together. Students will have the opportunity to develop skill at drawing from posed models and will use journal writing sessions to identify the unique events, situations, and experiences that have formed their life context. Students will be expected to present a final project at the end of the session that will document their effort at Drawing a Life. Activities will include weekly figure drawing sessions, journal writing workshops, work-in-progress critiques, and individual conferences with faculty.	visual arts, creative writing, psychology, humanities	Marilyn Frasca	Tue Wed Thu Fri	Sophomore SO Junior JR Senior SR	Summer
East-West Culture, Commerce, Art, and Spirit (A) cancelled Hirsh Diamant communications economics ethnic and cultural studies teaching and education visual arts writing Signature Required: Summer	Course	FR - SRFreshmen - Senior	2	02	Day				SuSummer	This course will compare and contrast foundations of Western and Eastern cultures and the implications that these foundations may have on life, commerce, and art in contemporary society. The course is designed for Chinese students that are interested in exploring education in the United States and particularly at Evergreen State College. In addition to learning about Evergreen resources and pedagogy, students will learn about the unique cultures of Pacific Northwest, will spend time on a Native American Reservation, and will visit colleges in Portland and Seattle. Chinese students will also be involved in meetings and cultural sharings with U.S. students, and learning about college requirements in the U.S. Assignments and support in section A of this course are designed for students who have less mastery of English. More fluent English speakers are encouraged to register for section B.	Cultural studies, Education, International studies	Hirsh Diamant	Mon Tue Wed Thu Fri Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer
East-West Culture, Commerce, Art, and Spirit (B) cancelled Hirsh Diamant communications economics ethnic and cultural studies teaching and education visual arts writing Signature Required: Summer	Course	FR - SRFreshmen - Senior	2	02	Day				SuSummer	This course will compare and contrast foundations of Western and Eastern cultures and the implications that these foundations may have on life, commerce, and art in contemporary society. The course is designed for Chinese students that are interested in exploring education in the United States and particularly at Evergreen State College. In addition to learning about Evergreen resources and pedagogy, students will learn about the unique cultures of Pacific Northwest, will spend time on a Native American Reservation, and will visit colleges in Portland and Seattle. Chinese students will also be involved in meetings and cultural sharings with U.S. students, and learning about college requirements in the U.S. Assignments and support in section A of this course are designed for students who have less mastery of English. More fluent English speakers are encouraged to register for section B.	Cultural studies, Education, International studies	Hirsh Diamant	Mon Tue Wed Thu Fri Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer
Effective Action for Sustainability and Justice cancelled 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
Experiments in Text: Reclaiming Public Spaces David Wolach writing	Course	FR - SRFreshmen - Senior	4	04	Evening and Weekend			SSpring		In this course, we will focus on creating "landscapes of dissent" through creative writing while examining other art forms that are concerned with the reclamation of public, lived spaces in the wake of increasing privatization and corporatization. We'll ask whether art and poetry can, as poet and critic Thom Donovan writes, "provide experiments in the practical organization against anti-democratic social hierarchies and the expropriation of labor, land, and natural resources?" We'll respond to this and similar questions by building individual text arts portfolios and by collaborating in small groups on more sustained text arts projects that seek to experiment, dissent and intervene. We will interrogate the 'artistic' and 'poetic' in relation to the 'political,' stretching our understanding of both activism and creative writing. We will do this both by making our own creative works and by looking at the examples provided by other contemporary writers, visual artists, and scholars.		David Wolach	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Experiments in Text: Transgressive Art and Transgressive Bodies David Wolach writing	Course	FR - SRFreshmen - Senior	4	04	Evening and Weekend		WWinter			This course explores some of the complex cultural, personal, aesthetic, and political relationships between "transgressive" bodies and "transgressive" writing and art. What does it mean, in the West, for a body or for an artwork to trans-gress societal norms? We will look at contemporary work that takes the transgressive body—deemed sexually dangerous or deviant, for instance, or "dis-abled" and so "unfit" for work—to be a crucial site for social resistance, an "invisibility to be made visible" through collaborative/collective artistic practices, practices occurring often alongside or as protest. Though this is primarily a creative writing class, our writing will push itself outside its comfortable zones and usual modes of operation. Emphasis will be put on experiments in breaking genre and mixing media, collaborating on pieces as well as making individual works, developing a poetics in relation to the social. We will discuss and critique the rich tradition of "somatic" practices in the world of performance and live art, including the work of artists such as Marina Abramovic, but we will also explore important recent experiments in poetry and prose by authors such as Hannah Weiner, Kenneth Gaburo, and CAConrad. Students will work both individually and collectively to investigate the radical potential of the transgressive body through making several pieces of art-writing. Our end goal will be to curate a show and live reading that complicates our thinking and breaks down barriers of many kinds: formal barriers of the work itself, social barriers within the Evergreen campus, as well as that between Evergreen’s campus and the broader Olympia community. This work will be an extension and reimagining of PRESS, a reading series devoted to the intersection of text arts and radical politics. For more on PRESS, check out the blog at: And for more on David’s poetic and pedagogical experiments, check out his public website at .		David Wolach	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Experiments in Text: Writing, Radical Pedagogy, and Social Change David Wolach writing	Course	FR - SRFreshmen - Senior	4	04	Evening and Weekend	FFall						David Wolach	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Gateways: Writing Imprisonment, Writing Freedom Chico Herbison cultural studies education writing Signature Required: Summer	Program	SO - SRSophomore - Senior	6, 12	06 12	Day				SuSummer	Gateways offers Evergreen students the opportunity to be peer learners with incarcerated young men in a medium/maximum-security institution. Through co-facilitated workshops, discussion, faculty presentations, and film screenings, students will explore—primarily through reading and writing creative literature—issues of race/ethnicity, class, gender, power, and the many meanings of imprisonment and freedom in U.S. history and society. Guided by the theories and practices of popular education, Evergreen students and incarcerated youth will collaborate on a variety of projects as they sharpen their critical thinking, reading, and writing skills. Students may register for either 6 or 12 credits, but must commit to the full 10 weeks of class. Program demands will be adjusted according to the number of credits for which students are registered: if 6, students will visit Green Hill on Wednesdays; if 12 credits, students will visit Green Hill on Wednesdays and Thursdays.	education, the humanities, writing, law, juvenile justice, social work, community work	Chico Herbison	Tue Wed Thu	Sophomore SO Junior JR Senior SR	Summer
Grammar in Context Emily Lardner education writing	Course	FR - SRFreshmen - Senior	4	04	Evening				SuSummer	Do you know what sounds right in writing but lack the right terms? Does grammar make you nervous? This class will help you master conventions of Standard Edited American English. We start with brief autobiographical writings, unearthing existing beliefs about grammar, then develop a shared understanding of what “Standard Edited American English” is. Most important, you’ll develop strategies for using SEAE to your advantage. Class time consists of lively study and practice. All writers welcome.	teaching, grammar studies, expository writing	Emily Lardner	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer
Grant Writing and Fundraising: Ideas to Realities Don Chalmers writing	Course	FR - SRFreshmen - Senior	2	02	Weekend			SSpring		This course will introduce students to the fundamentals of grant writing and fund raising. After an orientation to contemporary philanthropy and trends, students will learn how to increase the capacity of an organization to be competitive for grants and other donations. We will share ways to plan realistic projects, identify promising funding sources and write clear and compelling components of a grant, based either on guidelines for an actual funder or a generic one. Working individually or in small groups, students will develop their project idea, outline the main components of a grant and prepare a brief common application.		Don Chalmers	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Grant Writing and Fundraising: Ideas to Realities Don Chalmers writing	Course	FR - SRFreshmen - Senior	2	02	Weekend	FFall				This course will introduce students to the fundamentals of grant writing and fund raising. After an orientation to contemporary philanthropy and trends, students will learn how to increase the capacity of an organization to be competitive for grants and other donations. We will share ways to plan realistic projects, identify promising funding sources and write clear and compelling components of a grant, based either on guidelines for an actual funder or a generic one. Working individually or in small groups, students will develop their project idea, outline the main components of a grant and prepare a brief common application.		Don Chalmers	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Grant Writing and Fundraising: Ideas to Realities (A) Don Chalmers writing	Course	FR - SRFreshmen - Senior	2	02	Weekend		WWinter			This course will introduce students to the fundamentals of grant writing and fund raising. After an orientation to contemporary philanthropy and trends, students will learn how to increase the capacity of an organization to be competitive for grants and other donations. We will share ways to plan realistic projects, identify promising funding sources and write clear and compelling components of a grant, based either on guidelines for an actual funder or a generic one. Working individually or in small groups, students will develop their project idea, outline the main components of a grant and prepare a brief common application.		Don Chalmers	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Grant Writing and Fundraising: Ideas to Realities (B) Don Chalmers writing	Course	FR - SRFreshmen - Senior	2	02	Evening and Weekend		WWinter			This course will introduce students to the fundamentals of grant writing and fund raising. After an orientation to contemporary philanthropy and trends, students will learn how to increase the capacity of an organization to be competitive for grants and other donations. We will share ways to plan realistic projects, identify promising funding sources and write clear and compelling components of a grant, based either on guidelines for an actual funder or a generic one. Working individually or in small groups, students will develop their project idea, outline the main components of a grant and prepare a brief common application.		Don Chalmers	Fri Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
How Poetry Saves the World Donald Foran literature writing	Program	FR - SRFreshmen - Senior	16	16	Day			SSpring		How can poetry save the world? Poetry is "a thump to the TV set to restore the picture" and "a jolt to the fibrillating heart" according to Seamus Heaney. The metaphorical power of poetry can change our perspectives and move us to action. We learn from poets like Emily Dickinson and Claribel Alegria that "Much madness is divinest sense" and that those suffering violence have "earned the right to order us to break up our sleep . . . and shake off . . . this lassitude." Poetry can serve as a lens through which we can understand cultural legacies and the invasion of cultures more clearly. Economic, sexual and political minorities write poetry and "hold up a mirror to nature" through their poems. For some, like Leonard Cohen, poetry helps us discern that "the blizzard of the world has overturned the order of the soul," yet "love's the only engine of survival." Many poets, like Hopkins, affirm that "nature is never spent," that "there lives the dearest freshness deep down things." Thus poetry also has a role in fostering sustainability. In this program students will study poems ancient and new, poems from many differing cultures and ethnicities. All will analyze and co-edit poems, write haiku and imagist poems, quatrains, heroic couplets, sonnets, terza rimas, villanelles, and poetry-based songs; they will also create their own free-style works. Finally, students will view poets reading their own works, benefit from guest poets' and songwriters' approaches writing, work on memorization and recitation, and explore how a "story arc" enhances many fine lyrical and narrative poems. Each student will produce and read from an illustrated anthology of his or her own poems in an end-of-quarter presentation.	literature, law, and the creative arts.	Donald Foran	Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
The Human Element Charles Pailthorp, Trevor Speller and Nancy Koppelman American studies history literature philosophy physiology writing Signature Required: Winter	Program	FR - SOFreshmen - Sophomore	16	16	Day	FFall	WWinter			In the early seventeenth century, the philosopher René Descartes chronicled his reflections on how little he actually knew, when he looked closely. He found he even had to ask, “How do I know I myself exist?” His answer, “I think, therefore I am,” became a keystone of Western philosophy. When he asked further, “What then am I?”, he answered, “A thing that thinks,” not just a body, but an . To be human, he concluded, is to be a compound of two elements: mind and body. His contemporary, Thomas Hobbes, argued this was wrong, that we humans, however mind-ful, are entirely material. The debate continues to this day. In concluding that the human element is our immaterial mind, Descartes reasoned that non-human animals differ from us by being only material, that they are completely mindless. Are animals then, only machines, without thought, even without feeling? (This was Descartes’ conclusion!). What about machines that mimic rational conversation (surely a very strong indicator of thought)? Couldn’t they be as mind-ful, and therefore as human, as we? Or from Hobbes’s materialist point of view, if we humans are only machines, how can we justify, for example, punishing a human who has caused some harm? Would we punish a car that has broken down and gone out of control? These questions remain with us today: consider the force of arguments concerning animal rights by organizations such as PETA, or the tangle of human-machine interactions evident in programs such as Second Life. What makes us different from other animals? What makes people different from the machines we create, or envision? To ask the question more broadly: what are the qualities that make humans different and unique – if there are any at all? Is there a “human element,” or are we just made up of those found on the periodic table? Questions about the ‘unique’ nature of humanity will be this program’s driving force. We will consider what makes us different from our animal, vegetable, mineral, mechanical and spiritual peers on planet earth, and how we might or might not live in symbiosis with them. We will consider shifts in our understanding of human nature, shifts that have been shaped by developments in science, from mechanics to evolution, and by developments in how we lead our daily lives, from hunting and gathering to browsing the internet. Fields of study may include the history of technology, epistemology, and the traveler’s tales of the Romantic period. Texts may include Descartes: Hobbes: Shakespeare: John Milton: Mary Shelley: Jonathan Swift: ; and works by Kant and by historians of science and technology. The program will include significant attention to writing and reading well.	American studies, humanities, literature, philosophy, social sciences, and the sciences.	Charles Pailthorp Trevor Speller Nancy Koppelman		Freshmen FR Sophomore SO	Fall
Individual Study: Fiber Arts, Non-Western Art History, Native American Art, Creative Writing Gail Tremblay Native American studies art history cultural studies visual arts writing Signature Required: Spring	Contract	SO - SRSophomore - Senior	16	16	Day			SSpring		In the fields listed, Gail Tremblay offers opportunities for intermediate and advanced students to create their own course of study, creative practice and research, including internships, community service and study abroad options. Prior to the beginning of the quarter, interested individual students or small groups of students must describe the work to be completed in an Individual Learning or Internship Contract. The faculty sponsor will support students wishing to do work that has 1) skills that the student wishes to learn, 2) a question to be answered, 3) a connection with others who have mastered a particular skill or asked a similar or related question, and 4) an outcome that matters. Areas of study other than those listed above will be considered on a case-by-case basis.	the arts, art history, literature and creative writing, especially poetry, and the humanities.	Gail Tremblay		Sophomore SO Junior JR Senior SR	Spring
Individual Study: Fiber Arts, Non-Western Art History, Native American Art, Creative Writing cancelled Gail Tremblay Native American studies art history cultural studies visual arts writing Signature Required: Fall	Contract	SO - SRSophomore - Senior	16	16	Day	FFall				In the fields listed, Gail Tremblay offers opportunities for intermediate and advanced students to create their own course of study, creative practice and research, including internships, community service and study abroad options. Prior to the beginning of the quarter, interested individual students or small groups of students must describe the work to be completed in an Individual Learning or Internship Contract. The faculty sponsor will support students wishing to do work that has 1) skills that the student wishes to learn, 2) a question to be answered, 3) a connection with others who have mastered a particular skill or asked a similar or related question, and 4) an outcome that matters. Areas of study other than those listed above will be considered on a case-by-case basis.	the arts, art history, literature and creative writing, especially poetry, and the humanities.	Gail Tremblay		Sophomore SO Junior JR Senior SR	Fall
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
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
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
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
Language, Literature, and the Schools Lester Krupp education literature writing Signature Required: Spring	Program	SO - SRSophomore - Senior	8, 12	08 12	Evening and Weekend		WWinter	SSpring		As external pressures on schools increase—through such forces as standardized testing and public accountability—many people concerned about education would argue that we have lost sight both of the active learning of the individual student and of the social conditions in which our school systems exist. This program will explore the question: In what ways can an understanding of language, learning, and creativity clarify our vision of the education of children? Focusing primarily on language and the literary arts, this program will examine the psychological, social, and philosophical foundations of language development; the teaching of writing within constructivist pedagogy; literature and literary theory as they relate to all levels of elementary and secondary education; and the historical tensions between philosophy of education and educational practice in the past century. Students will also participate in weekly writing groups as one way to observe closely the interaction between language, writing, and learning. In spring quarter, we will draw together these strands in studying the current political struggles between traditional and constructivist education, with particular attention to the teaching of writing and literature in the schools and to arts education in general. In addition, students will conduct classroom observations (in elementary or secondary classrooms) and/or significant reading-research projects on topics in language, literature, the arts, and public education. The 12-credit option will enable students to meet specific requirements for Washington State teacher certification. Students may earn the additional four credits in any of the following areas: children’s literature, adolescent literature, multicultural literature, or language skills/structure. (Please note that only 2-3 choices will be available each quarter.) Students will earn these credits through participating in a weekly small-group seminar and completing significant independent work in coordination with the curriculum of the 8-credit core of the program.	teaching, child development, and writing.	Lester Krupp	Mon Wed Sat	Sophomore SO Junior JR Senior SR	Winter
Language Matters: Persuasive Language in Popular Culture Susan Fiksdal and Rachel Hastings communications language studies linguistics media studies writing	Program	FR - SRFreshmen - Senior	12	12	Day			SSpring		This program will focus on the linguistic resources we all use to persuade others of a particular point of view. We will study the art of persuasion in a wide range of settings within popular culture, ranging from comedy to politics, from news journalism to blogs. Our work will engage us in several areas of linguistic theory, including discourse analysis, semantics, pragmatics, metaphor, morphology and syntax. As we develop these theoretical tools, we will concurrently be using them to analyze discourse from the media, the internet, conversations and speeches in order to uncover ways in which speakers use their linguistic knowledge to persuade. We will study how different individuals and different categories of communication vary with respect to the structure and content of their persuasive language. For a broader view of linguistic resources, we will sometimes examine cross-linguistic variation in persuasion in languages other than English, including Quechua and French. Students will apply their understanding of concepts by writing papers using three formats—persuasive essays, short summary essays and linguistic analyses. To demonstrate their understanding of persuasion in a particular setting, they will create final oral presentations.	communications, education, languages, law, linguistics, media studies, and writing.	Susan Fiksdal Rachel Hastings		Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Leading in Turbulent Times Emily Lardner and Kathy Kelly business and management leadership studies writing	Program	JR - SRJunior - Senior	8, 12	08 12	Weekend	FFall	WWinter	SSpring		“Another world is possible”—but how? What does it take to actually make change? The purpose of this three-quarter program is to help people develop the capacities in themselves, in groups, and in organizations which lead towards healthier, more equitable, and sustainable communities. We will explore important ideas about leadership, group dynamics, change theory and systems theory, applying ideas to specific cases and building new insights together. In addition to a series of projects that help develop analytical abilities and clear communication skills, students will be creating electronic portfolios based on Evergreen’s Expectations. Fall quarter will introduce students to systems theory as they explore systems across an array of disciplines. Looking more deeply into human systems, students will focus on group dynamics, the role of group process, and the nature of leadership. We will examine socio-historical precedents for leading in turbulent times and explore questions about the practice of responsible leadership across settings and contexts. Students will apply systems theory to practice as they experience their own group dynamics and paradoxes of group life and develop skills in collaboration, communication, and leadership. Winter quarter will expand on students’ understanding of systems dynamics, and introduce change theory as they focus on the organizational level of human systems. Students will examine leverage points for making change in systems through the introduction of the field of organizational development. Leadership studies continue as students explore different models of leadership within organizations, and by observing systems dynamics of an organization that they know from direct experience. In spring, students will further integrate systems thinking and change theory as the level of system in focus this quarter is the community or wider world. By examining case studies, students will identify challenges presented during turbulent times, historic and current, and research responses by leaders to learn what is effective in advancing constructive change. Through practical experience, they will explore and develop their own leadership and cooperative abilities. Demonstrating their understanding of systems, change, and leadership, students will develop extensive capstone projects for the year. Each quarter will include focused work on writing. Modules for additional 4 credits (must be done sequentially but students can start the series in any quarter): Module 1: The student will develop a general framework for doing program reviews and then adapt that to an organization, first garnering observational data and data put forward by the organization including the organization’s history, product or service, customers, context, role in their industry, finances, structure, and core competencies. The student will research the organization’s leaders to ascertain the leaders’ stated values and aims for the organization, and the challenges the organization and leaders face. Learning will be demonstrated through a series of analytical memos outlining the framework and the initial findings. The student will also develop human subjects review forms for subsequent research. Module 2: To deepen his or her research on the subject organization, the student will acquire information through interview or survey methods, observing unobtrusive data, or other methods of discovery of the organization’s less visible or hidden aspects. The student will analyze values-stated in contrast with values-in-use to understand the system dynamics at play. Learning will be demonstrated through a series of analytical memos and annotated instruments for gathering data. Module 3: Applying systems thinking and change theory in constructing organizational development strategies, the student will identify system leverage points and imagine possible interventions, anticipating the system’s response and identifying possible unintended consequences. Learning will be demonstrated through a series of analytical memos and the preparation of final report that could be offered to the organization.	public service, business, and management.	Emily Lardner Kathy Kelly	Sat Sun	Junior JR Senior SR	Fall
Making American History Nancy Koppelman American studies history writing	Course	FR - SRFreshmen - Senior	4, 8	04 08	Day				SuSummer	Students will learn about key people in US history and central themes in the development of American society and culture. They will also learn how history is written—“made”—by historians. Well-known figures will be studied alongside accounts of obscure people who made American history. Themes will include reform, radicalism, rights, privileges, freedom, individualism, identity, entrepreneurship, and dissent. Students will learn to appreciate the craft and challenge of historical understanding. All students will write responses to the texts; those who enroll for 8 credits will also produce a substantive research prospectus. Credit will be awarded in American history.	Education, social work, government, law.	Nancy Koppelman	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer
Mediated States of Modernity: Distraction, Diversion, and Ambivalence Kathleen Eamon and Julia Zay aesthetics art history cultural studies media studies moving image philosophy writing	Program	SO - SRSophomore - Senior	16	16	Day	FFall				One of the ways that historians and theorists distinguish modernity, and mass and popular culture more specifically, is by describing the ways in which it ushered in a new age of sensation. Using Marx's notion of the "social hieroglyph" as a model for looking at everyday life, we will splice together visual culture studies, cinema studies and 19th and 20th century aesthetic philosophy in an investigation of some of the defining mental and emotional states of attention produced by and for emerging cultural forms, such as cinema, radio, amusement parks, the arcade, and the language of modernist art. We will construct our own partial and fragmented or, to borrow Benjamin's phrase, "little" history of modern senses and sensibilities. In particular, we'll focus in on in-between states of attention that are easily dismissed as unremarkable but that, precisely by going unremarked, play a central role in our mediated public lives. Public intellectuals of the 20th Century like Freud, Benjamin, Kracauer, Gorky and others examine these states closely in their descriptions of everyday life in terms that make evident both the dangers and potentials of these modes of attention. We'll model our approach on the studied "ambivalence" that characterizes the attitude of Frankfurt School figures like Benjamin and Kracauer towards popular or mass culture, thinkers who are not indifferent but who sustain a truly divided, thus complicated, understanding of how one inhabits a mass-mediated, capitalist, industrialized, post-traditional culture - neither submitting to its demands nor removing oneself entirely, one ought to engage it playfully. We'll explore how we ourselves are always both submitting and resisting the ideological forces of mass culture. Some examples of the states we have in mind are: amusement, distraction, diversion, boredom, play, and so on. These states are often "located" in terms of specifically modern places, such as the cinema, amusement parks, and urban centers, and we will ask what kinds of audiences or what kind of "public" gets constituted by these states and contexts. Although our focus will be largely turn-of-the-century to mid-century (the last one, that is), we will follow our line of thought into more recent times with thinkers like Susan Sontag and David Foster Wallace. We will also develop our own practice of paying close attention to everyday life and meta-attention to our modes of engagement with it in our weekly observation exercises and field study. This work will inform both our traditional and our experimental essay-writing as we attempt to yoke the observational with the lyrical and theoretical modes. In summation, we will read and write a lot, watch films, look at art, listen to both music and sound, mix lecture with seminar and workshops with fieldwork.	film studies, humanities, media, philosophy, visual culture studies, and writing.	Kathleen Eamon Julia Zay		Sophomore SO Junior JR Senior SR	Fall
Movement and Mindfulness Rebecca Chamberlain and Cindy Beck consciousness studies health literature outdoor leadership and education writing	Program	FR - SRFreshmen - Senior	8	08	Evening	FFall	WWinter			What can we do to achieve healthy bodies, minds, and spirits, sometimes referred to as being in the “flow”? In this intensive two-quarter program, students will broaden their ability to recognize healthy behaviors that integrate body, mind, and spirit as we develop our connection to the natural world. During fall quarter we will study kinesiology, exercise physiology, and Pilates while developing a regular practice of yoga and meditation. We will study a variety of topics that give us clues about how our bodies’ healing processes work, from science and medicine to meditation, consciousness-studies, and wisdom literature. Through physical activity, writing, journaling, and critical reflection, we will learn how the body moves, how to maximize various physiological processes, and how to integrate our interior lives and imaginative processes with outer experience, healthy practices, and our relationships to the natural world. During winter quarter we will develop our understanding of our body’s health, fitness, and nutrition as we begin to train ourselves as athletes, develop basic wilderness skills, and study sustainability, environmental literature, and practices of meditation, pilgrimage, and engagement with the natural world. We will add strength training to our practice of yoga, meditation, pilates, and outdoor education. As we continue to develop an understanding of sports nutrition and to appreciate the delicate balance of our body’s internal environment, we will explore food as fuel, as well as its historic and symbolic roles. We'll investigate where food comes from, ethno-botany, various practices and rituals around food gathering and preparation, and food for backpacking. We will accommodate different fitness levels as we test and track our progress. Field-work will include day trips to the Olympics or Mt. Rainier for winter hiking or snowshoeing.	health and wellness, literature, writing, consciousness studies, and environmental and outdoor education.	Rebecca Chamberlain Cindy Beck	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Plant Biology Lalita Calabria biology environmental studies writing	Program	FR - SRFreshmen - Senior	8	08	Evening and Weekend				SuSummer	This course is designed to increase your awareness and appreciation of the biological, cultural, and economic importance of plants. Through this awareness and appreciation of plants you can begin to develop a "Botanical Sense of Place". We will begin by reflecting on your personal experiences with plants from youth to the present in the form of a creative nonfiction-style essay. These experiences are the foundation of your botanical knowledge and they will serve as tool for connecting the major concepts we learn in class with your real-life experience of plants. We will continue to develop our "Botanical Sense of Place" by surveying the major groups of green plants found in and around the Evergreen State College campus. Through lectures, labs and field trips, we will examine the morphological, physiological, and ecological adaptations that have led to the success of these taxa within the context of their surroundings. We will also draw on contemporary scientific journals and news articles to help you gain in-depth understanding of certain biological concepts and to apply this understanding to current events.		Lalita Calabria	Tue Thu Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer
PLE Document Writing Kate Crowe writing Signature Required: Spring	Course	SO - SRSophomore - Senior	4, 6, 8	04 06 08	Evening			SSpring		This course is designed to help students in the Prior Learning from Experience (PLE) program progress with their document writing. We will concentrate on writing essays that address the learning language in the knowledge areas identified in the Writing from Life course. Students will also create the structure of their document by writing the introduction, table of contents and synthesis of learning essay.		Kate Crowe	Tue	Sophomore SO Junior JR Senior SR	Spring
PLE Document Writing Kate Crowe writing Signature Required: Winter	Course	SO - SRSophomore - Senior	4, 6, 8	04 06 08	Evening		WWinter			This course is designed to help students in the Prior Learning from Experience (PLE) program progress with their document writing. We will concentrate on writing essays that address the learning language in the knowledge areas identified in the Writing from Life course. Students will also create the structure of their document by writing the introduction, table of contents and synthesis of learning essay.		Kate Crowe	Tue	Sophomore SO Junior JR Senior SR	Winter
PLE Document Writing Kate Crowe writing Signature Required: Fall	Course	SO - SRSophomore - Senior	4, 6, 8	04 06 08	Evening	FFall				This course is designed to help students in the Prior Learning from Experience (PLE) program progress with their document writing. We will concentrate on writing essays that address the learning language in the knowledge areas identified in the Writing from Life course. Students will also create the structure of their document by writing the introduction, table of contents and synthesis of learning essay.		Kate Crowe	Tue	Sophomore SO Junior JR Senior SR	Fall
Poetics and Performance cancelled Ariel Goldberger and Leonard Schwartz aesthetics literature theater writing	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter			This program will explore of the disciplines of poetics, experimental puppet theater, and performance. How do words, light, sound and bodies interact? Is there a way to use words which does not weaken the use of the other senses, but allows one to discover shadows of sound and rustlings of vision in language? Are there ways of using text in visually based performance that do not take for granted the primacy of text? Students will be required to complete reading, writing and artistic projects towards these ends. The poetry and theater writing of Antonin Artaud will be central to our work.Faculty members will support student work by offering workshop components in poetry, puppet theater and movement. Students will produce weekly projects that combine and explore the relationship of puppet theater and poetry in experimental modes. Readings might include the works of such authors as Artaud, Tadeusz Kantor, Richard Foreman, Susan Sontag, Kamau Brathwaite, Hannah Arendt and Maurice Merleau-Ponty. Student work and progress will be presented weekly in all-program critique sessions.	poetics, performance, puppetry and creative writing.	Ariel Goldberger Leonard Schwartz		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Poetry Practice Kate Crowe writing	Course	FR - SRFreshmen - Senior	2	02	Evening		WWinter			Poetry is a life-long art, and with that as a guide students will practice writing various poetic forms while developing their unique poetic voices. This class is open to beginning and seasoned poets. Students will research a poet of their choice and present poems and aspects of the poet's life to the class. Students will workshop their poems in class and practice reading and performing their work.		Kate Crowe	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Poets on Serendipity Farm Kate Crowe literature writing	Course	FR - SRFreshmen - Senior	6	06	Day, Evening and Weekend				SuSummer	We will read and write poetry on Serendipity farm, which is nestled at the foot of Mt. Walker in the Olympics. This class is open to beginning, intermediate, and seasoned poets. We will research and present on contemporary poets as we explore our various poetic voices within an inner and outer landscape. We will write haiku, free verse, pantoums, nature poems and other poetic forms. Students will be performing around the campfire at night. Students can expect their writing and understanding of poetry to be enhanced significantly.		Kate Crowe		Freshmen FR Sophomore SO Junior JR Senior SR	Summer
The Practice of Writing Nancy Parkes writing	Course	FR - SRFreshmen - Senior	4	04	Evening			SSpring		This course will give students a broad overview of prose writing, and help them to broaden, deepen and improve their own writing practice. We will explore every step of the writing process, learning to brainstorm, structure, draft, critique, rewrite, polish and "share out" in ways large and small. The course will also address key principles of good writing, challenges such as procrastination and writer's block, and ways to develop productive writing routines.		Nancy Parkes	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
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
Prolegomena To A Future Poetics Leonard Schwartz literature philosophy writing Signature Required: Spring	Program	FR - SRFreshmen - Senior	16	16	Day		WWinter	SSpring		This two-quarter program offers several perspectives on the art of poetry. The winter quarter features a series of intensive readings in ancient and classical poetry, and the compositional efforts of modern and contemporary avant-garde writers to reinvent or renew those works. The central questions of the quarter are: What is the relationship in poetry between original and translation? How are ancient works renewed or reinvented? Thus we will study, among other examples, the classical Chinese poet Li Po in relationship to Ezra Pound's transformation of that poetry in his 20th-century work; Homer's and its contemporary realization as Christopher Logue's ; Sappho and her contemporary translators; the American poet H.D's invention of Egypt in ; and the Afro-Caribbean poet Kamau Brathwaite and his notion of Nation Language Students will work intensively on their own writing practices, both creative and critical. A writing workshop will offer constraint based writing exercises and prompts. The spring quarter will continue the poetry writing workshop but shift in focus to the relationship between philosophical texts and those dimensions of poetry that philosophy can bring to the fore. This quarter the central focus will be on the relationship between image and idea and how, in language, one transforms into the other, with an eye (and mind) towards exploring new territories of poetic composition. This will be accomplished by paired texts, in which the work of an individual poet is read in juxtaposition to a theoretical text. These pairings will include the critical theorist Theodor Adorno and the German language poet Paul Celan, the feminist philosopher Helene Cixous and the American poet Alice Notley, the philosopher Hannah Arendt and New American poet Robin Blaser, and the novelist Marguerite Duras and Palestinian poet Mahmoud Darwish.	the arts, creative writing, poetics, literature, and publishing.	Leonard Schwartz		Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Reading as a Writer: Creative Nonfiction Joli Sandoz literature writing	Program	FR - SRFreshmen - Senior	8	08	Evening			SSpring		What makes a piece of writing interesting? How do authors of creative nonfiction engage our imaginations and emotions, catching us up to soar and suffer as prompted by words on the page? And how can reading the best writing teach us to turn our own prose into interesting reading for others? We will engage in careful reading, discussions, writing exercises and short peer response sessions as we explore and apply our developing knowledge of the craft of creative nonfiction writing. Each participant will write three, 3-4 page commentary papers on selected essays during the quarter, research and present information relevant to one author's work, and create and read to program members writing of their own. The guiding purpose of our work together will be to become more aware as readers and hence more informed as practitioners of the craft of creative writing. All readers and writers, aspiring or experienced, are welcome. Our working definition of creative nonfiction will be this one, borrowed from Robert Root: "the written expression of, reflection upon, and/or interpretation of observed, perceived, or recollected experience" featuring "literary approaches" and the author's discernable "personal presence" ( ; 3, x). We'll focus on two specific types of creative nonfiction: personal essays, which place Root's "reflection upon" and "interpretation of" experience into a larger cultural frame, and meditative essays, which reflect on ideas or emotions. Readings will be selected from a wide range of topics and writers, across several centuries. Prospective students are invited to suggest particular essays or authors by emailing the faculty. Credits will be awarded in literature and in creative nonfiction writing.		Joli Sandoz	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Scenes, Summary and Reflection: Your Life as Story Eddy Brown cultural studies literature writing	Program	FR - SRFreshmen - Senior	8	08	Day				SuSummer	Students will be guided toward improving their writing skills and gaining a deeper understanding of short fiction and narrative nonfiction. Through writing exercises, reader responses to published narrative literature, peer reviews, individual field trips, lectures, workshops, and seminars on selected readings, participants will develop practical, transferable knowledge of genres, writing as a craft and process, and literary critique. Overall, they will be directed toward becoming more capable and confident readers and writers and more self-aware individuals. Students' major project will be a narrative memoir or short story.	teaching, literature, and writing	Eddy Brown	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer
Student Originated Studies: Botany, Herbology, Horticulture cancelled Frederica Bowcutt botany ecology environmental studies gender and women's studies natural history writing Signature Required: Fall	SOS	JR - SRJunior - Senior	16	16	Day	FFall				This SOS offers opportunities for well-prepared students to create their own course of study and research. In addition, at least four credits of each student's work will be in collaboration with other students in the program. Group activities will include seminars, workshops, lectures and weekly meetings. Student project work will be presented in a symposium at the end of the quarter. Several research topics are of particular interest to the faculty member. Groups of students working together on community-based projects such as installing edible or medicinal landscaping on campus or other public educational institutions, propagating prairie plants for local ecological restoration efforts, or creating plant-themed public art for the Evergreen Teaching Gardens will be given priority, as will students interested in conducting research on exotic invasive plant species common to the Puget Sound region to determine how they might benefit humanity through sustainable enterprise. This might take the form of exploring the medicinal uses of weedy species like dandelion or the use of Scot's broom for biofuel production. Students interested in honing their botanical illustration skills that propose to work from herbarium specimens to create illustrations for the Puget Prairie Flora and/or Sun Lakes State Park Flora projects and groups wanting to study the history and practice of herbology will receive serious consideration during the signature review process. Students seeking to explore the gender dimensions of botany as a discipline are encouraged to submit a proposal. Prior to fall, interested individual students or small groups of students must consult with the faculty sponsor about their proposed projects and/or internship plans. The project and/or internship is then described on the appropriate contract form (in-program Internship or Individual Learning Contract) and submitted electronically as a draft contract. While this program is primarily aimed at juniors and seniors, first-year students and sophomores may be admitted if they can demonstrate through the signature process that they are ready for the work.	botany, horticulture and herbology.	Frederica Bowcutt		Junior JR Senior SR	Fall
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
Student Originated Studies: Media/Philosophy Kathleen Eamon and Julia Zay communications media studies moving image philosophy writing Signature Required: Winter	SOS	JR - SRJunior - Senior	16	16	Day		WWinter	SSpring		This SOS is designed to support creative and theoretical projects that can only arise at juncture of these distinct but related modes of academic and creative labor. We invite students, including transfers, who have significant academic experience in media production and studies and/or critical theory and philosophy, and who are committed to exploring the boundaries of these modes of inquiry. Our experiments will be anchored by a central line of inquiry around the relationship between objects, images, figures, and perception on the one hand and judgment, reflection, valuation, critique and synthesis on the other. This means that the entire program will screen films and read texts together. One shared text, for example, will be Mary Ann Doane's , which argues that the cinema participated in representing the singular instant of chance and ephemerality in the face of the increasing rationalization and standardization at the turn of the 19 Century. Media and philosophy students alike will need to develop an understanding of what it means to think historically and concretely about both thought and its objects. Students will research and design individual projects in the first quarter, while focusing on honing a set of shared skills, exploring overlapping areas of student interest, and learning about developing models of creative/critical collaboration. Students will work in depth with one faculty member, depending on their academic focus (media production, critical theory, or philosophy), but seminars, workshops, lectures, and critiques will provide time for work outside these concentrations. The second quarter of the program will provide space for implementing individual projects and will culminate in a public conference. : This part of the program is designed for students who have already developed some expertise in media production, are familiar with aspects of media theory, and wish to do advanced production work that may have developed out of previous academic projects and/or programs. We will focus on experimental and non-fiction forms, which require a period of germination for new ideas to emerge. Students will deepend their understanding of media history and theory through readings, seminars, and writing; they will expand their technical skills through workshops; and they will present their own research to the entire program. In addition, each student or team of students (for collaborative projects) will do extensive pre-production planning and research in the first quarter for a media project to be completed by the end of the second quarter in time for public screening. : This part of the program is for students who have some substantial background in philosophy and/or critical theory. Ideally, students in this track will arrive with a specific set of categories that they find both intriguing and perplexingly abstract, and terms and questions that seem to invite extra-philosophical attempts to render them concrete. Students are free (and are in fact, required) to choose their own topics, but Kathleen Eamon's central areas of research and inquiry include aesthetics, social and political philosophy, and critical theory; a list of figures of interest includes Kant, Hegel, Marx, Freud, and the Frankfurt School theorists. Students in this section will read texts, participate in and lead seminars, share and critique writing throughout the program, and develop a presentation and conference paper for the end of the second quarter.	the arts and humanities, film history and theory, philosophy, critical theory, experimental media, media arts and digital communications.	Kathleen Eamon Julia Zay		Junior JR Senior SR	Winter
Student Originated Studies: Poetics cancelled Leonard Schwartz aesthetics literature philosophy writing Signature Required: Spring	SOS	SO - SRSophomore - Senior	16	16	Day			SSpring		Students are invited to join this learning community of culture workers interested in language as a medium of artistic production. This SOS is designed for students who share similar skills and common interests to do advanced work that may have grown out of previous academic projects and/or programs. Students will work with faculty throughout the quarter; we will design small study groups, collaborative projects and critique groups that will allow students to support one another's work. Poetics involves language as creative functions (writing, poetry, fiction), language as performance, language as image, and language as a tool of thought (philosophy, criticism). Our work will be to calibrate these various acts.	poetics, poetry, metafiction, literary theory and criticism, writing, publishing and the arts.	Leonard Schwartz		Sophomore SO Junior JR Senior SR	Spring
Student Originated Studies: Projects in Literature, Philosophy, and Creative Writing Marianne Bailey language studies literature philosophy writing Signature Required: Fall	SOS	SO - SRSophomore - Senior	16	16	Day	FFall				This program supports students doing individual creative and research projects. Students will enroll for SOS, then design their quarter-long, contract-style work plans using input from the faculty member. In the first week of the program, each student will prepare a project proposal, and then complete that project during the quarter. The program will have weekly class sessions where students will report on their progress, share work-in-progress, conduct peer reviews, get advice and guidance. Students must attend and participate in these sessions. Students will maintain and submit a process portfolio and reading journal. We will have in-class student readings of their work at the end of the quarter. The weekly meeting is intended to provide a sense of community and support to students. All other contract obligations will be worked out individually with the faculty member. The faculty member has particular expertise in the following topics: French, Francophone Caribbean, African and Canadian literature, German philosophy and literature, studies in symbology, ritual, mythology and comparative religions.	writing, languages, literature, philosophy, and teaching.	Marianne Bailey		Sophomore SO Junior JR Senior SR	Fall
Student Originated Studies: Travel-Based Education cancelled 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
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
Student-Originated Studies: Creative Writing (Narrative Memoir and Short Story) Eddy Brown American studies consciousness studies cultural studies literature writing Signature Required: Spring	SOS	SO - SRSophomore - Senior	16	16	Day			SSpring		This SOS supports students doing individual projects in creative writing. Students will enroll for SOS, then design their quarter-long, contract-style work plans using input from the faculty member. In the first week of the program, each student will prepare a project proposal, and then complete that project during the quarter. The program will have weekly class sessions where students will report on their progress, share work-in-progress, conduct peer reviews, get advice and guidance, and take in faculty and guest lectures on related topics. Students must attend and participate in these sessions. There will also be book seminars with weekly reader responses to both assigned and self-selected texts. Students will maintain and submit a process portfolio and reading journal. We will have in-class student readings of their work at the end of the quarter. The weekly meetings are intended to provide a sense of community and support to students. All other student obligations will be worked out individually with the faculty member. Students may select and propose nonfiction and/or short fiction projects for the program; however, the faculty member has expertise in the following topics: creative writing (particularly the narrative memoir), modern and contemporary American literature (particularly creative nonfiction), literary critique, cultural studies, and intrapersonal psychology (self-awareness).	creative writing, cultural studies, literature and teaching.	Eddy Brown		Sophomore SO Junior JR Senior SR	Spring
Sustainability from the Inside Out Cynthia Kennedy and Karen Gaul anthropology consciousness studies leadership studies sustainability studies writing	Program	FR ONLYFreshmen Only	16	16	Day	FFall	WWinter	SSpring		Many of us want to effect positive change in today’s world. We want to make good personal choices and we want to connect with others in communities of action regionally and even globally. This year-long program will help us explore the challenges inherent in pursuing sustainable living in today’s world and offer concrete tools to move toward a positive global future. Based on the idea that effective community action stems from careful self-reflection, the program will focus on a simultaneous journey inward as well as outward. Sustainability as we understand it today is embedded in the belief systems and practices of many traditional societies. Our work will be guided primarily by one such system: the Yoga Sutras of Patanjali. This ancient philosophical system is still profoundly relevant today. The Sutras teach that, with practice, we can transform ourselves. We will explore this philosophical system and its code of conduct in-depth, investigating personal, societal, political, environmental and global themes of sustainability. We will consider ways to make sustainable choices through a regular inquiry of our assumptions about ourselves and the world with an eye towards the creation of a sustainable society. We will develop our understanding of sustainability through lectures, disciplinary workshops, films and a series of guest speakers. Students will engage in weekly critical book seminars, regular writing assignments, in-depth research and writing projects, independent and collaborative work, and regular program discussion. In addition, much of the work will be highly experiential, using radical personal accountability and a rigorous examination of the habits of the mind to explore the body as a micro-organism of the outer natural world. Practice, an important concept in many spiritual traditions around the world, is a central theme in the program. Weekly yoga and awareness classes, workshops, self-reflective writing and other expressive arts practices will provide opportunities for students to examine their own habitual patterns of behavior and develop insight into new ways of being. No experience in yoga is necessary. Students will also engage in regular, extensive community service. In fall quarter, students will be introduced to basic concepts in sustainability and personal leadership. We will examine and experiment with personal practices in the areas of food, consumption and spending. Students will begin to generate ideas for projects that integrate sustainability issues. In winter quarter, we will focus on themes of transportation and energy use in the context of climate change, examining local community responses, and continue work on research projects. In spring quarter, we will examine case studies on successful sustainability initiatives in a variety of cultures around the world. Students will have the chance to work globally or locally applying what they have learned to a project of their choice. These projects could include research, field studies, or extensive community service locally or abroad.	awareness, education, leadership, management, sustainability studies, yoga philosophy and practice, and writing.	Cynthia Kennedy Karen Gaul		Freshmen FR	Fall
Telling the Story: Reading, Viewing, and Writing the Memoir Virginia Darney cultural studies literature media studies writing	Program	FR - SRFreshmen - Senior	8	08	Day				SuSummer	We tell stories to ourselves and to others in order to understand our experiences, to bring about social change, or to bear witness. Memoirs describe a particular experience, an influential person in our lives, a moment of change or of understanding. In this program we will read a variety of memoirs, view memoirs in film, and look at them both as expressions of raw experience and as literary works. Using those memoirs as models and inspiration, we will write memoirs or portions of memoirs. Discussions and activities will focus on aspects of the craft of memoir and on the experiences they relate.	education, literary studies, liberal arts	Virginia Darney	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer
Tribal Administration and Management cancelled 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
Visual Vocabularies: Exploring the Canons of Art and Literature Donald Foran and Evan Blackwell communications literature visual arts writing Signature Required: Winter	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter			How does culture inform art? How does art inform culture? How are the practices of art and writing informed by place? What are the relationships between the message and the medium, any genre and its practice? In this program we will explore these and other questions by investigating the materials, media, messages, and composition of the tangible world. As far as possible, we will honor the primacy of place, our campus, our homes, parks and special places, always alive to the textures of the known world. We will consider many ways of seeing, ways of knowing, ways of creating, and ways of interpreting reality. As readers, we will study the compelling theories of art and culture. As writers, we will carefully craft personal essays, academic essays, stories, and poems. As artists, we will explore new ways to make art and communicate ideas, especially through 2D and 3D art explorations. We will collaboratively focus on these themes in lectures, workshops, studio work, seminar discussions, and creative projects. In fall quarter we will begin our quest by introducing John Dewey’s and Joseph Campbell’s These classics will light the way. Further, we will explore new ways to make art and communicate ideas. Our inquiry may take us into the world of drawing, painting, photography, letter-press, book-making, ceramics, mixed-media art, installation art, and layers of meaning embedded in the ordinary. Material transformations will spring to life. The relationship between art and literature, making and communicating will be a daily focus in the program. Each student’s own forays into the world of art will build on these foundations. Similarly, structure, characterization, imagery, and theme in stories, plays, and poetry will stimulate our writing. Literary works include by Franz Kafka, by Vladimir Nabokov and the stories of Raymond Carver. Films and short pieces by Robert Coles, Eudora Welty, Langston Hughes, Mary Oliver, Stanley Kunitz, James Baldwin, Lucille Clifton, and Kay Boyle will broaden our discussions. The relationship between art and literature, making and communicating, will be a daily focus in the program. Guest artists will join us on occasion for lectures and workshops during both quarters of the program. In winter quarter we will study more complex artistic and literary approaches to visual vocabularies. We will further our reading, writing and art projects by dividing into intensives, four-week concentrations leading to a culminating art and writing presentation at the end of the quarter. Faculty will mentor students as they bring these creative projects to fruition. In addition to punctuality and participation in all program activities and assignments, students are expected to work about 40 hours per week including class time.	art, literature, and communication.	Donald Foran Evan Blackwell		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Way of Haiku and Haibun Kate Crowe writing	Course	FR - SRFreshmen - Senior	2	02	Evening	FFall				This poetry course will focus on the Japanese masters Basho, Busson, Issa, and others. Students will research and study the lives of ancient poets and explore traditional forms of haiku, renga, and haibun. Students will practice writing poetry in these ancient forms and will work collaboratively and individually as they create a portfolio of poems. Beginners and science students are especially encouraged to take this class.		Kate Crowe	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
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
Writer's Paradise Steven Hendricks and Nancy Parkes literature writing	Program	FR - SRFreshmen - Senior	4, 8, 12	04 08 12	Evening and Weekend				SuSummer	is open to writers of all ability levels seeking an intensive writing experience that complements a busy summer schedule. Students may enroll for 12 credits (both sessions), 8 credits (first session), or 4 credits (second session). Choose to focus on poetry, fiction, essays and/or creative non-fiction. Peer critique groups will be required to meet weekly at a mutually agreeable time (outside of scheduled class time). Faculty will offer extensive individual support and time to students. Program work will include seminars on short fiction, a novel, and non-fiction; regular writing workshops; in-class critique; day hikes, and desktop design workshops (work varies depending on enrollment—see below). Students enrolled in first session will attend weekly program meetings, participate in seminars, workshops and peer critique. Saturday class will, on two occasions, consist of a day hike somewhere in the beautiful Puget Sound area. On alternate Saturdays, students will attend writing and design workshops on campus and learn to digitally design and print their own editions of their writing. Second session emphasizes independent work on a substantial manuscript. The whole class will meet during the first week of the quarter, followed immediately by an intensive weekend writing retreat full of activities, discussions, and preparations for the rest of the session. Students will then work to complete a manuscript, attend regular peer critique meetings, and meet one-on-one with faculty to discuss their work. Students will attend two final class meetings during the last week of the session when they will present and discuss their work. For more information about hikes, weekend intensives, and other program activities, please visit the program website:		Steven Hendricks Nancy Parkes	Mon Wed Fri Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer
Writing Beyond the Basics Peter Bacho communications literature writing	Program	FR - SRFreshmen - Senior	4, 8	04 08	Day				SuSummer	This two session class will enhance writing skills needed for communicating with academic and popular audiences. During the first session, students will study effective editing, advanced composition, and MLA formatting while focusing on projects associated with the dissemination of community resource materials such as editorials and position papers. During the second session, students will study creative writing. They will focus on creating a credible protagonist, building tension, developing cohesive and dramatically effective plots, and reading their work before other members of the workshop.	communications, public policy, literature (teaching), literary criticism (teaching and writing)	Peter Bacho	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer
Writing from Life Kate Crowe writing Signature Required: Fall	Course	FR - SRFreshmen - Senior	4	04	Evening	FFall				This course is designed to assist Prior Learning from Experience students in writing their documents. We will explore various techniques for deriving, clarifying, and expressing meaning from life experience. Students will identify specific knowledge they have gained and will explore various writing techniques available for self-expression. Students should be prepared to work collaboratively on creating their document content as they work in small groups to discuss ideas and give feedback on each other's writing.		Kate Crowe	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Writing from Life Kate Crowe writing Signature Required: Winter	Course	FR - SRFreshmen - Senior	4	04	Evening		WWinter			This course is designed to assist Prior Learning from Experience students in writing their documents. We will explore various techniques for deriving, clarifying, and expressing meaning from life experience. Students will identify specific knowledge they have gained and will explore various writing techniques available for self-expression. Students should be prepared to work collaboratively on creating their document content as they work in small groups to discuss ideas and give feedback on each other's writing.		Kate Crowe	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Writing from Life Nancy Parkes writing Signature Required: Spring	Course	FR - SRFreshmen - Senior	4	04	Evening			SSpring		This course is designed to assist Prior Learning from Experience students in writing their documents. We will explore various techniques for deriving, clarifying, and expressing meaning from life experience. Students will identify specific knowledge they have gained and will explore various writing techniques available for self-expression. Students should be prepared to work collaboratively on creating their document content as they work in small groups to discuss ideas and give feedback on each other's writing.		Nancy Parkes	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Writing from Memory: Fiction and Memoir Rebecca Brown writing	Course	FR - SRFreshmen - Senior	2	02	Evening and Weekend		WWinter			Memory is elusive, elective, slippery. So are the genres of writing called "memoir" and "fiction." Why do we remember what we do? Who do we remember it for? What is our obligation to the 'truth'? In this class we will explore these questions as we generate and revise our own auto- and biographical and fictional texts. Our discussions will be guided by our reading of brief excerpts (handouts provided by instructor) of various published texts. Much of the class will be spent reading out loud and discussing our own work. In-class and homework writing assignments will spur new work. Each student will produce a small portfolio of new work. Please come to class with pen and paper and ready to read and write.		Rebecca Brown	Fri Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Writing from the Wild Nancy Parkes and Rebecca Chamberlain communications literature sustainability studies writing	Program	FR - SRFreshmen - Senior	8	08	Evening and Weekend			SSpring		How do we cultivate a practice of writing and a way of life that draws from authentic experience energized by wildness and rootedness to place? Through a stimulating program of writing, walking, hiking, nature observation, reading, research, and basic natural history, we will cultivate our power as writers and artists to awaken our sense of the wild. We will examine how to develop 'voice' in writing by reconnecting with the natural world and engaging with powerful places. Participants will have a choice to write in several genres, including but not limited to memoir/personal essay, creative non-fiction, poetry, fiction, and performance-based writing. They will keep a program journal, write and revise a series of short works, and build upon their understanding of environmental education and sustainability. We will participate in a variety of creative writing workshops that expose students to different genres. Two weekend intensives/fieldtrips will allow us to retreat from the technological world and connect to our embodied creative natures. Students can elect to hike in groups paced at their level. Students should have at least one work that they submit for e-publication and presentation at the end of the program.	communications, writing and literature, environmental policy, education	Nancy Parkes Rebecca Chamberlain	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Writing: On the Page and in the Frame Marilyn Freeman literature media arts writing	Program	FR - SRFreshmen - Senior	8	08	Day				SuSummer	This course explores the essay as a catalytic and experimental form of creative nonfiction in literary and media arts. Autobiographic, lyrical, contemplative, improvisational, poetic, process-oriented, performative—essayists defy and blend genres, craft, and technologies to create one of the most compelling interdisciplinary art forms in contemporary culture. Lectures, readings, screenings, critique sessions, and seminar combine to support this course’s central focus – writing essays for the page and screen.	writing, literature, media arts.	Marilyn Freeman	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer
Writing Poetry: The "Beats" Kate Crowe writing	Course	FR - SRFreshmen - Senior	4	04	Evening			SSpring		Students will research and present on a Beat writer of their choice as well as write their own poetry inspired by the various voices of the Beats. They will work collaboratively and individually to present their respective Beat writer in an engaging and informative manner to the group. They will also create a poetry writing exercise from their particular Beat’s work. Students can expect to gain a greater understanding of why the Beat poets influenced history and literary culture.		Kate Crowe	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Writing the New Journalism - Creative Nonfiction Thomas Foote communications field studies literature writing	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter			Writers have come to realize that the genre of nonfiction writing can be as colorful and gripping as any piece of fiction. The difference is that nonfiction writers are not burdened with inventing characters, dialogue, plot and description because everything they write about actually happened. Creative Nonfiction writers assemble the facts and events and array them artistically and stylistically, using the descriptive techniques of the fiction writer. They immerse themselves in a venue, set about gathering their facts while demonstrating scrupulous accuracy, and then write an account of what happened in their own voice. The Greyhound Bus Company advertised, “getting there is half the fun.” In the genre of Creative Nonfiction, because the reader already knows how the piece ends before it begins. Students will become proficient with the form through intensive fieldwork, research and writing. We will begin by studying field research methodology in preparation for observational studies in the field designed to teach the difference between looking and truly seeing. Students can’t write and describe something they can’t see clearly. Betty Edwards in writes, “drawing is not really very difficult. Seeing is the problem, or, to be more specific, shifting to a particular way of seeing.” Edwards teaches that if you could it, you could draw it. Students in this program will do a lot of looking with the goal of eventually seeing what they’re looking at. Like documentary filmmakers, we will pay particular attention to visual metaphor. Students will conduct field research to learn to pay attention to detail, read and discuss representative examples of the form, and meet weekly in regularly scheduled writing workshop. Following a period of redrafting and corrections, students will present their final piece to the group in the last week of Fall quarter. They will submit this polished piece for publication in a magazine or journal. We will read and discuss Creative Nonfiction pieces written by noted authors. A partial book list includes, by John Krakauer, , by Sebastian Junger, , by John Berendt, , by Barbara Myerhoff. Other readings will be added. In Winter quarter, we will continue our study of Creative Non-Fiction and sharpen our sensitivity to literary techniques through reading and discussing representative pieces by noted authors such as, Susan Orlean, Mitch Albom, Greg Mortenson and Hunter S. Thompson. Students will spend much of their time working on their individual Major Nonfiction Narrative. This form allows the use of first-person narration, demands careful attention to detail, and requires the writer to be immersed in a subject area over an extended period of time. Students will immerse themselves in a venue of their choice, subject to approval by the faculty, which will provide the subject matter for their Narrative. We will also use the Ethnographic field research techniques of analysis and interpretation to add depth to the narrative. Following a period of redrafting and corrections, students will polish the final piece and send it out for publication.	creative writing, creative nonfiction, the humanities, and journalism.	Thomas Foote		Freshmen FR Sophomore SO Junior JR Senior SR	Fall

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