2011-12 Undergraduate Index A-Z

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Title	Offering	Standing	Credits	Credits	When	F	W	S	Description	Preparatory	Faculty	Days of Week	Multiple Standings	Start Quarters
A History of "Race": Colonial Era to the Obama Presidency Michael Vavrus African American studies American studies history law and public policy political science	Program	FR ONLYFreshmen Only	16	16	Day			SSpring	This program will explore the origins and manifestations of the contested concept "race." We will investigate the broad question as to how considerations of one's race result in differential social, economic, and political treatment. To do this, we will analyze a racialized history of the United States in relation to dominant discourses of popular culture, science, psychology, health care, law, citizenship, education, and personal/public identity. By making historical connections between European colonialism and the expansion of U.S. political and military dominance in an era of globalization, students will have opportunities to investigate how the bodies of various populations have been racialized. Students will examine related contemporary concepts such as racism, prejudice, discrimination, gender, class, affirmative action, white privilege, and color blindness. Students will consider current research and racialized commentaries that surround debates on genetics vs. culture (i.e., nature vs. nurture). Students will engage race through readings, dialogue in seminars, films, and academic writing that integrate program materials. A goal of the program is for students to recognize contemporary expressions of race by what we hear, see, and read as well as absences and silences that we find. These expressions include contemporary news accounts and popular culture artifacts (e.g., music, television, cinema, magazines). As part of this inquiry, we will examine the presidential candidacy of Barack Obama in relation to discourses on race. As a learning community we will work together to make sense of these expressions and link them to their historical origins. We may also visit local museums to understand how issues of racial identity have been experienced in the Pacific Northwest. Students will also have an opportunity to examine the social formation of their own racial identities through their own personal narratives. Current approaches from social psychology will be foundational in this aspect of the program. Related to this is consideration as to what it can mean to be an anti-racist in a 21st century racialized society.	history, law, sociology, political economy, social work, education and psychology.	Michael Vavrus	Tue Wed Fri	Freshmen FR	Spring
Abnormal Psychology Susan Cummings psychology	Course	SO - SRSophomore - Senior	4	04	Evening			SSpring	This course is designed to help students examine abnormal and normal behavior and experience along several dimensions. These dimensions include the historical and cultural influences in Western psychology, current views on abnormality and psychological health, cultural differences in the approach and treatment of psychopathology, and the role of healthy habitat in healthy mind. Traditional classification of psychopathology will be studied, including theories around etiology and treatment strategies. Non-traditional approaches will be examined as well and the role of eco-psychology in abnormal psychology.		Susan Cummings	Mon	Sophomore SO Junior JR Senior SR	Spring
Adaptation: Evolutionary Patterns in Biological Space-Time Bret Weinstein biology consciousness studies environmental studies natural history philosophy of science zoology	Program	JR - SRJunior - Senior	16	16	Day	FFall	WWinter		Nearly all of the complexity in the observable universe is due to one process: Selection-natural, sexual and otherwise. And though the basics of evolutionary selection can be summarized in a single phrase ("survival of the fittest"), the details are surprising in the extreme, raising profound questions at every juncture. Why, for example, has a simple, shared drive to increase 'reproductive success' taken aardvarks and spruce trees in such different directions? And why would a peahen choose to burden her sons with a giant handicap to their movement by mating with a male carrying genes for massive tail? We will take a broad approach to selection, studying what is known, but focusing on that which remains mysterious. The adaptive interplay between genetic, epigenetic (regulatory) and cultural traits will be of particular interest. We will also place special emphasis on understanding the tension between selection exerted by mates, and that exerted by environmental factors. Fall quarter will be spent constructing a basic toolkit for evolutionary analysis: What is an adaptation and how can it be recognized? How can we infer function? What is the relationship between a trait's short and long-term adaptive value? We will scrutinize structures; behaviors and patterns found in the wild, and refine our ability to understand them through the language of game theory. During the winter quarter, we will focus on pushing our model of selection to its limits, and beyond, by applying it to the most complex and surprising adaptive patterns in nature, with a special emphasis on adaptive patterns manifest in We will read, have lecture, and detailed discussions. Discussions will be central to our work. Students will be expected to generate and defend hypotheses and predictions in a supportive and rigorous environment. We will go out and look at nature directly when conditions are right. Each quarter, we will take a multi-day field trip to observe thought-provoking patterns in unfamiliar environments. There will be assignments, but the program will be primarily about generating deep predictive insight, not about producing a large volume of work. It is best suited to self-motivated students with a deep commitment to comprehending that which is knowable, but unknown.	biology, medicine, psychology, and public policy. This program will focus on how to think, not what to think. As such, it will be useful to in any career in which critical thinking is important.	Bret Weinstein		Junior JR Senior SR	Fall
Advanced Recording and Production I, II Robert Schwenkler media arts music Signature Required: Fall Winter	Course	SO - SRSophomore - Senior	4	04	Evening	FFall	WWinter		This continuing course is designed to support students who are interested in recording music for various media and contexts. Making use of the college's 16-track recording facility, students will be taken on a path through contemporary practice in studio recording. Studio technology and artistry, song and mix composition, and fundamentals of audio electronics will all be covered. There will be a focus on both magnetic tape and analog mixing as well as computer-based digital recording and mixing. Processing fundamentals such as equalization, compression, and reverb will be treated alongside an overview of the many other signal processing options available in the modern recording studio. Audio electronics will be covered as it relates to general studio signal flow, troubleshooting, and DIY equipment construction. Time will be spent in the studios creating recorded pieces including pieces for the annual Evergreen Student Album project. Critical listening activities will accompany this process, using student work as well as work from outside sources. Both the techniques and the artistry of recording, mixing, and song composition will be examined and developed via the process of creation, analysis, and discussion. Work in the digital realm will focus on use of Pro Tools software and plugin effects while analog work will be based around the college’s 24-channel mixing console, 16-track tape machine, and a variety of outboard processing equipment.		Robert Schwenkler	Thu	Sophomore SO Junior JR Senior SR	Fall
Afro-Brazilian Dance (A) Janelle Campoverde dance	Course	FR - SRFreshmen - Senior	2	02	Weekend	FFall			Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Afro-Brazilian Dance (A) Janelle Campoverde dance	Course	FR - SRFreshmen - Senior	2	02	Weekend			SSpring	Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Afro-Brazilian Dance (A) Janelle Campoverde dance	Course	FR - SRFreshmen - Senior	2	02	Weekend		WWinter		Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Afro-Brazilian Dance (B) Janelle Campoverde dance	Course	FR - SRFreshmen - Senior	2	02	Weekend		WWinter		Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Afro-Brazilian Dance (B) Janelle Campoverde dance	Course	FR - SRFreshmen - Senior	2	02	Weekend	FFall			Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Afro-Brazilian Dance (B) Janelle Campoverde dance	Course	FR - SRFreshmen - Senior	2	02	Weekend			SSpring	Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
After the Ice the World Changed Dennis Hibbert geology natural history	Course	SO - SRSophomore - Senior	4	04	Weekend	FFall			There are so many people — and environmental problems — because we control our food supply. Population growth accelerated as the last ice age waned and agriculture emerged separately in the Middle East, East Asia, southern Mexico, and the Amazon basin. We will study the world at that time and the evidence for agriculture's beginnings, drawing on archaeology, geology, palaeobotany, geochemistry, and climatology. We will then watch the project we began come to be today's world.		Dennis Hibbert	Sat	Sophomore SO Junior JR Senior SR	Fall
Algebraic Thinking Miranda Elliott Rader mathematics	Course	FR - SRFreshmen - Senior	4	04	Evening and Weekend			SSpring	Algebraic Thinking develops problem-solving and critical-thinking skills by using algebra to solve context-based problems. Problems are approached algebraically, graphically, numerically, and verbally. Topics include linear, quadratic, and exponential functions, right-triangle trigonometry, and data analysis. Collaborative learning is emphasized.		Miranda Elliott Rader	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Algebraic Thinking Miranda Elliott Rader mathematics	Course	FR - SRFreshmen - Senior	4	04	Evening	FFall			Algebraic Thinking develops problem-solving and critical-thinking skills by using algebra to solve context-based problems. Problems are approached algebraically, graphically, numerically, and verbally. Topics include linear, quadratic, and exponential functions, right-triangle trigonometry, and data analysis. Collaborative learning is emphasized.		Miranda Elliott Rader	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
American Families: Historical and Sociological Perspectives on Close Relationships Stephanie Coontz American studies cultural studies gender and women's studies history sociology	Program	FR - SRFreshmen - Senior	16	16	Day	FFall			In the second half of the program we discuss the origins of 20th-century marriage and parenting norms and explore the dramatic shifts that have occurred in family formation and relationship norms over the past 50 years. Students will also do individual projects that will culminate in presentations at the end of the quarter. These will cover topics such as the causes and consequences of divorce, the changing dynamics of cohabitation, singlehood and marriage, the emergence of new sexual norms, legal issues connected with changing family structures and practices, the rise of biracial and multiracial families, and debates over same-sex marriage and parenting. Many of our topics will be controversial. We seek not simple answers but intelligent questions to inform our study. Students are expected to consider several different points of view, to fairly evaluate arguments with which they disagree, and to explore the possible contradictions or exceptions to their own positions. You should expect to back up your position with concrete examples and logical argumentation, and be prepared to be challenged to defend your positions. We are not simply sharing feelings or exchanging points of view but rigorously testing different interpretations and theories against each other. Because this is a demanding and intensive program, student should not attempt to work more than 15 hours a week.	sociology, history, family studies, research, social work, teaching, family law and counseling.	Stephanie Coontz		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
American Sign Language I (B) Anne Ellsworth language studies	Course	FR - SRFreshmen - Senior	4	04	Day	FFall			In this course, students will learn finger-spelling, cardinal numbers, vocabulary, conversation sign, and ASL grammar. Introduction to deaf culture includes a reader and invitations to participate in Deaf Coffee and to attend the Deaf Club. Students from this section may continue in ASL II and ASL III in the 5:30-7:30 p.m. class in winter and spring quarters.		Anne Ellsworth	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
American Sign Language I, II Anne Ellsworth language studies	Course	FR - SRFreshmen - Senior	4	04	Day		WWinter	SSpring	In this two-quarter sequence of courses, students will learn finger-spelling, cardinal numbers, vocabulary, conversation sign, and ASL grammar. Introduction to deaf culture includes a reader and invitations to participate in Deaf Coffee and to attend the Deaf Club. In spring, students will focus on broadening their vocabularies and conversation skills and using appropriate and accurate ASL grammar with emphasis on the non-manual aspect of communication. There will also be continued study of deaf culture and invitations to deaf events in this area. Opportunities to study ASL III and IV are usually available in summer quarter.	Entry into the spring quarter requires proficiency equivalent to the successful completion of American Sign Language I. Contact the instructor for an assessment of proficiency.	Anne Ellsworth	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
American Sign Language I, II, III Anne Ellsworth language studies	Course	FR - SRFreshmen - Senior	4	04	Evening	FFall	WWinter	SSpring	In this year-long sequence of courses, students will learn finger-spelling, cardinal numbers, vocabulary, conversation sign, and ASL grammar. Introduction to deaf culture includes a reader and invitations to participate in Deaf Coffee and to attend the Deaf Club. As the year progresses, students will focus on broadening their vocabularies and conversation skills and using appropriate and accurate ASL grammar with emphasis on the non-manual aspect of communication. There will also be continued study of deaf culture and invitations to deaf events in this area.	Entry into the winter and spring quarters requires proficiency equivalent to the successful completion of American Sign Language I (for winter) or American Sign Language II (for spring). Contact the instructor for an assessment of proficiency.	Anne Ellsworth	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Analytical Activism: Doing What Matters cancelled Gillies Malnarich and Emily Lardner	Program	SO - SRSophomore - Senior	8	08	Evening and Weekend	FFall	WWinter		This program has been restructured and re-titled as . Students can no longer register for the program listed here, but if you are interested in this program, please register for . --Benjamin BarberThe most important tool for creating a better world is a disciplined mind—the power to think well about something that matters. The goal of this inquiry-based, two-quarter program is to explore good thinking across historical, cultural, and contemporary contexts in order to develop better analytical, reflective, and creative skills ourselves.In , our investigation of what people are doing right now to turn good thinking into better public policies and practices will be guided by these questions: What are the big ideas that inspire and shape our lives, and what are their origins? How do texts—ranging from declarations to poems, budgets to standardized forms—organize social relations including relations of ruling? How do ordinary people, in the context of huge power inequities, educate themselves and organize for social change?Students will be introduced to disciplinary and interdisciplinary approaches to these questions using key concepts, practices, and habits of mind from history, sociology, literature, and composition. Students will be expected to do individual work that becomes the foundation for high quality, challenging collaborative learning. Class sessions will include workshops, seminars, in-class reading and writing, presentations, and project work. In addition to developing disciplinary grounding in history, sociology, literature, and composition, students will develop the habits of mind of skilled integrative thinkers while working on interdisciplinary projects to address contemporary issues.We intend to use moodle to post resources, and we also will use moodle to organize small writing groups where students can share drafts between class sessions.	education, law, community development, journalism education, community development, journalism	Gillies Malnarich Emily Lardner		Sophomore SO Junior JR Senior SR	Fall
Animal Morphology, Motion, and Mind Ruth Hayes, Kevin Francis and Amy Cook biology media arts philosophy visual arts zoology Signature Required: Winter	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter		Humans have a complex, intricate, and paradoxical relationship with other species. We are animals and we define ourselves against them. We celebrate our kinship with animals and use them as laboratory specimens. We create animal characters and infuse them with human qualities. We befriend animals and we eat them. In this program, we will integrate perspectives from the arts, sciences and humanities to explore such seeming contradictions in our understanding, representation and treatment of animals. In fall quarter, we will study animal form, function and evolution. Students will practice observational approaches to learning about animals, including drawing, laboratory dissection and field study. They will also study animal morphology, comparative anatomy, and biomechanics as a foundation for animating the locomotion of different kinds of animals. Students will explore evolutionary biology as a framework for understanding the biological parallels between humans and animals. Finally, we will examine how artists and writers have represented animals in images, stories and films. In winter quarter, we will shift our focus to human and animal neurobiology, cognition, emotion, and behaviour. As we study these topics, we will investigate how scientists and artists anthropomorphize animals in their work and explore the implications of this practice. Consider the scientist who empathizes with a chimpanzee's elation or an elephant's sadness or a dog's pain. Does this empathy provide valuable insight into the experience of another species or simply reveal the ability to project one's own sentimental fancies onto another creature? And how do we test these intuitions? Or consider animators who create films populated with animal characters. Why do they select particular species to represent specific human qualities? And how do these fictional representations of animals affect how we treat real animals? In each of these cases, we risk putting ourselves in dialog with anthropomorphized versions of animals without recognizing the full extent of our own narcissism. During both quarters, students will participate in lectures, seminars, labs and writing workshops. They will learn how to analyze several types of media, including books and films, and will be expected to develop and improve their writing through a variety of assignments. This program will also encourage students to reflect on their own assumptions and attitudes about other species. During fall quarter, art workshops will emphasize the development of basic skills in drawing and animation. During winter quarter, students will continue developing these skills and will also explore their own scientific and/or creative approaches to representing animals.	art, animation, science and education.	Ruth Hayes Kevin Francis Amy Cook	Mon Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Applied Biology and Chemistry Paula Schofield and Andrew Brabban biology chemistry	Program	SO - SRSophomore - Senior	16	16	Day			SSpring	The aim of this program is to apply fundamental knowledge and theories of biology and chemistry to practical, real world situations. The application of biology and chemistry has huge impacts on our society, particularly influencing our economy and quality of life. Cutting edge techniques and processes are continually being developed by biologists and chemists to produce the medicines, chemicals and materials we use daily. Products include pharmaceuticals - from synthetic drugs to gene therapies - used to prevent disease and cure illness; biocompatible materials for use in the medical field; fossil-fuel derived synthetic polymers (plastics, fibers, rubbers etc.); and modern "green" or "sustainable" materials that include biodegradable polymers. These products are widely used by the general public, as well as in a wide array of industries and professions: agriculture, sports, health-care, law enforcement, the military, automotive, food, etc. In this program we will focus on the practical applications of modern biology and chemistry, studying both small and large molecules, natural and synthetic. Based predominantly in the laboratory, students will learn the theoretical principles and relevant lab and instrumentation techniques needed to synthesize, isolate and analyze small molecules and macromolecules. We will examine small biological molecules as well as organic molecules, moving to important biological macromolecules (DNA, RNA, proteins) and synthetic polymers (plastics, fibers, biodegradable polymers, green materials). Theory and techniques of molecular cloning, protein biochemistry, biocatalysis, and transgenics will be emphasized, as well as synthesis and characterization of relevant organic molecules, polymers and green materials. Seminars on technical literature and student presentations will be significant components of the program. We will also discuss the professional biologist's and chemist's relationship with industry, government and universities, and examine employment opportunities for biologists and chemists. Students will be evaluated based on their laboratory techniques, laboratory reports, class presentations, and homework assignments.	biotechnology, biology, chemistry, polymer and material science, health science, education and medicine.	Paula Schofield Andrew Brabban	Mon Tue Wed Wed Thu	Sophomore SO Junior JR Senior SR	Spring
Arabic, Beginning I, II, III Joe Fahoum language studies	Course	FR - SRFreshmen - Senior	4	04	Evening	FFall	WWinter	SSpring	In this year-long sequence, students will learn to read and write in both classical and modern Arabic, the language spoken in all of the 22 Arab states and all Islamic countries. (All Muslims are instructed to pray in Arabic.) By the end of the year, students will be able to speak at a novice level. The objectives are to continually increase vocabulary; to learn suffixes, pronouns, and verbs for personalization; to learn to conjugate verbs; and to recognize proper and inverted sentences as well as those starting with infinitive verbs and indefinite nouns. Students are required to master verbs tenses, superlatives, sentence analyzing, and subject-verb agreement as well as all other areas of grammar. Students will also learn some songs, short poems, and stories while studying Arabic culture and learning some conversational Arabic.		Joe Fahoum	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
The Architecture of Human Movement Stephanie Kozick and Robert Esposito dance history literature somatic studies writing	Program	SO - SRSophomore - Senior	16	16	Day	FFall	WWinter	SSpring	This program is intended for students who are eager to pursue academic and personal explorations of human development. This program will feature inquiry into the richness, density, and complexity of human awareness, development, and relationship by integrating a theoretical and practical study of human development with movement and dance Students will gain a vocabulary for specific ways of talking about human development and movement, which will involve a study of key influences: Kegan’s ideas about the problems and process of human development, Piaget’s developmental expressions of physical knowledge, Laban analysis, and Alwin Nikolais’ formal analysis of space, shape, time, and motion. The concept of "motion" will be addressed as the refinement or qualification of “movement” into an infinity of potential aesthetic expressions. The ways in which we develop as human beings involves a set of areas that include cognitive development, social/emotional development, language development, and physical development. The latter, physical development is an especially fascinating topic. The movement study in this program will be situated historically in the 20th-century. Rudolph Laban, along with many European artists and intelligentsia were influenced by Eastern thought, as well as by advanced science and technology. Historical events such as the World Wars spurred an aesthetic and intellectual diaspora leading to postmodern concepts of integrative thinking and holism in environmental and human affairs. These historical movements mark a pivotal transformational period toward the development of viable, holistic networks of integrative theory and technologies designed to inform and create a human community that respects uniqueness and diversity in service of sustainable living. Studio work will offer a practical mode of human movement study that will develop students’ personal somatic understanding. It will also involve group work by engaging the practice of Laban’s “movement choirs,” an expressive way of exploring human development through motion. Studio work will be placed in the context of living in a world of others that requires free exploration and creative play: fun with intent. This program's curricular activities will take an interdisciplinary approach that includes reading and discussing scholarly material, critiquing films, group and individual movement explorations, writing, and academic workshops.	human development, movement, and dance related fields.	Stephanie Kozick Robert Esposito		Sophomore SO Junior JR Senior SR	Fall
Arrested Development cancelled Peter Dorman agriculture economics environmental studies international studies Signature Required: Spring	Program	FR - SRFreshmen - Senior	16	16	Day			SSpring	Despite decades of policies and promises, billions of people around the world still live in poverty or near-poverty. How did this situation come about? Why does it persist? In this program we will examine the problem of uneven, incomplete and even failed development – recognizing that the concept of "development" itself is contested. The origins of global inequality in European expansion and the creation of a world economy will be considered, as well as the efforts to resist these forces. We will look at the main economic theories surrounding development and the international organizations that try to put them into practice. We will also look at dissenting ideas and at new initiatives now emerging at local, national and international levels. The program will be transdisciplinary, combining economics, history, politics and post-colonial cultural analysis.	economics, political economy, international relations, international rights work, and development assistance.	Peter Dorman		Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Art, Culture, and Education Hirsh Diamant cultural studies education visual arts	Program	FR - SRFreshmen - Senior	8	08	Weekend	FFall	WWinter		Human societies and cultures express their values in education and art. Art is the earliest and most enduring expression of humanity. For community and the individual, art can be a practice of education and self-cultivation. In today's global community it is important to understand art and values of other cultures and by so doing to awaken art within oneself while learning to understand the "other." All children naturally understand the importance of art and are creating art constantly in their play. All children are artists and all can paint, play, sing, and dance. Children also have an instinctive sense of right and wrong. In the modern, industrial world these natural abilities often become suppressed and lost. Modern educators need to be confident in their own artistic abilities and grounded in their own moral core; they need to be trained in communication across cultures and able to support children's healthy development. The students in this half-time, interdisciplinary program will immerse themselves in study and practice of art and in cultural experiences that are vastly different from the Western dominant culture by studying Native American, Muslim, Hebrew, and Chinese cultures. Students will make art, study myths and world religions as they have been shaped by cultures and landscapes of the past, and examine cultural and ethical norms. Students will also examine cultural influences and pressures of today's global society and will investigate the importance of preserving and developing cultural, artistic, and ethical traditions. Students will engage in traditional academic study such as reading, writing, and seminars and will also engage in art making, meditation, community events, and the practice of Tai Ji. Students will learn about child and human development, will learn about alternative education systems, and will cultivate their own spiritual, meditative, ethical, and artistic life. In addition to classroom study, students will participate in retreats and will go on field trips to explore educational, art, and cultural resources in the community. In winter quarter students will be able to work on community service projects, in schools, and on Native American reservations.	arts, education, cultural studies	Hirsh Diamant	Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Art of Helping Mary Dean sociology	Course	FR - SRFreshmen - Senior	4	04	Evening	FFall			Doing well while doing good is a challenge. Whereas some kind of help is the kind of help that helps, some kind of help we can do without. Gaining wisdom to know the paths of skillful helping of self and others is the focus of this four-credit course. We will explore knowing who we are, identifying caring as a moral attitude, relating wisely to others, maintaining trust, and working together to make change possible.		Mary Dean	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Art of Mosaic Ann Storey art history history visual arts	Program	FR - SRFreshmen - Senior	8	08	Evening	FFall			This interdisciplinary class will explore the art and art history of mosaics. An ancient art that combines practicality with beauty, the mosaic medium is currently having a renaissance as contemporary artists explore its use in architectural design and outdoor sites. In studying the history of mosaic, we will concentrate on three eras when the medium flourished: the Classical and Byzantine periods, the Arts and Crafts Movement and Art Nouveau era, and the contemporary art period. Students will be guided in a process for making both two-dimensional and three-dimensional mosaic artworks. They will also have writing projects, research assignments, and workshops to help them to write and talk about art more analytically. Art project ideas will grow out of studying the history of mosaics. Critique/analysis sessions will emphasize using design principles to make more compelling artworks.	visual arts, art history, museum studies, education, design	Ann Storey	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
The Art of Writing Poetry Gail Tremblay literature writing	Program	SO - SRSophomore - Senior	16	16	Day	FFall	WWinter		Poets use language to create an experience for the reader by using images, metaphors, similes, rhythm and sound like musicians use notes, sound and rhythm to tempt audiences to feel deeply what can be known about the roots of the human condition. In this program, students will read poetry by a wide variety of writers, study poetic form and explore a variety of strategies for writing poetry. They will read by John Frederick Nims and David Mason and will be required to write at least two poems each week and to present those poems for discussion in a writers' workshop. Students will also be required to attend poetry readings, and to study poetry publications and strategies for publishing their work in a variety of magazines, journals and online sites. They will also have the opportunity to study chapbook and book length collections of poems and to discuss how poets choose and arrange poems to prepare them for submission to a press.	creative writing, editing, and teaching English.	Gail Tremblay	Mon Mon Tue Tue Thu Thu	Sophomore SO Junior JR Senior SR	Fall
Arts In New York Ariel Goldberger architecture community studies consciousness studies cultural studies dance field studies language studies literature media studies moving image music queer studies somatic studies theater visual arts writing Signature Required: Spring	Program	FR - SRFreshmen - Senior	16	16	Day and Evening			SSpring	This program will immerse students in studying the intense and lively cultural life of New York City, the most active arts production center in the United States, and perhaps the world. Sessions will meet weekly in different cultural institutions to participate in art events as active audience members, to develop an educated and critical appreciation of the richness, complexity and current trends of artistic production in New York. We will spend two weeks on campus doing preparatory research in areas of each student's interest in order to create the structure for an individual project or practicum. Students may choose to create a project by engaging in artistic work, research, or both. Students will be responsible for making all necessary arrangements for room and board, as well as budgeting for individual event tickets. All students will be expected to present a final report of their experience and project. After the initial two weeks of research and preparation, participants in the program will fly to New York City for six or seven weeks, where they will engage in group and individual activities, depending on each student practicum or project. Students will attend some events as a group and some related to their own projects. We will attend events in a wide range of sites, from established world-renowned institutions to emergent art spaces. Depending on the season, performance events may include events in places such as PS 122, La MAMA, The Kitchen, HERE Art Center, off-off-Broadway small theaters, the Brooklyn Academy of Music, Broadway productions and Lincoln Center. Regular dance events may include modern dance performances, experimental works, festivals at the Joyce Theater, and more traditional ballet events in venues such as the New York City Ballet. Specific visual arts events may consist of trips to the gallery "scene" in Chelsea, PS1, MOMA, DIA Arts Center, The Met, under the radar spaces and other sites. We may attend poetry readings at places such as The Bowery Poetry Club, the Nuyorican Poets Cafe, The St. Marks Poetry Project, The Academy of American Poets and The New York Public Library. The class will also endeavor to attend other culturally relevant institutions such as the Japan Society, the Asia Society, The Jewish Museum, The Schomburg Center, The Dwyer Cultural Center and El Museo del Barrio to experience a wide range of cultural diversity. Most weekly group activities will be followed by a discussion or seminar. We will spend the final week of the quarter back on campus in Olympia, completing final report presentations for the whole class.	architecture, community studies, consciousness studies, cultural studies, dance, field studies, language studies, literature, media studies, moving image, music, queer studies, somatic studies, theater, visual arts, and writing.	Ariel Goldberger		Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Atoms, Molecules, and Reactions Dharshi Bopegedera chemistry	Program	JR - SRJunior - Senior	16	16	Day	FFall	WWinter	SSpring	This upper division program offers advanced studies in chemistry to prepare students for graduate studies or a career in chemistry. Based on the theme "What do chemists do?", our classroom studies will be connected with the applications chemists encounter in their everyday work. In fall quarter we will study topics in quantum mechanics and descriptive inorganic chemistry. We will study simple quantum mechanical systems, apply them to solve simple chemical problems, and investigate how they can be adapted for more complex systems. In inorganic chemistry, we will explore atomic structure, simple bonding models, molecular symmetry, group theory and its applications, molecular orbital theory and acid-base chemistry. In winter quarter we will continue our studies in quantum mechanics to include more complex systems, and investigate the use of spectroscopy to validate the quantum mechanical theories. Inorganic chemistry topics will include the study of coordination compounds and the solid state. In addition, we will begin our study of thermodynamics by exploring the laws of thermodynamics that lay the foundation in this field of study. Spring quarter will find us doing in-depth investigations of the spectrometric methods, including a detailed analysis of the high resolution infrared spectrum of a diatomic molecule. We will continue our studies in thermodynamics with topics in chemical equilibria and kinetics. In the laboratory, students will work with a selection of analytical instrumentation. This will include an exploration of the physical principles as well as analysis of samples. Students are strongly encouraged to work with individual chemistry faculty on research projects during the course of the year. The results of these projects will be presented at the annual Undergraduate Research Symposium of the Puget Sound Section of the American Chemical Society.	chemistry, physics, physical science, health science, biological sciences, medicine, environmental sciences, and teaching.	Dharshi Bopegedera		Junior JR Senior SR	Fall
Atoms, Molecules, and Reactions: Inorganic Chemistry Dharshi Bopegedera chemistry	Program	JR - SRJunior - Senior	4, 8	04 08	Day	FFall	WWinter		Students are welcome to study the advanced inorganic chemistry component that is offered as part of the program. In fall quarter we will explore atomic structure, simple bonding models, molecular symmetry, group theory and its applications, molecular orbital theory, and acid-base chemistry. In winter quarter we will study the chemistry of coordination compounds and the solid state. This is being offered for 8 credits in fall quarter and 4 credits in winter quarter.	mistry, physics, physical science, health science, biological sciences, medicine, environmental sciences, and teaching.	Dharshi Bopegedera		Junior JR Senior SR	Fall
Atoms, Molecules, and Reactions: Quantum Chemistry Dharshi Bopegedera chemistry physics	Course	JR - SRJunior - Senior	4	04	Day	FFall	WWinter	SSpring	Students are welcome to study the quantum chemistry component that is offered in the program. In fall quarter we will study simple quantum mechanical systems, apply them to solve simple chemical problems, and investigate how they can be adapted for more complex systems. In winter quarter we will continue the study of complex systems and investigate the use of spectroscopy to validate the quantum mechanical theories. This will be followed by in-depth investigations of the spectrometric methods including a detailed analysis of the high resolution infrared spectrum of a diatomic molecule in spring quarter.	chemistry, physics, physical science, medicine, engineering, environmental science and teaching.	Dharshi Bopegedera		Junior JR Senior SR	Fall
Atoms, Molecules, and Reactions: Thermodynamics Dharshi Bopegedera chemistry physics	Program	JR - SRJunior - Senior	4, 8	04 08	Day		WWinter	SSpring	Students are welcome to study the thermodynamics component that is offered as part of the program. In winter quarter we will begin our study by exploring the gas laws and the laws of thermodynamics. In spring quarter, we will apply these laws to chemical systems and investigate heats of chemical reactions, equilibria and kinetics. This is being offered for 4 credits in winter quarter and 8 credits in spring quarter.	chemistry, physics, physical science, medicine, engineering, environmental science and teaching.	Dharshi Bopegedera		Junior JR Senior SR	Winter
Audio Recording I, II, III Zenaida Vergara media arts Signature Required: Fall Winter Spring	Course	SO - SRSophomore - Senior	4	04	Evening	FFall	WWinter	SSpring	This year-long sequence of courses introduces the subject of audio production and its relation to modern media. Fall quarter will focus on analog mixers and magnetic recording with some work in digital editing. Main topics will include field recording, digital audio editing, microphone design and application, analog multi-track recording, and audio console signal flow. Winter continues this work while starting to work with computer-based multitrack production. Additional topics will include acoustics, reverb, and digital effects processing. In spring, additional topics will include sound design for film with sync sound production for dialogue, Foley, sound effects, and music composition. There will also be an interview-style production meant for radio broadcast. In each quarter, students will have weekly reading assignments and weekly lab assignments outside of class time.		Zenaida Vergara	Wed	Sophomore SO Junior JR Senior SR	Fall
Ballet (A) Jehrin Alexandria dance	Course	FR - SRFreshmen - Senior	2	02	Evening	FFall			In this course, students will learn fundamentals of ballet and gain greater physical flexibility and coordination. In addition, we will practice floor barre, developmental movement therapy, Pilates and visualization exercises, and learn to apply them to achieve heightened awareness of self through movement both in and outside class.		Jehrin Alexandria	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Ballet (A) Jehrin Alexandria dance	Course	FR - SRFreshmen - Senior	2	02	Day			SSpring	In this course, students will learn fundamentals of ballet and gain greater physical flexibility and coordination. In addition, we will practice floor barre, developmental movement therapy, Pilates and visualization exercises, and learn to apply them to achieve heightened awareness of self through movement both in and outside class.		Jehrin Alexandria	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Ballet (A) Jehrin Alexandria dance	Course	FR - SRFreshmen - Senior	2	02	Day		WWinter		In this course, students will learn fundamentals of ballet and gain greater physical flexibility and coordination. In addition, we will practice floor barre, developmental movement therapy, Pilates and visualization exercises, and learn to apply them to achieve heightened awareness of self through movement both in and outside class.		Jehrin Alexandria	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Ballet (B) Jehrin Alexandria dance	Course	FR - SRFreshmen - Senior	2	02	Day		WWinter		In this course, students will learn fundamentals of ballet and gain greater physical flexibility and coordination. In addition, we will practice floor barre, developmental movement therapy, Pilates and visualization exercises, and learn to apply them to achieve heightened awareness of self through movement both in and outside class.		Jehrin Alexandria	Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Ballet (B) Jehrin Alexandria dance	Course	FR - SRFreshmen - Senior	2	02	Day	FFall			In this course, students will learn fundamentals of ballet and gain greater physical flexibility and coordination. In addition, we will practice floor barre, developmental movement therapy, Pilates and visualization exercises, and learn to apply them to achieve heightened awareness of self through movement both in and outside class.		Jehrin Alexandria	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Ballet (B) Jehrin Alexandria dance	Course	FR - SRFreshmen - Senior	2	02	Day			SSpring	In this course, students will learn fundamentals of ballet and gain greater physical flexibility and coordination. In addition, we will practice floor barre, developmental movement therapy, Pilates and visualization exercises, and learn to apply them to achieve heightened awareness of self through movement both in and outside class.		Jehrin Alexandria	Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Behind the News: Power and Politics in Our Daily Lives Charles Pailthorp and Matthew Smith American studies government history law and public policy philosophy political science	Program	SO - SRSophomore - Senior	16	16	Day	FFall			Power can be as direct as a blow to the head or as subtle as the lyrics of a song. The dimensions of power, the way it operates in the world to constrain choices and provide opportunities gives shape to our daily lives. This program will examine different ways philosophers and theorists have understood power and assessed how it is deployed in politics and practice.We look forward to close study of works by: Thomas Hobbes, John Locke, Christopher Hill, Karl Marx, Adam Smith, David Harvey, Michel Foucault, Steven Lukes and others.Each student will be expected to gain authority over a controversy currently found in the news. The choice of controversies will be limited to a selection made by the faculty or suggested by a group of students. Each person will conduct their own inquiry into the chosen controversy, but each must find a small group whose members will support one another’s work. A preliminary list of possible areas: homelessness, reproduction, social revolutions, global warming, global economy, diminishing middle-class expectations, immigration, initiative campaigns, campaign finance, land policies, intellectual property and technology, collective bargaining... For others, follow the news. This work will culminate in a 15 pp. essay and a formal presentation of all work that meets a high standard.This program is an excellent choice for students new to Evergreen and for those returning to undergraduate study after a period of work or travel.Faculty will take care to introduce students to collaborative, interdisciplinary work, and research topics will be designed to make sense from a practical, applied perspective. Our understanding of power and how it is deployed will be directed towards the consequences of power in our daily lives and how our choices can help shape these outcomes.	history, philosophy, political science, law, journalism, politics and government, and public policy.	Charles Pailthorp Matthew Smith		Sophomore SO Junior JR Senior SR	Fall
Biology I, II Jennifer Calkins biology	Course	FR - SRFreshmen - Senior	6	06	Weekend		WWinter	SSpring	This two-quarter sequence in general biology will introduce students to the study of biology using evolution as a theme. During the winter quarter we will explore the fundamental ideas of evolutionary biology and go on to investigate the structure and function of life from cellular to multicellular organisms. We will also examine theories on the origin of life and begin to investigate the pattern of life’s evolution since its origin. In spring quarter, thematic questions include the following: What is the pattern of life over the last 2+ billion years, what are the processes that have led to this pattern, and what is the value inherent in and the risks faced by the great variety of life on earth? Students who successfully complete this sequence will have a basic knowledge and understanding useful both for further study in biology and as part of being a biologically literate citizen who can engage with current issues with knowledge and understanding. The course will be shaped around four components: lecture, discussions, hands-on investigations (in the lab and in the field), and online conversations. Although students will need to recognize the importance of some specific details in the study of biology, the emphasis will be on conceptual understanding. Students will be asked to complete assignments that incorporate this conceptual understanding with their own specific interests and passions in biology.		Jennifer Calkins	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Blood and Borders: Tradition and Transformation in Central Europe Patricia Krafcik, Robert Smurr and Zoltan Grossman cultural studies geography history international studies Signature Required: Winter	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter		Come with us on a virtual journey from the Baltics to the Balkans. The cobblestone streets of medieval Estonia, misty Carpathian and Transylvanian mountains, and sunny shores of the Adriatic Sea await our arrival as we traverse a magnificent territory stretching from the gates of Scandinavia through the mountains, plains and forests of Slavic, Hungarian and Romanian central Europe to the portals of the once-great empires of Macedonia and the Ottoman Turks. Our theme of “Blood” examines the ethnic and cultural identities prevalent in the region and how ethno-religious and cultural nationalisms have shaped and been shaped by constructed identities as well as by regional conflicts and invading distant powers since 1848. Indeed, some of the world’s most reviled rulers and dictators, including Dracula, Hitler and Stalin, left bloody and permanent marks on this entire region. Our theme of “Borders” explores how international and regional boundaries have been drawn and redrawn and how central Europe has served as a “borderland” between Christianity and Islam, Western and Eastern Christianity, the German, Austrian, Russian and Ottoman empires, NATO and the Soviet Union, and present-day Russia and the European Union. The revolution of 1989 and the demise of Communism, initiating a new chapter in the region’s history, will be a significant focus of our study. We will examine why the numerous ethnic, national, religious and political identities often “resolved” their differences by force and violence rather than by tolerance and acceptance. Historical, cultural, geographical, economic, gender, and environmental modes of analysis will enable us to examine both previous and contemporary issues in each country in this region. Such analysis will also permit us to offer regional angles that transcend state boundaries, a particularly exciting aspect of investigation since so many of the current nation-state borders have been drawn recently and, in many cases, artificially. Abundant literary works and films from each of the region's relevant countries will offer additional valuable insights. In fall quarter, we will examine the historical background chronologically, enhanced with a study of the geography and demography of this varied region. Winter quarter will focus on a variety of fascinating themes connecting the present to the past and the future. In both quarters, students will write papers and conduct research projects that link our themes over time and on a local, national and global scale. We will use lectures, images, readings, film critique, art, maps and literature as tools in our exploration.	international affairs, history, political science, geography, cultural anthropology and international business.	Patricia Krafcik Robert Smurr Zoltan Grossman		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Book Torrent: Information Studies in the 21st Century Julianne Unsel history literature media studies Signature Required: Fall Winter	SOS	SO - SRSophomore - Senior	16	16	Day and Evening	FFall	WWinter		What is the past and future of books in academic publishing and library collections today? How are human capacities altered by the use of books in comparison to other media and formats? What is the past and future of books as a medium for teaching and learning? How do print and electronic book formats compare in their utility and power for undergraduate scholarship and research? How do they compare in their capacities for the formation, presentation, and preservation of knowledge? This program will partner students with Evergreen library faculty and staff to engage these and related questions through organized academic coursework (theory) and through an in-program internship within the Evergreen library (practice). The academic component will include seminar classes and research options in the history of print media, electronic media, and the book form. Students and faculty will experiment with and test a range of state-of-the-art e-book formats and e-readers. All e-texts and e-readers will be provided for student use by the college. Internship work will provide opportunities for students to contribute to a two-year project by library faculty and staff which will begin in Fall. The project is for the modernization and reinvention of the library and its policies, procedures, and collections in context of the capacity for scholarly work with and across various information and communication media. Students will choose and design specific work assignments within current and ongoing library operations, planning activities for the immediate and long-term future of the library, and intellectual discussion and exploration of possible futures for academic libraries and learning more generally. The academic and in-program internship components of this program will maintain thematic emphasis on the place of the library in its direct support of the college curriculum, its role in shaping the interdisciplinary pedagogy of the college, and its own character as a coordinated studies teaching institution within the college.	education, history, library and information science, media studies	Julianne Unsel		Sophomore SO Junior JR Senior SR	Fall
Brain and Mind: East-West Insights Cindy Beck and Jamyang Tsultrim consciousness studies philosophy physiology psychology	Course	SO - SRSophomore - Senior	4	04	Weekend			SSpring	Interest in Eastern philosophy and the influence of contemplative practice on the body has been growing over the past few decades. This class will explore Eastern models of the theory of knowledge, particularly traditional epistemological models of cognition based on Indo-Tibetan studies. Class material will look at the effect these practices have on neurological function by studying neuroanatomy, brain plasticity, and the connections between sensory input and our emotions, thoughts, and actions. Students will learn to analyze constructive emotions and thoughts and their influence on mental stability. Students will also learn methodologies for influencing and improving mental development and function. Hands-on workshops, readings, and discussions will emphasize class concepts and help students learn to integrate Western science and Eastern philosophy.		Cindy Beck Jamyang Tsultrim	Sat	Sophomore SO Junior JR Senior SR	Spring
Business and Sustainability: Myth or Method? Bobbie McIntosh and Rebecca Chamberlain business and management environmental studies leadership studies literature sustainability studies writing	Program	FR - SRFreshmen - Senior	8	08	Weekend	FFall	WWinter	SSpring	Current business and leadership programs at Evergreen support the concept of sustainability, but there is still confusion in the debate about terminology as well as what constitutes “best practices.” In this year-long, interdisciplinary program, we will ask, “What does it mean to live sustainably on a personal, local, and global level?” What does it mean to claim that an organization is moving toward sustainability, or is “green?” Paul Hawken suggests, in , that our economy is shifting from human-based productivity to radical increases in resource productivity. How is this measured? One of the goals of this program is to develop a set of competencies that will address this need, in an increasingly changing economy and job market, as we also engage in developing a well-rounded liberal arts education. Each of the participants will develop an economic business plan and story that will support their evolving understanding of sustainable business, green branding, and how to use effective marketing and promotional skills to create a vision for economic and social happiness. Each business plan will contain team writing projects. We will also develop storytelling, writing, and other academic and professional skills and tools that will enable us to create a strong foundation and to form a vision for understanding the economics of "The Green Business Myth." We will develop critical reading, writing, and thinking skills in the liberal arts, as we promote and implement concepts of social change, ethics, personal and community enrichment, and support our goals in forming pathways to move toward cultural and environmental sustainability. This program will have a thematic focus each quarter. In the fall, we will explore the personal, heroic, and mythic journeys we go on, individually and collectively, as we pursue our outer and inner dreams. In the winter, we will explore different historical and cultural perspectives of the American dream, and how it relates to community, family, place, and commodities of exchange, gift-giving, and reciprocity. In the spring, we will explore home-coming, finding our deepest purpose, community service, leader as martial artist, and pathways for creating a new earth, through mindfulness practices of gratitude and appreciation. We will explore each of these themes through the lens of literature, writing, mythology, psychology, cultural studies, and sustainable business practices.	business, economics, social change and service, communications, humanities, education, leadership.	Bobbie McIntosh Rebecca Chamberlain	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Business Foundations Allen Jenkins business and management leadership studies	Program	FR - SRFreshmen - Senior	8	08	Evening	FFall	WWinter	SSpring	This program is an introduction to management, leadership, and the basic concepts of entrepreneurship (starting, financing, growing, and running a successful business). It provides theoretical and practical frameworks for the realities of starting and running a business in a global economy. Topics include business structure, financial management, financing operations, growth and leadership, business practices and protocol, and cultural aspects of doing business in today's world. The program will explore how organizations are defined, legally and financially, and advantages and disadvantages of each type. Using seminar, case studies, simulations, guest speakers, discussions, and assigned tasks, we will focus on strategic planning, organizational development, forecasting, budgeting, startup funding, and financial management. Students will build the foundations for a solid understanding of how businesses work and how to manage and lead. These foundations are essential for developing the confidence, objectivity, and vision necessary to make effective decisions both as an individual and as a leader. In fall, the program covers basic concepts and practices of entrepreneurship small business management, and leadership. Winter covers financial and managerial accounting, financial statement analysis, and internal control systems and the significant roles they have in making sound business decisions, and in the management of a business. Students will learn how to use QuickBooks accounting software. In spring, the program continues its quantitative focus covering financial statement and ratio analyses to access company performance and to find the real cost of raising money (cost of capital) in the debt equity (stock) markets. This program promotes financial intelligence and quantitative reasoning using case studies as a way to "look through" nicely ordered numbers for clues to potential problems and to interpret and convey financial data clearly, concisely, and accurately. Excel is used for assignments, so the complexities of calculation will not be an impediment to learning and will allow students to concentrate on analytical thinking.	business, management, marketing, entrepreneurship	Allen Jenkins	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Business in a Global Context Theresa Aragon business and management	Program	JR - SRJunior - Senior	8	08	Weekend			SSpring	The world as we know it has changed immeasurably over the past ten years. Our horizon has been expanded through quantum advances in communication and computer technology. We are now members of a global society and as such have an intellectual responsibility to attempt an understanding of globalization. Globalization has created both opportunities and challenges for international business and will serve as the organizing framework for our study of international business. We will inform our understanding through the perspective of politics, economics, social science, culture and history. Learning in this class will be interdependent and dynamic. It will require everyone’s best effort and full commitment. Credits will be given in globalization and international business.		Theresa Aragon	Sat Sun	Junior JR Senior SR	Spring
Business, Personal Finance and Statistics Glenn Landram business and management economics mathematics Signature Required: Spring	Program	FR - SRFreshmen - Senior	16	16	Day			SSpring	Quantitative reasoning, including an understanding of statistics, is an important foundation for business, economics and finance. This is a demanding program focusing on contemporary business issues, personal finance and basic undergraduate statistics. The statistics will also serve as a foundation for further work in a graduate program (e.g. an MBA or MPA program) requiring statistics. It will also provide the quantitative basics for anyone interested in improving their understanding of business, economics and personal finance. The program will include student-led sessions, workshops, lectures, films and guest speakers. Readings (such as the , , , and ) will focus on increasing student familiarity with and comprehension of business and financial topics from different perspectives. We will also cover the skills necessary to develop and present quantitative information. Students will complete a research project that includes a quantitative component such as inference testing, correlation or a regression analysis. The program will culminate with the students presenting their research. Strategies for effectively presenting quantitative information will be emphasized.	social sciences, quantitative methods, business, managment, public administration, and entrepreneurship.	Glenn Landram	Mon Wed Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Calculus I, II, III Vauhn Foster-Grahler mathematics	Course	FR - SRFreshmen - Senior	4	04	Day	FFall	WWinter	SSpring	This year-long sequence of courses will provide a rigorous treatment of the procedures, concepts, and applications of differential and integral calculus, multi-dimensional space, sequences, and series. This year-long sequence is appropriate for students who are planning to teach secondary mathematics or engage in further study in mathematics, science, or economics. In particular we will cover applications of differentiation including related rates and optimization and of integration including area, arc length, volume and distribution functions. We will gain a deep understanding of the analytical geometry of lines, surfaces and vectors in multi-dimensional space and engage in a rigorous treatment of sequences and series. Throughout the year, we will approach the mathematics algebraically, graphically, numerically, and verbally. Student-centered pedagogies will be used and collaborative learning will be emphasized. If you have questions about your readiness to take this class, please contact the faculty.		Vauhn Foster-Grahler	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Ceramics: Introduction to Sculpture Aisha Harrison visual arts	Course	FR - SRFreshmen - Senior	4	04	Evening	FFall			This is an introductory studio course in forming processes in ceramics, starting with handbuilding techniques and progressing to wheel-throwing techniques for altered cylindrical forms. Students will learn the handbuilding techniques of pinching, coil-building, slab-building, extruding, and an introduction to basic wheel-throwing. Students will be introduced to the use of slips and low-fire glazes. Emphasis will be on learning construction techniques, integrating the principles of three-dimensional design, and developing students’ individual sculptural concepts.		Aisha Harrison	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Chemistry For Everyone Peter Pessiki chemistry	Course	FR - SRFreshmen - Senior	2	02	Evening		WWinter		Through a series of learning experiences, this course will relate general chemistry to everyday life in a manner suited for those with no science background. Learning experiences will focus on inorganic molecules, acids and bases, and energy. Each learning experience will consist of a mix of lectures, workshops, presentations, labs, and discussions. All students will be given the opportunity to make physical measurements, handle chemicals and glassware, perform chemical reactions, and learn how to put a calculator to use.		Peter Pessiki	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Citizen Science: Ecoliteracy Frederica Bowcutt, Gaku Mitsumata and Jeff Antonelis-Lapp botany ecology environmental studies field studies natural history outdoor leadership and education writing	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter		As a learning community our central question will be: how can ordinary citizens assist in the important work of shifting society to more sustainable relations with the natural world? We will begin by examining what it means to be ecoliterate. In the fall we will focus on the natural history of the Puget Sound region and contrast that to eastern Washington’s high desert. In October the learning community will visit the sagebrush steppe of Sun Lakes State Park to gain field experience in linking plant and animal distribution patterns with environmental conditions. Through this work, students will learn how to read topographic and geologic maps, and basic mapmaking skills. Students will gain experience in conducting biodiversity assessments in the park and on campus, including vascular plants, birds, mammals and insects. The learning community will explore how ecoliterate citizens can serve as citizen scientists, for example, by helping to monitor plant and animal responses to climate change. To support their work in the field and lab, students will learn how to maintain a detailed and illustrated nature journal. In the winter we will examine the relationship between people and gardens through the disciplines of garden history, children’s literature, and environmental and place-based education. Special attention will be given to urban horticulture that fosters socially just communities and an ecoliterate citizenry. Students will learn how to link scientific knowledge about soils, plants and animals with the pragmatic realities of installing and maintaining educational gardens in public settings. Lectures and labs in soil science, botany, ecology and environmental/place-based education will support this learning. Students will learn to develop K-12 curriculum for the teaching gardens on campus, and pursue opportunities to lead activities in them and the surrounding woods with local school groups. During both quarters, a significant amount of time will be dedicated to honing our ability to write an expository paper. Credit may be awarded in natural history, environmental education, expository writing, children’s literature, horticulture, garden history and botany (with a lab). This program is appropriate not only for students with interest in the natural sciences, but also for students who would not normally select academic programs in the sciences.	K-12 teaching, environmental education, horticulture, natural history and ecology.	Frederica Bowcutt Gaku Mitsumata Jeff Antonelis-Lapp		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Civic Intelligence Research and Action Laboratory cancelled Douglas Schuler and John Baldridge communications community studies geography media studies sociology	Program	SO - SRSophomore - Senior	8	08	Evening and Weekend	FFall	WWinter	SSpring	The Civic Intelligence Research Action Laboratory (CIRAL) program, launching in fall 2011, will integrate theory and practice in an ongoing way. We will undertake to better understand civic intelligence while exploring ways that we can collaboratively cultivate civic intelligence. Devoted to the theory and practice of civic intelligence, the program will evolve into a type of real-world "lab" with student leadership roles that would normally be reserved for graduate students. A significant part of the program will ultimately be devoted to working with people and organizations that are local (including those in Thurston county but also at Evergreen itself) as well as those outside of the region or even the country. The program will be offered every quarter for at least two years, but ideally will continue to be offered for several years. Students can elect to take the program multiple times. This is intended to be a long-term enterprise that promotes long-term collaboration between Evergreen students and communities around the world. Our plan is to develop structures that aren't beholden to the academic schedule. We plan to use this perspective to guide our own work. For example, we try to avoid setting goals in advance (for launching projects, etc.) that align themselves specifically to academic quarter boundaries. Part of our work fall quarter will be looking at what students developed in spring 2011, including the first draft of a freely-available, Open Text Book on civic intelligence. We will explore the meaning of civic intelligence, review examples and counter-examples of civic intelligence in order to inform our preliminary planning. We will read texts from a variety of disciplines including sociology, geography, political science, media studies, and cognitive science, among others. Students will be alert to examples of civic intelligence and will make this information more widely available. In winter quarter, we will continue the exploration of what types of projects we should pursue and how to do so. This probably means that we will begin communicating with some organizations. Students will work in teams to formulate proposals for civic intelligence projects. In spring quarter, we hope to actually establish working arrangements with projects, and John Baldridge will join as an additional faculty member. John will integrate diverse approaches and perspectives from geography and other social sciences into the program, including mapping, social science methodologies, place-based institutional analysis, and game theory/design.		Douglas Schuler John Baldridge	Wed Sat	Sophomore SO Junior JR Senior SR	Fall
Communication and Social Change in American History Lori Blewett and Trevor Griffey communications history media studies political economy	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter		Persuasive efforts have shaped American history. The past is full of moments when individual women and men have been persuaded by others to act for a common cause, sometimes at great personal sacrifice. In this program, the ideological mechanism of persuasion, in both public and private discourse, will be the primary lens through which we analyze American history. What persuasive strategies were employed by historic social change advocates? Why were some strategies more successful than others? To help answer these questions, we will read texts that draw upon communication studies, American history, cultural studies, political economy, and social change theory. Students will also conduct their own investigations using a variety of analytical tools to examine primary historical documents including speeches, letters, news articles, advertisements, and other artifacts of persuasion. In order to foster students' capacity to engage in public debate and enhance their rhetorical skills, we will experiment with communicating in a variety of public media. In addition to writing traditional papers, students will report on their research in the form of group radio and television programs, oral presentations, and electronic news articles. Training in essential skills associated with these forms of communication will be spread throughout both quarters. In the winter, students will have the opportunity to conduct oral history interviews with contemporary social activists. Since rhetoric alone is rarely the impetus for social change, we will ground our investigations in the material history of competing social, economic, and political forces. We will study a wide range of social change efforts from across the political spectrum in order to better understand the evolution of U.S. history and its influence on current ideological conflicts and relations of power. We will give special attention to the role of the media in shaping public debate: from social movement broadsheets such as William Lloyd Garrison's to the work of muckraking journalists like Ida Tarbell, up through the present influence of corporate media and do-it-yourself blogs. Because of the media's ability to amplify, minimize, redirect, and even spark social activism, and because of the media's essential role in democratic decision-making, media history and political economy will be key elements in our investigations.	communication, history, politics, rhetoric, social movement studies, journalism, and social advocacy.	Lori Blewett Trevor Griffey		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Community Connections: Living and Learning at Evergreen (A) Elizabeth Williamson and Jeff Antonelis-Lapp	Course	FR ONLYFreshmen Only	2	02	Day	FFall			This two-credit course is meant to be taken . It is designed for students who want extra academic support during the fall quarter but will not interfere with your ability to enroll in other courses or programs. Class meetings will take place during all-campus governance time on Wednesday afternoons. One of the most important things Evergreen can teach you is how to take responsibility for your own education. Community Connections is designed to facilitate the transition to college, and to Evergreen in particular, by helping first year students identify pathways for self-directed learning. This set of goals will be framed by the idea that every Evergreen student participates in multiple circles of community, both at the College and in the broader Olympia area, and that these circles of community are what sustain adventurous educational endeavors. Each student will have the opportunity to meet one-on-one with a peer mentor on a regular basis; these sessions, along with weekly group meetings, will help students begin to address their particular learning needs. Students will also be invited to participate in community-based learning activities. The primary focus, however, will be on identifying the student’s individual strengths and interests. This work will culminate in a detailed reflection essay outlining the student’s academic aspirations. For some students, this will mean finding out what it might look like to pursue a targeted career path at a non-traditional college; for others, it will mean articulating a broad set of principles and values. All students must complete this essay in order to earn full credit in the course.	self-directed learning.	Elizabeth Williamson Jeff Antonelis-Lapp	Wed	Freshmen FR	Fall
Community Connections: Living and Learning at Evergreen (B) Elizabeth Williamson and Jeff Antonelis-Lapp	Course	FR ONLYFreshmen Only	2	02	Day	FFall			This two-credit course is meant to be taken . It is designed for students who want extra academic support during the fall quarter but will not interfere with your ability to enroll in other courses or programs. Class meetings will take place during all-campus governance time on Wednesday afternoons. One of the most important things Evergreen can teach you is how to take responsibility for your own education. Community Connections is designed to facilitate the transition to college, and to Evergreen in particular, by helping first year students identify pathways for self-directed learning. This set of goals will be framed by the idea that every Evergreen student participates in multiple circles of community, both at the College and in the broader Olympia area, and that these circles of community are what sustain adventurous educational endeavors. Each student will have the opportunity to meet one-on-one with a peer mentor on a regular basis; these sessions, along with weekly group meetings, will help students begin to address their particular learning needs. Students will also be invited to participate in community-based learning activities. The primary focus, however, will be on identifying the student’s individual strengths and interests. This work will culminate in a detailed reflection essay outlining the student’s academic aspirations. For some students, this will mean finding out what it might look like to pursue a targeted career path at a non-traditional college; for others, it will mean articulating a broad set of principles and values. All students must complete this essay in order to earn full credit in the course.	self-directed learning.	Elizabeth Williamson Jeff Antonelis-Lapp	Wed	Freshmen FR	Fall
Computer Science Foundations Neal Nelson, Sheryl Shulman and Richard Weiss computer science mathematics Signature Required: Winter Spring	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter	SSpring	The goal of this program is for students to learn the intellectual concepts and skills that are essential for advanced work in computer science. Students will have the opportunity to achieve a deeper understanding of increasingly complex computing systems by acquiring knowledge and skills in mathematical abstraction, problem solving, and the organization and analysis of hardware and software systems. The program covers material such as algorithms, data structures, computer organization and architecture, logic, discrete mathematics and programming in the context of the liberal arts and compatible with the model curriculum developed by the Liberal Arts Computer Science Consortium (LACS). In all quarters the program content will be organized around four interwoven themes. The theme covers concepts and structures of computing systems from digital logic to operating systems. The theme concentrates on learning how to design and code programs to solve problems. The theme helps develop mathematical reasoning, theoretical abstractions and problem solving skills needed for computer scientists. A theme explores social, historical or philosophical topics related to science and technology.	computer science, education and mathematics.	Neal Nelson Sheryl Shulman Richard Weiss	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Computers and Cognition Ab Van Etten computer science consciousness studies	Program	FR - SRFreshmen - Senior	8	08	Evening			SSpring	What types of problems can be solved by computers? How do humans and computers differ in the types of problems they can solve? What is the future of computing, and will computers evolve an intelligence that includes what we would define as human thought? Can computers learn or create on their own? This program will explore the basics of computer science, how computers work, and their possibilities and limits. The program will include basic programming in Javascript, Web development, introductory computer electronics, and other computer science topics. We will contrast this with human cognition. We will then look at how computers will likely affect the way we live, work, and relate in the future. In seminar we will explore the issues surrounding machine vs human consciousness and strong artificial intelligence.		Ab Van Etten	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Consciousness: Pathways to the Self Donald Middendorf and Terry Setter consciousness studies philosophy of science psychology	Program	JR - SRJunior - Senior	16	16	Day	FFall	WWinter	SSpring	What is the relationship between our understanding of consciousness and our self understanding? This year-long, interdisciplinary program will provide an opportunity for students who are interested in doing intensive work in the nature of consciousness to cultivate self awareness through challenging readings, creative work in expressive arts, and self-reflection. We will examine our beliefs about the nature of reality as manifest in the expressive arts and physical reality from a variety of disciplinary viewpoints, including physics, music, psychology and philosophy. Prospective students should have a strong interest in the experiential study of the relationships between reality and consciousness as well as college-level skills in reading, writing and pursuing research topics. Effort and self-motivation will be essential for succeeding in this program. We will take an approach that welcomes the complexity of the many different views of consciousness that have been proposed by researchers, philosophers and spiritual leaders. We will use texts that cover many contemporary scientific models of consciousness and examine alternative areas of research, such as lucid dreaming and paranormal phenomena. Students will keep a structured journal of activities and practices that explores their developing understandings of the nature of consciousness. During winter and spring quarters, academic work and contemplative discipline will be integrated into our study as tools to help us understand our selves and the nature of consciousness through an in-depth study of dreams - including keeping a dream journal and a journal of experiences during contemplative practices. In spring, students will have the opportunity to pursue their interests in more individualized activities for a portion of their credits. This is an experiential and rigorous full-time program in which students will be expected to participate in all program activities, and to document 48 hours of work per week that are invested in program related activities. Students are strongly encouraged to commit to the year-long community learning process, to not work more than 15 hours per week outside of the program, and to take no more than 16 credits per quarter. Students are expected to take exams and to buy and bring the appropriate seminar books to each class.	consciousness studies, philosophy of modern physics, and psychology.	Donald Middendorf Terry Setter	Tue Wed Thu	Junior JR Senior SR	Fall
Cornerstone Seminar Hirsh Diamant education	Course	FR - SRFreshmen - Senior	4	04	Evening	FFall			For beginning, continuing, and returning students, this class will reawaken the joy, adventure, and wonder of learning. Students will learn about human development, identify their educational goals, and create an academic plan of study. Students will explore the five foci of the Evergreen curriculum: personal engagement in learning, interdisciplinary study, collaboration with faculty and peers, bridging theory and practice, and learning across significant differences.		Hirsh Diamant	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Cornerstone Seminar Hirsh Diamant education	Course	FR - SRFreshmen - Senior	4	04	Evening		WWinter		For beginning, continuing, and returning students, this class will reawaken the joy, adventure, and wonder of learning. Students will learn about human development, identify their educational goals, and create an academic plan of study. Students will explore the five foci of the Evergreen curriculum: personal engagement in learning, interdisciplinary study, collaboration with faculty and peers, bridging theory and practice, and learning across significant differences. In winter quarter, students will participate in a 3-day Tai Ji workshop. Tai Ji is an ancient health, movement, meditation system of centering.		Hirsh Diamant	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
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
Cultivating Voice: A Writing Tutor's Craft Sandra Yannone education 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 at Evergreen's Writing Center on the Olympia campus. 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
Dangerous Work Sarah Ryan and Nancy Anderson community studies environmental studies health history law and government policy	Program	SO - SRSophomore - Senior	8, 16	08 16	Weekend			SSpring	How have workers, employers, and policy makers dealt with dangerous work, historically and in the present? Why do we have laws and institutions designed to control hazardous and dangerous work and compensate workers who are injured, or their families when they're killed? This program will look at the history of occupational safety and health efforts in the U.S., focusing on the careers of two pathbreaking individuals: public heath doctor Alice Hamilton and labor leader Tony Mazzocchi. We will review the development of laws regulating occupational health and safety and study landmark cases and events that promoted legal protections for working people. We'll look into the systematic disparities and inequalities in exposure to dangerous work. We will consider the Washington State context, including the most common workplace-related health and safety concerns in our state. Students will learn basic techniques of data interpretation related to studies of occupational health and safety. Students registered for 16 credits will devote at least 20 hours per week to an internship in the field of occupational safety and health.	public health, health-related fields, history, labor relations, management, environmental studies	Sarah Ryan Nancy Anderson	Sat	Sophomore SO Junior JR Senior SR	Spring
Defending Mother Earth: Science, Energy and Native Peoples Frances V. Rains and Rebecca Sunderman Native American studies chemistry physics writing	Program	FR - SOFreshmen - Sophomore	16	16	Day			SSpring	This program brings together a variety of climate and energy issues occurring on Native American homelands. Students will explore the science and ethics of energy production and consumption, the environmental impacts of energy, and topics in alternative energy. For example, we will investigate the impacts of hydro-power on Native communities and cultures, while learning the science associated with this energy source. Students will also examine contemporary Native American struggles to resist cultural and environmental devastation to their communities, and their efforts to affirm tribal sovereignty and Indigenous knowledge. A solid understanding of these issues requires background in both the science of energy and knowledge of Native American Tribal sovereignty. We will approach our learning through a variety of modes, including hands-on labs, lectures, workshops, field trips, group work, research papers, and weekly seminars on a variety of related topics.	chemistry, physics, Native American studies, environmentally-related fields and science education.	Frances V. Rains Rebecca Sunderman		Freshmen FR Sophomore SO	Spring
Democracy and Free Speech Jose Gomez law and government policy law and public policy political science	Program	JR - SRJunior - Senior	16	16	Day			SSpring	May racists burn crosses to express their supremacist views? May protesters burn flags to express their opposition to government policy? The First Amendment is most vulnerable to erosion when we fail to protect expression that some or many find unpopular, offensive, repugnant, indecent, subversive, unpatriotic, heretical, blasphemous, etc. This program will be a comprehensive and critical examination of the wide range of issues implicated by the protection and censorship of expression. We will use the case method to study every major free speech opinion issued by the courts. This intensive study necessarily focuses on the last 90 years, since it was not until well into the 20th century that the United States Supreme Court began to protect speech from governmental suppression. Our study of controversies will include the new challenges presented by hate speech, government-subsidized art, political campaign spending, and new technologies such as the Internet. Students will be expected to examine critically the formalist free speech paradigms that have evolved and to question the continuing viability of the "free marketplace of ideas" metaphor. Working in legal teams, students will develop appellate briefs on real free speech cases decided recently by the U.S. Court of Appeals and will present oral arguments before the "Evergreen Supreme Court." Students will also rotate as justices to read their peers' appellate briefs, hear arguments and render decisions. Reading for the course will include court opinions, Internet resources, and various books and journal articles on our subject. Study will be rigorous; the principal text will be a law school casebook.	social sciences, constitutional law, education, journalism, public policy, political theory, history and political science.	Jose Gomez		Junior JR Senior SR	Spring
The Developing Mind Richard McKinnon linguistics psychology	Course	FR - SRFreshmen - Senior	4	04	Evening	FFall			Humans are born with a wealth of information about how the world is structured, ready to develop that knowledge through experience with the environment. In this course, we'll investigate what babies know from birth and how that knowledge unfolds into mature systems such as vision, language, morality, and character. We will compare theories that emphasize the contribution of innate knowledge with those that emphasize the role of the environment.		Richard McKinnon	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Drawing on Earth: Explorations in the Aesthetics and Dynamics of the Earth Lucia Harrison and Abir Biswas aesthetics art history ecology environmental studies field studies geography geology natural history visual arts writing	Program	FR - SOFreshmen - Sophomore	16	16	Day	FFall	WWinter		This program offers an introductory study of the Earth, through geology and art. What makes the earth a habitable planet? What forces have shaped the geology of the Pacific Northwest? These questions have fascinated people for centuries. Both scientists and artists rely heavily on skills of observation and description to understand the world, and to convey that understanding to others. Geologists use images, diagrams and figures to illustrate concepts and communicate research. Artists take scientific information to inform their work, and seek to communicate the implications of what science tells us about the world. They also draw on scientific concepts as metaphors for autobiographical artworks. In the fall, we will use science and art to study basic concepts in earth science such as geologic time, plate tectonics, earth materials and how they are formed, the hydrological cycle and stream ecology. Case studies in the Cascade Mountain Range and Nisqually Watershed will provide hands-on experience. In the winter, we further this study to include soil formation, nutrient cycling, ocean basin sand currents, and climate change. Field studies will include a trip to the Olympic Peninsula where we will observe coastal processes. Geologic time and evidence of the Earth's dynamic past are recorded in rocks on the landscape. Students will learn basic techniques in observational drawing and watercolor painting. They will learn the discipline of keeping illustrated field journals to inform their studies of geological processes. They will also develop finished artworks ranging from scientific illustration to personal expression.	geology, environmental studies, education and visual arts.	Lucia Harrison Abir Biswas		Freshmen FR Sophomore SO	Fall
Drawing Practices: Contemporary Applications Judith Baumann visual arts Signature Required: Spring	Course	FR - SRFreshmen - Senior	4	04	Evening			SSpring	Designed for intermediate to advanced drawing students, this course will focus on contemporary applications of traditional drawing practices. Building upon observational drawing skills, students will work with invented compositions and alternative materials, investigating mark making, collage methods, and color theory. Class time will be devoted to presentations, critiques, demonstrations, and in-class exercises. Students will be expected to work outside of designated class time to complete their work.		Judith Baumann	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Drawing Practices: Figurative Studies Judith Baumann visual arts	Course	FR - SRFreshmen - Senior	4	04	Evening		WWinter		This course focuses on the traditional life-drawing practices of observing and drawing the human figure from live models. Students will use a variety of media ranging from graphite to pastels as they learn to correctly anatomically render the human form. Homework assignments will supplement in-class instruction and visual presentations. Several readings will also be given throughout the quarter. While previous drawing experience is not required, it is recommended.		Judith Baumann	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Drawing Practices: Foundations Judith Baumann visual arts	Course	FR - SRFreshmen - Senior	4	04	Evening	FFall			This course is an introduction to principles and techniques in drawing. Students will gain a working knowledge of line, shape, perspective, proportion, volume, and composition. Using both wet and dry media, students will experiment with the traditions of hand-drawn imagery. Students will work toward the development of an informed, personal style, aided by research of various artistic movements and influential artists. Students will be required to keep a sketchbook throughout the quarter and complete drawing assignments outside of studio time. Presentations on the history and contemporary application of drawing will contextualize studio work. A final portfolio of completed assignments is due at the end of the quarter.		Judith Baumann	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Drawn from Life: Art for the Uninitiated Bob Haft art history visual arts	Program	FR ONLYFreshmen Only	16	16	Day			SSpring	This is an entry-level arts program for freshmen who are interested in exploring what it means to make art and to be an artist. It is designed for those to whom art is entirely foreign--but who are, nonetheless, interested in learning what it's all about--as well as for those who have already taken art courses and feel a strong affinity for it. The program will have three components: studio art, art history and literature. The studio component of the program will cover basic drawing skills, both of still lives and the human figure. Art history will consist of an introduction to Western art, and will have connections with the literature that we read. Our books may include by Kurt Vonnegut, by Chaim Potok, by Wassily Kandinsky, by John Berger, by Margaret Atwood, and by Robert Irwin.	visual arts and the humanities.	Bob Haft	Tue Tue Wed Thu Fri	Freshmen FR	Spring
Earth Science and Art Abir Biswas and Lucia Harrison aesthetics art history ecology education environmental studies field studies geography geology visual arts writing	Program	FR - SOFreshmen - Sophomore	16	16	Day			SSpring	This program offers an introductory study of the Earth, through geology and art. What makes the earth a habitable planet? What forces have shaped the geology of the Pacific Northwest? These questions have fascinated people for centuries. Both scientists and artists rely heavily on skills of observation and description to understand the world, and to convey that understanding to others. Geologists use images, diagrams and figures to illustrate concepts and communicate research. Artists take scientific information to inform their work, and seek to communicate the implications of what science tells us about the world. They also draw on scientific concepts as metaphors for autobiographical artworks. We will use science and art to study basic concepts in earth science such as geologic time, plate tectonics, earth materials and how they are formed, the hydrological cycle and stream ecology. Case studies in Eastern Washington and the Columbia River Basin, as well as the Nisqually Watershed will provide hands-on experience. Geologic time and evidence of the Earth's dynamic past are recorded in rocks on the landscape. Students will learn basic techniques in observational drawing and watercolor painting. They will learn the discipline of keeping illustrated field journals to inform their studies of geological processes. They will also develop finished artworks ranging from scientific illustration to personal expression. This program is not appropriate for students who have completed the fall quarter of .	geology, environmental sciences, education, and visual art.	Abir Biswas Lucia Harrison		Freshmen FR Sophomore SO	Spring
East-West Psychology: Destructive/Afflictive Cognition/Emotion Jamyang Tsultrim philosophy psychology	Course	FR - SRFreshmen - Senior	4	04	Weekend		WWinter				Jamyang Tsultrim	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Ecological Agriculture: Crop Botany and Plant Genetics Martha Rosemeyer and Donald Morisato agriculture biology botany sustainability studies	Program	FR - SRFreshmen - Senior	16	16	Day			SSpring	How do seeds form? How do plants develop from seeds? How do plants adapt to particular environmental conditions? The modification of plant evolution by human selection has played a major role in the history of agriculture. Ecological agriculture is based on an understanding of plant biology, either through the grazing of livestock or the growing of food crops. This program focuses on the science of crop botany and genetics as a basis for propagation, seed-saving and plant breeding. In one strand, the basic life cycle, plant physiology and reproductive botany of crop members of the plant families most important for agriculture will be explored. This systematic survey will make connections to their center of diversity and origin. In a second strand, the principles of plant breeding will be presented through an introduction to Mendelian and quantitative genetics. Some of the agricultural methods of plant reproduction, by both sexual and vegetative propagation, will be considered. Readings may include Ashworth's , Deppe's , and Nabhan's . The adaptation of crop plants to specific environments, especially in this era of climate change, becomes increasingly critical for the future of sustainable agriculture. Laboratory and field experiments, as well as field trips to local farms and plant breeding centers, will provide an applied context for our inquiry.	agriculture, biology and plant breeding.	Martha Rosemeyer Donald Morisato		Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Ecological Agriculture: Developing a Local, Sustainable Food System Martha Rosemeyer, Thomas Johnson and David Muehleisen agriculture biology ecology political economy sustainability studies	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter		What is a food system? Why does it matter? A battle for the future of our food system is being waged between competing visions. On one side is the global, industrial-based system that provides large quantities of inexpensive food along with significant environmental and social impacts. The competing vision is a local, community-based system that produces higher quality, more expensive food while seeking to minimize environmental and social impacts. We will explore these competing visions from a critical perspective of social and ecological sustainability. Critical questions that will inform our inquiry include: Can a humane, socially just agricultural system that minimizes environmental degradation meet the food needs of the world? Can farmers be stewards of the soil, biodiversity and landscape? Can we grow high-quality food that is available to everyone? How did we get into this food system predicament anyway? Are local, sustainable food systems best? This program will provide a broad, interdisciplinary study of agriculture. We will emphasize developing "systems" thinking and skills associated with community work, expository writing, laboratory and library research, as well as quantitative reasoning skills. Lectures will focus on ecological principles applied to agroecosystems, soil science and fertility management, crop and livestock management, as well as local to global food system structure, socio-economic aspects of agriculture and agricultural history. Labs will provide a hands-on introduction to soil ecology and fertility. Students will identify needs, gather data and write a report of relevance to developing a sustainable local food system. Multi-day field trips will allow students to visit farms working toward sustainability, meet key players in food system change and attend meetings such as the Washington Tilth Producers conference and Eco-Farm conference in California. : The Agroecology portion of fall quarter will emphasize energy flow and biodiversity as applied to agricultural systems, using Steve Gliessman's textbook, second edition. A social science approach will focus on the role that ideas and institutions have played in shaping US agriculture. We will work toward assessing the needs of our local food system. Seminar books will support our inquiry. Field trips, as well as attending the Tilth Conference in Yakima are planned. : The agroecology portion will focus on soil science, soil ecology and nutrient cycling. We will work with civic engagement as a way to move us toward our vision. A policy workshop focusing both on local and national policy such as the 2012 Farm Bill is planned. Students will gather data and write a report on a particular aspect appropriate to developing a local food system in Thurston County. There will be an emphasis on lab exercises, critical analysis, library research and expository writing. Seminar books will again support our inquiry. A field trip to attend the Eco-Farm conference in California may be part of the curriculum. Students interested in continuing their studies of agriculture in spring quarter can continue with with Donald Morisato and Martha Rosemeyer or with Dave Muehleisen and Stephen Bramwell.	Farm, nursery and garden management; agriculture, food system and environmental consulting firms; state and county agricultural and natural resource agencies; and agricultural and food justice non-profit organizations.	Martha Rosemeyer Thomas Johnson David Muehleisen		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Ecological Niche: The Interface of Human and Animal Behavior Alison Styring, Steven Scheuerell and George Freeman biology community studies cultural studies ecology environmental studies field studies health mathematics natural history outdoor leadership and education psychology writing zoology	Program	FR ONLYFreshmen Only	16	16	Day	FFall	WWinter	SSpring	The word environment encompasses multiple meanings, from the natural to the built, from the interiors of our minds to the spiritual. In each case there is a constant interface of environments with one another and with other creatures, each defining and circumscribing our experience of the world. Some of our essential questions revolve around how we define the environment and how we are shaped by as well as how we shape the environment, both natural and built. For example, does the concept of wilderness include humans? Is the ecological niche of a human essentially different from that of other living things? We will explore the habitats we occupy along with other creatures in those environments. We will explore dichotomies that foster dynamic tensions, such as the dichotomy between concepts of "natural" versus "human". We intend to investigate these tensions through our study of psychology, personal biography, biology, environmental studies, ornithology and cultural studies. In fall quarter we will develop the foundational skills in environmental studies and psychology needed to understand and critique the writings and current research in community ecology, animal behavior and conservation biology, and to examine the conscious and unconscious, and the theories of perception and cognition in psychology. We will examine parallels and linkages among disciplines in terms of methods, assumptions and prevailing theories. In winter we'll continue building on this foundation and move ourselves from theory to practice through an emphasis on methodologies, analyses, and their underlying assumptions. In spring quarter we'll implement the skills and knowledge we've developed through specific student-directed projects and our optional field trip. The faculty will foster creativity, experimentation and imaginative processes as means of discovering and bringing a new awareness to our extraordinary world. The students will respond to the themes of the program through individual and collaborative projects. To build our learning community we will use experiential collaboration activities such as Challenge and Experiential Education as a means to develop a sense of commitment and group citizenship. We will use multicultural discussion opportunities such as Critical Moments to explore the politics of identity and meaning. We will develop our observational skills via field workshops and field trips. We will have writing and quantitative reasoning workshops to further develop students' current skills and to develop advanced skills in these areas. Students completing this program will come to a stronger understanding of their personal lives as situated in a variety of contexts. They will develop strategies for engaging in a range of settings to promote social change, in-depth personal development, increased self-awareness, critical commentary and analyses, and practices that promote stewardship of our personal lives, our immediate environment and global communities.	psychology, behavioral sciences and environmental science.	Alison Styring Steven Scheuerell George Freeman	Mon Tue Thu Fri	Freshmen FR	Fall
Ecology and the Built Environment Steven Abercrombie and Alvin Josephy architecture ecology economics environmental studies sustainability studies	Program	FR - SRFreshmen - Senior	8	08	Evening and Weekend			SSpring	An increasing understanding of our relationship with the natural environment is changing our ideas about the design and development of our human-built environment. More than 10,000 years ago we were creating living and working spaces that mimicked nature and our local environment. Since the beginning of the Industrial Age, this process has followed a "hard" path as developers have used electrical energy and man-made materials to solve design challenges. Over the past two hundred years the planning and execution of our built environment at all scales has had the effect of separating humans from their natural environment. Partly because of the impacts of our buildings on nature, we face the specter of huge changes to our natural environment during the twenty-first century. This program will explore the relationship between the natural world and the built environment by using an approach that moves from the theoretical to the practical. The first third of the program will focus on issues familiar in the study of ecology: systems, scale, interconnection and interdependencies, and energy and material flows. Students will be asked to define the elusive topic of sustainability; this investigation will be a key recurring theme of the program. The middle portion of the program will be focused on the practical side of seeking sustainability in the built environment, including discussions on codes and their impact/impediment on greener buildings, various assessment tools for buildings and how they are applied, and how these ideas are playing out in the development world. Finally, the program will drill down to the level of systems and practices including student presentations that will deal with means and methods at a functional level, investigating what makes a building product "green" and other issues. The program will include several quantitative exercises, a theme paper meant to allow the student to explore "sustainability," and a group project focused on materials for the built environment. Field trips to experience an array of projects are planned. The program is designed to encourage students to think of this process as being about cultural change, change in the way we build our spaces, and change in the way we use them, but above all change in the way we use our built environment to connect ourselves to nature once again.	architecture, construction management, infrastructure design, sustainability studies, building science	Steven Abercrombie Alvin Josephy	Tue Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Embodying The Book Marla Elliott and Steve Blakeslee literature theater	Program	FR - SRFreshmen - Senior	8	08	Evening	FFall	WWinter		What could be better than reading a wonderful book? Reading it aloud! In , students will cultivate their capacity to bring literature fully to life through the medium of voice. In a safe and supportive environment, students will approach the human voice as an instrument of expression, exploring such topics as effective sound production, enunciation, pacing, tone, emphasis, and rhythm. Then they will apply their new learning to a range of narrative, dramatic, and poetic texts, developing the nuanced intellectual and emotional understandings necessary to forging their own meaningful interpretations. Our ultimate goal is to deepen our connections to literature, language, and ourselves.	literature, teaching, performing, fields involving public speaking	Marla Elliott Steve Blakeslee	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Embracing Conflict Mark Harrison and Theresa Aragon business and management psychology visual arts	Program	SO - SRSophomore - Senior	8	08	Weekend	FFall	WWinter		Conflict is a fundamental dynamic of human experience and interaction. It is the necessary struggle to balance concern for self with connections to others. Because pain, suffering, and stress are deeply associated with our perception of conflict, we tend to regard conflict as a destructive or destabilizing force. Seen from another perspective, however, conflict is one of the most life-affirming forces in nature. Without conflict, children would not develop into normal human beings. Without conflict, literature and the performing arts would be dull and insignificant. Without conflict (and conflict resolution), we would live in a rather uneventful and humorless world. The challenge for all of us and the purpose of this program is to understand and experience conflict as an important, unavoidable, and generally useful lifeforce. In this two-quarter program, we will explore and analyze conflict from the perspective of the in the fall and in the winter. We will draw on a variety of sources—among them the arts, current events and politics, work and the business environment, forms of play—to learn about the nature of conflict and its role in society. The program format will include lectures, seminars (in class and online), as well as active learning in the form of workshops, exercises, group and individual presentations, and field trips to performances. We will focus on clarity in oral and written communication, critical analysis, and the ability to work across disciplines and significant differences.		Mark Harrison Theresa Aragon	Sat Sun	Sophomore SO Junior JR Senior SR	Fall
The Empty Space: Movement, Dance, and Theatre Walter Grodzik and Cynthia Kennedy aesthetics consciousness studies cultural studies dance education media arts queer studies somatic studies theater	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter		This program will explore the interior spaces where performances begin and the exterior spaces where performances are realized. Students will begin with movement and theatre exercises that center and focus the mind and body in order to open oneself to creative possibilities and performance. Students will also study movement/dance and theatre as a means of physical and psychological focus and flexibility that enables them to more fully utilize their bodies and emotional selves in creating theatrical performance. Through the understanding and embodiment of somatic concepts such as awareness, intention, centering, authenticity, and the interplay of mind and body, students will have the opportunity to explore creative imagination as it expresses itself from their own life processes, rather than from externally imposed images, standards and expectations. How does imagination respond to the emotional self, the physiology of the body, and the psychology of the mind? How can we become more expressive and responsive to our inner selves? Students will be invited to explore and enjoy the dance already going on inside their bodies, to learn to perceive, interpret and trust the natural intelligence of intrinsic bodily sensations. The class will use experiential techniques derived from several traditions of somatic philosophy. In seminar, students will read a broad variety of texts about creativity, movement and dance history, and performance, performance history, and Western theatre history and dramatic literature. In particular, students will read Greek tragedy and comedy, the playwrights of the Elizabethan theater, such as Marlowe and Shakespeare, and the feminist comedies of the Restoration. The realism of the Nineteenth century will be seen through the plays of Ibsen and Chekhov and other realists, and students will study, discuss and perform the multicultural theatre of the Twentieth and Twenty-First century, including theatre, drama and performance art as found in the work of Thornton Wilder, David Mamet, Tony Kushner, Caryl Churchill, Henry David Hwang and Anna Devere Smith. The discussion of dramatic literature will be framed from many viewpoints, including structuralist, feminist, Marxist, post colonial and queer. The program will include weekly seminars, workshops in movement/dance and theatre, and film screenings of various dance and theatre productions. This is an all-level program that welcomes students of all abilities that bring their excitement, commitment, discipline and creativity to the performing arts. Regular on-time attendance is fundamental to students' development and continuance in the program.	teaching, theatre, expressive arts, dance and movement theory.	Walter Grodzik Cynthia Kennedy		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Energy Systems and Climate Change EJ Zita agriculture environmental studies physics sustainability studies	Program	SO - SRSophomore - Senior	16	16	Day	FFall	WWinter		How is energy created and harvested, stored and transformed, used or abused? This program is a two-quarter study of ways energy is produced and changed, by nature and humans. This is a good program for students interested in environmental science, physics and sustainability, both mathematical and applied. We start with skill building and background study, and finish with major research projects related to energy, climate and sustainability. We will study issues of energy generation and use in society and in the natural world. One goal is for students to gain a deeper understanding of issues involved in achieving a sustainable energy society. A primary goal is illustrate the power and beauty of physics and mathematics. We will examine climate change and global warming; energy science, technology, and policy; farming, environmental studies, and sustainability; and related topics. We will study alternative energy sources such as solar, wind, geothermal and biofuels, as well as conventional sources of energy such as hydro, nuclear, gas and coal. Fundamentals of energy generation will focus on the underlying physics. In seminar, we further explore social, political and/or economic aspects of energy production and use, such as environmental and food production concerns and policies, effects of the Sun on the Earth, energy needs of developing countries, etc. We will have a strong emphasis on sustainability studies. While calculus is a prerequisite, students who already know calculus can deepen their math skills by applying them to coursework or research projects. Students who do high quality calculus-based work may earn upper-division credit. Student research projects are a major part of this program. Students choose a research question that interests them, then design and carry out their research investigations, usually in small teams. Research projects involve quantitative analysis as well as hands-on investigations. For example, research might include field work, energy analysis of an existing system (natural or constructed), and/or design of a new small-scale energy system, possibly with community applications. Past projects have included solar systems, energy generation from waste products, water purification for boats or farm composters, efficiency of campus buildings, analysis of wind and water systems, and more. Students may apply for grants for practical projects on campus. Students in this program will participate in shared seminars with students enrolled in The Practice of Sustainable Agriculture. Students interested in continuing good research projects into spring should discuss options with the faculty.	energy, physics, environment, climate, sustainability, teaching, farming, engineering and natural science.	EJ Zita		Sophomore SO Junior JR Senior SR	Fall
Entrepreneurship and Economic Development John Filmer business and management communications economics	Program	FR - SOFreshmen - Sophomore	16	16	Day	FFall	WWinter		Organizations, fail or succeed according to their ability to adapt to fluid legal, cultural, political and economic realities. Strong, competent management leads to strong successful organizations. This program will explore the essentials of for-profit and non-profit business development through the study of classical economics, economic development and basic business principles. Critical reasoning will be taught to facilitate an understanding of economics and its application to the business environment. You will be introduced to the tools, skills and concepts you need to develop strategies for navigating your organization in an ever-changing environment. Management is a highly interdisciplinary profession where generalized, connected knowledge plays a critical role. Knowledge of the liberal arts/humanities or of technological advances may be as vital as skill development in finance, law, organizational dynamics or the latest management theory. As an effective leader/manager you must develop the ability to read, comprehend, contextualize and interpret the flow of events impacting your organization. Communication skills, critical reasoning, quantitative analysis and the ability to research, sort out, comprehend and digest voluminous amounts of material separate the far-thinking and effective organizational leader/manager from the pedestrian administrator. Fall quarter will focus on these basic skills in preparation for projects and research during the winter. During winter quarter, you will engage in discussions with practitioners in businesses and various other private sector and government organizations. You will be actively involved in research and project work with some of these organizations and it will provide an opportunity to investigate and design exciting internships for the spring quarter. Class work both quarters will include lectures, book seminars, projects, case studies and field trips. Texts will include by Thomas Zimmerer by Thomas Sowell, by M. Neil Browne and Stuart Keeley, and by John A. Tracy. Evergreen's management graduates enjoy a reputation for integrity and for being bold and creative in their approaches to problem solving, mindful of the public interest and attentive to their responsibilities toward the environment and their employees, volunteers, customers, stockholders, stakeholders, and neighbors. Expect to read a lot, study hard and be challenged to think clearly, logically and often. Your competence as a manager is in the balance.	business, non-profit management, and economics.	John Filmer	Mon Wed Fri	Freshmen FR Sophomore SO	Fall
Environmental Health: Science, Policy and Social Justice Cheri Lucas-Jennings American studies Native American studies agriculture community studies cultural studies ecology economics environmental studies government health hydrology law and government policy law and public policy natural history philosophy sustainability studies	Program	SO - SRSophomore - Senior	16	16	Day	FFall			This program will explore the broad conditions that shape environmental health, both for humans and within the ecosystem context. We will be moving across and between questions of science, public policy (from municipal to international) and social justice: examining the workings of non-governmental organizations. With the use of regularly scheduled lecture, seminar, work shops and field trips, we will dedicate ourselves to bridging the understanding among scientific, policy and social perspectives. The program goals is to examine emerging strategies and solutions for ecological sustainability - from regional, community-based monitoring to UN negotiations. By means of a small group, quarter-long research project on a topical issue the chemical, biologic and physical risks of modern life will be considered, with an emphasis on industrial pollutants. We will examine models, evidence and debates about the sources, causal connections and impacts of environmental hazards. We will be learning about existing and emergent regulatory science in conjunction with evolving systems of law, regulation and a broad array of community response. This introductory, core program considers problems related to public and environmental health in a broader context of the key frameworks of population/consumption and sustainability. Throughout the program, students will learn from a range of learning approaches: computer-based analysis and collaboration with regional experts, officials and activists. : ? Website:	public policy; communications; political science; planning; public health; law; social welfare; environmental and natural resources	Cheri Lucas-Jennings	Tue Wed Fri	Sophomore SO Junior JR Senior SR	Fall
Equatorial Studies: Sound, Science and the Western Imagination Sean Williams, Heather Heying and Eric Stein anthropology cultural studies environmental studies geography international studies music natural history	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter		In addition to the landscape of the map, there are also landscapes of the mind. How humans conceptualize where and how they (and others) live is an elemental process that has started wars, led to new forms of cross-cultural communication, and given rise to hybridization of both populations and ideas. Our focus in this two-quarter program is to take a particular area of the world -- the equator -- and explore how various groups of people (local and foreign) have come to understand it over time. Through our work in science, the performing arts and anthropology, we will collectively engage the ways in which people connect to the natural world, the arts, and each other. Each quarter divides into sections in which we highlight a particular lens through which to view our work, or focus on ways in which our lenses overlap. For example, we will examine how anthropology and medicine have grappled with "The Tropics" as a space believed to be essentially different from "The West," raising questions about the construction of race, the body, and the category of the "primitive." We will also work with sound: playing and creating musical instruments, singing and listening to music. In an attempt to understand the relationship between humans and the world around them, we will investigate evolutionary processes that apply to plants and animals near the equator. While our studies are contextualized in regions such as Brazil and Indonesia and other equatorial locations, we will also work briefly with a few regions outside the equator by way of comparison. Weekly activities feature lectures, films and seminars. Other planned activities include field trips, workshops, collaborative presentations and guest lectures. Students are expected to focus on enhancing their college-level writing skills throughout the program; each quarter's major writing assignments will require students to revise their work and understand the process of revision. In fall quarter students will be introduced to important concepts about how to approach this material: issues of race, class and gender in a colonial context are important factors in deepening our understanding. As we move into winter quarter, students will have more chances to develop individual projects focusing on a particular area of interest.	anthropology, science and ethnomusicology.	Sean Williams Heather Heying Eric Stein	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Ethics in the Workplace: Theory and Practice Stephen Beck and Joli Sandoz business and management leadership studies philosophy	Program	FR - SRFreshmen - Senior	8	08	Evening and Weekend	FFall			What's the right thing to do when as an employee you witness illegal actions? Whose interests should take priority in pricing and hiring decisions? What choices can you make when your supervisor tells you to ignore company policy? Employees sometimes face situations such as these that suggest a conflict between being a good employee and being a good person. We will study several approaches to ethical decision making and, through intensive writing and seminar discussions, use these approaches to clarify issues faced at work. The shared vocabulary and frameworks we develop will allow us to talk and think about ethical issues and write and share personal workplace ethical statements. Program work will also include reading several Washington State laws related to ethics and exploring issues, choice points, and the roles of moral reasoning and moral leadership at work.The program will meet on Wednesdays in conjunction with the course . We will meet additionally as a program on five Saturdays to deepen our understanding of ethical issues through writing, role-playing, playing and analyzing board games as framing ethical strategies, and other hands-on activities. In addition, we will focus part of each Saturday meeting on building and strengthening strong college-level writing skills to prepare students for more advanced work.Credit will be awarded in philosophy (ethics) and ethical decision making.	business, ethics	Stephen Beck Joli Sandoz	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
European Philosophy in the 20th Century Joseph Tougas philosophy	Program	JR - SRJunior - Senior	16	16	Day			SSpring	This upper-division program will focus on philosophy of language and phenomenology, covering the work of Wittgenstein, Husserl, Arendt, Heidegger, Merleau-Ponty, and other 20th century European thinkers. Students will be expected to have some familiarity with the European philosophical tradition, and some experience reading and analyzing dense philosophical texts. The activities of the program will include close reading and analysis of primary texts within the context of their composition and the writing of reflective, argumentative and synthetic essays in response to those texts. Students will be encouraged to explore connections between the theories developed in the program readings and their own social, political and personal concerns.	philosophy, psychology, social sciences, culture studies, and literary theory.	Joseph Tougas	Mon Wed Thu	Junior JR Senior SR	Spring
The Evergreen Singers Marla Elliott music	Course	FR - SRFreshmen - Senior	2	02	Evening	FFall			The Evergreen Singers is a continuing choral ensemble of The Evergreen State College community. No auditions are required. We will learn the basics of good voice production, and rehearse and perform songs from a range of musical idioms. Members of the Evergreen Singers need to be able to carry a tune, learn their parts, and sing their parts with their section. This class requires excellent attendance and basic musicianship skills.		Marla Elliott	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
The Evergreen Singers Marla Elliott music	Course	FR - SRFreshmen - Senior	2	02	Evening			SSpring	The Evergreen Singers is a continuing choral ensemble of The Evergreen State College community. No auditions are required. We will learn the basics of good voice production, and rehearse and perform songs from a range of musical idioms. Members of the Evergreen Singers need to be able to carry a tune, learn their parts, and sing their parts with their section. This class requires excellent attendance and basic musicianship skills.		Marla Elliott	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
The Evergreen Singers Marla Elliott music	Course	FR - SRFreshmen - Senior	2	02	Evening		WWinter		The Evergreen Singers is a continuing choral ensemble of The Evergreen State College community. No auditions are required. We will learn the basics of good voice production, and rehearse and perform songs from a range of musical idioms. Members of the Evergreen Singers need to be able to carry a tune, learn their parts, and sing their parts with their section. This class requires excellent attendance and basic musicianship skills. In winter quarter, we will learn shape-note singing, an American folk choral tradition.		Marla Elliott	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Examining Education: A Journey Through the Personal to the Pedagogical Leslie Flemmer education	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter		The current system of public education is under profound national debate. What is at the heart of those debates? What creates such political, social and cultural differences? What should the future of education look like? Should education continue to be a universal good (free and open to all), a personal commodity (private and exclusive), or a hybrid of reforms? What is the role of teachers and students in this dynamic tension? Finally, what role does identity formation among students and teachers have to do with any of this? One common denominator among U.S. citizens is our access to and experience with free and compulsory K-12 public education that serves the wealthiest citizens to the poorest among us. And yet, that very system that has served so many for so long is frequently attacked by politicians, business leaders, the media, and even individuals like you and me. At the heart of our nation’s debate about public education and “effective” teaching practices are the ideological differences about its purpose and intent.This program is designed to expose students to a wide variety of theories, pedagogies, bodies of knowledge and relationships interwoven throughout the contested space of education. We will explore education through the contemporary frameworks of critical pedagogy, sociocultural theory, and multicultural education. We will examine education through a prism of personal experience, firsthand observations of teaching and learning in public school classrooms, practical teaching opportunities, and a more complex understanding of pre-K-12 learners.These relations of power will be analyzed through readings, group collaboration, workshops, interactive lectures, multimedia and seminars. Students will lead discussions, complete reflective writing activities, conduct teaching demonstrations, and explore the self as learner through an auto-ethnography project. Writing and research workshops will also be a focus of this program. Some of the potential theorists we will read and study, include: Paulo Freire, Michel Foucault, Mike Rose, William Ayers, Joan Wink, Howard Zinn, Linda Levstik, Sonia Nieto, Antonia Dardar, Henry Giroux, and bell hooks.Throughout fall and winter quarter we will look at the role of identity formation and its impact on learners and teacher development. In addition, we will explore contrasting philosophies of education, alternative systems of education, various methods of instruction, and the transformative act of pedagogy. During winter quarter, we will explore state standards through a focus on social studies curricula and methods with a culminating project and demonstration that identifies students’ content areas of interest.		Leslie Flemmer		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Experimental Music Ben Kamen music	Program	SO - SRSophomore - Senior	8	08	Day	FFall	WWinter		The aesthetic and technological experiments of 20th century American composers and performers opened the door to new modes of thinking about music. Their explorations into silence, noise, extended techniques, and electronics contributed to a fertile area of research within the musical lexicon that continues among composers and performers to this day. In the fall quarter, students will examine the music and writing of experimental composers, perform their works, and respond through composition, performance, and writing. Students will explore the boundaries of musical materials through musicianship exercises and the investigation of notational systems. In the winter quarter, students will shift their attention to the history and application of electronics in experimental music. Students will explore sound collage, algorithmic composition, sound synthesis, and interactive music through the use of MaxMSP, a visual programming language. Composers considered will include John Cage, Pauline Oliveros, James Tenney, Alvin Lucier, Morton Feldman, Steve Reich, and David Tudor. Classes will feature in-house performances, listening, seminars, and workshops on electronic and experimental music practices. Students of all levels of musical experience are welcome. Students from fall and winter are encouraged to apply for the 16-credit interdisciplinary program "Projects in Experimental Media and Music" in the spring.		Ben Kamen	Thu Fri	Sophomore SO Junior JR Senior SR	Fall
Experiments in Text: Writing, Radical Pedagogy, and Social Change David Wolach writing	Course	FR - SRFreshmen - Senior	4	04	Evening and Weekend	FFall			"What if every communication, every encounter, were intimate? Imagine that. You have imagined being a new collectivist. Why not consider yourself one." --from New Collectivists: Poetics of Intent If we think that language arts and social change are somehow related, how might poetry and prose model new ways of forming social relationships? How might artistic movements help re-imagine or apprehend social structures and in so doing, help to either undermine or recapitulate dominant forms of acculturation? In what ways might we uniquely model or contribute to the language and action of protest? By working on our own creative writing experiments, individually and collaboratively, we will be testing our understanding of what "creative writing" can come to mean in relation to radical pedagogy and social change. In the second half of the quarter, we'll put our ideas into practice by forming different pedagogical-social formations, facilitated by students in small groups, as an active form of asking "what could a radical pedagogy based in text arts look like/do?" As part of the ongoing literary-politics series PRESS, visiting artists will occasionally workshop with us during the quarter. For information on past visiting artists and collectives, visit David's public blog at .		David Wolach	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Fabrication of Form in Metal Bob Woods visual arts Signature Required: Winter	Course	FR - SRFreshmen - Senior	4	04	Evening		WWinter		This studio course presents the opportunity for intermediate to advanced work in metal fabrication as applied to furniture, lighting, and sculptural design. Contemporary artists' work will be investigated. Students will do drawings, build models, and complete a final project of their own design.		Bob Woods	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
The Fates of Human Societies Dennis Hibbert geology natural history	Course	SO - SRSophomore - Senior	4	04	Weekend			SSpring	We will consider in depth the question "To what degree do environmental factors and human responses to them determine the fates of human societies?" We will work toward answering this question by drawing on archaeology, palaeoecology, palaeoethnobotany, palaeoclimatology, and zoology as we examine the past 100,000 years of the human story.		Dennis Hibbert	Sat	Sophomore SO Junior JR Senior SR	Spring
Field and Laboratory Biology in Southwestern Ecosystems Dylan Fischer and Clarissa Dirks biology botany ecology field studies zoology	Program	FR - SRFreshmen - Senior	16	16	Day			SSpring	The southwestern U.S. is unique in the diversity of habitats that can occur along dramatic elevation gradients over short distances. Major advances in ecology have been made in these environments using elevation gradients, and important work in global change biology is currently being conducted in these systems. This program will use field sites along elevation gradients in the Desert Southwest as living laboratories for investigating patterns in ecology, biology, microbiology and co-evolution. Students will learn about arid environments, plant ecology, field biology, and gain specialized training in either microbiology or entomology. Students will co-design field projects exploring ecological and co-evolutionary relationships in plants, insects and microbial communities. Early in the program, students will be divided based on a disciplinary focus on either microbiology or entomology. All students will participate in a two-week field ecology module where they will learn to identify plant species of the Southwest, keep detailed field journals, and conduct student-originated research projects related to ecological changes along elevation gradients. Students will spend another two weeks afield doing in-depth field work in entomology or environmental microbiology. Along the way, we will visit environmental and culturally significant sites in the Southwest, from cactus forests to canyons and mountain peaks. Finally, at the end of the quarter all students will reconvene for a program conference where students will present their research over the quarter. Our reading list will include major natural history texts related to the Southwest and evolutionary relationships for the organisms we find there. We will emphasize active participation in the scientific process and communication skills. Because of the field component of this program, students should be prepared for extensive time living and working in the field, and should be committed to working through conflicts in group dynamics.	ecology, biology, botany, zoology, microbial ecology and environmental science.	Dylan Fischer Clarissa Dirks		Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Field Studies in Northwest Environments: Rocks, Plants and Forests cancelled Dylan Fischer and Paul Butler botany ecology environmental studies field studies geography natural history outdoor leadership and education	Program	FR - SOFreshmen - Sophomore	16	16	Day	FFall			The Pacific Northwest provides a diversity of terrestrial habitats that are ideally suited for direct student-originated field studies. From deserts to prairies, forested ecosystems and beaches, each ecosystem reflects unique patterns of influences from geologic and biological factors. Field studies in these habitats can deepen understanding of landscape patterns, and this program will emphasize direct, student-originated field studies in four distinct locations. Students should expect to get their hands dirty working outdoors on geology and ecology projects uncovering landscape patterns in each unique habitat we visit. We will travel to sagebrush steppe, lowland prairies, managed and unmanaged forests, and coastal environments. In each location we will study geography, environmental history, ecology, biodiversity and geology. We will visit culturally significant sites, learn about native plants, and the processes that shape the physical landscape. Students will then develop a series of studies examining ecological, environmental and geological patterns. Following our study of each location, students will present the results of their field investigations in a series of mini-symposia. Students can expect to participate in seminars, lectures, field trips and research. We will learn common techniques for collecting data in forestry, plant ecology, and physical geography, plus develop methods for effective communication of the results. We will take two extended field trips (overnight to the east side of the Cascades and to the Pacific Coast) and multiple one-day field trips (to local prairies and forests). Field work will also make use of the Evergreen campus.	environmental studies, ecology, geology, forestry and botany.	Dylan Fischer Paul Butler		Freshmen FR Sophomore SO	Fall
Forbidden Metaphors: Rewriting the Real in 20th Century France Marianne Bailey, Judith Gabriele, Steven Hendricks and Stacey Davis aesthetics art history cultural studies history language studies literature philosophy study abroad writing	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter	SSpring	...man is struck dumb...or he will speak only in forbidden metaphors... Friedrich Nietzsche, "On Truth and Lies in a Nonmoral Sense" Nietzsche's critique of traditional Western values--dismantling absolutes of God, Truth, Self and Language--opened up an abyss. "Only as an aesthetic phenomenon," Nietzsche argued, would "human life and existence be eternally justified." Meaning and Self would be individually crafted, as the artist crafts a work, in the space of a human existence. Life, as Rimbaud wrote, must be remade. Inspired by this notion of remaking life along aesthetic lines, we will study literature and creative writing, critical theory and philosophy, art history and music as well as French language. Students will participate in lectures, films and workshops, and choose between seminar groups in literature and critical theory or history. Each will develop a substantive individual (or group) project, and will be able to study French language at the Beginning, Intermediate or Advanced level. To better understand Modernist and Postmodernist avant-garde, we will focus on outsider works of art and ideas in 20th century France and the post-colonial world. Like the Decadents and Symbolists, modernist artists go in quest of a pure artistic language "in which mute things speak to me," as Hofmannsthal wrote, beyond concepts and representation, privileging passion over reason. This quest is influenced by worldviews and works from the broader French-speaking world, which refocuses art on its ritual origins, and on its magical potential. "Art", in the words of Martinican poet and playwright Césaire, "is a miraculous weapon." In fall and winter, we will study aesthetic theories and works from Primitivism and Surrealism to Absurdist Drama, Haitian Marvelous and Oulipo; and writers such as Mallarmé, Jabès, Artaud, Beckett, Blanchot, Derrida, Sartre, Irigaray and Foucault. We will look at historical and cultural change from WWI through the student riots of 1968 and the multi-cultural French-speaking world of today. Key themes will include: memory and the way in which it shapes, and is shaped by, identity; concepts of time and place; and the challenges and opportunities for French identity brought by immigration. We will focus on French social, cultural and intellectual history from the 1930's to the present, exploring the myths and realities of French Resistance and the Vichy Regime during World War II; the legacy of revolutionary concepts of "universal" liberty, equality and fraternity as France re-envisioned its role in Europe and the world from the 1950s to the present, including uprisings from 1968 through today; and the impact of the Franco-Algerian war on contemporary France and the post-colonial Francophone world. In spring, students have two options. They can travel to France, where they will participate in intensive language study, perform cultural and art historical fieldwork, and pursue personal research on a "quest" of their own. Alternatively, students may remain on campus to undertake a major personal project, springing from ideas, writers and artists in prior quarters. This is an excellent opportunity to complete a substantive body of creative or research oriented work, with guidance from faculty and peer critique.	humanities, advanced French studies, diplomacy and international relations.	Marianne Bailey Judith Gabriele Steven Hendricks Stacey Davis	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
The Formation of the North American State Jeanne Hahn history international studies political science	Program	FR - SRFreshmen - Senior	16	16	Day			SSpring		history, political economy, political science, secondary education, graduate school, and informed citizenship.	Jeanne Hahn		Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Foundations of Health Science Benjamin Simon, Glenn Landram and Lydia McKinstry biochemistry biology business and management chemistry economics health mathematics physiology Signature Required: Winter Spring	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter	SSpring	This year-long, laboratory-based program will offer students a conceptual and methodological introduction to biology and chemistry with a focus on health and medicine. We will use organizing themes that link the science of human health with the economic, financial, ethical and legal issues associated with the demand and cost of medical research and public health care. Over the course of three quarters, we will study portions of general chemistry, organic chemistry, biochemistry, general biology, microbiology, anatomy and physiology, nutrition, statistics, economics and management, and human behavior. Students will use scientific processes, quantitative reasoning and hands-on experiences to develop problem-solving skills directed at understanding these subjects in the context of human health. This program is primarily designed for students contemplating work in medicine and allied health fields, including nursing, physical therapy, midwifery, athletic training, nutrition and others. This program is also appropriate for students interested in public health or public policy who want a solid foundation in biology and chemistry or students who wish to study rigorous science as part of a liberal arts education. Program activities will include lectures, laboratories, small-group problem-solving workshops, homework, field trips and seminars. Our readings and discussions will be concerned with the economic, ethical and scientific aspects of human health as they relate to the global community as well as individuals. Students will undertake assignments focused on interpreting and integrating the topics covered. During spring quarter, students will participate in small-group collaboration on a scientific investigation relevant to the program content. Project topics will be developed under the direction of the faculty and students will describe the results of this research through formal writing and public presentation. All program work will emphasize quantitative reasoning, critical thinking and development of proficiency in scientific writing and speaking skills. Upon completion of this program students will have gained some of the prerequisites necessary for careers in the allied health fields and public health administration. Students will also be prepared for further studies in upper division science. Students who master the biology and chemistry work in this program will be prepared to enroll in the Molecule to Organism program. Students preparing for medical school will likely need further coursework in inorganic or general chemistry to fulfill prerequisites for medical school. Overall, we expect students to end the program in the spring with a working knowledge of scientific, social and economic principles relating to human health and public health care. We also expect that they will have gained an ability to apply these principles to solving real world problems relating to natural science, disease and human health.	medicine and allied health fields, and public health administration.	Benjamin Simon Glenn Landram Lydia McKinstry		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
French, Beginning I, II, III Judith Gabriele language studies	Course	FR - SRFreshmen - Senior	4	04	Evening	FFall	WWinter	SSpring	This year-long sequence of courses in French emphasizes mastery of basic skills through a solid study of grammatical structures and interactive oral activities. Students develop all four language skills: listening, speaking, reading and writing. Students will develop accurate pronunciation, build a useful vocabulary, and work regularly in small groups to develop conversational skills. The fall class is lively and fast-paced with a wide variety of fun and creative activities in music, poetry, videos, and work with Internet sites. By winter, the classes are conducted primarily in French. Work will focus on poetry and fables with additional themes including regional French traditions, cuisine, and contemporary issues in France and the Francophone world. In spring, students will view several Francophone films and read a book of short legends and tales from Francophone countries with basic discussions of them. Students will expand vocabulary proficiency and accurate pronunciation as they engage in oral reading, situational role-plays, and skits from the legends. Throughout the year, students use additional activities in the Community Language Laboratory to accelerate their skills.		Judith Gabriele	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
French, Intermediate I, II, III Judith Gabriele language studies	Course	FR - SRFreshmen - Senior	4	04	Evening	FFall	WWinter	SSpring	This year-long sequence of courses in French is designed to reinforce, practice, and build upon previous skills. The class is fast paced, interactive, and focuses on continued review of grammatical structures, conversational skills with native speakers, discussion of video segments, music, poetry, Francophone themes, and Internet news clips. Students are expected to interact in French in discussions. Students will increase their reading and writing skills through study of selected literary excerpts or a short novel. Winter quarter will focus on theater with performances of short scenes. In spring, students will view a small selection of films and discuss questions of French identity, history, and culture while learning to analyse, compare, and appreciate certain aspects of film.		Judith Gabriele	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
From Fragmentation to Wholeness: Developing a Systems Perspective Kathy Kelly business and management community studies ecology economics psychology sustainability studies	Program	JR - SRJunior - Senior	8	08	Weekend		WWinter	SSpring	What is a system and how is it different from a pile of parts? What is a whole system? In what ways does understanding whole systems contribute to wisdom and well-being? This two-quarter program will introduce students to general systems theory. Students will learn basic characteristics of systems and explore systems across an array of disciplines—ecological, organizational, economic, and cosmological. Students will be introduced to tools and develop practices to help gain an understanding of complex systems and system dynamics.In winter quarter, students will work with cases from their professional or personal experience to observe and identify system dynamics and then imagine and anticipate possible interventions and consequent systemic effects. In the spring quarter, our study will extend to understanding ourselves in relation to the systems in which we are living as we explore the nearby Nisqually River watershed to see how ecological, economic, and civic systems are interconnected.Students will be introduced to ecological economics, an analytic tool that advances a systems perspective in service of environmental conservation and development in public policy making. Over both quarters, we will observe our class as a living system—a learning laboratory connecting theory to practice—as we develop ourselves as individuals, leaders, and participants in a learning community. Through reading, participatory exercises, reflection, writing, stories, and expressive arts, students will cultivate a systems perspective as a way of understanding complex systems. Students will be better able to design holistically and intervene wisely for greater well-being for themselves, their organizations, and communities.Learning Objectives:Class will meet five weekends per quarter, with online work between meetings.		Kathy Kelly	Sat Sun	Junior JR Senior SR	Winter
The Fungal Kingdom Noelle Machnicki and Lalita Calabria biology ecology field studies natural history	Program	JR - SRJunior - Senior	16	16	Day	FFall			Fungi. What are they? Where are they and what are they doing there? How do they get their energy? What roles do they play in ecosystems? How do they grow? What do they taste like? How do they interact with other organisms? The central theme of this program is to answer these and other questions about fungi. Many people are familiar with green plants and their role in using solar energy to turn carbon dioxide, inorganic elements and water into sugars and other molecules. Fungi, which convert sugars and other organic molecules back into carbon dioxide, inorganic elements, water and energy, are less familiar. Nevertheless, fungi play pivotal roles in the various nutrient cycles within terrestrial ecosystems. They also form symbiotic relationships with plants to create mycorrhizae and have a different type of symbiotic relationship with algae to form lichens. In addition, fungi cause a wide variety of diseases that can be important in particular ecosystems as well as in agriculture and medicine. This program will focus on understanding these unique, ubiquitous and interesting organisms. We will cover fungal and lichen taxonomy, the ecology and biology of fungi and lichens, lab techniques for studying/identifying them, current research, as well as social and economic aspects. There will be an emphasis on work in the laboratory learning to classify fungi and lichens using chemical and microscopic techniques, along with a wide variety of taxonomic keys. These topics will be explored in the field, in the lab, and through lectures, workshops and student research project presentations. Students should expect to spend a minimum of 50 hours/week on program work. Students will be engaged in technical writing, library research, critical thinking and developing their oral presentation skills.	ecology, biology, natural history, education, and environmental studies.	Noelle Machnicki Lalita Calabria		Junior JR Senior SR	Fall
Gateways: Utopias and Prisons Arun Chandra cultural studies music theater writing Signature Required: Fall Winter Spring	Program	SO - SRSophomore - Senior	16	16	Day	FFall	WWinter	SSpring	This program offers Evergreen students the opportunity to be peer learners with incarcerated young men in a maximum-security institution. Each week the Evergreen students will visit one juvenile prison for a cultural diversity and equality workshop, and a workshop/seminar on experimental poetry and music. A fundamental principle of Gateways for Incarcerated Youth is that people have talents given to them at birth; our job is to encourage each other to search out and find our passions and gifts. Our work is guided by ideas of popular education that recognizes and values the knowledge and experience of each participant. The program works to strengthen notions of self and community through cultural awareness and empowerment. In connecting and building with people from other cultures and class backgrounds, each person becomes empowered to share knowledge, creativity, values and goals. The class will create responses to the texts, artworks, music and poetry that we discuss. We will approach the reading and creation of art with an eye towards arts' ability to project utopian possibilities and to name and resist current societal constraints. We will explore the history of both arts and prisons: how artists of the past and of today have portrayed social constraints and utopian ideals in art. The Evergreen students and the incarcerated youth will share readings, writings, music projects, and performance projects. In addition to the classes in the prison, Evergreen students will attend classes and workshops on campus. A central theme for our work will be the implementation of experimental ideas in art and in the social world: evaluating their consequences, and building on their failures. Our emphasis will be on the arts of the written word, music, and theater. Among the authors we will read will be George Jackson, Eugene Debs, Martin Luther King, M.K. Gandhi, Paulo Friere, Bertolt Brecht, Luis Valdez, Silvia Federici, Susan Parenti, and Michel Foucault. In the fall quarter, we will emphasize learning about social constraints in our society and others. In the winter quarter, we will read and discuss utopias and envisioned societies. In the spring quarter we will build on our readings by creating other solutions to social problems. Since part of the class will take place in a state prison for juveniles, each student must submit an application and be interviewed by the faculty to ensure compliance with the Washington State Department of Corrections.	music composition, poetry, education, and criminal justice.	Arun Chandra		Sophomore SO Junior JR Senior SR	Fall
General Chemistry Peter Pessiki chemistry	Program	FR - SRFreshmen - Senior	8	08	Evening	FFall	WWinter	SSpring	This year-long program in general chemistry provides prerequisites for many studies in science, health, and medicine as well as basic laboratory science for students seeking a well-rounded liberal arts education. Emphasis in fall quarter will be placed on calculations involving conversions, molar quantities, and thermodynamics. Understanding atoms in terms of subatomic particles, chemical reactivity of inorganic compounds, and the gas laws will also be covered. We will end with an in-depth investigation of atomic structure and periodicity. In the laboratory, students will routinely utilize a variety of scientific glassware and equipment and be taught how to handle chemicals safely. Students will also learn to be observant of chemical changes and to make precise physical measurements. Relevant scientific literature is introduced and often used to retrieve needed physical data. Winter quarter will start with a thorough investigation of how atoms unite to form molecules with a focus on covalent bonding. Next we will focus on the role of intermolecular forces in liquids and solids. This will be followed by chemical kinetics and an in-depth investigation of equilibrium. We will end the quarter with an introduction to acid-base chemistry. Labs will include titrations, crystal growth, pH titrations, and absorption spectroscopy. An introduction to chemical instrumentation will be incorporated into lab exercises, and students will be required to utilize chemical drawing programs. Spring quarter will continue with acid-base chemistry, pH, and polyprotic acids. Next we will look at buffers and complex ion equilibria. We then will cover entropy and free energy followed by an introduction to electrochemistry and electrochemical cells. Our final few weeks will be spent investigating a wide range of topics including transition metals and the crystal field model, nuclear chemistry, and other selected topics. The lab portion of the class will include buffer making, electrochemical measurements, and the use of ion exchange columns. In addition, students will be expected to partake in the on-campus Science Carnival as well as attend a locally held science conference.	science, medicine	Peter Pessiki	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Geographic Information Systems Intern Dylan Fischer and Rip Heminway computer science ecology environmental studies geography Signature Required: Fall	Contract	JR - SRJunior - Senior	16	16	Day	FFall	WWinter	SSpring	The GIS internship, based in the Computer Applications Lab, is focused on developing advanced knowledge and skills in spatial data management and analysis through development of campus GIS data, database administration, and the support of research projects such as the Evergreen Ecological Observation Network (EEON) project. Through this internship students will gain advanced understanding of working with GIS software, and specifically in using GIS for natural resource applications. Specific opportunities include working in detail with LiDAR data, high quality aerial images, assessing forest canopy structure, and identifying forest canopy type using GIS software and data. This intern will also build instructional and support skills by assisting in the instruction of GIS workshops and curricular programs.	GIS, environmental studies, and computer science.	Dylan Fischer Rip Heminway		Junior JR Senior SR	Fall
Geology of the Grand Canyon Kenneth Tabbutt field studies geology	Course	JR - SRJunior - Senior	4	04	Day, Evening and Weekend			SSpring	There is no better place to learn about geologic processes than boating down the Colorado River through the Grand Canyon. This intensive course will provide a foundation in physical geology and fluvial geomorphology while traveling 277 miles on a two-week dory trip. Students must be committed to collaborating and learning. Students will be selected through an application and interview process. There will be mandatory orientation meetings prior to the trip and evaluation conferences upon our return.	earth science, and environmental science.	Kenneth Tabbutt		Junior JR Senior SR	Spring
Geometry: Measuring Worlds Allen Mauney mathematics	Course	FR - SRFreshmen - Senior	4	04	Evening	FFall			Classical geometry is an organized attempt to describe, with certainty, the physical reality of our world. Students will make observations, formulate hypotheses, and compare their experience with formal geometrical statements. After rigorously applying logic to solve concrete problems, students will consider the nature and limitations of purely rational methods to describe reality. Theorems will be used to analyze architectural elements and the Declaration of Independence. This class is designed for students with all levels of prior mathematical preparation.	natural sciences, law, medicine, teaching mathematics at all levels	Allen Mauney	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
German, Beginning I, II, III Marianne Hoepli language studies	Course	FR - SRFreshmen - Senior	4	04	Evening	FFall	WWinter	SSpring	Komm und lern Deutsch! This year-long sequence of courses for beginning German students will cover basic grammatical concepts, vocabulary, and conversation. Students will develop basic skills in speaking, reading, translating, and writing standard high German. Students will also learn about culture, traditions, and customs of the German people, new and old. Through involvement in children’s stories, music, and activities in the language laboratory, students will also become familiar with idiomatic expressions. By the end of the year, students will improve their oral skills to the point of discussing short films and modern short stories and learning how to write a formal letter, a resumé, or a job application. Classes will use a communicative method and will move quickly toward being conducted primarily in German.		Marianne Hoepli	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Giving Psychology Away Mark Hurst psychology Signature Required: Fall Winter Spring	Program	JR - SRJunior - Senior	8	08	Evening and Weekend	FFall	WWinter	SSpring	Psychology is making a significant difference in peoples' lives, both in a broad manner as well as in specific application. In this year-long program, students will: 1) examine basic empirical research, from psychology’s history to the present, that has led to creative application of the findings in individual, group, and community endeavors; 2) learn the general and specific methodology and strategies that influence individual lives as well as interpersonal interactions in public and private settings; 3) develop a personal theoretical orientation for influencing change; and 4) create a conceptual instructional module regarding a specific life domain (relationships, work, parenting, health, leisure, etc.) for implementation in a setting relevant to their future goals or careers (education, social services, business, government, criminal justice, medicine, economics, etc.). This program is designed to foster advanced comprehension and analysis of the material, enhance critical thinking, and build a skill base that can be applied for the social good. Each quarter builds on previous material, so the intention is for students to continue through the year, culminating in a final spring project. We will use a variety of instructional strategies such as small and large group seminars, lectures, workshops, films, role-playing, field trips, guest lectures, and videoconferences with prominent contemporary psychologists. The material covered in this program is relevant to daily living as well as preparatory for careers and future studies across all disciplines.	psychology, education, health care, criminal justice, political science, management	Mark Hurst	Fri Sat Sun	Junior JR Senior SR	Fall
Global Agricultural Crisis: Agroecology and Political Economy cancelled Martha Rosemeyer, David Muehleisen and Peter Dorman agriculture economics international studies political science sustainability studies	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter		We are living through the greatest change in human livelihood since hunter-gatherers became agriculturalists. Hundreds of millions of small farmers are being driven off the land around the world as the global food system is transformed according to an industrial model. In this program we will explore the meaning of this transformation – as a sweeping social upheaval, an aspect of the crisis of poverty and development, a fundamental alteration of agricultural methods, and a challenge to global ecological sustainability. We will look at the tropical agricultural systems being abandoned as well as those replacing them and the political and economic justifications given for policies that are driving these changes at national and international levels. We will examine the many alternatives emerging from sustainable agricultural and environmental movements, as well as the rediscovery of traditional methods and resurgence of food communities in both poorer and wealthier countries. A study of agroecology in fall and of basic soil science in the winter will support our understanding of these developments and policies that promote them. Program activities will include seminars on books and papers, lectures, workshops, Excel labs, botany labs, international rural meals, farm visits, field trips, and attending conferences.	agriculture, political economy, and social and environmental justice.	Martha Rosemeyer David Muehleisen Peter Dorman		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Global Business Tools for Sustainable Ventures David Shaw and Zoe Van Schyndel business and management economics history international studies political science sustainability studies	Program	JR - SRJunior - Senior	16	16	Day	FFall	WWinter		This program is designed for junior and senior students who want to build a strong foundation in sustainable business. Students in this program will explore what it means to go beyond the traditional profit-centered approach to business. We will look at the concept of systems thinking and sustainability within an entrepreneurial process, and investigate how this concept is applicable to any discipline of business such as management, marketing and finance. We will look at sustainable entrepreneurs around the world in both the non-profit and for-profit sectors. We will learn from their experiences about opportunities and activities connected to social and environmental topics. This two-quarter program includes students designing, completing and reporting on a very substantial research project that will include conducting several weeks of research, either locally off-campus or anywhere in the U.S. During fall quarter students will build a strong foundation in research methods, finance, entrepreneurship, marketing, sustainability, and management. The final assignment for the fall quarter will be a research proposal for conducting off-campus research about a sustainable business during winter quarter. For winter quarter, students will visit a sustainable business, organization or industry in the U.S. to conduct their research. Students should expect to work eight weeks of the quarter off-campus at the organization and to remain in close virtual communication with the faculty who will be providing weekly feedback. Week 1 will be used to make final preparations for the off campus research and week 10 for presenting preliminary research findings to the class.	sustainability, globalization, international business and trade, entrepreneurship, economic development, competitive advantage of nations and regions, business history, political economy of natural resources, eco-tourism and sustainable agriculture.	David Shaw Zoe Van Schyndel		Junior JR Senior SR	Fall
Grant Writing and Fundraising: Ideas to Realities 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.	Non-profit grantwriting and fundraising; government resource development.	Don Chalmers	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
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.	Non-profit grantwriting and fundraising; government resource development.	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.	Non-profit grantwriting and fundraising; government resource development.	Don Chalmers	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Health vs. Wealth Mary Dean health sustainability studies	Course	FR - SRFreshmen - Senior	4	04	Evening			SSpring	We will explore the intersection where valued health care meets paid health care. In the health care arena, good intent is plagued by paradox and can yield under-funding and a mismatch with initial intent. Paradoxes and costs haunting prevention, access, and treatment will be reviewed. The books and aid our journey as will the video series, "Remaking American Medicine", "Sick Around the World," and "Sick Around America". We will consider the path of unintended consequences where piles of dollars are not the full answer to identified need.		Mary Dean	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
History and Systems in Psychology Susan Cummings psychology	Course	SO - SRSophomore - Senior	4	04	Evening	FFall			The purpose of this course is to provide an overall view of the emergence of psychology as a field, its historical roots, its evolution within a broader sociocultural context, and philosophical currents running throughout this evolution. Attention will be paid to the interaction of theory development and the social milieu, the cultural biases within theory, and the effect of personal history on theoretical claims. This course is a core course, required for pursuit of graduate studies in psychology.		Susan Cummings	Mon	Sophomore SO Junior JR Senior SR	Fall
Human Resource Management Theresa Aragon, Cary Randow and Natividad Valdez business and management leadership studies	Program	FR - SRFreshmen - Senior	8	08	Evening and Weekend	FFall	WWinter		This program is designed to provide a detailed overview of five specific areas of human resource management: All areas of the program are designed to provide conceptual understanding through readings and case analyses while developing skills through practice, role plays, and simulations. Students who successfully complete the coursework in all five areas will be given a certificate of completion and should be prepared to pursue employment and professional certification in human resource management. Fall quarter focuses on the first two areas. We will cover the basics of human resource management including strategic planning, recruitment, orientation, retention, job design, and organizational development. We will also review aspects of labor law including the National Labor Relations Act (NLRA) and major employment discrimination laws including sexual harassment, disability, family leave, wage standards, and the Employee Retirement Income Security Act. Students will learn how to apply these major laws to 'real-work' situations and will have a very good understanding of the major provisions. Winter quarter will focus on human resource development and training, performance management, and total compensation. We will cover a number of training and development topics including needs analysis and instructional design and evaluation while distinguishing between leadership development and skills development. We will also examine the components of a total compensation program: salary, benefits, and workplace environment. Specific topics will include pay philosophies, determining job value, and strategic approaches to communication. Students who have completed Evergreen HR management courses in previous years may register for and attend the modules they have not already completed by contacting Theresa Aragon for a faculty signature.	human resources	Theresa Aragon Cary Randow Natividad Valdez	Fri Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Human Resource Management Dariush Khaleghi, Cary Randow and Natividad Valdez business and management leadership studies	Program	FR - SRFreshmen - Senior	8	08	Evening and Weekend		WWinter	SSpring	This program is designed to provide a detailed overview of five specific areas of human resource management: All areas of the program are designed to provide conceptual understanding through readings and case analyses while developing skills through practice, role plays, and simulations. Students who successfully complete the coursework in all five areas will be given a certificate of completion and should be prepared to pursue employment and professional certification in human resource management. Winter quarter focuses on the first two areas. We will cover the basics of human resource management including strategic planning, recruitment, orientation, retention, job design, and organizational development. We will also review aspects of labor law including the National Labor Relations Act (NLRA) and major employment discrimination laws including sexual harassment, disability, family leave, wage standards, and the Employee Retirement Income Security Act. Students will learn how to apply these major laws to 'real-work' situations and will have a very good understanding of the major provisions. Spring quarter will focus on human resource development and training, performance management, and total compensation. We will cover a number of training and development topics including needs analysis and instructional design and evaluation while distinguishing between leadership development and skills development. We will also examine the components of a total compensation program: salary, benefits, and workplace environment. Specific topics will include pay philosophies, determining job value, and strategic approaches to communication. Students who have completed Evergreen HR management courses in previous years may register for and attend the modules they have not already completed by contacting Dariush Khaleghi for a faculty signature.	human resources	Dariush Khaleghi Cary Randow Natividad Valdez	Wed Fri Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Human Rights and Wrongs Greg Mullins cultural studies literature media studies	Program	SO - SRSophomore - Senior	16	16	Day	FFall	WWinter		Human rights law is encoded in the spare language of treaties, but human rights practice comes alive in the materiality of daily life. After a quick tour of human rights law, we will devote our energies in this program toward understanding how human rights accrue force and meaning insofar as they are embedded in cultural practice, and specifically in cultural practices of representation. Our inquiry will be guided by these questions: How do human rights frameworks prevent or redress human wrongs (including atrocities such as torture and genocide)? What leads some people to abuse human rights, and other people to respect them? How are human rights struggles pursued using modes of visual and textual representation? What role do cultural forms such as film, literature, and public memorials play in either fostering or hindering respect for human rights? In the fall quarter, our mode of inquiry will be primarily textual. Even as we study film, photography, new media, public monuments and memory projects, that study will be accomplished by reading theoretical accounts of rights and representation. We will also read historical accounts of the rise of human rights frameworks, and we will consider a variety of critiques of human rights. Students will build a strong foundation in the theory of human rights, as well as in theories of visual and textual representation. A typical week's work will include a film screening, lecture, and seminars. Students will write two long essays, several shorter pieces, and a prospectus for a winter quarter project. In the winter quarter, we will continue to read and seminar as a group as we expand our focus to include literature. We will read Arendt by way of concentrating our inquiry around questions of judgement, we will read Dawes by way of focusing on problems of narrative, and we will take up the case study of the Guantanamo Bay detention facility on the tenth anniversary of its opening. Students will also pursue projects. Depending on student background and interests, these projects could result in a traditional research paper or in a more practical implementation of the theory they've learned (for example, a new media project).	human rights, politics, philosophy, literature, film and media studies.	Greg Mullins	Mon Tue Wed	Sophomore SO Junior JR Senior SR	Fall
Hybrid Music I, II, III Peter Randlette music Signature Required: Fall Winter Spring	Course	SO - SRSophomore - Senior	4	04	Evening	FFall	WWinter	SSpring	This year-long series of courses is intended for the musician interested in exploring compositional experimentation with analog and digital synthesis technology and computer applications. In fall, the course will focus on analog synthesis techniques, studio production, and the creation of musical pieces with a focus on new options presented by this compositional environment. Winter will focus on building pieces from techniques of synthesis introduced in fall quarter and learning new digital synthesis techniques, different controllers and sequencers, signal processing, and surround 5.1 production skills. Techniques will include use of percussion controllers, synthesizer voice editing, sample based applications, and plug-in signal processing. In spring, students will develop pieces based on design problems using combinations of computer-based and analog resources covered in prior quarters. New material will include acoustic/electronic sound source integration, mastering techniques, object-oriented voice construction, and advanced production methods. Each quarter, students will complete projects, attend weekly seminar/lecture/critique sessions, use weekly studio times, and maintain production journals.		Peter Randlette	Tue	Sophomore SO Junior JR Senior SR	Fall
I Hear America Singing: 19th Century American Literature and Culture Susan Preciso and Marla Elliott American studies literature music	Program	FR - SRFreshmen - Senior	8	08	Evening and Weekend			SSpring	In this one-quarter program, students will read classics in American literature, learn about American music, and explore American culture as it was shaped in the vibrant, chaotic years that frame the Civil War. Herman Melville, Stephen Foster, Emily Dickinson, Walt Whitman, Harriet Beecher Stowe, and B.F. White are some of the authors and composers we will study. Students will learn and participate in our exploration of American music by learning shape note singing, an American folk choral tradition. Exploring ante and post-bellum beliefs about race and the politics of slavery will be central to our study. Students should expect to be active participants in all program activities, which will include seminar, workshops, lectures, and films. We will also meet for one full Saturday this quarter, which may be a field trip or other program enrichment.	teaching, American studies	Susan Preciso Marla Elliott	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Image and Form: Myth, Ritual, and Story Susan Aurand and Evan Blackwell aesthetics art history cultural studies visual arts	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter		Throughout history, art has given physical form to our beliefs about our origins and nature, and to our efforts to correctly position ourselves in the cosmos. This program will examine how art embodies our cultural and individual myths, rituals and stories. We will study this historical function of art and explore it in our own lives through intensive studio work in painting and ceramics. In the fall, students will develop technical skills in painting (using watercolor, acrylics and oils), in sculptural ceramics, and in mixed media sculpture. Students will be introduced to a variety of ceramic construction processes, clay and glaze materials, firing processes, and use of studio equipment. The class will consider the characteristics and allusions of clay in all its states as a sculptural and expressive medium. Students will advance their technical skills through weekly skill workshops and assignments. In addition, each student will create a series of two-dimensional and/or three-dimensional artworks exploring a personal theme related to myth, ritual or story. In winter, the class will further develop and build on much of the work we started in the fall. We will continue to study myths, rituals and stories and examine how cultural context affects meaning in different forms of expression. Students will expand the conceptual basis of their work as they continue to explore and build skills in both painting and ceramics. Nonconventional approaches and methods of manufacture and installation in both painting and ceramic sculpture will be encouraged. Winter quarter will culminate with individual theme projects and presentation of student work. Students entering the program must have a solid background in representational drawing (including perspective, shading, and preferably some prior experience in figure drawing), but no prior experience in ceramics or painting is required. The program is designed for students who have a strong work ethic and self-discipline. The program will function as a working community of artists. Students will be expected to work intensively in the campus studios and to be engaged and supportive of their peers.	studio arts, arts education, art history, arts management, and writing for the arts.	Susan Aurand Evan Blackwell		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
In Our Image Lisa Sweet, Andrew Reece and Rita Pougiales anthropology art history community studies literature philosophy religious studies visual arts	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter	SSpring	Making meaning of our lives and the world we inhabit is the essence of being human. Through knowledge, stories and images, we manifest what it is we hold most sacred and essential in our lives. Religion, through its liturgy, music and imagery, reflects what a people hold to be essentially human. Our work will address questions like the following: What are the fundamental mysteries humans address through religious practice and expression? What are the stories being told through artistic and written material? What is the experience of the artist creating sacred images? What are the meanings that have endured over centuries? How is it that sacred images and texts provide direction for us? Our inquiry into meaning-making will center on Christianity, one religious tradition that has been a wellspring for expressions of spiritual and moral meaning, as well as a source of insight and understanding that has inspired magnificent artistic creations and sacred texts. In fall and winter, we focus on the first thirteen centuries of the tradition, from the life of Christ to the end of the Medieval period, during which the story of Christ's life, death and resurrection helped transform the Roman Empire into Europe and "the West." During this time, Christians, like Muslims and Jews a "people of the Book," gave the world some of its most inspired, and inspiring, books: the New Testament, the works of Anselm and Augustine, Dante's , and others, which will form part of our curriculum. The role of images in religious practice will form another part of our study. We'll consider the functions of icons, reliquaries, church architecture and devotional images, created solely to express and link us to the sacred. We'll consider the strategies image-makers employed to interpret scripture and early theology, as well as the anxieties and iconoclasms provoked by images that attempt to depict God. Through readings, seminars and lectures, we'll explore the history of images and objects made before the the concept of "Art" as we understand it today was established. In spring, the focus on the history and culture of Christianity through the 14th century will be directed toward more focused topics addressing meaning-making and Christianity. Students will have the option of continuing in the program in one of the following focused, full-time disciplines or themes: recent developments in theology and philosophy (Andrew), communities of faith (Rita), or studio-practice in printmaking (Lisa). Spring components of the program will be open to both continuing and newly enrolled students.	medieval history, religious studies, art history and community studies.	Lisa Sweet Andrew Reece Rita Pougiales		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
In the Presence of Beauty Robert Knapp, Suzanne Simons and Helena Meyer-Knapp architecture cultural studies education history music visual arts	Program	FR - SRFreshmen - Senior	12, 16	12 16	Day, Evening and Weekend			SSpring	This program will explore the idea and the experience of beauty. Our thesis is that the sense of beauty has many facets, which different cultures recognize and value differently. Individual preferences also differ, always under the influence of powerful, shared traditions of beauty. We will dramatize and investigate this by paying extensive attention to three traditions in which the faculty have professional expertise—Iran, Japan and Britain. Significant differences between these traditions and between individual student and faculty experiences in the American context will be a major occasion of collaborative and individual learning.Most class meetings will put students in the presence of beautiful art, writing, film, architecture or music; readings and seminars in criticism and cultural history and analytical and expressive writing assignments will help students develop authentic ways to articulate their descriptions and judgments. The work will lead to a major concluding project on an individually chosen instance of beauty. Students will acquire both a fuller understanding of the variety of ways one can encounter beauty, and of ways to document, appreciate and evaluate the experiences of beauty that occur.The program has two levels of enrollment: all students will meet one night per week and every Saturday for a coordinated program of lectures, seminars, films and workshops. 16-unit students will also prepare for and take two two-day visits to cultural cultural resources in Northwest cities, to be in the immediate presence of beautiful things which can come only second-hand to campus.	design, art history, cultural studies, education, world history, architecture and visual arts.	Robert Knapp Suzanne Simons Helena Meyer-Knapp	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
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: Individual Music Instruction Arun Chandra music Signature Required: Fall Winter Spring	Contract	FR - SRFreshmen - Senior	2	02	Day	FFall	WWinter	SSpring	This is an opportunity for individual instruction on a musical instrument with a qualified instructor from the Olympia area. I can help you find an appropriate instructor, assuming one is available. Each student will be expected to bear the cost of the individual lessons. Lessons will most likely occur off-campus, at the instructor's discretion. The instructor will provide a 1-paragraph evaluation of the student's work at the end of the quarter. Each student will be expected to have one lesson a week, of a duration to be determined by the student and the instructor. At the end of the quarter, each student will be expected to perform one or two pieces (demonstrating what they have learned) in a collective, public recital on the Evergreen campus. From observing the performance, I will add my evaluation to the instructor's evaluation. The level of the instruction (beginner, intermediate, advanced) is dependent on the entry level of the student. Intermediate and advanced students will be given preference.	performing on a musical instrument is helpful for the mental discipline of many professions.	Arun Chandra		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Individual Study: Interdisciplinary and Consciousness Studies Ariel Goldberger aesthetics art history community studies consciousness studies cultural studies media arts queer studies somatic studies study abroad theater visual arts Signature Required: Winter	Contract	SO - SRSophomore - Senior	16	16	Day and Weekend		WWinter		Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unique 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, consciousness studies, 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.	humanities, arts, social sciences, interdisciplinary fields, and consciousness studies.	Ariel Goldberger		Sophomore SO Junior JR Senior SR	Winter
Individual Study: Japanese Culture, Literature, Film, Society and Study Abroad Harumi Moruzzi cultural studies history international studies language studies literature moving image Signature Required: Spring	Contract	FR - SRFreshmen - Senior	12, 16	12 16	Day			SSpring	This Individual Study offers two options for students in Japan Today to continue their Japanese studies: (1) to continue their studies of Japanese literature, culture and society, in the form of individual learning contract, and (2) to continue their Japanese language and culture studies in Japan in the form of study abroad in Japan. This Individual Study also offers opportunities for students who are interested in creating their own courses of study and research, including internship and study abroad. Possible areas of study are Japanese studies, cultural studies, literature, art and film. Interested students should first contact the faculty via e-mail (moruzzih@evergreen.edu) at least 4 weeks before the Academic Fair for spring quarter.	Japanese studies, cultural studies, international studies, literature and film studies.	Harumi Moruzzi		Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Individual Study: Mathematics, Computer Science Brian Walter computer science mathematics Signature Required: Fall Spring	Contract	ONLY Only	4	04	Day	FFall		SSpring	Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, and/or to learn how to learn technical material outside of the classroom. Students interested in a self-directed project, research, or course of study in Mathematics or Computer Science are invited to present a proposal to Brian Walter. Students with a lively sense of self-direction, discipline, and intellectual curiosity are strongly encouraged to apply.	mathematics, computer science	Brian Walter			Fall
Individual Study: Mathematics, Theoretical Linguistics Rachel Hastings linguistics mathematics	Contract	SO - SRSophomore - Senior	4	04	Day	FFall			Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, and/or to learn how to learn technical material outside of the classroom. Students interested in a self-directed project or course of study in Mathematics or theoretical Linguistics are invited to present a proposal to Rachel Hastings.Students will need to have background appropriate to their goals and be able to work very independently. Contracts in upper-division mathematics or in areas of linguistic theory such as syntax, semantics, or phonetics will be considered. Group contracts are encouraged.		Rachel Hastings		Sophomore SO Junior JR Senior SR	Fall
Individual study: Philosophy Charles Pailthorp philosophy philosophy of science	Contract	SO - SRSophomore - Senior	16	16	Day	FFall			I am particularly interested in sponsoring projects that focus on primary texts in the Western philosophical tradition. Those texts might range from Ancient Greek philosophy to contemporary philosophy.My fields of specialization are the philosophy of Knowledge and Being (metaphysics and epistemology), and related areas in the Philosophy of Mind. I also would enjoy working with students on topics that include the history and philosophy of Science.My overall goals: to assist students in learning to read challenging texts thoughtfully and, through writing and discussion, to help students sharpen and refine the practice of philosophical inquiry. I will welcome opportunities to work with students in small groups, students who are collaborating with others on related texts and topics.		Charles Pailthorp		Sophomore SO Junior JR Senior SR	Fall
Innovation EJ Zita and Mark Harrison literature media arts moving image philosophy of science physics theater	Program	FR - SRFreshmen - Senior	16	16	Day			SSpring	What motivates and facilitates creativity, discovery, and invention, in arts and in sciences? To what extent do scientists and artists work within traditional practices or bodies of knowledge, and how do they move beyond and expand standard models or forms to achieve true innovation? What are the roles of community, genius, luck, plain hard work, and being in the right place in the right time in history? Are certain resources prerequisite, or is creativity truly democratic? Can any patterns be discerned in revolutions in science? In art? What qualifies as arevolution or innovation? We will explore questions such as these by reading (and sometimes staging) plays, fiction, philosophy, and nonfiction about arts and sciences. We will learn about the advent and development of the moving image. Students may, individually or in teams, explore and present special cases of particular interest to them, as research projects. Students will write short, thoughtful essays and responses to peers’ essays. We will learn some classical and modern physics (from dynamics to quantum mechanics and/or cosmology) using mostly conceptual methods.	physics, performing and visual arts, teaching, sciences, and philosophy of science.	EJ Zita Mark Harrison	Mon Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Inside Language Diego de Acosta communications language studies linguistics	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter		This two-quarter program explores the fascinating world of languages. What do you know when you know a language? How do you get that knowledge? Are there properties that all languages share? How do languages change over time? Why are half of the world's languages now under threat of extinction? How are communities held together or torn apart by the languages they speak? How does the way we classify the world through words circumscribe our relationships with others? We will consider these questions and others through the lens of linguistics. Topics to be examined include: phonetics and phonology, language change, the history of English and English dialects, language and gender, orality and literacy, wordplay, and swearing. We will look at well-known languages and lesser-known languages and discover why they matter in our lives today. Through the course of the program students will learn a variety of conceptual and empirical techniques, from analyzing speech sounds to interpreting the rationale behind current language policy. This program will be an intensive examination of topics requiring a significant amount of reading as well as regular problem sets and essays. You will be expected to spend at least 40 hours per week on the program.	linguistics, communication, and education.	Diego de Acosta		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Intermediate Economics: A Heterodox Approach Tom Womeldorff economics Signature Required: Fall	Program	SO - SRSophomore - Senior	16	16	Day	FFall			This program is designed for students who are interested in critically studying economics beyond the introductory level. We will complete the equivalent of textbook intermediate microeconomics while critically assessing the boundaries of its usefulness and its ideological role in legitimating market solutions to complex social problems. We will survey two additional schools of economic thought: Marxist political economy and institutional economics. Our goal is not to choose the "right" school of thought. Instead, we will be guided by the belief that complex and diverse questions require diverse tools; no one school of thought will be sufficient. In the process, we will learn to be self-critical scholars, always asking of each approach: What does it illuminate and what does it obfuscate?	economics, political economy, history, public administration, and business.	Tom Womeldorff	Tue Wed Fri	Sophomore SO Junior JR Senior SR	Fall
Interrogating Emotions Laura Citrin and Anne de Marcken American studies gender and women's studies psychology sociology	Program	FR - SRFreshmen - Senior	16	16	Day	FFall			Jean-Paul Sartre (1948) What are emotions, sentiments, and feelings? From whence do emotions come? What functions do they serve, both for the individual and for society? In this full-time psychology program, we will examine the ways that emotions -emotional experience and expression- are connected with cultural ideologies and assumptions. We'll cover the "big five" emotions: anger, sadness, happiness, disgust, and fear, as well as the socio-moral emotions like embarrassment, contempt, shame, and pride. We will also discuss the field of positive psychology and its analysis of the positive emotions (e.g., joy, hope, interest, love) and the role they play in what positive psychologists refer to as "the good life." We will study the ways emotions are expressed, avoided, embraced, and rejected according to complex display rules that vary across culture and within culture based on gendered, raced, and classed social norms. Underlying all of this discussion will be an analysis of the ways that power operates on and through us to get under our skin and into what feels like our most personal possessions -our emotions. The interrogation of emotions in this program will occur via readings, lectures, films, workshops, and twice-weekly, student-led seminars. Students will also engage in the process of primary data collection for a research project centered on an emotion that is of particular interest to them. Conducting research will enable students to participate first-hand in knowledge production within the interdisciplinary domain of affect studies. Readings will be selected to provoke thought and incite debate and discussion. Possible texts include Larissa Tiedens & Colin Leach (Eds.), ; Melissa Gregg & Gregory Seigworth (Eds.), ; Sara Ahmed, ; William Miller, Tom Lutz, ; and Barbara Fredrickson,	psychology, sociology, mental health, and cultural studies.	Laura Citrin Anne de Marcken		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Introduction to Electronic Music I, II Ben Kamen music Signature Required: Winter	Course	SO - SRSophomore - Senior	4	04	Evening	FFall	WWinter		In this two quarter sequence, students will explore the creative use of the music technology labs. Original compositions will be the primary goal of the course work, with clear technical learning objectives for each assignment. Reading and listening will provide a historical and theoretical context for the creative work. Fall quarter will focus on the operation of mixers, tape machines, and analog synthesizers, looking to the work of early electroacoustic composers for inspiration. In the winter, students will begin working with the computer as a compositional tool, creating sound collages and compositions using MIDI to control hardware and software instruments.		Ben Kamen	Tue	Sophomore SO Junior JR Senior SR	Fall
Introduction to Natural Science Martin Beagle and Erin Ellis biology chemistry	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter		This program offers an integrated study of biology and chemistry that serves as an introduction to the concepts, theories, and structures which underlie all the natural sciences. Students in this program will develop foundational scientific skills and an appreciation for the human dimensions of science. Emphasis will be placed on developing ways of thinking and methods of analysis. Further details about specific themes and topics will be added in the coming weeks. In fall quarter, we will structure our weekly learning around coordinated sequences of core modules that include lectures, workshops, laboratory and/or field work, and seminar. Much of the time will be spent in workshops where students are expected to collaborate in small groups, solving problems and discussing concepts to acquire confidence in their knowledge and real facility with scientific principles. Laboratory work that closely parallels and amplifies the core material will be an integral part of the program. Seminar will enable us to apply our growing understanding of scientific principles and methodology to societal issues, such as the impact of geoduck aquaculture on water quality and aquatic communities; the debate over unpasteurized dairy products for public consumption; and the commercial pursuit of genetically modified organisms. We will emphasize analysis of the issues through reading, discussion, and writing. All students are expected to take part in all of these core activities, but students may participate more intensively in areas of special interest through additional lab work or readings. We will continue with this format in winter quarter. In addition, students will work in small groups on a research project that allows them to pursue questions sparked by their curiosity about the natural world and provides hands-on experience in scientific method. Students who successfully complete the program will have a solid background in general biology and general chemistry. They will have also practical experience in scientific method and improved abilities to reason critically. Students who successfully complete this program will be prepared for more advanced study in science programs such as Molecule to Organism or Environmental Analysis. The main prerequisite is an eagerness to work hard and to explore the “real life” applications of the scientific method. Students should also be competent in high school algebra.	biology, chemistry, environmental studies, geology, and health professions.	Martin Beagle Erin Ellis		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Japan Today: Japanese History, Literature, Cinema, Culture, Society and Language Harumi Moruzzi and Tomoko Hirai Ulmer cultural studies history international studies language studies literature moving image Signature Required: Winter	Program	FR - SRFreshmen - Senior	16	16	Day and Evening	FFall	WWinter		Japan is a vital, energetic and dynamic society that is constantly reinventing itself even while struggling to maintain a semblance of cultural and social continuity from the long lost past. Meanwhile, the conception and image of Japan, both in Japan and the West, has varied widely over time mostly due to Japan’s changing political and economic situation in the world. In the late 19th century when Japan re-emerged into Western consciousness, Lafcadio Hearn, the Greek-Irish-American writer who later became a Japanese citizen, thought of Japanese society and its people as quaintly charming and adorable, whereas Americans in the 1940s viewed Japan as frighteningly militaristic and irrational. While the French semiotician Roland Barthes was bewitched and liberated by Japan’s charmingly mystifying otherness during his visit to Japan in 1966, when Japan began to show its first sign of recovery from the devastation of WWII, the Dutch journalist Karel Van Wolferen was disturbed by the intractable and irresponsible system of Japanese power in 1989, when Japanese economic power was viewed as threatening to existing international power relations. As is clear from these examples of how Japan was viewed by Westerners in the past, the idea and image of Japan is highly dependant on the point of view that an observer assumes. This is a full-time interdisciplinary program devoted to understanding contemporary Japan, its culture and its people, from a balanced point of view. This program combines the study of Japanese history, literature, cinema, culture and society through lectures, books, films, seminars and workshops, with a study of Japanese language, which is embedded in the program. Three levels of language study (1st, 2nd, and 3rd-year Japanese) will be offered for 4 credits each during the fall and winter quarters. The language component is offered by Tomoko Ulmer in the evening. In fall quarter we will study Japan up to the end of American occupation. We will emphasize cultural legacies of the historical past. In winter quarter, we will examine Japan after 1952. Special emphasis will be placed on the examination of contemporary Japanese popular culture and its influence on globalization. Although this program ends officially at the end of winter quarter, students who are interested in experiencing Japan in person can take Japanese language classes in Tokyo through Harumi Moruzzi’s Individual Study: Japanese Culture, Literature, Film, Society and Study Abroad in spring quarter.	Japanese literature and culture, film studies, cultural studies and international relations.	Harumi Moruzzi Tomoko Hirai Ulmer		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Japanese, Advanced Beginning I, II, III Tomoko Hirai Ulmer language studies	Course	FR - SRFreshmen - Senior	4	04	Evening	FFall	WWinter	SSpring	This yearlong sequence covers the second year of Japanese language studies. Students must be familiar with basic verb forms and elementary kanji letters. Students will build on previous skills and learn new grammar and vocabulary so they can function in a variety of situations. Classroom activities include presentations, watching film and TV clips, and discussion. Students will continue their kanji studies at their own levels in small groups. Japanese culture and life will be discussed throughout the course. The class is conducted primarily in Japanese.		Tomoko Hirai Ulmer	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Japanese Anime Tomoko Hirai Ulmer cultural studies history	Course	FR - SRFreshmen - Senior	4	04	Evening			SSpring	Why is anime popular? What does anime reveal about Japanese life and people? We will study Japanese history and society, and learn to understand cultural references in anime. We will also learn elementary Japanese including reading and writing.		Tomoko Hirai Ulmer	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Japanese, Beginning I, II, III Tomoko Hirai Ulmer language studies	Course	FR - SRFreshmen - Senior	4	04	Evening	FFall	WWinter	SSpring	This yearlong sequence covers the first year of Japanese language studies. Students will learn how to function in Japanese in everyday situations by learning useful expressions and basic sentence structures. Both hiragana and katakana letters as well as elementary kanji characters will be introduced. Japanese culture and life will be discussed throughout the course.		Tomoko Hirai Ulmer	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Japanese, Third Year I, II Tomoko Hirai Ulmer language studies	Course	FR - SRFreshmen - Senior	4	04	Evening	FFall	WWinter		This course is for students who have taken two years of college-level Japanese. Students will review important grammar, increase their vocabulary and strengthen their reading and writing skills. The class is ideal for students who are preparing for the Japanese Language Proficiency Test. Students will improve their overall proficiency through a variety of activities such as watching film/TV clips, discussion, and presentations. Japanese culture and life will be discussed throughout the course. The class is conducted primarily in Japanese.		Tomoko Hirai Ulmer	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Jewish Lives and Literatures Richard Benton cultural studies history religious studies	Program	FR - SRFreshmen - Senior	16	16	Day	FFall			In this all-level program, we will ask the following questions: How have writing and interpretation determined and reflected what Jews and Judaism(s) are? What makes someone Jewish? What is Judaism? Is there just one, or are there multiple Judaisms? How have Jews interacted with polytheists? Christians? Muslims? How has traditional Jewish thought answered persistent questions about the existence and nature of G-d and the existence of evil? What do the traditional texts tell us in the face of new ethical challenges?For three thousand years, Jews have witnessed history through writing. Life under and alongside the empires of Egyptians, Babylonians, Persians, Greeks, Romans, Byzantines, Muslims, and Northern Europeans provided the context for Jews’ deep and consistent written reflections over the nature of G-d and of humans, and the relationship between the two.Jewish writings connect ethics with literature, religion, and historical reality. They constantly interpret historical experience through the lens of G-d and Torah (Hebrew Bible), bringing ancient literature to bear on current ethical and philosophical problems, as well as on the problem of how to live everyday life.We will read and interpret the Hebrew Bible to develop literary and philosophical sensitivities that shed light on interpretations of historical experience. The Bible lies at the basis of all classical Jewish thought. Knowledge of and ability to interpret the Bible will provide the foundation for interpreting later writings. We will also read a range of Jewish commentaries, which will develop students’ abilities to follow arguments and understand writers’ presuppositions. We will explore the major genres of Jewish works—Midrash (biblical interpretation), Talmud (legal texts), Maimonides (medieval philosopher), and (medieval mysticism)—and learn the idiosyncrasies of each genre. We will examine how individuals have understood their historical circumstances with reference to Jewish writing and look at Jewish life in a number of historical contexts. Each student will develop a research project on a topic that involves Jewish culture and writing.Previous work in history, literature, ethics, religion, and/or other related fields is suggested.	history, literature, sociology, community organizing, education, and law.	Richard Benton		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Justice: A Relationship of Reciprocal Respect Yvonne Peterson, Bill Arney and David Rutledge Native American studies computer science cultural studies history law and government policy law and public policy political science psychology sociology writing	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 justice 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, interviewing techniques, writing workshops, computer literacy, library workshops, historical and cultural timelines, educational technology, and the educational philosophy that supports this program. The faculty team will offer a special series of workshops to support the particular academic needs of first and second year participants. Individual research will pay special attention to the relationship of reciprocal respect required in justice themes. Student researchers will pay special attention to the value of human relationships to the land, to work, to others and to the unknown. Research will be concentrated in cultural studies, human resource development, and ethnographic studies to include historical and political implications of encounters, cross-cultural communication, and to definitive themes of justice. We shall explore Native American perspectives and look at issues that are particularly relevant to indigenous people of the Americas. In this program, learners' individual projects will 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. The faculty 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. Yvonne Peterson will facilitate a joint Theory to Praxis workshop for with students from Laws/Policies of Indian Education and Indian Child Welfare to allow for common conversation, presentations, speakers, community service and outreach to Indian communities, student presentation of academic projects, and to build a shared academic community. In fall quarter, participants will state research questions. In late fall and winter, individually and in small study groups, learners and faculty 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 print/non-print projects, and prepare for a public presentation. The last part of spring will be entirely dedicated to presentations. In keeping with Evergreen's transfer policy, credit will not be awarded in physical education activities that are not accompanied by an academic component.	education, social sciences, multicultural studies, social work, public administration, human services and the humanities.	Yvonne Peterson Bill Arney David Rutledge	Tue Thu Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Landforms and Lifeforms Christopher Coughenour and Peter Impara ecology environmental studies field studies geology hydrology mathematics	Program	JR - SRJunior - Senior	16	16	Day	FFall	WWinter		This program will merge the fields of geomorphology and ecology to provide students with a broad understanding of both how landscapes form and function and how lifeforms (microbial, plant and animal)organize themselves across this earth template. The many processes and steps in the geological evolution of an area profoundly influence the ever-changing physical environment (e.g. the soils, nutrient transport, surface and ground waters, climate, among others when taken together) and, thus, the organisms and ecosystems that so intimately interact with these environments. How species are distributed, how communities are structured, and how ecosystems function are all dependent upon interactions with the physical environment. We will cover major topics in geomorphology: plate tectonics and the large scale evolution of Earth's surface, weathering and sediment transport in the continental and marine realms, climate, and environmental controls on the physical and chemical evolution of landscapes. We will also cover important concepts in ecology:ecosystem ecology, community ecology, population ecology, and landscape ecology, aquatic ecology. Topics that will be particularly informed by the synergy of ecology and geomorphology are early Earth evolution, climate change, extremophiles, ecological succession, and paleoecology. Students will be exposed to a variety of environments through local and overnight field trips. One multi-day field trip will involve a visit to the Channeled Scablands of eastern Washington and a stay at Sun Lakes State Park. Students will be introduced to the basics of experimental design and the scientific method through field activities and quantitative analysis using introductory statistics. Seminar readings will familiarize students with topics in environmental studies as related to ecology and/or geology. Students will be evaluated on attendance, assignments, scientific writing,field and lab work, and exams.	geology, field ecology, environmental science, land management, geography, and conservation biology.	Christopher Coughenour Peter Impara		Junior JR Senior SR	Fall
Language Acquisition and Identity Formation Grace Huerta education language studies linguistics	Program	JR - SRJunior - Senior	8	08	Evening	FFall	WWinter		In this program, we will explore the role of family and community in language acquisition and identity formation among English language learners (ELLs). We will examine how such factors as history, political climate, school policies, and curriculum impact the education of language learners from adults to students in grades K-12. We will also examine curricular designs and implementation of theory to instructional practices relevant to the Washington state English language and TESOL (Teachers of English to Speakers of Other Language) standards. These ELL concepts will be analyzed through readings, group collaboration, workshops, lectures, multimedia, and seminars. Students will lead discussions, complete reflective writing activities, conduct teaching demonstrations, and complete a community ethnography project. Writing and research workshops will also be a focus of this program. In the fall, the program will survey the history of second language education in the United States while introducing the central issues in language acquisition research. We will also discuss how knowledge of English language learners' lived experiences and community can inform school policies, curriculum, and instruction. In the winter, the program will focus on the study of language as a system with an emphasis on linguistic, literacy, and content-area instructional strategies. Among the topics addressed will be English phonology, morphology, and syntax as well as implications for teaching the four language skills: listening, speaking, reading, and writing. We will also examine teaching strategies for the instruction of academic language and content.	education, linguistics, teaching English	Grace Huerta	Mon Wed	Junior JR Senior SR	Fall
Language and Species Richard McKinnon linguistics	Course	FR - SRFreshmen - Senior	4	04	Evening		WWinter		Humans often claim distinction as unique among the animals of the world. This course examines this hypothesis from the perspective of communication. What are the parameters that describe communication systems of all species? What does it mean when bees dance, frogs croak, and humans speak? What kinds of messages do members of various species communicate to each other? Is human language qualitatively different from other forms of animal communication? If so, how did it evolve to be so different and what does that mean about humans as a species? We will employ the tools of linguistics, psychology, ethology, and anthropology to find answers to these questions.		Richard McKinnon	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Language and the Evolution of Mind Kevin Francis, David Paulsen and Rachel Hastings anthropology biology consciousness studies linguistics philosophy	Program	FR - SRFreshmen - Senior	16	16	Day			SSpring	What does our ability to speak and understand language reveal about the human mind? How much of our knowledge of language can be attributed to an innate language capacity and how much is dependent on individual experience? How are children able to develop a detailed and abstract understanding of their native language at a very young age? And how did human language evolve in the first place? In this program we will study theories of cognition, brain structure, and consciousness as they relate to the complex phenomena of language evolution, acquisition and use. We will explore diverse kinds of evidence that shed light on the evolution of language, including recent work in evolutionary biology, animal behavior, neurobiology, cognitive neuroscience, and the evolutionary genetics of language. To understand the nature of linguistic processing we will look at the structure of language and ask what capacities must be present within human cognition in order for us to produce and understand human languages. We will study the ideas of Noam Chomsky and others who argue for a "universal grammar" as an explanation of rapid language acquisition and similarity among languages. We will also examine the parallels between human language and communication in other animals. Finally, we will reflect on the strategies adopted by scientists to reconstruct events in the deep past. Program activities will include seminar, lectures and workshops. We will devote significant time to providing background material in linguistics, evolutionary biology, and cognitive neuroscience that pertains to the evolution of language. We will read scientific and philosophical material that addresses fundamental questions about consciousness, the relationship between mind and brain, and the relation between cognition and the human capacity for language. As part of this program, students should expect to participate actively in seminar, write several essays, and complete a final research project.	biology, cognitive science, linguistics, philosophy and psychology.	Kevin Francis David Paulsen Rachel Hastings		Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Language Lifecycle: Genesis, Expansion, and Loss Richard McKinnon linguistics	Course	FR - SRFreshmen - Senior	4	04	Evening			SSpring	Languages are not static systems, but exhibit a life cycle just as living organisms do. They are brought into being through pidginization and creolization, grow and change as their function changes and they attain status, and they disappear (presently at an alarming rate). In this course, we'll examine these stages in some detail, acquiring a tool set along the way that will allow participants to understand the cultural, economic, and linguistic factors involved and to appreciate the policy issues in play.		Richard McKinnon	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Latino USA Arleen Sandifer American studies cultural studies	Course	FR - SRFreshmen - Senior	4	04	Weekend		WWinter		Currently, one in every five students in elementary school in the U.S. comes from a home where Spanish is the most-spoken language. Already Latinos constitute the largest ethnic minority in several of the largest U.S. states. What are some of the ways that this demographic shift is affecting U.S. culture? How are Latino cultures affected/changed by their presence in the U.S.? What are some of the issues that we need to face and resolve together as we undergo this transition? These questions will be some of the guiding questions in this course as we study Latino culture as it exists in the U.S. while exploring how current and historical issues are framing the debates around education and immigration and what it means to be "Latino" in the U.S. A basic knowledge of Spanish will be helpful, but not necessary.		Arleen Sandifer	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Laws/Policies of Indian Education and Indian Child Welfare Yvonne Peterson and Gary Peterson Native American studies communications community studies cultural studies education government history law and public policy sociology writing	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter	SSpring	This program will prepare learners to work effectively in institutions that have historically viewed Indians and their cultures as deficient and tried to force them into the mainstream. Learners will research the laws and policies of Indian Education and Indian Child Welfare from treaty time to present and select a topic for in depth coverage. Learners will learn techniques of "River of Culture Moments" to apply to documentary and interactive timelines. The learner-centered environment will provide an opportunity for students to be exposed to research methods, ethnographic research and interviewing techniques, writing workshops, computer literacy, library workshops, educational technology, and to learn how to develop inquiry-based curriculum. Individual research projects will pay special attention to "storymaking" by looking at Indian individuals attempting to make a difference in times of political encounters with laws meant to destroy Indian culture. Ethnographic studies will include historical and political implications of encounters, and cross-cultural communication. Learners will explore Native American perspectives and look at issues that are particularly relevant to Indigenous people of the United States. Learners will meet and learn from Indian educators and social workers, attend thematic conferences on the topic, and may travel to several Indian reservations. They will explore personal culture and identity through writing and recording their own cultural framework. Spring quarter will include an option for an in-program internship. Transferable cross-cultural and identity skills will be emphasized. Students will examine their own identity, values and life histories as a basis for understanding what they bring to a cross-cultural encounter and how it affects their practice as social workers and educators.	social work, K-12 education, tribal administration, social sicences, multicultural studies and human services.	Yvonne Peterson Gary Peterson	Mon Thu Fri Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Leader as Internal Consultant Marcella Benson-Quaziena business and management psychology	Program	JR - SRJunior - Senior	8	08	Weekend	FFall			Organizations and individuals who lead them are dynamic systems that continue to change over their life spans. This program is designed for students who wish to develop or enhance their leadership knowledge and skills through the lens of an internal consultant. Students will examine the role of leaders as facilitators of change within organizations. The program will concentrate on the personal and interpersonal skills essential for effective leadership and consultation. The program will emphasize the concepts of motivation, interpersonal relationships, leadership, and organization culture. The program will take a systemic approach to understand Self as a system, to examine purpose as an organizing force, and to explore how we can use an understanding of the connections between human systems and organizational structures to create change. Students will be introduced to the field and practice of organizational development and use organizational theory and systems thinking to provide the context for understanding diverse organizations and for assessing leadership competency within an organizational context. The program assumes a willingness to accept necessary changes in behavior, to practice, to apply skills, and to evaluate skill development through assessment of practice. Credits will be awarded in leadership development and organizational psychology.		Marcella Benson-Quaziena	Sat Sun	Junior JR Senior SR	Fall
Leadership for the Common Good Dariush Khaleghi and Steven Johnson business and management	Course	SO - SRSophomore - Senior	4	04	Evening and Weekend		WWinter		Today’s leadership challenges are vastly different from the past. The most notable difference is that society seeks leaders who not only strive to meet their business obligation but also take action to benefit the society and promote the common good. In response to such a paradigm shift, there is a need for a new generation of leaders whose personal and professional values, in addition to their compelling vision for a just and sustainable world, fuels their passion to become change agents and transformational leaders. This course is designed for students who are interested in developing themselves as effective leaders whose mission is to serve the common good.		Dariush Khaleghi Steven Johnson	Fri Sat Sun	Sophomore SO Junior JR Senior SR	Winter
Light Step: Designing for a Sustainable World Karen Gaul and Anthony Tindill anthropology architecture consciousness studies cultural studies environmental studies field studies international studies sustainability studies	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter	SSpring	The lessons we need for sustainable and just living already exist among many indigenous, rural and urban peoples around the world. How people construct the structure and feeling of home, or shape and contain that which is significant in their lives varies from culture to culture. In this program we will explore practices of current and past cultures in terms of construction, energy use, technological development, subsistence practices, and equity to understand how people have lived relatively sustainably in various environments. We will consider the impact of increased technological complexity, resource extraction, production and waste streams of the industrial revolution. We will also investigate ways contemporary cultures around the world are responding by resuming, reclaiming or reinventing low-tech lifeways of the past, and/or embracing high-tech solutions of the future. The program will offer hands-on projects and theoretical perspectives in sustainable design in order to apply sustainable solutions in real-world situations. Students will have an opportunity to work with local communities to help meet design needs. Project possibilities may involve sustainable solutions on campus or in the greater South Sound community. Design projects will be developed within a context of community-defined needs. Through intensive studio time, students will learn drawing and design techniques, fundamentals of building, and skills in using a variety of tools. We will read ethnographic accounts of various cultures to understand the sustainability and justice implications of their practices. Students will have the opportunity to conduct their own ethnographic studies. An introduction to ethnographic research methods and an inquiry into critical questions in the field will help equip students to shape their own field research (in local or distant communities). Fall quarter will include the beginning of an anthropological journey to study various cultural expressions of sustainable and just living. We will learn ethnographic methods and begin to set up ethnographic projects exploring examples of sustainable solutions locally and in more distant settings. Basic approaches to sustainable design will be introduced, and projects will be formulated. Winter quarter will include implementation of design projects and community projects, and launching of ethnographic research. Spring quarter will be a period of data analysis in ethnographic projects, and completion of design projects. The program will also include experiments in sustainable living on a variety of levels.	sustainable design, anthropology and community development.	Karen Gaul Anthony Tindill		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Literary and Cinematic Storytelling Eddy Brown and Marilyn Freeman cultural studies literature media arts moving image visual arts writing	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter		How do you distill the essence of a great story? How do you convey that essence across media boundaries? Is an adaptation a process of translation or creative destruction? How is a work rendered with an audience in mind? This two-quarter program will explore these questions by using 'adaptation' as a portal into creative writing, and literary and film analyses. Students will examine, analyze and critique a range of written works, both fiction and nonfiction, that have been adapted for the screen. We will study a variety of literary genres and art forms including: the short story, novel, biography, memoir, essay, screenplay, and film. We will follow each selected literary work from original text through screen adaptation in order to decipher and appreciate its singularity as a work of art and as a representative of its respective genre, its transformation into a cinematic production, and its relatedness to other narrations of the human experience. We will study the genesis, creative process, and presentation of each story on both the page and screen, including the consideration of its hypothetical, intended, and ideal audiences, and socio-cultural representations. In fall quarter, students will be introduced to fundamental aspects of narrative, to the principles of classical story design, and to exemplars of narrative adaptations across media. Skills will be developed in literary and film analyses through lectures, readings, screenings, seminars and critical writing assignments. Students will begin to build creative writing skills through a sequence of short-form assignments in fiction, creative nonfiction, and screenwriting, and through the practice of critiques and peer reviews. The quarter will conclude with collaborative student presentations of critiques of literary texts and their corresponding adapted films. In winter quarter studies will deepen in literary and film art and analyses in order to more fully understand the process of adapting the screenplay and the role of the screenwriter. Students will originate their own short-format projects in literary fiction or nonfiction, and develop adaptations through a series of progressive story design and writing assignments: controlling ideas, character bios, primary outlines, treatments, step-outlines, preliminary screenplays, revisions, synopses, loglines, and story reports. Students will conclude the program with staged readings of screenplay adaptations. This program is focused on literature, film, and creative writing. Students may be required to attend off-campus film screenings. Students are expected to participate fully in all program activities, and to work about 40 hours per week including class time.	literature, film, writing, and visual arts.	Eddy Brown Marilyn Freeman	Tue Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Looking at Animals Ruth Hayes and Susan Aurand media arts media studies visual arts	Program	FR - SRFreshmen - Senior	16	16	Day			SSpring	Animal images are the oldest known artworks. From the painted bulls in Lascaux cave to Mickey Mouse, Godzilla, the Republican elephant and the Democratic donkey, images of animals pervade our history and culture. Our relationship to animals as the Other/Ourselves has been a major preoccupation throughout human history. What do these representations of and relationships with animals tell us about ourselves? This program is an interdisciplinary study of how we see, understand and represent animals. Through lectures, seminars and common readings, we will examine our relationships to animals as they are portrayed in art, literature and animated film. We will attempt to deconstruct assumptions that underlay how different people and cultures represent animals. We will consider ideas about human nature and the human mind that emerge from the study of animals. We will look at the portrayal of animals throughout art and media history, and we will read texts that take different approaches to representing animals, humans and the relationships between them. Through studio work in drawing, painting and animation we will explore our individual relationships to animals, both real and imagined. Through program workshops students will develop skills in 2D art (drawing, painting, mixed media) and 2D animation. As a major part of the program, each student will do an individual project that combines studio work with library research, exploring a particular animal or topic within our larger theme.	visual art, animation, visual studies, media studies and education.	Ruth Hayes Susan Aurand		Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Looking Backward: America in the Twentieth Century cancelled David Hitchens American studies economics history literature	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter	SSpring	The United States began the 20th century as a second-rate military and naval power, and a debtor country. The nation ended the century as the last superpower with an economy and military that sparked responses across the globe. In between, we invented flying, created atomic weapons, sent men to the moon and began to explore the physical underpinnings of our place in the universe. Many observers have characterized the 20th century as "America's Century" because, in addition to developing as the mightiest military machine on the face of the earth, the United States also spawned the central phenomenon of "the mass": mass culture, mass media, mass action, massive destruction, massive fortunes--all are significant elements of life in the United States. Looking Backward will be a retrospective, close study of the origins, development, expansion and elaboration of "the mass" phenomena and will place those aspects of national life against our heritage to determine if the political, social and economic growth of the nation in the last century was a new thing or the logical continuation of long-standing, familiar impulses and forces in American life. While exploring these issues, we will use history, economics, sociology, literature, popular culture and the tools of statistics to help us understand the nation and its place in the century. At the same time, students will be challenged to understand their place in the scope of national affairs; read closely; write with effective insight; and develop appropriate research projects to refine their skills and contribute to the collective enrichment of the program. There will be workshops on economic thought, weekly student panel discussions of assigned topics and program-wide discussion periods. Each weekly student panel will provide a means of rounding out the term's work and provide students with valuable experience in public speaking and presentation.	the humanities and social sciences, law, journalism, history, economics, sociology, literature, popular culture, cultural anthropology and teaching.	David Hitchens		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Making a Difference Emily Lardner and Gillies Malnarich education sociology writing	Program	SO - SRSophomore - Senior	8, 12	08 12	Evening and Weekend	FFall	WWinter		How, in the context of overwhelming social and environmental problems, do people make a difference? Where do people start, what do they need to be successful, and what does “making a difference” actually look like? The purpose of this two quarter program is to help students develop their understanding of how social change happens, to consider the possibility that Paulo Freire's notion of “critical hope” is reasonable, and to develop a deeper appreciation for an education that supports the development of habits of mind and everyday practices necessary to make a difference.In fall quarter, students will be introduced to two situations in which people made a difference through their thoughtful, persistent pursuit of ideas that mattered: the organization of the Citizenship Schools as part of the Civil Rights Movement and the publication of the book, Silent Spring. We will focus on how people in each situation decided what problems needed to be addressed, how they worked with others to come up with solutions, and what the legacies of those solutions has been. In winter, students will investigate current contexts for making a difference.Through a series of community conversations, students will be able to discuss the core questions with community leaders—how they decide which issues to work on, which tools and strategies are most useful in that work, and the effect they hope to have on the community. We will consider critical puzzles and possibilities. Through workshops, seminars, and intensive reading/writing and analytic workshops, students will have opportunities to develop their own perspectives on what is needed to make a difference in the contexts where they live and work.Students enrolling for 12 credits will have the option to elect one of three modules for further study: an in-program internship in an educational setting, an in-program internship with a non-profit or community-based organization, or an intensive writing component grounded in the practice of grassroots journalism.We will use Evergreen's Moodle site to share resources, work on writing exercises, and coordinate efforts.	education, law, community development, journalism	Emily Lardner Gillies Malnarich	Mon Sat	Sophomore SO Junior JR Senior SR	Fall
Managing for High Performance Dariush Khaleghi and Steven Johnson business and management	Course	SO - SRSophomore - Senior	4	04	Evening and Weekend			SSpring	In today's rapidly changing business climate, managers are held accountable for the success of their organizations. Furthermore, they are being asked and even mandated to report their progress using hard data on regular basis. Building high performance organizations to drive long-term success requires employee and team engagement, commitment, and productivity. In this course students will be introduced to the performance management discipline and organizational behavior as the foundations of high performing individuals, groups, and organizations.		Dariush Khaleghi Steven Johnson	Fri Sat Sun	Sophomore SO Junior JR Senior SR	Spring
Mapping for Change John Baldridge geography	Course	FR - SRFreshmen - Senior	4	04	Evening			SSpring			John Baldridge	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Mapping for Change John Baldridge geography	Course	FR - SRFreshmen - Senior	4	04	Evening		WWinter				John Baldridge	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Marine Life: Marine Organisms and Their Environments Erik Thuesen environmental studies field studies marine science	Program	JR - SRJunior - Senior	16	16	Day		WWinter	SSpring	This program focuses on marine organisms, the sea as a habitat, relationships between the organisms and the physical/chemical properties of their environments, and their adaptations to those environments. Students will study marine organisms, elements of biological, chemical and physical oceanography, field sampling methods with associated statistics and laboratory techniques. Throughout the program, students will focus on the identification of marine organisms and aspects of the ecology of selected species. Physiological adaptations to diverse marine environments will be also be emphasized. We will study physical features of marine waters, nutrients, biological productivity and regional topics in marine science. Concepts will be applied via faculty-designed experiments and student-designed research projects. Data analysis will be facilitated through the use of Excel spreadsheets and elementary statistics. Seminars will analyze appropriate primary literature on topics from lectures and research projects. The faculty will facilitate identification of student research projects, which may range from studies of trace metals in local organisms and sediments to ecological investigations of local estuarine animals. Students will design their research projects during winter quarter and write a research proposal that will undergo class-wide peer review. The research projects will then be carried out during spring quarter. The scientific process is completed when results of the research projects are documented in written papers and students give oral presentations during the last week of spring quarter.	marine science, environmental science and other life sciences.	Erik Thuesen		Junior JR Senior SR	Winter
Marketing Authenticity: Craft, Commodity and Culture Tom Womeldorff, Alice Nelson and Jean Mandeberg cultural studies economics literature visual arts	Program	FR - SRFreshmen - Senior	16	16	Day			SSpring	A tourist travels from the United States to a folk festival in the Andean highlands and decides to buy a tapestry from an indigenous woman. What, exactly, is being bought and sold? From the buyer's perspective, perhaps the object serves as a memento of the trip or offers functionality as décor back home, or perhaps it represents something else: a sense of connection with the "other" a way to "help" a person in need, an "authentic" representation of a seemingly timeless culture. From the seller's perspective, the object may well express a craft tradition, often adapted to the demands of the tourist market, a way to make a living or to serve some other purpose. Whatever the case, both the buyer and the seller are enmeshed in contexts larger than themselves as individuals: cultural belief systems shaping their viewpoints and values (moral, political, and aesthetic), global capitalist pressures, and the legacies of colonialism. We will explore the intersections of cultural studies, economics, and the arts, focusing on various cases of craft production, their connections to systems of power, and the ways competing notions of "authenticity" are expressed in them. We will examine the factors shaping artistic production in each case: who or what decides the form a given craft may take, its relationship to "tradition" and who profits from its sales. We will look at the larger economic contexts shaping arts and crafts globally, such as the rise of mass-produced craft replicas and the lack of access to alternative forms of development. We will explore the links between craft and story, including the ways that literary and film representations raise pointed questions about cultural expectations and intercultural exchange. During the quarter, we will undertake two or three small projects connecting the theory and practice of aesthetic design to marketing within specific cultural contexts. Ultimately, we will ask: given all the challenges, how might specific groups use art and craftsmanship to improve their own lives?	the arts, business, cultural studies, economics and international studies.	Tom Womeldorff Alice Nelson Jean Mandeberg		Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Marxist Theory Lawrence Mosqueda history philosophy political science sociology Signature Required: Spring	Program	JR - SRJunior - Senior	16	16	Day			SSpring	"I am not a Marxist." -Karl Marx "The history of all hitherto existing society is the history of class struggles." -Karl Marx "Sit down and read. Educate yourself for the coming conflicts." -Mary Harris (Mother) Jones If one believes the current mass media, one would believe that Marxism is dead and that the "end of history" is upon us. As Mark Twain is reported to have said upon news accounts of his demise, "The reports of my death are greatly exaggerated." The same, of course, is true for Marxist Theory. Few Americans have read more than , if that. Very few "educated" people have a clear understanding of Marx's concept of alienation, the dialectic, historical materialism, or his analysis of labor or revolutionary change. In this course we will examine the development of Marx's thought and Marxist Theory. We will read and discuss some of Marx's early and later writings as well as writings of Lenin and others. We will also explore concrete examples of how "dialectics" and "materialism" can be applied to race and gender issues. At the end of the program, students should have a solid foundation for the further study of Marxist analysis.	social science and law, and education.	Lawrence Mosqueda	Tue Thu	Junior JR Senior SR	Spring
Masquerade and Metaphor Ann Storey and Joli Sandoz art history gender and women's studies literature visual arts	Program	SO - SRSophomore - Senior	8	08	Evening		WWinter		Using the primary metaphor of the masquerade this program will take an in-depth, interdisciplinary, and multicultural approach to the study of 20th-century women’s history, art, and writing. Masquerade is an exciting and appropriate theme because—since society constructs gender, in part through femininity—masquerade is an inescapable part of female lives. Moving from idea to creative response, we will learn how to make masks to use in our performance art pieces. We will also apply our study of metaphor and of feminist theory to such stereotypical themes as Cinderella and witch, to gauge their empowering or crippling effects, and to learn how girls and women have not only survived but thrived.	fine arts, education, writing, history, sociology, museum work	Ann Storey Joli Sandoz	Tue Thu	Sophomore SO Junior JR Senior SR	Winter
Mathematical Systems Brian Walter and Rachel Hastings mathematics philosophy of science Signature Required: Winter Spring	Program	JR - SRJunior - Senior	16	16	Day	FFall	WWinter	SSpring	This program is built around intensive study of several fundamental areas of pure mathematics. Covered topics are likely to include Abstract Algebra, Real Analysis, Topology, Set Theory, Combinatorics, and Probability. The work in this advanced-level mathematics program is likely to differ from students' previous work in mathematics, including calculus, in a number of ways. We will emphasize the careful understanding of the definitions of mathematical terms and the statements and proofs of the theorems that capture the main conceptual landmarks in the areas we study. Hence the largest portion of our work will involve the reading and writing of rigorous proofs in axiomatic systems. These skills are valuable not only for continued study of mathematics but also in many areas of thought in which arguments are set forth according to strict criteria of logical deduction. Students will gain experience in articulating their evidence for claims and in expressing their ideas with precise and transparent reasoning. In addition to work in core areas of advanced mathematics, we will devote seminar time to looking at our studies in a broader historical and philosophical context, working toward answers to critical questions such as: Are mathematical systems discovered or created? Do mathematical objects actually exist? How did the current mode of mathematical thinking come to be developed? What is current mathematical practice? What are the connections between mathematics and culture? This program is designed for students who intend to pursue graduate studies or teach in mathematics and the sciences, as well as for those who want to know more about mathematical thinking.	mathematics, physics, mathematics education, philosophy of mathematics, and history of science.	Brian Walter Rachel Hastings	Mon Tue Wed Thu	Junior JR Senior SR	Fall
Matter and Motion David McAvity and Rebecca Sunderman chemistry mathematics physics Signature Required: Winter Spring	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter	SSpring	Careful observation of the natural world reveals an underlying order, which scientists try to understand and explain through model building and experimentation. Physical scientists seek to reveal the fundamental nature of matter, its composition, and its interactions. This program lays the foundation for doing this work. Students will study a full year of general chemistry, calculus and calculus-based physics through lectures, small group workshops, labs, seminars and field trips. The material will be closely integrated thematically. In fall the focus will be on motion and energetics. In winter we'll explore the interactions of science, technology and society. Spring quarter will further delve into topics in modern physics and mathematical modeling.	chemistry, engineering, mathematics, medical fields, physics and teaching.	David McAvity Rebecca Sunderman		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Me and the Mirror: Dance and Scenic Design cancelled Gail Tremblay and Kabby Mitchell dance music theater visual arts	Program	FR ONLYFreshmen Only	16	16	Day	FFall	WWinter	SSpring	This program is designed to give students a foundation in the performing arts with a focus on the relationship between dance, music, and costume and scenic design for dance productions. Performance is a time-based art where the artist uses his or her own body as an instrument to create work. Performers not only use the mirror as a tool to reflect on the visual effects they wish to create, they also use the self to hold a mirror up to nature and culture in order to create experiences for audiences of viewers that allow them to reflect on the human condition. The designer supports this work by creating environments that reinforce the visions of the performers. Fall quarter, students will study the historical origins of dance, and its connection to music and design. The program will integrate issues of race, culture and gender as part of this study. Students will be able to explore the relationships between music, dance and design in a variety of cultural contexts. They will also begin concentrated study of the historical origins of Neo-Classical ballet, with particular attention to the productions of Daighilev in Paris. Winter quarter, students will learn about important 20th and 21st Century choreographers including George Balanchine, Alvin Ailey, Jerome Robbins, Martha Graham and Twyla Tharp. Students will work in groups to study dance and choreography, music and music composition, or scenic design to prepare them to create a spring quarter production called, "Theme and Variations." Spring quarter, students will not only work collaboratively on their own dance pieces, music compositions or scenic design projects, they will also have the opportunity to work with and learn from a guest choreographer. Each quarter, students will study performances and sets documented on film and video and will take field trips to see performances that will support their work. Credits will depend on the nature of each student's work and may include dance history, music history, the history of design for dance productions, dance with a concentration on ballet, choreography, music composition, costume and scenic design.	dance history, music history, dance production, ballet, choreography, music composition, and costume and set design.	Gail Tremblay Kabby Mitchell		Freshmen FR	Fall
Media Artists Studio Laurie Meeker media arts media studies writing Signature Required: Fall Winter Spring	Program	JR - SRJunior - Senior	16	16	Day	FFall	WWinter	SSpring	This is a program for advanced media students who want to continue to build their skills in media arts, history, theory and production with the support of a learning community. The focus is on the development of each student's personal style and creative approach to working with moving images and sound. This program is designed for students who have already developed some expertise in media production, are familiar with media history/theory and wish to do advanced production work that has developed out of previous academic projects or programs. Students who are interested in experimental film and digital video production, documentary, sound design, writing, photography, installation and contemporary media history/theory are invited to join this learning community of media artists. Experimental media work often requires a period of germination for new ideas, approaches and impulses to emerge. During fall, students will engage in a period of idea development and reflection, including a 2-3 day retreat for concentrated work. Each student or team of students will do extensive pre-production planning and research for a major film or digital project to be completed by the end of the academic year. One or two-quarter projects are also possible, but must include research, design, production and editing appropriate to the academic schedule. Students will be required to develop an Independent Study Plan that details the work they will complete each quarter. Fall quarter will also involve opportunities for students to expand their media skills through workshops, exercises and a collaborative project. A cinematography workshop will be offered for students to further explore and understand light, exposure and image quality in the 16mm format. Audio production workshops will be offered to expand student expertise with sound design and technology. Grant-writing workshops will result in student proposals for individual or collaborative projects. Blog and web design workshops will help students develop skills with new media technologies. Students will also work in teams of 3-4 to develop experimental projects that will enhance their collaborative skills and production experience. Students will develop two research projects during fall quarter, resulting in presentations for the learning community. Students will study contemporary media artists who have made special contributions to the development of experimental media practice and have attempted to push the technological as well conceptual boundaries of the moving image. Students will also conduct research into new and old media technologies. During winter quarter, the focus will shift from idea development to the production phase. Students will acquire all their images and production elements for their projects, which could involve production work off campus for an extended period. Students are encouraged to think creatively and broadly about their subject matter and will be able to propose media projects that may require travel. During spring quarter each student will complete post-production work, finalize their artist's portfolio, explore ways to sustain their work as media artists and participate in a public screening of their work.	media arts and digital communications.	Laurie Meeker		Junior JR Senior SR	Fall
Media Internships Peter Randlette and Naima Lowe media arts media studies moving image Signature Required: Fall	Contract	JR - SRJunior - Senior	16	16	Day	FFall	WWinter	SSpring	The Electronic Media internships provide opportunities for in-depth learning of a variety of media skills and concepts. They require a year-long commitment for fall, winter and spring quarters. Interns enroll for 12-16 credits per quarter with room for a 4-credit part-time class or other academic components. Interns work 30 to 40 hours a week and are paid 15 to 19 hours a week, depending on credit distribution. The intern's primary responsibilities are focused on supporting instruction, maintenance and administration for specific labs, facilities, and production needs under the supervision of the staff. The interns meet weekly as a group to share skills, collaborate on projects, and to facilitate working together on productions and cross training between areas. All interns will be working in the new Center for Creative and Applied Media, the rebuilt HD video and 5.1 surround audio production studios.For specific descriptions of the internships, please refer to .	media production, professional studio management, and computer applications in media art.	Peter Randlette Naima Lowe	Mon Tue Wed Thu Fri	Junior JR Senior SR	Fall
Mediaworks Julia Zay and Naima Lowe media arts media studies moving image Signature Required: Fall	Program	SO - SRSophomore - Senior	16	16	Day	FFall	WWinter		What does it mean to make moving images in an age described as digital, informational, postmodern and even post-postmodern? How do we critically engage with the history and traditions of media practices while testing the boundaries of established forms? What responsibilities do media artists and producers have to their subjects and audiences? In this program, students will engage with these and other questions as they gain skills in film/video history and theory, critical analysis, media production, collaboration and critique. This is an intensive full-time, two-quarter program linking media theory with practice. We will explore a variety of media modes and communication strategies, emphasizing documentary and experimental forms the material properties of sound and moving image media, and the strategies artists and media producers have employed to challenge mainstream media forms. We will experiment with alternative approaches to production, including non-fiction, abstract film, video art, alternative scripting techniques, autobiography, essay films, installations and performance. Additionally students will develop skills in analysis and criticism through screenings, readings, seminars, research and critical writing. We will also spend significant time in critique sessions discussing our creative and critical work. This, like all program activities, is designed to emphasize the importance of collaboration in the production of media. In fall quarter students should expect to complete both short skill-building exercises and short projects. These exercises and projects will have thematic and technical guidelines that are consistent with the program curriculum, and students should expect to work collaboratively on most of them. In winter quarter students will continue to work on skill-building exercises and will complete both collaborative and solo short projects, again with guidelines that are consistent with the program curriculum.	media arts, visual arts, communications, and education.	Julia Zay Naima Lowe		Sophomore SO Junior JR Senior SR	Fall
Medical Assisting, A Practical Approach Barbara Krulich and Elizabeth McHugh Signature Required: Fall	Course	SO - SRSophomore - Senior	2, 4	02 04	Day and Evening	FFall	WWinter	SSpring	This nine-month pre-medical practicum designed for students who are interested in careers in health and medical care allows students to work closely with health care professionals in a clinical setting. During the academic year, students will receive the credits and training necessary to become licensed in the state of Washington as health care assistants. See for more information.		Barbara Krulich Elizabeth McHugh		Sophomore SO Junior JR Senior SR	Fall
The Medicalization of America Cindy Beck and Wenhong Wang health sociology Signature Required: Winter	Program	SO - SRSophomore - Senior	8	08	Evening	FFall	WWinter		Have you ever questioned why some natural occurrences such as childbirth need routine medical intervention? Many normal processes and many pathologies have evolved into a multibillion-dollar industry. What are the social forces behind the medical establishment in American society? How did we get to a place where one of the largest issues raised on a federal level is health care? How do we decide both as a society and an individual if someone is truly ill or well? Fall quarter we will begin our exploration by looking at the conceptualization of illness and wellness, patient-health professional relationship, and the many roles assumed by each. How do different treatment paradigms fit into the American medical model, and how does each segment of American culture fit in? Winter quarter, building upon the concepts and theories covered in fall, we will continue to explore practical issues in health, including the unequal access to health related resources, health care reform, and ethical issues such as right to life and death, etc. Through readings, discussions, and continued questioning, this program will start to dissect the many issues that contribute to the medicalization of America. Human biology and basic pathology will be integrated into the curriculum to enhance students’ awareness of the medical model and how to navigate the health care system. By examining social institutions and their influence on health and medical systems we will explore how illness is interpreted from both biological and sociological perspectives.	social sciences, health sciences	Cindy Beck Wenhong Wang	Mon Wed	Sophomore SO Junior JR Senior SR	Fall
Medicinal Botany: An Introduction Marja Eloheimo botany cultural studies environmental studies health	Course	FR - SRFreshmen - Senior	6	06	Weekend	FFall			In this 6-credit course, students will gain an introduction to medicinal plants with a focus on plant identification and morphology (botany), medicinal concepts and practices (botanical medicine), botanical art, and working with plants in the Longhouse Ethnobotanical Garden. Students will also explore selected topics such as cultural approaches to herbalism, experience/research, medicine making, body systems, seasonal health, and ethnobotanical garden care. Activities include lectures, workshops, reading, seminar, and projects. This course is appropriate for students with interests in botany, environmental studies, health, cultural studies and botanical medicine.	botany and botanical medicine, education, environmental studies, cultural studies, health-related fields	Marja Eloheimo	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Medicinal Botany: An Introduction Marja Eloheimo botany cultural studies environmental studies health	Course	FR - SRFreshmen - Senior	6	06	Weekend		WWinter		In this 6-credit course, students will gain an introduction to medicinal plants with a focus on plant identification and morphology (botany), medicinal concepts and practices (botanical medicine), botanical art, and working with plants in the Longhouse Ethnobotanical Garden. Students will also explore selected topics such as cultural approaches to herbalism, experience/research, medicine making, body systems, seasonal health, and ethnobotanical garden care. Activities include lectures, workshops, reading, seminar, and projects. This course is appropriate for students with interests in botany, environmental studies, health, cultural studies and botanical medicine.	botany and botanical medicine, education, environmental studies, cultural studies, health-related fields	Marja Eloheimo	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Medicinal Botany in Spring Marja Eloheimo botany cultural studies environmental studies health Signature Required: Spring	Course	FR - SRFreshmen - Senior	6	06	Weekend			SSpring	In this 6-credit course designed to follow “Medicinal Botany: An Introduction,” students will explore medicinal plants in spring with a focus on spring plant identification and flower morphology (botany), medicinal concepts and practices (botanical medicine), botanical drawing and nature journaling (art), and working with plants in the Longhouse Ethnobotanical Garden. Students will also examine selected topics such as community herbalism, creating informative plant art, medicine making, the digestive system, cultural perspectives on health in spring, and ethnobotanical garden care. Activities include lectures, workshops, reading, seminar, and projects. This course is designed for students with background and interests in at least one of the following: botany, environmental studies, health, cultural studies and botanical medicine.	This course is appropriate for students with interests in botany, environmental studies, health, cultural studies and botanical medicine.	Marja Eloheimo	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Memory Sites, Human Rights: A Digital Archive Production Greg Mullins American studies law and public policy philosophy Signature Required: Spring	Program	SO - SRSophomore - Senior	16	16	Day			SSpring	Our work will be a continuation of the efforts begun in the program Human Rights, Memory Sites: A Digital Archive Project; we will move our collaborative research into final production. The result will be a human rights resource published on the world wide web. We aim to create a resource that not only provides information, but also stimulates public education, engagement and debate about both human rights violations and human rights remedies. Previous study of philosophy, the philosophy of art, and the aesthetic conventions and demands of web publishing should stimulate a design and product that is sophisticated, challenging and adequate to the complex task of understanding human rights in Washington state. Our production team will be drawn primarily from students who enrolled in Human Rights, Memory Sites during fall and winter; new students with select technical production skills may also be accepted into spring quarter.	human rights, philosophy, digital humanities, history, museum studies, new media studies, web design and publication, American studies and politics.	Greg Mullins		Sophomore SO Junior JR Senior SR	Spring
Memory Sites, Human Rights: A Digital Archive Project cancelled Greg Mullins American studies law and public policy philosophy	Program	SO - SRSophomore - Senior	16	16	Day	FFall	WWinter		Students in this program will research human rights in Washington state for publication in the program's spring quarter continuation. The Human Rights Digital Archive is a web-based resource that aims to foster education, dialogue and critical debate about human rights. To ensure sophisticated and publishable research, the program will emphasize both the theory and practice of human rights. Students will collaboratively design and construct this project. To do so they will pool existing talents and skills, and will develop skills as appropriate in web design, graphic design, digital media (photography, video, audio), archival research, collecting oral histories, securing permissions, writing, editing, etc. The language of human rights evolved internationally, especially in the twentieth century, and part of our work will focus on Washington state as a translocal site, a kind of pivot between national and transnational movements and discourses and the very local level at which humans live and work. Human rights concerns in Washington state history include voting rights, civil rights, labor rights, freedom from discrimination, and many others. Our guiding questions will include: what are the origins of "rights" frameworks? How do they work as law? How do they work as politics? How do they work both internationally and locally? In order to build an intellectual foundation capable of supporting our research, we will read widely in philosophy and theory. Our concern will be not only liberalism and the political philosophy of rights, but also the philosophy of history, memory and communication. Why and how does the state sponsor historical markers, museums and memory sites? Why and how do non-state actors produce memorial practices and memory sites? How have the Internet and digital technologies changed memorial practices, and memory itself? How do new web-based aesthetic demands shape narratives and images of history and of human rights? How can the study of aesthetics and the philosophy of art advance our critical understanding of our own Digital Archive project? Each of these theoretical questions demands serious attention in its own right, and we will devote a significant portion of our time to serious (and often difficult) texts. Each quarter, these threads will grow progressively interlaced. Fall quarter we will study both theory and philosophy and pursue an intensive research program to gather sources, evidence, images, etc. in a specific area of human rights concern. Winter quarter we will sharpen the theoretical principles that support our digital memory project, and students will write, edit, revise, scan, Photoshop, and otherwise work on material for the project. This prepares students for a linked spring quarter program that will focus on production. This program requires enthusiasm for collaborating in groups, the ability to offer and receive critique, a willingness to turn one's research over to others for rewriting, editing and transformation, the flexibility to promote debate about human rights (rather than to grind ideological axes), and devotion to the principle that scholarship can provide public service of enduring value. The theoretical strands of inquiry will likewise require serious dedication. We seek a dedicated cohort who will commit to this project for the academic year.	human rights, philosophy, digital humanities, history, museum studies, new media studies, web design and publication, American studies and politics.	Greg Mullins		Sophomore SO Junior JR Senior SR	Fall
Metalworking Bob Woods visual arts	Course	FR - SRFreshmen - Senior	4	04	Evening			SSpring	This course is an introduction to the tools and processes of metal fabrication. Students will practice sheet-metal construction, forming, forging, and welding, among other techniques, while accomplishing a series of projects that encourage student-centered design.		Bob Woods	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Metalworking Bob Woods visual arts	Course	FR - SRFreshmen - Senior	4	04	Evening		WWinter		This course is an introduction to the tools and processes of metal fabrication. Students will practice sheet-metal construction, forming, forging, and welding, among other techniques, while accomplishing a series of projects that encourage student-centered design.		Bob Woods	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Metalworking (A) Bob Woods visual arts	Course	FR - SOFreshmen - Sophomore	4	04	Evening	FFall			This course is an introduction to the tools and processes of metal fabrication. Students will practice sheet-metal construction, forming, forging, and welding, among other techniques, while accomplishing a series of projects that encourage student-centered design.		Bob Woods	Tue	Freshmen FR Sophomore SO	Fall
Metalworking (B) Bob Woods visual arts	Course	JR - SRJunior - Senior	4	04	Evening	FFall			This course is an introduction to the tools and processes of metal fabrication. Students will practice sheet-metal construction, forming, forging, and welding, among other techniques, while accomplishing a series of projects that encourage student-centered design.		Bob Woods	Thu	Junior JR Senior SR	Fall
Mindfulness Psychology: Contemplative Clinical Science Jamyang Tsultrim philosophy psychology	Course	FR - SRFreshmen - Senior	4	04	Weekend	FFall			This course will emphasize mindfulness psychology as a clinical tool as well as a method of professional self-care. Recent research has proven the effectiveness of mindfulness training to treat conditions such as stress and pain, addictions, chronic depression, anxiety, eating disorders, and other health conditions. Students will explore the similarities and differences between various mindfulness clinical approaches and gain practical skills to help alleviate the psychological suffering of others while maintaining emotional balance and professional ethics. Students will have opportunities for personal practice, observational learning, and the development of counseling skills through role-play, reading, and discussion.		Jamyang Tsultrim	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Models in Biology Karen Hogan biochemistry biology ecology environmental studies physiology sustainability studies	Program	SO - SRSophomore - Senior	12	12	Evening and Weekend	FFall			Models allow us to test our understanding of particular systems and, if the models are good, to make predictions. Types of models include conceptual, graphical, mathematical, and systems simulation models. In biology, processes that can be modeled range from Michaelis-Menten analysis of enzyme kinetics, to diffusion of carbon dioxide and water into and out of a leaf, to population dynamics of plant and animal species, to global climate models. This program will look at a range of approaches to modeling different levels of biological processes. After an introduction to modeling concepts and techniques, students will work in groups to construct models of biological processes of their own choosing. A high level of engagement and initiative is expected in this program; upper-division credit is possible. Students willing to share their expertise in some area of mathematics or computing are encouraged to participate.		Karen Hogan	Wed Sat	Sophomore SO Junior JR Senior SR	Fall
Molecule to Organism James Neitzel and Michael Paros biochemistry biology chemistry health physiology	Program	SO - SRSophomore - Senior	16	16	Day	FFall	WWinter	SSpring		biology, chemistry, education, medicine, pharmacy and health science.	James Neitzel Michael Paros	Mon Tue Wed Thu Fri	Sophomore SO Junior JR Senior SR	Fall
Multicultural Counseling Mukti Khanna health psychology Signature Required: Fall	Program	JR - SRJunior - Senior	16	16	Day	FFall	WWinter	SSpring	This program will engage in the study of Multicultural Counseling from theory, practice and application. Practice of counseling, applied cultural competency skills and evolving one's skills as a counselor will be developed throughout the yearlong program. Learning goals include acquiring a theoretical and applied understanding of psychological theory and practice from developmental, biological, cultural, emotional and social contextual perspectives. Expressive arts therapy practice and experience will be integrated in the program throughout the year. We will incorporate diverse pedagogical strategies including lecture, discussion, dialogue, seminar, films, videotaping and expressive arts therapy laboratories. During fall quarter, students will study personality theory and explore the relationship between personality theory and applied counseling skills. In winter, students will explore how research is informing evidence-based practice, as well as study the field of abnormal psychology and its interface with diverse populations. In spring, students will learn ethics in the helping professions. Social justice, multicultural counseling theory, mindfulness-based practice, integrative health and emerging therapy paradigms will be explored throughout the yearlong inquiry. In both winter and spring quarters, students will be required to complete 6-credit internships in local counseling/mental health settings, providing opportunities to integrate theory and practice. Carl Rogers (1902-1987)	psychology, health, counseling, social and human services.	Mukti Khanna		Junior JR Senior SR	Fall
Museum or Mausoleum? The Framing of Art, Culture and Neuroplasticity Lara Evans and Sarah Williams Native American studies anthropology art history consciousness studies cultural studies field studies gender and women's studies literature media arts media studies somatic studies visual arts	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter	SSpring	Do museums transform living, changing cultural objects into fixed, preserved, inviolate collections? What stories do museums tell? What stories do objects embody? And what stories do we, visitors, tell ourselves? How do objects housed in museums affect our sense of self-identity? What does it take to become aware of how stories we tell both frame and are framed by objects? Is it possible to heal culture and the self through the interactions of narratives and objects? What happens to historical ideas about human consciousness when we explore the mausoleum-like exhibitions of what this consciousness has exhibited as other? What happens to consciousness when it is framed by neuroscience or to the self when it encounters thinking as an evolutionary internalization of movement? We'll explore the power of narrative objects in a variety of exhibition spaces: museums, galleries, shopping malls, book/web pages. We'll identify curiosities about the relationship between art objects and self-representation, particularly shifts in cultural influences and identities as they relate to shifts between the museological and mausoleum-like aspects of exhibition spaces. A triptych is a narrative object that uses three pictorial panels to convey movement in time, space, and states of being. A triptych, of sorts, is the focus of our fall quarter work and the model for our winter field studies. Consider our left panel: in the lives and other virtual realities of William Gibson's , the effects of narrative objects range from creative to preservative to destructive. Equally significant is how these effects are framed in movements between exhibition spaces experienced as "bird-cages of the muses" and those encountered in computer generated Joseph Cornell-like bird boxes. In the center panel is the narrative power of an artwork in Sheri Tepper's science fiction novel, . Here, alien races experience the consequences when a fresco at the heart of their cultural identity has been violently misinterpreted for a millennium. Now, the right panel. Here, in Catherine Malabou's texts the shifting movement or adaptability of self is called neuroplasticity. Her analysis of Claude Levi-Strauss' fascination with two sides--graphic and plastic--of masks illustrates her definition of neuroplasticity. We'll read this post-Derridean theory of self and do fieldwork with masks available for viewing in collections in this region. During winter quarter faculty and students will explore narrative objects and self-representation through six weeks of fieldwork in museums of their choice. Museums can be exhibitions of art, history or science; even zoos and botanical gardens can be considered museums. Students will document their research on their museum and will return to compile a multi-media presentation of their research project. In studios and workshops during fall and winter quarters students can expect to learn audio recording, digital photography, drawing with color pastels, ethnographic fieldwork, mindfulness practices (yoga, meditation), creative non-fiction writing, blogging and public speaking. Spring quarter will provide the opportunity for more in depth work using the model of student originated study within the learning community of the program. Student work will be divided between independent study and all-program activities including seminar, artist lecture series, writing assignments, mid-quarter and final critique workshops and self-assessment.	art history, art, cultural studies, writing, anthropology, feminist theory and contemplative education.	Lara Evans Sarah Williams	Mon Tue Tue Tue Wed Wed Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Musicianship Marla Elliott music	Course	FR - SRFreshmen - Senior	2	02	Evening	FFall			This class will help students develop free, healthy singing voices and learn fundamentals of music literacy and piano technique. Students will develop musical skills through the use of self-paced interactive software as well as classroom instruction. At the end of each quarter, students will perform both vocally and on piano for other class participants and invited family and friends. This class requires excellent attendance and a commitment to practice every day; credit will be awarded in musicianship.		Marla Elliott	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Musicianship Marla Elliott music	Course	FR - SRFreshmen - Senior	2	02	Evening			SSpring	This class will help students develop free, healthy singing voices and learn fundamentals of music literacy and piano technique. Students will develop musical skills through the use of self-paced interactive software as well as classroom instruction. At the end of each quarter, students will perform both vocally and on piano for other class participants and invited family and friends. This class requires excellent attendance and a commitment to practice every day; credit will be awarded in musicianship.		Marla Elliott	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Myth and Idea Leonard Schwartz, Martine Bellen and Trevor Speller literature philosophy writing	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter		This two-quarter program will examine the ways in which poetry and music are influenced by philosophy, and the other way around. The concentration is on a poetry devoted to the idea of myth, where myth can transform, or impeach, or pass into hoax; indeed, the subject of literary hoax and its relationship to fiction will be crucial. Some of the pairings of poets and philosophers that might be included are Fenellosa and Pound, Hobbes and Rochester, Locke and Defoe, Coleridge and Schelling, George Eliot and Ludwig Feuerbach, Walter Pater and Wilde and Swinburne, The Black Mountain Poets and Jed Rasula’s ideas on Ecopoetics, the Afro-Caribbean poet Kamau Brathwaite’s writing and thinking, Schopenhauer, the Symbolists and Richard Wagner, as well as Nietzsche's . In fall quarter we will embark on a viewing/listening of Wagner's , while winter quarter will feature a study of the Russian Futurists and their influence by, and struggle with, Marxist theory. Theories of myth to be considered include Roland Barthes , Edward Said’s , Kamau Brathwaite’s , and Nathaniel Mackey’s . The program will contain both a critical and creative component, which means we will both study texts and incorporate a poetry writing workshop into the program for those inclined to explore the language of poetry through constraint based writing exercises. There will be frequent guest speakers.	literature, writing and publishing.	Leonard Schwartz Martine Bellen Trevor Speller		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Native City: Histories, Policies and Images Jennifer Gerend and Kristina Ackley Native American studies community studies history literature political science	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter	SSpring	How have indigenous homelands been eroded by development and how have they endured? In what ways do Native people make urban places their own? Our program will explore the linkages between American cities and Native Americans, framing our discussion around themes of environmental and economic sustainability, social justice and education, and popular culture. Diverse concepts of "native" will be examined involving not only people but also native landscapes and species. We will consider the perceptions, realities, and shared experiences of Native, non-Native, and recent immigrants in American cities, using the lens of history, urban studies, public policy and cultural studies. We will look at alliances in areas such as environmental restoration projects, contemporary art, economic development and local governance. During the fall and winter quarters we will examine the forces that formed the cities of Seattle, Chicago and New York - and how Native life and landscapes changed as a result. Attention will be paid to both immediately apparent and curiously intertwined events and periods in history, such as Native displacement, industrialization, World's Fairs, the rise of urban planning, tourism, and the arts. Changes in the political life of Native groups will be addressed through a study of legislation and legal cases, tribal casinos, land development, environmental justice, and contemporary art. We will question how Native people are portrayed in museum environments, case studies, films, and texts. From mid-winter to mid-spring, the program will continue to deepen its exploration of these issues. Students will engage in their own qualitative work by utilizing case study methodology to carry out a project on an urban area of their choice. Workshops will develop skills in GIS (Geographic Information Systems), demographic analysis using the U.S. census, community development, policy research, film critique, interviewing and oral history. Students will use these skills to become stronger writers and researchers, and importantly, community members. We will require extensive reading and writing on these topics and students will assist in the facilitation of weekly seminars. Guest presenters, documentary films, museum exhibits, and field trips to tribal museums and urban community organizations will support our analysis throughout the year.	the humanities, land use planning, government, community development, law, environmental policy, elementary and secondary education and mass media.	Jennifer Gerend Kristina Ackley		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Nature and Value of Life Stephen Beck and Karen Hogan ecology philosophy	Program	FR - SRFreshmen - Senior	12	12	Evening and Weekend		WWinter	SSpring	In this program we'll explore the connections between human evolutionary biology and ethics. What are our ethical or moral values, and where do they come from? Is it correct, as evolutionary psychologists would argue, that our fundamental ethical values are innate and function to facilitate social interactions? In what sense, if any, are ethical claims correct or incorrect; and if they are, how can we justify them? Are we evolutionarily unique among Earth’s species and, if so, does that uniqueness give us special moral obligations towards other species? We will study the fundamentals of biological evolution, and we’ll read and discuss classic and modern works on moral and ethical philosophy. Credit will be awarded in biology and ethical philosophy.		Stephen Beck Karen Hogan	Tue Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Nature Writing, Environmental History, and Place Matthew Smith environmental studies history natural history political science	Program	FR - SRFreshmen - Senior	16	16	Day			SSpring	As we move into the second decade of the 21st century, environmental issues are in the mainstream. Everything from the food we eat to climate change, from the philosophy of nature to the nature of our communities, from economic policy to our understanding of earth and human history, is being rethought. It wasn't always so. Fifty years ago one would search hard to find mention of these issues in the daily press. Thirty years ago, environmental issues were not understood as demanding systemic economic, philosophical, technological and social transformation. Today that has changed. This program examines that change by looking at nature writing, environmental history and the concept of place. Nature writing deals with the big popular questions such as: what do we mean by nature? How can and should we value nature? How should we organize ourselves in relation to preservation and restoration of the natural world? We will investigate serious, but popular, writers who are using essays and fictions to help shape a broad reflection on humans' place in nature. Such authors as David Quammen, Gary Snyder, Barbara Kingsolver, Michael Pollan, Bill McKibben, Susan Griffin, E.O. Wilson and Wendell Berry have worked hard over the past two decades to fashion popular scientific and ethical arguments in support of an ecological worldview. Environmental history has established itself as a legitimate piece of the history profession, a significant element in the debate over environmental policy, and a major factor in the simultaneously growing recognition of globalism, regionalism and localism as critical dimensions for understanding environmental phenomena. As environmental history has become more complex, it has challenged history based fundamentally on political units and created a map that provides important underpinning of contemporary popular discussions of place-based work and action, and global concern and policy. We will explore place as a concept that brings together the complexity of the intersection of diverse factors to produce lived experience in human and natural communities. The program offers opportunities for serious conversation, focused research, and reflection on personal and collective understandings of environmental ethics and action. Each student should anticipate becoming the resident expert in the work of at least one of our authors or one major issue.	social sciences and environmental history, literature, public policy and management.	Matthew Smith		Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Nature's Prose Heather Heying biology mathematics philosophy of science writing zoology	Program	FR ONLYFreshmen Only	16	16	Day			SSpring	The natural world exists with or without humanity’s interpretation of it. As observers and users of symbols, it is easy to mistake ourselves for the creators and masters of what we are trying to explain. In this program, we will learn through direct experience of nature: we will learn to trust our own senses. Knowledge and interpretation will also come through writing about nature, and measuring and analyzing aspects of it. We will spend two weeks of the ten on class field trips, and individuals will develop a sense of place by finding and revisiting the same natural site every week throughout the quarter. We will focus on observation as central to a careful, critical and creative understanding of our world. We will learn the disappearing art of unitasking, of clear undivided focus. Readings will come from science, literature, and the philosophy of science; evolutionary explanations for nature’s complexity will be prominent. Students will write every week, both scientific and creative prose. If you are already a skilled writer who loves to write, you will find an outlet here. If you do not enjoy writing, or would like to further develop some basic skills, you will also find this useful, and hopefully pleasant. Similarly, we will do some math in this program. If you find numbers and their manipulation exciting, you will have fun with this. If you are a math-phobe, we will try to reveal some of its beauty and wisdom to you. Words and numbers are symbolic representations of our world; if we do not understand them, they have undue power over us. As we learn to use them as tools that we can master, they allow us to further our own understanding, experience and representation of the world.	biology, communications and field research.	Heather Heying		Freshmen FR	Spring
Neon: Shaping Light (A) Douglas Hitch visual arts	Course	JR - SRJunior - Senior	2	02	Day			SSpring	This course introduces students to the basic skills in the fabrication of neon. Each student will learn to heat, bend, weld, and anneal glass tubing using a ribbon burner, cannon fire, and tipping torch. Students will learn the bending process for the four basic bends: 90 degree right angle, double back, "U" and "O" loop. Students will learn to blow bubbles in a tube. They will use these techniques to fabricate several creations of their own design. Students will be guided through the processes of bombarding and wiring of their individual projects to safely attach and handle high-voltage transformers to energize their neon. Instruction in the mounting and display of the neon projects concludes the course. Section A is for juniors and seniors. Section B is for freshmen and sophomores.		Douglas Hitch	Fri	Junior JR Senior SR	Spring
Neon: Shaping Light (A) Douglas Hitch visual arts	Course	JR - SRJunior - Senior	2	02	Day		WWinter		This course introduces students to the basic skills in the fabrication of neon. Each student will learn to heat, bend, weld, and anneal glass tubing using a ribbon burner, cannon fire, and tipping torch. Students will learn the bending process for the four basic bends: 90 degree right angle, double back, "U" and "O" loop. Students will learn to blow bubbles in a tube. They will use these techniques to fabricate several creations of their own design. Students will be guided through the processes of bombarding and wiring of their individual projects to safely attach and handle high-voltage transformers to energize their neon. Instruction in the mounting and display of the neon projects concludes the course. Section A is for juniors and seniors. Section B is for freshmen and sophomores.		Douglas Hitch	Fri	Junior JR Senior SR	Winter
Neon: Shaping Light (B) Douglas Hitch visual arts	Course	FR - SOFreshmen - Sophomore	2	02	Day		WWinter		This course introduces students to the basic skills in the fabrication of neon. Each student will learn to heat, bend, weld, and anneal glass tubing using a ribbon burner, cannon fire, and tipping torch. Students will learn the bending process for the four basic bends: 90 degree right angle, double back, "U" and "O" loop. Students will learn to blow bubbles in a tube. They will use these techniques to fabricate several creations of their own design. Students will be guided through the processes of bombarding and wiring of their individual projects to safely attach and handle high-voltage transformers to energize their neon. Instruction in the mounting and display of the neon projects concludes the course. Section A is for juniors and seniors. Section B is for freshmen and sophomores.		Douglas Hitch	Fri	Freshmen FR Sophomore SO	Winter
Neon: Shaping Light (B) Douglas Hitch visual arts	Course	FR - SOFreshmen - Sophomore	2	02	Day			SSpring	This course introduces students to the basic skills in the fabrication of neon. Each student will learn to heat, bend, weld, and anneal glass tubing using a ribbon burner, cannon fire, and tipping torch. Students will learn the bending process for the four basic bends: 90 degree right angle, double back, "U" and "O" loop. Students will learn to blow bubbles in a tube. They will use these techniques to fabricate several creations of their own design. Students will be guided through the processes of bombarding and wiring of their individual projects to safely attach and handle high-voltage transformers to energize their neon. Instruction in the mounting and display of the neon projects concludes the course. Section A is for juniors and seniors. Section B is for freshmen and sophomores.		Douglas Hitch	Fri	Freshmen FR Sophomore SO	Spring
Nutrition Cindy Beck health	Course	FR - SRFreshmen - Senior	6	06	Evening			SSpring	Americans daily face conflicting information related to health and nutrition. Students will analyze the many issues consumers face when purchasing food, investigate how diet and lifestyle impact health, and learn about the role of major nutrients and phytonutrients. Different dietary philosophies as well as the political and financial influences of food will be discussed. Students will maintain and learn to analyze personal diet diaries as a tool to understand class material.		Cindy Beck	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Odissi: Dance and Culture Jamie Colley dance	Course	FR - SRFreshmen - Senior	4	04	Evening		WWinter		Odissi, one of the major classical dance styles of India, combines both rhythmic movement and expressive mime. This class will be devoted to the principles of Odissi dance: the synthesis of foot, wrist, hand, and face movement in a lyrical flow to express the philosophy of yoga. Throughout the quarter we will study tala (rhythm). Students will keep a journal of class notes, discuss the readings, and have cross-cultural dialogues.		Jamie Colley	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Odissi: Dance and Culture Jamie Colley dance	Course	FR - SRFreshmen - Senior	4	04	Evening			SSpring	Odissi, one of the major classical dance styles of India, combines both rhythmic movement and expressive mime. This class will be devoted to the principles of Odissi dance: the synthesis of foot, wrist, hand, and face movement in a lyrical flow to express the philosophy of yoga. Throughout the quarter we will study tala (rhythm). Students will keep a journal of class notes, discuss the readings, and have cross-cultural dialogues.		Jamie Colley	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Odissi: Dance and Culture Jamie Colley dance	Course	FR - SRFreshmen - Senior	4	04	Evening	FFall			Odissi, one of the major classical dance styles of India, combines both rhythmic movement and expressive mime. This class will be devoted to the principles of Odissi dance: the synthesis of foot, wrist, hand, and face movement in a lyrical flow to express the philosophy of yoga. Throughout the quarter we will study tala (rhythm). Students will keep a journal of class notes, discuss the readings, and have cross-cultural dialogues.		Jamie Colley	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Operating Systems Lab Intern Rip Heminway and Sheryl Shulman computer science mathematics Signature Required: Fall Winter Spring	Contract	JR - SRJunior - Senior	8	08	Day	FFall	WWinter	SSpring	The Computer Science Intern develops skills in advanced topics of Computer Science through the coordination of the Operating Systems Lab (OSL). This intern develops advanced skills in operating systems, cluster computing, system administration and network topology design. The intern assists with lab coordination, hardware and software upgrades, creating instructional materials and lab documentation, and provides users with technical assistance	computer science and technology.	Rip Heminway Sheryl Shulman		Junior JR Senior SR	Fall
Organizational Conflict Management Theresa Aragon business and management	Course	SO - SRSophomore - Senior	4	04	Weekend			SSpring	This course is based on the premise that conflict is both “inevitable and beneficial” in successful organizations. We will provide a foundation for our work through a brief overview of conflict resolution theory and practice. We will examine interpersonal conflict, the role of organizational culture in conflict resolution and the impact of diversity on conflict. Skill development in conflict management and resolution will be based on a collaborative approach involving team- work, case analysis, role-play, and theatric expression. Readings will be drawn from relevant journals and books will include works on both organizational conflict and diversity.		Theresa Aragon	Sat Sun	Sophomore SO Junior JR Senior SR	Spring
Patterns of Intelligence: Beyond the Individual Douglas Schuler community studies sociology	Program	SO - SRSophomore - Senior	8	08	Evening and Weekend	FFall			Since the early 20th Century, there have been many attempts to judge and measure intelligence in individuals; but teams, seminar groups, companies, and countless other groups of people can also be intelligent. The ability of groups to act intelligently for the common good will be critical to our future, so we must attempt to understand patterns of intelligence for groups.The program will explore a variety of research questions related to intelligence. In what ways are a collection of individuals intelligent? What can be done to help groups act more intelligently? How can you tell if a community is acting intelligently, and what could you try to do to change it if it isn't? How can an educational institution promote this type of civic intelligence? What would a "research / action laboratory" with this focus look like at Evergreen?At the same time, this program will investigate the nature of some of the problems we would like intelligent groups to solve. Some problems, for example, can be answered with facts while others require extensive deliberation and action and even then won't be "solved" like a problem in mathematics can be said to be solved. Some problems are urgent while others may go away, more or less on their own.Our studies will make use of concepts from sociology and other relevant fields such as social capital, networks, framing, mental models, and participatory design. We will see a variety of films and TED talks and read texts from a variety of disciplines including sociology, geography, political science, media studies, and cognitive science.This program is designed to lead into the winter program Patterns of Intelligence: Civic Intelligence and the spring program Patterns of Intelligence: Collective Action. Work in those future programs will be more project-based as we form partnerships and collaborate with real-world communities and organizations locally and across the region and the globe.		Douglas Schuler	Wed Sat	Sophomore SO Junior JR Senior SR	Fall
Philosophy of Math Brian Walter and Rachel Hastings mathematics philosophy philosophy of science	Course	SO - SRSophomore - Senior	4	04	Day	FFall			Mathematicians seek deep truths about a purely formal world, one that may or may not have much to do with the physical world we inhabit. Through our readings, seminar discussions, and writing assignments, we’ll explore that connection, the existential status of mathematical objects (What is mathematics? Do mathematical objects actually exist, and if so, where? Are mathematical systems discovered or created?), and surrounding issues as we learn more about modern mathematical practice.This course coincides with the seminar portion of the Mathematical Systems program, so students in this course will share seminars with students in that program.	mathematics, philosophy, philosophy of science	Brian Walter Rachel Hastings	Tue	Sophomore SO Junior JR Senior SR	Fall
Photography: Advanced Projects Steve Davis communications media arts visual arts Signature Required: Spring	SOS	JR - SRJunior - Senior	16	16	Day and Evening			SSpring	This is an intentionally small, full time program intended for advanced and motivated photography students. Class sessions are expected to include workshops, lectures, field trips, and above all, rigorous critiques. Students will be expected to write and present at least one indepth research paper, present in-process work regularly, and finally, create a finished body of work, publicly exhibited.	photography, art	Steve Davis	Tue Thu	Junior JR Senior SR	Spring
Photography, Beginning Steve Davis media arts visual arts	Course	FR - SRFreshmen - Senior	4	04	Evening		WWinter		This course emphasizes beginning-level skill development in camera use, lighting, exposure, b/w film and print processing. We will also briefly explore basic color printing and digital photography techniques. The essential elements of the class will include assignments, critiques and surveys of images by other photographers. Students of this class will develop a basic understanding of the language of photography, as a communications tool and a means for personal expression. Students must invest ample time outside of class to complete assignments.		Steve Davis	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Photography, Beginning Hugh Lentz media arts visual arts	Course	FR - SRFreshmen - Senior	4	04	Evening	FFall			This course emphasizes beginning-level skill development in camera function, exposure, and black-and-white film development and printing as well as an introduction to digital imaging. We will focus on photography's role in issues of the arts, cultural representation, and mass media. Students will have assignments, critiques, collaborations, and viewing of work by other photographers. Each student will complete a final project for the end of the quarter.		Hugh Lentz	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Photography, Color and Lighting Hugh Lentz media arts visual arts Signature Required: Winter	Course	FR - SRFreshmen - Senior	4	04	Evening		WWinter		In this course we'll be learning to print from color negatives, work with medium format cameras, photograph with electronic flash, and work in the studio environment. There will be assignments, critiques, and viewing the work of other photographers. All assignments and all work for this class will be in the studio with lighting set-ups. In addition to assignments, each student will be expected to produce a final project of their own choosing and turn in a portfolio at the end of the quarter.		Hugh Lentz	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Photography, Digital Steve Davis media arts visual arts Signature Required: Fall	Course	SO - SRSophomore - Senior	4	04	Evening	FFall			This course will introduce students to photographic practice through digital means. Building from students' existing photographic skills and vocabulary, we will explore image-making with both digital and film cameras and work with computers, scanners and inkjet printers. Students will create work as exhibition-quality prints, and also create a photographic portfolio for the Web.		Steve Davis	Tue Thu	Sophomore SO Junior JR Senior SR	Fall
Photography Techniques Hugh Lentz media arts visual arts Signature Required: Spring	Course	SO - SRSophomore - Senior	4	04	Evening			SSpring	This is an intermediate to advanced photography class where students will be using older methods and techniques of the medium. We’ll be spending a significant part of this class learning about and using 4x5 cameras. Additionally, we'll be working with UV printing, lith films, pinhole cameras, and more. There will be assignments based in these processes, and each student will produce a final project. We’ll also look at the work of contemporary and historical artists using these methods.		Hugh Lentz	Mon Wed	Sophomore SO Junior JR Senior SR	Spring
Physics and Calculus: Finding Order in the Physical World Mario Gadea mathematics physics	Program	SO - SRSophomore - Senior	8	08	Evening	FFall	WWinter	SSpring	Physics is concerned with the basic principles of the universe. It is the foundation on which engineering, technology, and other sciences are based. The science of physics has developed out of the efforts of men and women to explain our physical environment. These efforts have been so successful that the laws of physics now encompass a remarkable variety of phenomena. One of the exciting features of physics is its capacity for predicting how nature will behave in one situation on the basis of experimental data obtained in another situation. In this program we will begin the process of understanding the underlying order of the physical world by modeling physical systems using both the analytical tools of calculus and the numerical tools provided by digital computers. We will also have significant hands-on laboratory experience to make predictions and explore some of these models. In this thematically-integrated program, students will cover a full year of calculus and algebra-based physics through small-group discussions, interactive lectures, and hands-on laboratory investigations. In physics, we will learn about motion, energy, models, and the process for constructing them. Through our study of calculus, we will learn how to analyze these models mathematically. We will study some of Galileo's significant contributions to classical mechanics, Kepler's astronomical observations, Newton's work on calculus and laws of motion, Euler's applications of calculus to the study of real-life problems in physics (magnetism, optics and acoustics), Maxwell's development of the unified theory of magnetism, Einstein’s relativity, and many others. This program will cover many of the traditional topics of both a first-year calculus sequence and a first-year physics sequence. Covering these topics together allows for the many connections between them to be reinforced while helping make clear the value of each.	mathematics, physics, engineering, energy systems, education	Mario Gadea	Tue Thu	Sophomore SO Junior JR Senior SR	Fall
Plants: Nature's Chemical Factories Lalita Calabria and Peter Pessiki botany chemistry	Program	FR - SRFreshmen - Senior	8	08	Evening and Weekend			SSpring	Plants produce an outstanding number of chemical compounds that function as protection against pests, as colorings, as scent attractants, as hormones, and more. Many of these compounds have proven to be important for human survival and are utilized by humans for food, medicine, poison, and spiritual ceremony. This program will explore plants and the chemicals produced by these plants that humans find useful. We will utilize lectures, labs, and fieldwork to focus on the botany and chemistry of these productive plants. The chemistry lectures will be based on classes of chemical constituents, and the botany lectures will outline the taxonomy, ethnobotany, and chemical ecology of the major groups of plants as it relates to their chemistry (chemotaxonomy). Labs will focus on learning how to isolate plant chemicals using techniques such as soxhlet extraction, column chromatography, and distillation. The fieldwork component will take advantage of our unique campus setting and may include wildcrafting, some kitchen-based labs, and utilizing the many gardens on campus in a variety of ways.		Lalita Calabria Peter Pessiki	Mon Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
PLE Document Writing Nancy Parkes writing Signature Required: Spring	Course	SO - SRSophomore - Senior	4, 6, 8	04 06 08	Evening			SSpring	This course is designed to support students who have been accepted into the Prior Learning from Experience (PLE) program. Students will explore various techniques for deriving, clarifying, and expressing meaning and academic-equivalent learning from life experience. Students will work individually and collaboratively to identify specific knowledge they have gained while exploring various writing techniques. Students will help one another create document content through small critique groups and large group feedback on individual essays. The goal is to develop writing skills while creating vibrant documentation of life experience through a collection of academic learning essays.		Nancy Parkes	Tue	Sophomore SO Junior JR Senior SR	Spring
PLE Document Writing Nancy Parkes writing Signature Required: Winter	Course	SO - SRSophomore - Senior	4, 6, 8	04 06 08	Evening		WWinter		This course is designed to support students who have been accepted into the Prior Learning from Experience (PLE) program. Students will explore various techniques for deriving, clarifying, and expressing meaning and academic-equivalent learning from life experience. Students will work individually and collaboratively to identify specific knowledge they have gained while exploring various writing techniques. Students will help one another create document content through small critique groups and large group feedback on individual essays. The goal is to develop writing skills while creating vibrant documentation of life experience through a collection of academic learning essays.		Nancy Parkes	Tue	Sophomore SO Junior JR Senior SR	Winter
PLE Document Writing Nancy Parkes writing	Course	SO - SRSophomore - Senior	4, 6, 8	04 06 08	Evening	FFall			This course is designed to support students who have been accepted into the Prior Learning from Experience (PLE) program. Students will explore various techniques for deriving, clarifying, and expressing meaning and academic-equivalent learning from life experience. Students will work individually and collaboratively to identify specific knowledge they have gained while exploring various writing techniques. Students will help one another create document content through small critique groups and large group feedback on individual essays. The goal is to develop writing skills while creating vibrant documentation of life experience through a collection of academic learning essays.		Nancy Parkes	Tue	Sophomore SO Junior JR Senior SR	Fall
Plein Air Joe Feddersen visual arts	Program	JR - SRJunior - Senior	16	16	Day			SSpring	Plein Air is an intensive visual arts program concentrating on watercolor painting related to the landscape. This study consists of several parts. In the first half of the quarter, students will learn the basics of watercolor painting processes in studio through assignments to gain proficiency in the media. They will view art works of other artists working in this media through seminars about images, followed by discussion. Students will research and present to the program an artist who works on concepts related to the land. In the second half of the quarter we will paint directly from the landscape to create a body of work.	visual arts.	Joe Feddersen		Junior JR Senior SR	Spring
Political Economy and Social Movements: Local, National and Global Transformations Anthony Zaragoza and Jeanne Hahn African American studies American studies agriculture community studies cultural studies economics education gender and women's studies geography history international studies law and government policy law and public policy political science	Program	SO - SRSophomore - Senior	16	16	Day	FFall	WWinter		The world is undergoing profound change at the global, state and local levels. This program will introduce students to the major political-economic concepts and historical developments necessary for a deep and usable understanding of these changes. It is intended to provide a foundation for advanced work in political economy and the social sciences as well as enable students to become effective citizens and social agents. We will examine the historical construction and interrelated nature of the U.S. political economy, including its place in the larger world system and its operation at the local level. We will also consider the role social movements have played and examine possibilities for social justice, self-determination and equality. The nature, development and concrete workings of modern capitalism will be a major focus. This means our study will draw on a range of social science disciplines, including history, political science, economic history, sociology and cultural studies to develop a multidisciplinary, multilevel understanding of the concepts, historical periods and social movements which will form our curriculum. In fall, we will study the U.S. political-economic trajectory from the early national period to the current manifestation, neoliberalism. There will be a particular focus on key events, processes and periods such as migrations, social movements, economic crises, privatization, and industrialization, deindustrialization and automation. Throughout we will attempt to include a global and local context. Our studies of transformation will examine the relationship between building movement (ongoing changing conditions) and movement building (responses to these conditions) and constructions of race, class and gender relations in the context of these transformations. The winter will continue to focus on the interrelationships among the globalization process, the U.S. political economy, and changes at the local level. We will study the causes and consequences of the deepening globalization and technologizing of capital and its effects on daily lives. We will pay attention to the human consequences of imperialist globalization and resistance to it. Beginning in the fall but focused in the winter students will engage in a research project in which they examine the political economy of their own hometowns over the last several decades. Films will be shown throughout the program. There will be a substantial amount of reading in a variety of genres, which will be discussed in seminars. Workshops and role-playing exercises in economics, globalization, writing and organizing for social change will be used. Students will write a series of analytical essays, and learn about popular education, participatory research, and academic methodologies.	education, labor, community and global justice, social services, history, law, nonprofit work, political economy and informed civic participation.	Anthony Zaragoza Jeanne Hahn		Sophomore SO Junior JR Senior SR	Fall
Political Economy and Technology: Robots, Racism and Revolution Anthony Zaragoza African American studies American studies agriculture community studies cultural studies economics history international studies philosophy of science political science sociology	Program	FR - SRFreshmen - Senior	16	16	Day			SSpring	We might think of political economy as the study of who has what, why it's like that, how it came to be that way, and how to change it. At the same time, we might consider technology to be any tool or set of tools a person or group of people devises to solve a particular problem as they define it. With these broad definitions in mind, many questions emerge: Is technology neutral? Who is the economy for? What is the relationship between technology and the economy? What is the relationship between new productive forces and politics? What are the impacts of new practices or ideas on culture and society? Can these be considered technologies? This program is designed to look at these and other related questions. First, we will develop a working definition of technology. Over the course of the quarter we'll focus on technological development in both the scientific and social sense to further explore the relationship between political economy and technology. One area for our examination will be revolutions in productive technologies, from the agricultural and industrial revolutions to the computer and robotics revolution. Here we will examine early tools leading us up to more recent innovations such as Taylorism, Fordism, mechanization and automation. Another area, perhaps slightly less intuitive, will be the development of ideas such as the social construction of race and the evolution of racism as a technology used as a central tool in the political economic evolution of capitalism. Throughout the quarter an ongoing theme will be how people have reacted to such basic changes in the economic landscape and used technologies to organize to improve their situation or transform the world in which they find themselves. Students will be expected to write summary-responses for each book and a final synthesis paper toward the end of the quarter. We will also have various small projects and hands-on workshops.	education, labor, community and global justice, social services, history, law, nonprofit work, political economy and informed civic participation.	Anthony Zaragoza		Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Politics and The Nature of Leadership Amy Gould American studies government leadership studies political science	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter		Harold Lasswell stated, "politics is about who gets what, when, where, and how." Therefore, we need leaders who can access the underpinnings of politics and the consequences of political ideologies. In the fall, students will learn to be actively engaged in politics by first understanding where politics come from and the myriad of ideologies in practice globally. In the winter, students will focus on how they can hone their own leadership style. We will explore how engagement in politics can test our character regularly. To this end, Bill George stated, "successful leadership takes conscious development and requires being true to your life story." Throughout both quarters, as members of a learning community and society, we will endeavor to excavate the nature of leadership and the relational space of politics via classic and contemporary readings, guest speakers, seminar, debate, lecture, workshops and local field trips. We will seek to understand the dynamics of politics by applying leadership techniques for decision-making through program analyses, policy briefs, and legislative testimony. We will also pursue an understanding of philosophical foundations of Western political thought, the history of the U.S. Constitution and Constitutions of regional Tribal Nations, and concepts of political "otherness." In this pursuit we will define multiple political ideologies internationally and assess the nexus of leadership and politics. Students will have the opportunity to develop leadership skills of active listening, analytical thinking, scholarly dialog, effective communication, and writing for public administrators.	public administration, public service, non-profit management or political office.	Amy Gould		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Power In American Society Lawrence Mosqueda American studies history political science sociology	Program	FR - SRFreshmen - Senior	16	16	Day	FFall			This program focuses on the issue of power in American society. In the analysis we will investigate the nature of economic, political, social, military, ideological and interpersonal power. The interrelationship of these dimensions will be a primary area of study. We will explore these themes through lectures, films, seminars, a journal and short papers. The analysis will be guided by the following questions, as well as others that may emerge from the discussions: What is meant by the term "power"? Are there different kinds of power and how are they interrelated? Who has power in American society? Who is relatively powerless? Why? How is power accumulated? What resources are involved? How is power utilized and with what impact on various sectors of the population? What characterizes the struggle for power? How does domestic power relate to international power? How is international power used? How are people affected by the current power structure? What responsibilities do citizens have to alter the structure of power? What alternative structures are possible, probable, necessary or desirable? In this time of war and economic, social and political crisis, a good deal of the program will focus on international relations in a systematic and intellectual manner. This is a serious class for serious people. Please be prepared to work hard and to challenge your and others' previous thinking.	social sciences, law and education.	Lawrence Mosqueda	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
The Practice of Sustainable Agriculture: Fall Stephen Bramwell agriculture botany ecology environmental studies sustainability studies Signature Required: Fall	Program	FR - SRFreshmen - Senior	16	16	Day	FFall			The schedule for The Practice of Sustainable Agriculture has been shifted to the agricultural calendar. This is the third quarter of a three-quarter sequence that started in last spring quarter. This program integrates theoretical and practical aspects of small-scale organic farming in the Pacific Northwest and requires serious commitment from students—we start at 8 AM Monday, Tuesday, Wednesday and Thursday and all students will work on the farm, which may include early mornings before class. Each week of the program there will be eight hours of classroom instruction and twenty hours of practicum work at Evergreen's Organic Farm.The program's academic classroom portion will cover a variety of topics related to practical farm management, including annual and perennial plant propagation, entomology and pest management, plant pathology and disease management, weed biology and management, soil quality and soil management, crop botany, animal husbandry/physiology, polycultures, integration of crops and livestock, orchard management, appropriate technology, weather forecasting, and climatology. As part of their training, students will be required to develop and write farm management and business plans. On a weekly basis, students can expect to complete seminar readings and reflective writings, work through assigned textbooks, and write technical reports to demonstrate an integration of theoretical concepts and practice gained through the farm practicum.The academic practicum on Evergreen's organic farm will include hands-on instruction on a range of farm-related topics including greenhouse management and season extension techniques, farm-scale composting and vermiculture, seed saving, irrigation systems, mushroom cultivation, farm recordkeeping, tool use and care, farm equipment operation and maintenance, and techniques for adding value to farm and garden products. Students will also have the opportunity to explore their personal interests related to agriculture, homesteading, and developing communal farms/ecovillages through research projects. Each quarter we will visit farms that represent the ecological, social and economic diversity of agriculture in the Pacific Northwest. Students will also attend and participate in key sustainable and organic farming conferences within the region. After completing this program, students will have an understanding of a holistic approach to managing a small-scale sustainable farm operation in the Pacific Northwest.	agriculture, farm and garden management, and applied horticulture.	Stephen Bramwell		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
The Practice of Sustainable Agriculture: Spring David Muehleisen and Stephen Bramwell agriculture biology botany ecology environmental studies field studies sustainability studies zoology Signature Required: Spring	Program	SO - SRSophomore - Senior	16	16	Day			SSpring	What does it take to start up and run a small-scale agricultural business? Do you know how to grow organic food? Are you interested in contributing to the success of the campus Organic Farm? Join us on the farm for hard work and a wide-ranging examination of these and other questions. In this three-quarter program which begins spring quarter, we will integrate the theoretical and practical aspects of organic small-scale direct market farming in the Pacific Northwest by working on the Evergreen Organic Farm through an entire growing season (spring, summer and fall quarters). All students will work on the farm a minimum of 20 hours per week. The program is rigorous both physically and academically and requires a willingness to work outside in adverse weather on a schedule determined by the needs of crops and animals. Our exploration of critical agricultural topics will occur through a curriculum that is intricately tied to what is happening in the fields as the growing season progresses. The major focus of the program will be developing the knowledge and skills needed to start up and operate a small-scale agricultural operation based on a sound understanding of the underlying science and business principles. At the same time, hands-on farm work will provide the context for developing applied biology, chemistry and math skills. Each quarter, we will cover a variety of seasonally appropriate topics needed to operate a sustainable farm business. In the spring, we will focus on soil science and nutrient management, annual and perennial plant propagation, greenhouse management, crop botany, composting, vermiculture, and market planning. In the summer our focus will be on entomology and pest management, plant pathology weed biology and management, water management and irrigation system design, animal husbandry, maximizing market and value-added opportunities and regulatory issues. The fall quarter's focus will be on season extension techniques, production and business planning, the use and management of green and animal manures, cover crops, and crop storage techniques and physiology. Additional topics will include record keeping for organic production systems, alternative crop production systems, apiculture, aquaponics, urban agriculture, small-scale grain-raising, mushroom cultivation, and techniques for adding value to farm and garden products. Students will learn how to use and maintain farm equipment, ranging from hand tools to tractors and implements. Students will have the opportunity to develop their personal agricultural interests through research projects. Topics will be explored through on-farm workshops, seminars, lectures, laboratory exercises, farm management groups, guest lectures, field experimentation and field trips to regional agricultural operations. Books typically used in the program include by Gershuny, by Mohler and Johnson (eds.), by Wiswall, by Ekarius, by Altieri, and by Coleman. If you are a student with a disability and would like to request accommodations, please contact the instructor or the office of Access Services prior to the start of the quarter. Access Services, Library Bldg. Rm. 2153. Contact Program Coordinator Steve Schmidt, PH: 360.867.6348; TTY 360.867.6834; E-mail: schmidts@evergreen.edu. If you require accessible transportation for field trips, please contact the instructor well in advance of the field trip dates to allow time to arrange this. Students planning to take this program who are receiving financial aid should contact financial aid early in fall quarter 2011 to develop a financial aid plan that includes summer quarter 2012.	farm and garden management; working with non-profit organizations focusing on food, land use and agriculture; State and County Extension; and State and Federal regulatory agencies.	David Muehleisen Stephen Bramwell		Sophomore SO Junior JR Senior SR	Spring
Precalculus I, II Vauhn Foster-Grahler mathematics	Course	FR - SRFreshmen - Senior	4	04	Day	FFall	WWinter		This two-quarter sequence of courses will prepare students for calculus and more advanced mathematics. It is a good course for students who have recently had a college-level math class or at least three years of high school math. Students should enter the class with a good knowledge of supporting algebra. Fall quarter will include an in-depth study of linear, quadratic, exponential, and logarithmic functions. Winter will include an in-depth study of trigonometric and rational functions in addition to parametric equations, polar coordinates, and operations on functions. Collaborative learning, data analysis and approaching problems from multiple perspectives (algebraically, numerically, graphically, and verbally) will be emphasized.		Vauhn Foster-Grahler	Mon Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Preparing for Study Abroad Chris Ciancetta cultural studies	Course	FR - SRFreshmen - Senior	2	02	Day		WWinter		This course is designed to acquaint students with cultural adjustment theory, cross-cultural communication, and analytical journal writing prior to study abroad. Students explore the meaning of culture, examine our own cultural assumptions, learn effective methods for gathering information in a different culture, and consider the challenges associated with the cultural adjustment process. Course work culminates with constructing and presenting a plan for project work abroad.		Chris Ciancetta	Tue Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Printmaking: Intaglio Techniques Judith Baumann visual arts	Course	FR - SRFreshmen - Senior	4	04	Evening	FFall			The art of incising lines and printing from copper plates dates back to the early 1400s. Students will learn to create rich, tonal, vibrant images using traditional techniques honed over the centuries. Monotypes, drypoint, engraving, etching, aquatint, stage biting, chine collé and a la poupée methods, and multiple-plate printing will be demonstrated throughout the quarter. Students will work toward developing a technical portfolio highlighting both craft and concept. Basic drawing skills are recommended.		Judith Baumann	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Printmaking: Letterpress and Artists' Books Judith Baumann visual arts	Course	FR - SRFreshmen - Senior	4	04	Evening			SSpring	This course will focus on the history of typography and the study of typesetting and letterpress within a contemporary book-arts context. Students will learn how to hand set and handle 50 - 100 year-old type, how to properly print and proof blocks of text using Vandercook and Platen Presses, and how to use color theory principles in their work. In addition, students will learn basic bookmaking techniques and begin to integrate letterpress into artists' books. Students are expected to work outside of class time approximately six hours a week in order to complete all coursework.		Judith Baumann	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Printmaking: Photo-Based Processes Judith Baumann visual arts	Course	FR - SRFreshmen - Senior	4	04	Evening		WWinter		Traditional printmaking processes and photographic techniques combine in this comprehensive overview of photo-based intaglio, serigraphy, and photolithography. Using computer-generated, digital positives as films, students will prepare and expose light-sensitive copper plates, screens, and aluminum plates to create distinctive hand-printed imagery. Throughout the course, students will also study the history and contemporary applications of the medium. While introductory, this course is highly process-based and technical in nature. Students are expected to have prior digital image editing experience. Experience in printmaking and/or photography would also be beneficial.		Judith Baumann	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Psychology: Child and Family Development Candace Vogler psychology	Course	SO - SRSophomore - Senior	4	04	Evening			SSpring	In this advanced class we will focus on attachment theory and family systems theory as lenses into understanding the complexity of working with children and families in many settings: education, mental health, psychology etc. We will use psychological texts, fiction, films and personal histories to understand the interplay between biological endowment, early attachment and family development as well as the external constraints families and children face, including poverty, out-of-home placement, schools and trauma. Work in class will include seminars, role-plays, some lecturing. Students will journal regularly, write 4 short response papers. and one longer paper. Self and faculty evaluations are required.		Candace Vogler	Wed	Sophomore SO Junior JR Senior SR	Spring
Psychology: Clinical Interviewing Candace Vogler psychology	Course	SO - SRSophomore - Senior	4	04	Evening		WWinter		This course is intended for students interested in careers involving interpersonal relationships including counseling, teaching, social work, and psychology. Studies in basic developmental theory will supplement class work focused on developing skills in intentional interviewing and how these skills connect to family systems concepts. Students will explore how their own history reflects and shapes their work with others, as a foundation for further learning, academic training, and experience. Students must use their own audio tape and playback equipment or equipment available through media loan to transcribe and analyze in-class interviews and role plays as they develop skills in understanding the role of the observer in gathering clinical, personal, and ethnographic information. Self and faculty evaluations are required.		Candace Vogler	Wed	Sophomore SO Junior JR Senior SR	Winter
Ready Camera One: We're Live Sally Cloninger communications gender and women's studies media arts media studies	Program	SO - SRSophomore - Senior	16	16	Day			SSpring	This program is designed primarily for students interested in exploring visual literacy, television production, performance and media criticism. Students will be introduced to both media deconstruction and media production skills through a series of lecture/screenings, workshops and design problems that focus primarily on collaborative multi-camera studio production. No prior media production experience is required. We will take a critical, performative and historical approach as we examine and even emulate the production style and lessons from the early history of 20th century live television. Students will be expected to perform in front of as well as behind the camera and will explore the logistics and aesthetics of multi-camera direction and design. We will investigate the aesthetics and implications of live performance and multi-camera production for new media as well. This program will also examine the politics of representation, i.e., who gets the camera, who appears on the screen, and who has the power. Therefore, students who choose to enroll should be vitally and sincerely interested in the issues and ideas concerning the representation of gender, race, ethnicity, class and sexual orientation in the media. Activities will include training in the CCAM, a multi-camera TV studio facility, instruction in basic performance and writing for television, and a survey of visual design principles. In addition to a series of studio exercises, students will complete a collaborative final project that combines media analysis, research, performance and production about broadcast content and ideology.	media arts, humanities, social sciences and mass communications.	Sally Cloninger	Wed Thu Fri	Sophomore SO Junior JR Senior SR	Spring
Re-Interpreting Liberation: Third World Movements and Migration Therese Saliba, Alice Nelson and Savvina Chowdhury cultural studies economics gender and women's studies history literature	Program	SO - SRSophomore - Senior	16	16	Day	FFall	WWinter	SSpring	For centuries, shouts of liberation have echoed through the streets, from Kolkata, India, to Caracas, Venezuela. Today, new movements are afoot, inviting us to re-visit the question, "What does independence mean in the cultural, historical, political and economic context of the global South?" Third World liberation movements that arose in the aftermath of World War II did so not only as organized resistance to colonial forms of oppression and domination, but also as attempts to reconceptualize an alternative, anti-imperial and anti-racist world view. While gaining some measure of political independence, nations such as India, Egypt, Algeria, Mexico and Nicaragua found that they remained enmeshed in neo-colonial relations of exploitation vis-à-vis the former colonial masters. Their post-colonial experience with nation-building bears witness to the actuality that political liberation remains inseparable from economic independence. Through the disciplinary lenses of literature, cultural studies, political economy and feminist theory, this program will explore how various ideas of liberation (sometimes complementary, sometimes contradictory) have emerged and changed over time, in the contexts of Latin America, the Middle East and the Indian subcontinent. We will explore religious, national, gender, ethnic and cultural identities that shape narratives of liberation through the discourses of colonialism, neocolonialism, religious traditions and other mythic constructions of the past. We will examine how deep structural inequalities have produced the occupation and partitioning of land, and migrations, both forced and "chosen." With emphasis on a variety of texts, we will examine the ways in which authors revisit their histories of European and U.S. colonialism and imperialism, question the ways stories have been written, and seek to tell another story, re-interpreting liberation. In fall, we will explore several historical models of liberation and critique dominant representations of Third World nations. We will focus especially on India's path to independence, the Algerian and Cuban revolutions, Egypt/Arab Nationalism, the Chilean Road to Socialism, and connect resistance in Chile under Pinochet to Lebanon in the 1980s. In winter, we will move forward chronologically, and our cases will include: Iran and Nicaragua in the late 1970s and 1980s (with emphasis on theologies of liberation and the Iran-Contra affair), the Palestinian/Israeli conflict, the indigenous, post-nationalist resistance movements in Chiapas and India, the state-led Bolivarian Revolution in Venezuela, the Green Movement in Iran today, and opposition to U.S.-led wars in Afghanistan and Iraq. We will look at feminist involvement in each of these contexts, as well as the role of U.S. foreign and economic policy in suppressing liberatory movements. In spring quarter, we will focus on migration as a legacy of colonial relations, now reconstituted through neoliberal structural adjustment, combined with heightened militarization and corporate control. We will examine the day-to-day realities of dislocation through the literature of various diasporas, and the quest for community, sovereignty and economic security in the post 9-11 era.	education, international studies, community advocacy and foreign service.	Therese Saliba Alice Nelson Savvina Chowdhury		Sophomore SO Junior JR Senior SR	Fall
Removing Barriers, Bridging Gaps Artee Young, Frances Solomon, Arlen Speights, Barbara Laners, Erin Ceragioli, Dorothy Anderson, Peter Bacho, Lin Nelson, Tyrus Smith, Gilda Sheppard and Paul McCreary communications community studies cultural studies education law and government policy law and public policy leadership studies media arts	Program	JR - SRJunior - Senior	16	16	Day and Evening	FFall	WWinter	SSpring	This year's program is designed to help students discover new understandings of leadership and the various issues associated with effective leadership. We will focus on individual and community capacity building and the role that humanities, social sciences, mathematics, science, media and technological illiteracies play in informing our understandings of the world around us. A major emphasis of this program will be the examination of internal and external factors that influence one's ability to access, overcome and excel in spite of personal and institutional barriers. The expectation is that students will be able to demonstrate understanding, action and leadership in their areas of interest. This program takes a holistic approach to systemic change at the community level. For example, one area we will address is that of math, science and writing phobia. Communities need citizens who can advocate for their children, parents who can navigate and understand the law and caregivers and teachers who can assist our youth in understanding subject matter presented to them in the classrooms. Evergreen students who anticipate careers in education will be provided with a solid grounding in the humanities, science and math. This grounding will allow them to obtain endorsements for further studies in education and prerequisites for graduate school. Students will also have an opportunity to work with an award winning and nationally recognized after school youth program. During quarter, students will study historical notions of leadership, leadership theories, leadership styles and contemporary views of leaders and followers. Students will also focus on their personal experiences and the world around them in order to understand those inner and external factors that have limited or encouraged them to achieve, take on leadership roles and civic engagement. During quarter, based upon work done in the fall, students will identify, develop and explore models of educational leadership that have led to capacity building and systemic change. Students will enhance their knowledge of contemporary leadership theory and work actively toward the application of leadership principles through collaborative research projects. In quarter, students will bridge the gap between theory and practice. To that end, they will utilize a variety of expansive methods, from writing to media, in order to demonstrate and communicate their perceptions and findings to a wider audience. Students will present their collaborative research projects publicly. The information presented will be directed toward benefiting individual and community capacity as well as communicating a wider understanding of their findings to enhance their own lives, the lives of those in their community, and the world that we all share.	community development, organizational development, law and public policy, education, social and human services, public administration, communication and media arts, environmental studies and public health.	Artee Young Frances Solomon Arlen Speights Barbara Laners Erin Ceragioli Dorothy Anderson Peter Bacho Lin Nelson Tyrus Smith Gilda Sheppard Paul McCreary	Mon Tue Wed Thu	Junior JR Senior SR	Fall
Reservation-Based, Community-Determined Program-Rebuilding Native Nations: Strategies for Governance and Development Michelle Aguilar-Wells, Renee Swan-Waite, Cynthia Marchand-Cecil, Francine Swift, Dorothy Flaherty and Myra Downing community studies government health leadership studies	Program	JR - SRJunior - Senior	12	12	Evening and Weekend	FFall	WWinter	SSpring	This program is an upper division (juniors/seniors) program designed for students who have social, cultural or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2011-2012 the theme is There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course is a 9-credit unit within the program taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. In fall, the focus is , where students introduced to the major trends and issues in Tribal administration will compare and contrast different approaches to tribal management development and the factors contributing to successful nation building. For winter quarter the core theme is , which will focus on the key concepts concerning social change and cultural continuity as it relates to health and human services in Indian communities. For spring quarter the theme is which explores leadership in both mainstream and tribal contexts, examining how political and social forces create leaders and make history. Each core is taught from a tribal perspective in a global community. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are 2-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar held on the same four Saturdays as the Strands is called and is a 1-credit workshop generally built around native case studies. The program also includes student initiated work through independent study and a literature requirement for graduation. : Muckleshoot - Fall: 10286 (12), 10287 (v); Winter: 20198 (12), 20199 (v); Spring: 30193 (12), 30194 (v) Nisqually - Fall: 10288 (12), 10289 (v); Winter: 20200 (12), 20201 (v); Spring: 30195 (12), 30196 (v) Peninsula - Fall: 10290 (12), 10291 (v); Winter: 20202 (12), 20203 (v); Spring: 30197 (12), 30198 (v) Port Gamble - Fall: 10292(12), 10293 (v); Winter: 20204 (12), 20205 (v); Spring: 30199 (12), 30200 (v) Quinault - Fall: 10294 (12), 10295 (v); Winter: 20206 (12), 20207 (v); Spring: 30201 (12), 30202 (v) Tulalip - Fall: 10296 (12), 10297 (v); Winter: 20208 (12), 20209 (v); Spring: 30203 (12), 30204 (v)	public administration, social sciences, human services, and tribal administration and government.	Michelle Aguilar-Wells Renee Swan-Waite Cynthia Marchand-Cecil Francine Swift Dorothy Flaherty Myra Downing	Mon Thu	Junior JR Senior SR	Fall
Roots of China: Culture, Art and Poetics Andrew Buchman, Rose Jang and Mingxia Li cultural studies history language studies literature music study abroad theater Signature Required: Winter	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter	SSpring	We'll study Chinese history, poetry, visual art, theatre and music in fall and winter, then spend an optional month at the National Academy of Chinese Theatre Arts in Beijing in the spring. Extra financial aid is available for this study abroad program for qualified students. We'll study Chinese civilization from ancient to contemporary times, comparing it with Western cultural models. As Ai Weiwei's case demonstrates, artists continue to be agents of social change in Chinese society today. We'll look at artists' lives as well as their work throughout China's history. To appreciate the central Chinese artistic tradition of depictions of and meditations on nature, we'll study the natural history of China, a country the size of the U.S. with remaining wilderness, despite its large population and burgeoning economy.Workshops on mythology, poetry, folk songs, martial arts, theatrical movement, ritual and secular music, and calligraphy will bring cultural legacies alive for us. In lively, interactive Chinese language lessons, students will create new works of poetry, music, and theatre inspired by Chinese model. We will study Chinese language in order to approach the Chinese world, since, as Heidegger put it, it is from language that "we receive the soundness of our roots" – that is, become intimate with the linguistic idioms, shapes, and sounds that color Chinese culture. Students will study language at their own levels and their own pace, as part of a holistic, supportive, inspiring curriculum.Although there are no prerequisites in performance, arts, Chinese language or aesthetics, interests or previous study in any of these fields will be useful. Expect plenty of reading and writing, creative workshops featuring small group work, and independent research and creative projects that will increase in size as the year progresses. Students will have ample opportunities to develop their individual artistic and academic interests.During fall quarter, we will survey the poetry and art of pre-modern China, from ancient texts and excavated musical instruments to recurrent images in Chinese folklore. We'll address the mythological and philosophical subtexts of these works as well, such as aspect of gender and class. We'll focus on works that continue to be enacted and reinterpreted by contemporary poets, performers and artists. We'll examine vital controversies around competing approaches to the tradition.Winter quarter will take us into the modern era. We will study important writers, poets, musicians, performers, visual artists and filmmakers from the late 19th and 20th centuries, including some from the Chinese global diaspora who helped to create and shape a new vision of China as a republic. We will analyze how processes of cultural transformation and modernization within the last century are reflected in departures, in content and form, from classical models and traditions. Students will finish a research paper and teach the rest of the program what they've learned through individual or group presentations.In spring quarter, we'll get to know some prominent contemporary Chinese artists and literary figures, and explore the blossoming artistic scenes in many Chinese cities. During the second half of the quarter, interested students will have the opportunity to go to Beijing to study Chinese language and culture first-hand. These students will also study and practice the beauty of Chinese theatre arts with professional teachers in small, intimate workshops. Students who elect not to study abroad will pursue a major research project, and/or ethnographic fieldwork in an Asian community in the United States, and/or pursue internship opportunities. Update on Scholarships for Study in China: Students who receive the Federal Pell Grant should apply for a Gilman Scholarship by the October 4, 2011 deadline. For more information, go to "http://www.iie.org/en/Programs/Gilman-Scholarship-Program", or contact Michael Clifthorne on campus at 360-867-6421.	Chinese-American joint ventures, arts-related fields, English teaching in Asia, travel and tourism, and cultural studies.	Andrew Buchman Rose Jang Mingxia Li		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Russian, Beginning I, II, III Elena Sonina language studies	Course	FR - SRFreshmen - Senior	4	04	Day	FFall	WWinter	SSpring	In this year-long sequence of courses you will learn how to decipher the mysterious-looking Cyrillic alphabet; read, write, and construct sentences; and eventually express yourself in Russian. Constant exposure to the authentic Russian language, literature, history and culture will enable you to better understand Russian grammar, develop vocabulary, and improve your communication skills. By spring quarter, you will have been exposed to advanced structures, grammar patterns, and vocabulary as well as various Russian idioms. A variety of activities including staging skits, acting out true-to-life situations, viewing Russian films, and listening to a variety of Russian music will help you strengthen your comprehension skills and build the necessary confidence in using Russian.		Elena Sonina	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Russian, Intermediate I, II, III Elena Sonina language studies	Course	FR - SRFreshmen - Senior	4	04	Evening	FFall	WWinter	SSpring	This year-long sequence of courses in second-year Russian will help students move forward in their mastery of Russian pronunciation, grammar, and vocabulary. Class is conducted largely in Russian. Students will continue strengthening their language skills through intensive work on grammar, reading short stories and newspaper articles, and engaging in conversation and comprehension exercises. They will also memorize Russian poetry, learn songs, act out true-to-life situations, and participate in thematic discussions to strengthen their comprehension and speaking skills and build the necessary confidence in using Russian. Students will deepen their knowledge of Russian culture by watching the best of Russian films, reading authentic Russian stories, and listening to a variety of Russian music critical for understanding the mystery of the Russian soul.		Elena Sonina	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Salish Sea and the Pacific Northwest: Lives and Landscapes Nancy Anderson, Frances V. Rains and John Baldridge Native American studies cultural studies ecology environmental studies geography health natural history	Program	FR - SRFreshmen - Senior	8, 12, 16	08 12 16	Day and Evening	FFall	WWinter		How much do you really know about the Salish Sea/Puget Sound region, its peoples, its landscapes, and its natural inhabitants? Come join us as we explore the intersection of place, culture, and health and how these factors reflect inequity in access to—and degradation of—resources in and around the Salish Sea. Central elements of this thematically based program will include the history of colonization and decolonization of Native peoples of the Salish Sea that accompanied European settlement, Indigenous rights, a critique of current policies and practices that have not promoted the achievement of social or health equity, the effect of industrialization on the health of the Salish Sea and non-human life forms, and the public health policies that may intervene to improve overall health and wellness in the surrounding communities. Both quarters will examine these themes through multiple lenses including political ecology, political economy, public health, and Native Studies. Our readings will include current case studies, empirical research, and counter-narratives.The learning community will work on understanding the consequences of privilege on an individual basis—how our individual behavior contributes to environmental degradation and social injustice, specifically the attempted genocide of Native Peoples. Students will learn about the fundamental relationships between our focus themes, as well as strategies that may more successfully address social justice and environmental issues. Learning will take place through writing, readings, seminars, lectures, films, art, and guest speakers. Students will improve their research skills through document review, observations, critical analysis, and written assignments. Oral speaking skills will be improved through small group and whole class seminar discussions and through individual final project presentations. Options for the final project will be discussed in the syllabus and in class with proposals that aim to improve community health, the sustainability of the Salish Sea, and for Native Communities many of whom have lived at its edge for thousands of years before European settlement.This program is a combined offering of Evening and Weekend Studies and the full-time, daytime curriculum. All students will meet in the evenings on Tuesdays and Thursdays. Students registering for 12 credits will complete a 4-credit in-program internship (10 hours per week). Students registering for 16 credits will meet in both the afternoons and evenings on Tuesdays and Thursdays.		Nancy Anderson Frances V. Rains John Baldridge	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
The Science Behind the Headlines: What's the Truth? Paula Schofield and Andrew Brabban biology chemistry environmental studies field studies	Program	FR ONLYFreshmen Only	16	16	Day	FFall	WWinter		Are you curious about the world around you? Would you like to really understand "buzz terms" the media uses such as sustainability, green materials, climate change, the water crisis, the energy debate, genetic engineering, DNA fingerprinting and cloning? How can we believe what we are being told? What is the evidence? How is scientific data actually collected, and what analytical methods and instrumentation are being used? Are the correct conclusions being drawn? As responsible citizens we should know the answers to these questions. In this two-quarter program we will use various themes to demystify the hype surrounding popular myths, critically examine the data, and use scientific reasoning and experimental design to come to our own conclusions. In fall quarter we will study "water" and "energy" as themes to examine our environment, considering local, nationwide and global water issues. We will also examine current energy use and demand, critically assessing various sources of energy: fossil fuels, nuclear, hydropower, etc. We will begin the program on , one week before the regularly scheduled start of fall quarter (during Orientation Week). This will enable us to prepare for an extended field trip the following week by beginning our study of energy, and to establish our learning community. The field trip, to Eastern Washington, will be a unique opportunity to visit Hanford Nuclear Facilty and Grand Coulee Dam. Personalized tours at each will include the B-Reactor at Hanford, the world's first full-scale nuclear reactor which produced the plutonium used in the "Fat Man" bomb dropped over Nagasaki, Japan, in August of 1945, and at Grand Coulee, the largest hydropower producer in the United States. On this trip we will also learn key field science techniques: how to take measurements in the field, collect samples for laboratory analysis, and identify and precisely determine the concentrations of nutrients and pollutants. In winter quarter we will use "natural and synthetic materials" as a theme to study petrochemical plastics, biodegradable plastics and other sustainable materials, biomedical polymers, as well as key biological materials such as proteins and DNA. We will carefully examine the properties of these materials in the laboratory and study their role in the real world. "Forensics" will be our final theme, learning techniques such as DNA fingerprinting, blood spatter analysis and ballistics, as well as other modern forensic procedures. We will gather our own data from mock crime scenes to practice these techniques. Winter quarter will culminate in a student-originated and designed research project. In this field- and lab-based program, scientific analysis—rather than conjecture or gut-feeling—will be the foundation of our work. Throughout our studies we will use and apply state-of-the-art scientific instrumentation. Other class activities will include small group problem-solving workshops, seminars and lectures.	environmental and laboratory sciences, the liberal arts and education.	Paula Schofield Andrew Brabban	Mon Tue Wed Thu	Freshmen FR	Fall
Self and Community Toska Olson and Heesoon Jun psychology sociology writing	Program	JR - SRJunior - Senior	16	16	Day	FFall	WWinter	SSpring	The major goal of the program is to link theory and practice. Students will have opportunities to understand abstract theories by applying them to projects and activities and by putting them into practice in real-world situations. This three quarter program involves learning psychological and socialogical perspectives in fall quarter, applying them to field work in winter and spring quarters, and returning to the classroom in spring quarter to assess what worked and to suggest future improvements. During fall quarter, students will study psychological and sociological perspectives on identity, effective communication, society, social problems and human service work. Students will examine questions such as: Where do I fit within my community? How does my society influence me? How can I have a positive impact on my community and society? Students will explore the reciprocal relationship between self and community through program readings, consciousness studies, class activities and fieldwork exercises. During the second half of winter quarter and the first half of spring quarter, students will make meaningful service contributions to local, national, or international organizations by participating in an internship or volunteer work for 35 hours a week, the equivalent of 14 credits. Students serving outside the local area will communicate electronically with the faculty to ask questions and discuss their learning, and students serving locally will meet with faculty and peers every other week for seminar discussions. Students will return to the classroom in the middle of spring quarter to reflect on, critically examine and integrate their fall quarter theoretical learning with their winter and spring quarter practical experience. The major project this quarter will be a synthesis paper that details this integration, proposes how to more effectively prepare students for community work and develops effective guidelines for serving the community. In the spring, students may continue their community work for four of the 16 credits. Studies will encompass lectures, workshops, seminar discussions, reading, writing, research, small group collaboration and student presentations about topics related to self and community. Students who successfully complete this program will gain considerable experience with applied work in the social sciences, non-profit organizations, and human services and with independent scholarly research and writing.	psychology, sociology, social work and human services.	Toska Olson Heesoon Jun	Mon Wed Thu	Junior JR Senior SR	Fall
Senior Seminar: Reflections on Becoming Educated Gillies Malnarich education	Course	SR ONLYSenior Only	4	04	Evening			SSpring	If you are completing your Evergreen undergraduate work, wondering what comes next, and thinking about how you got where you are now, this course will give you time to reflect on your education. We will think about the connections between our academic work and its context, both to us as individuals and to our communities. We will meet to discuss common reading, to share reflections, and to write. Be prepared to share your “best work” with others, to comment on especially influential books, and to write multiple drafts of a summative self-evaluation. The final project will be a polished piece of reflective writing that may be included in your transcript.		Gillies Malnarich	Tue	Senior SR	Spring
Shakespeare's America David Marr	Program	JR - SRJunior - Senior	16	16	Day	FFall			To be, or not to be; that is the bare bodkin That makes calamity of so long life; For who would fardels bear, till Birnam Wood do come to Dunsinane... -Mark Twain William Shakespeare's plays were forms of popular entertainment in nineteenth century America. American audiences--farmers and mechanics no less than Boston Brahmins--knew much Shakespeare by heart. They held theatrical performances to a high standard, and they took great delight in outrageous parodies, such as the passage above from . But to his American audiences Shakespeare's power to entertain was inseparable from his power to dramatize vital truths of the human condition. Shakespeare was, in Herman Melville's memorable phrase, a master of the Great Art of Telling the Truth. Shakespeare's America takes the Bard's wide (at times wild) popularity in nineteenth century America as one of its three points of departure, the other two being the reflections on Shakespeare by Ralph Waldo Emerson and Herman Melville. Emerson declared that Shakespeare "read the hearts of men and women" like no other poet and was "inconceivably wise," whereas all other great authors were only "conceivably" wise. To Melville, twenty-five years old when he returned from the sea to take up writing as a vocation, Shakespeare became a lifelong source of inspiration because his plays craftily probe "the very axis of reality." This will be a seminar devoted to the close, analytical reading of Shakespeare's plays and masterpieces of American literature. We will read , , , and , among other plays. American works will include , essays by Emerson, Hawthorne's Tales, and . Seminar discussions will consider the interplay of form and meaning, figurative language, illusion and truth, varieties of interpretation, and logical uses of textual evidence. The motto of our seminar will be Henry James' advice to young writers: "Try to be one of the people on whom nothing is lost!"	the humanities, law and education.	David Marr	Mon Mon Wed Thu Thu	Junior JR Senior SR	Fall
The Shape of Things: Geology and Landforms cancelled Kenneth Tabbutt field studies geology	Program	SO - SRSophomore - Senior	16	16	Day			SSpring	Over the past 4.6 billion years the physical landscape and internal structure of the Earth has changed due to natural geologic processes that have acted over time; mountain ranges have uplifted and been eroded away, rocks have formed and reformed. In this program, students will be introduced to these dynamic processes as well as the materials that make up the Earth and the depths of geologic time. Instances where society has tried to engineer structures to counteract these natural processes will also be examined. Students will have the opportunity to apply their understanding both in the lab and in the field, as well as to learn the fundamentals of Geographic Information Systems (GIS) and use this tool to assess and display geologic data. There will be an opportunity for a limited number of students to participate in a 18-day river trip through the Grand Canyon. In order to participate in the Grand Canyon field trip, students must complete an application form that will be available at the beginning of winter quarter. Students that do not participate in the Grand Canyon field trip will have the option to do project work instead.	earth science and natural history.	Kenneth Tabbutt		Sophomore SO Junior JR Senior SR	Spring
Ships of Wisdom: Ancient Trade Routes and the Diffusion of Ideas Joseph Tougas and Ulrike Krotscheck classics history maritime studies philosophy	Program	FR - SOFreshmen - Sophomore	16	16	Day	FFall	WWinter		In this full-time core program, we will investigate how and why humans, throughout history, have taken to the sea to explore the limits of their known world. What were the motives and the consequences of these, often dangerous, ventures? We will focus on some specific case studies (the ancient Mediterranean, the Pacific Northwest, the Chinese empire, and the Polynesian islanders, among others), and learn about some theories of economic and cultural exchange over long distances. Some of the questions we’ll be addressing include: How did humans figure out the navigational and boatbuilding technologies needed for overseas exploration? What were the prime motivators for overseas exploration? What new kinds of knowledge were gained through this travel, and what is the relationship between the material goods and the ideas and ideologies that were traded? How do modern archaeologists and historians go about piecing together answers to questions like these? We will read texts on archaeology, ancient history and philosophy, anthropology, and marine studies. In addition to historical and scientific accounts, we’ll read ancient epics and contemporary fiction, seeking an understanding of the age-old connections between human cultures and the sea. We will consider the religious, philosophical, and scientific practices that grew out of those connections—practices that are the common heritage of coast-dwelling peoples around the globe. We will also work on reading, writing, and critical thinking skills which will facilitate students' transition into advanced college-level work. In order to test our theories in practice, we will have the opportunity to get out on the water ourselves, learning maritime skills while becoming familiar with the local coastal environment and its rich cultural history. This will take the form of a three-day sailing adventure in the San Juan Islands aboard a 127' sailing schooner, the .	history, archaeology, philosophy, and the humanities.	Joseph Tougas Ulrike Krotscheck		Freshmen FR Sophomore SO	Fall
Slavic and Celtic Folklore: Heroic, Spiritual, Practical Sean Williams and Patricia Krafcik anthropology cultural studies history literature music theater	Program	FR - SRFreshmen - Senior	16	16	Day			SSpring	This program will explore the folklore of the Slavic and Celtic peoples from epic times to the present in a cross-cultural study of two of Eurasia's oldest ethnic groups. Both groups are dispersed: the Slavic regions across eastern and southeastern Europe and into Eurasia, and the Celtic regions across the islands and peninsulas of the West. Both are renowned for their abundant folklore traditions, which have deep roots in a remote past and have served as a valuable source of inspiration for writers, composers and dramatists from the 19th century through the present. What characteristics do both traditions share? What distinguishes the two cultural traditions? What essential historical, linguistic and spiritual elements permeate the hearts and minds of local people in these regions? What do their folklore practices reveal? We begin the quarter with regional epic narratives and explore the histories and belief systems of the two regions. We follow this foundational work with an exploration of folklore practices (customs, rituals, beliefs), examine 19th-century cultural nationalist movements in music and literature, and conclude with how it all plays out in contemporary life, both rural and urban. This program may serve as a springboard for further study of the Celtic and Slavic peoples, of folklore, and of the material elements of culture. Each week includes lectures, films, seminars, and possible workshops, collaborative presentations, and guest performers or presenters. Students will be expected to write short essays, as requested, and to complete a significant essay at the end of the quarter that examines the role, use and appropriation of folklore materials in a particular Slavic or Celtic region.	folklore, anthropology, ethnomusicology, history and literature.	Sean Williams Patricia Krafcik	Mon Tue Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
So You Want to be a Psychologist Carrie Margolin psychology	Program	FR - SRFreshmen - Senior	16	16	Day			SSpring	Students will investigate theories and practices of psychologists to enhance their understanding of counseling, social services and the science of psychology. We will cover history and systems of psychology. Students will read original source literature from the major divisions of the field, including both classic and contemporary journal articles and books by well-known psychologists. Students will explore careers in psychology and the academic preparations necessary for these career choices. We will cover the typical activities of psychologists who work in academia, schools, counseling and clinical settings, social work agencies and applied research settings. Among our studies will be ethical quandaries in psychology, including the ethics of human and animal experimentation. Library research skills, in particular the use of PsycInfo and Science and Social Science Citation Indexes, will be emphasized. Students will gain expertise in the technical writing style of the American Psychological Association (APA). The class format will include lectures, guest speakers, workshops, discussions, films and an optional field trip. There's no better way to explore the range of activities and topics that psychology offers, and to learn of cutting edge research in the field, than to attend and participate in a convention of psychology professionals and students. To that end, students have the option of attending the annual convention of the Western Psychological Association, which is the western regional arm of the APA. This year's convention will be held in San Francisco (Burlingame), California on April 26-29, 2012.	psychology, education and social work.	Carrie Margolin	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Social Entrepreneurship and Sustainable Business Management Thuy Vu business and management communications community studies economics international studies sustainability studies	Program	FR - SRFreshmen - Senior	8	08	Weekend	FFall	WWinter	SSpring	Social enterprises, commonly known as non-profit organizations, are growth engines for social transformation and community building. This program aims to develop business competencies to operate social enterprises in a manner that is economically, financially, and socially sustainable. Specifically, the program will focus on organizational and financial development in fall quarter, moving to human resource management and quantitative business analysis in winter, and covering communications, marketing, and international business competencies in spring. This program is for students with strong interest in business economics, organization development, human resource management, leadership, and community-building.	business management, community development, organization development	Thuy Vu	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Spanish, Beginning I Arleen Sandifer language studies	Course	FR - SRFreshmen - Senior	4	04	Evening			SSpring	This course covers the first quarter of the first year of Spanish. Students will gain a basic foundation in Spanish vocabulary and grammar and will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. The course is taught primarily in Spanish and involves work in small groups. Many aspects of Latino and Spanish culture will be presented throughout. Some homework activities require Internet access. Courses to complete the first-year of Spanish will be available throughout the following academic year.		Arleen Sandifer	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Spanish, Beginning I (C) Arleen Sandifer language studies	Course	FR - SRFreshmen - Senior	4	04	Evening	FFall			This course covers the first quarter of the first year of Spanish. Students will gain a basic foundation in Spanish vocabulary and grammar and will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. The course is taught primarily in Spanish and involves work in small groups. Many aspects of Latino and Spanish culture will be presented throughout. Some homework activities require Internet access. Students from this section will need to join section A or B to continue learning first-year Spanish in winter and spring quarters.		Arleen Sandifer	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Spanish, Beginning I, II Dawn Williams language studies	Course	FR - SRFreshmen - Senior	4	04	Evening		WWinter	SSpring	This two-quarter sequence of courses covers two-thirds of the first year of Spanish. Students will gain a basic foundation in Spanish vocabulary and grammar and will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. The course is taught primarily in Spanish and involves work in small groups. Many aspects of Latino and Spanish culture will be presented throughout. Some homework activities require Internet access. The final quarter of first-year Spanish will be available in fall quarter and may be offered during summer quarter.		Dawn Williams	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Spanish, Beginning I, II, III (A) Sheila Gilkey language studies	Course	FR - SRFreshmen - Senior	4	04	Evening	FFall	WWinter	SSpring	This year-long sequence of courses covers the first year of Spanish. Students will gain a basic foundation in Spanish vocabulary and grammar and will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. The course is taught primarily in Spanish and involves work in small groups. Many aspects of Latino and Spanish culture will be presented throughout. Some homework activities require Internet access.		Sheila Gilkey	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Spanish, Beginning I, II, III (B) David Phillips language studies	Course	FR - SRFreshmen - Senior	4	04	Evening	FFall	WWinter	SSpring	This year-long sequence of courses covers the first year of Spanish. Students will gain a basic foundation in Spanish vocabulary and grammar and will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. The course is taught primarily in Spanish and involves work in small groups. Many aspects of Latino and Spanish culture will be presented throughout. Some homework activities require Internet access.		David Phillips	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Spanish, Beginning II, III Joseph Alonso language studies	Course	FR - SRFreshmen - Senior	4	04	Evening	FFall	WWinter		This two-quarter sequence completes the first year of Spanish language study. Students will gain a basic foundation in Spanish vocabulary and grammar and will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. The course is taught primarily in Spanish and involves work in small groups. Many aspects of Latino and Spanish culture will be presented throughout. Some homework activities require Internet access. Students seeking to continue in second-year Spanish after this sequence will have to wait until summer or the following fall to begin the intermediate Spanish sequence.		Joseph Alonso	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Spanish, Beginning III David Phillips language studies	Course	FR - SRFreshmen - Senior	4	04	Evening	FFall			This course covers the final quarter of the first year of Spanish. Students will build on their foundation of Spanish vocabulary and grammar and will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. The course is taught primarily in Spanish and involves work in small groups. Many aspects of Latino and Spanish culture will be presented throughout. Some homework activities require Internet access. Successful completion of this course serves as preparation to take Intermediate Spanish I in winter quarter.		David Phillips	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Spanish, Intermediate I, II David Phillips language studies	Course	FR - SRFreshmen - Senior	4	04	Evening		WWinter	SSpring	This two-quarter sequence of courses is designed for students who have developed conversational Spanish language skills. Communication in class takes place entirely in Spanish. These courses build upon previous work to strengthen communication skills and fluency in Spanish. Coursework focuses on intensive conversation, reading, and writing, as well as practice of grammatical structures. Group conversations and written work will focus on practical themes as well as on many topics related to Latin American societies and Hispanic cultures.		David Phillips	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Spanish, Intermediate I, II, III Hugo Flores language studies	Course	FR - SRFreshmen - Senior	4	04	Evening	FFall	WWinter	SSpring	This year-long sequence of courses is designed for students who have developed conversational Spanish language skills. Communication in class takes place entirely in Spanish. These courses build upon previous work to strengthen communication skills and fluency in Spanish. Coursework focuses on intensive conversation, reading, and writing, as well as practice of grammatical structures. Group conversations and written work will focus on practical themes as well as on many topics related to Latin American societies and Hispanic cultures. By spring, students will be working with complex and abstract ideas in their reading of selected short stories and current news from different sources and in their writing of papers based on specific questions.		Hugo Flores	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Stages of Discovery: Revolutions in Art and Science Elizabeth Williamson, Andrea Gullickson and Krishna Chowdary aesthetics history literature physics theater writing	Program	FR - SOFreshmen - Sophomore	16	16	Day	FFall	WWinter		If you are interested in either art or science and are curious to find out what happens when art and science meet, this introductory program is for you. We will work to become familiar with the methods used by artists and scientists and see if these methods can help us make sense of, and live better in, an increasingly complicated world. We will trace developments in art (primarily theater and music) and science (primarily physics) during two time periods: the Renaissance and the early 20th century. We will explore three major questions: Our study of the Renaissance will focus on major revolutionaries, including Galileo and Shakespeare. Galileo's scientific conclusions about the natural world conflicted with some deeply held church teachings. Similarly, Shakespeare's plays highlighted and challenged social conventions and their impact on the day-to-day lives of his audience. We will examine the roles of science and art in challenging commonly held beliefs and explore how society can be transformed through the new perspectives and insights they offer. Our study of the early 20th century will focus on major revolutions in physics, theater, and music. Relativity and quantum mechanics challenged the idea that natural phenomena could be studied without taking into account the role of the observer in shaping those phenomena. In the arts, the observers were seen to play a central role in the artistic product. Brecht and Schoenberg, among others, challenged the notion that art should hold "a mirror up to nature," arguing that art should prompt us to take action rather than merely acclimating us to the way things are. Our studies of art and science will come together as we work with plays that draw on science for subject matter and are experimental in structure, staging, and purpose. Together we will examine and critique the aesthetics and accuracy of plays that merge science and theatricality, such as Brecht's , Stoppard's and Frayn's . Weekly activities will include workshops designed to develop skills critical to success in college and beyond. Collaborative workshops will emphasize improving your written and oral communication skills as well as your analytical and creative thinking. Hands-on activities will provide you with supportive opportunities to apply math and physics and develop scientific reasoning. Together we will approach the art and science content in a manner that is accessible to students with little background in these areas, while still challenging those with prior experience. As a final collaborative project, program members will produce creative interventions dramatizing a science topic.	literature, science, education and theater arts.	Elizabeth Williamson Andrea Gullickson Krishna Chowdary		Freshmen FR Sophomore SO	Fall
Statistics I Allen Mauney mathematics	Course	FR - SRFreshmen - Senior	4	04	Evening			SSpring	This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Allen Mauney	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Statistics I (A) Alvin Josephy mathematics	Course	FR - SRFreshmen - Senior	4	04	Evening		WWinter		This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Alvin Josephy	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Statistics I (A) Alvin Josephy mathematics	Course	FR - SRFreshmen - Senior	4	04	Evening	FFall			This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Alvin Josephy	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Statistics I (B) Alvin Josephy mathematics	Course	FR - SRFreshmen - Senior	4	04	Evening	FFall			This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Alvin Josephy	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Statistics I (B) Allen Mauney mathematics	Course	FR - SRFreshmen - Senior	4	04	Evening		WWinter		This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Allen Mauney	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Statistics II Alvin Josephy mathematics	Course	FR - SRFreshmen - Senior	4	04	Evening		WWinter		In this class we will explore the concepts of inferential statistics. This class assumes that the student has a prior background in descriptive statistics. The class will discuss probability, especially in terms of probability distributions, and move on to hypothesis testing. In this context, the class will work with several distributions, such as t, chi square, F as well as the normal distribution, and work with ANOVA and multiple regression. The class will finish with an introduction to non-parametric statistics. In addition, the students will consider journal articles and research concepts, and will prepare a small presentation using the concepts from the class.		Alvin Josephy	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Statistics II Alvin Josephy mathematics	Course	FR - SRFreshmen - Senior	4	04	Evening			SSpring	In this class we will explore the concepts of inferential statistics. This class assumes that the student has a prior background in descriptive statistics. The class will discuss probability, especially in terms of probability distributions, and move on to hypothesis testing. In this context, the class will work with several distributions, such as t, chi square, F as well as the normal distribution, and work with ANOVA and multiple regression. The class will finish with an introduction to non-parametric statistics. In addition, the students will consider journal articles and research concepts, and will prepare a small presentation using the concepts from the class.		Alvin Josephy	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Student Orginated Software Neal Nelson, Richard Weiss and Sheryl Shulman computer science mathematics Signature Required: Winter	Program	SO - SRSophomore - Senior	16	16	Day	FFall	WWinter	SSpring	The successful completion of large software systems requires strong technical skills, good design and competent management. Unfortunately, unlike hardware, software systems have proven to be notoriously difficult to build on-time, in-budget, and reliable, despite the best efforts of many very smart people over the last 50 years. This is an upper-division program intended to help students gain the technical knowledge required to understand, analyze, modify and build software in application domains. We will concentrate on learning the organization and complexity of large software systems that we do understand, and gaining practical experience in order to achieve a deeper understanding of the art, science, collaboration and multi-disciplinary skills required to develop computing solutions in real-world application domains. The technical topics will be selected from data structures, algorithm analysis, operating systems, newworks, information security, object oriented design and analysis, and verification techniques. The program seminar will focus on various technical topics or the history, ethics or culture of the software industry. Students will have an opportunity to engage in a substantial computing project through all the development phases of proposal, requirements, specification, design and implementation. This program is for advanced computer science students who satisfy all the prerequisites. We also expect students to have the intellectual maturity and self-motivation to identify their project topics, organize project teams and resources, and complete advanced work independently.	computer science, software engineering, and technology use and development in an application area.	Neal Nelson Richard Weiss Sheryl Shulman	Mon Tue Wed Thu	Sophomore SO Junior JR Senior SR	Fall
Student Originated Studies: Botany Frederica Bowcutt botany field studies natural history sustainability studies Signature Required: Spring	SOS	JR - SRJunior - Senior	16	16	Day			SSpring	This program offers opportunities for well-prepared students to create their own course of study in botany. In addition, each student will attend weekly meetings including research group meetings, labs, seminars, workshops and/or lectures. Priority will be given to two types of proposals: group project to create botanical illustrations and herbarium specimens to document the Puget Prairie Flora project; community service work in the Evergreen Teaching Gardens, e.g. to decommission lawns. While this program is primarily aimed at juniors and seniors, first-year students and sophomores may be admitted if they can demonstrate that they are ready for the work.	field botany, floristics, environmental education and horticulture.	Frederica Bowcutt	Mon Tue	Junior JR Senior SR	Spring
Student Originated Studies: Orientalism cancelled Zahid Shariff cultural studies philosophy political science	SOS	SO - SRSophomore - Senior	16	16	Day	FFall			For this SOS, we will get a deeper understanding of Edward Said's Orientalism. This will mean getting acquainted with his important works in this area: (1) , (2) (3) (4) , and some of his relevant articles. In addition to these, we will also explore some of his major critiques. Based on these core readings, which will be supplemented with seminars and films, the students will write (a) short papers and (b) develop a longer final project in which Said's concep(s) will be applied to particular settings.	political science, anthropology, study of middle-east history/politics, cultural studies, and American foreign policy.	Zahid Shariff		Sophomore SO Junior JR Senior SR	Fall
Student Originated Studies: Performing Arts Kabby Mitchell cultural studies dance media arts media studies music theater visual arts	SOS	SO - SRSophomore - Senior	16	16	Day	FFall	WWinter		This is an opportunity for well-prepared students to do authentic, significant, independent work in dance, theatre, music or film production. Students enrolling in this program should have one or more potential project ideas before the start of fall quarter. Please contact the faculty with any questions regarding your specific ideas. Participants will meet weekly to discuss their projects and to collaboratively work in small groups. Students will be expected to give progress updates, outline challenges, and share ideas for increasing the quality of the work that they are doing throughout the quarter. Specific descriptions of learning goals and activities will be developed individually between the student and faculty to insure quality work. At the end of the quarter students will present their projects to their peers in the most suitable manner for their particular project.	performance art, dance, theater, music, and cultural studies.	Kabby Mitchell	Wed Wed	Sophomore SO Junior JR Senior SR	Fall
Student Originated Studies: Poetics Leonard Schwartz literature philosophy writing	SOS	FR - SRFreshmen - Senior	16	16	Day			SSpring	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 activities. 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 in doing 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.	literature, publishing, writing, and academics.	Leonard Schwartz		Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Student Originated Studies: Travel-Based Projects Ariel Goldberger consciousness studies cultural studies field studies gender and women's studies geography international studies language studies queer studies sociology theater writing Signature Required: Fall	SOS	SO - SRSophomore - Senior	16	16	Day and Weekend	FFall			This is a program 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 of 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 with 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, since 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 preparation is 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 a Study Abroad academic offering. Those students who have demonstrated academic progress and who have projects that take more than a quarter are advised to negotiate an ILC with Ariel Goldberger to accommodate their learning needs.	the humanities, consciousness studies, cultural studies, arts, social sciences, and the leisure and tourism industry.	Ariel Goldberger		Sophomore SO Junior JR Senior SR	Fall
Student Originated Studies: Visual Arts Shaw Osha Flores aesthetics art history visual arts Signature Required: Fall Winter	SOS	JR - SRJunior - Senior	16	16	Day	FFall	WWinter		This is an intensive full-time, two-quarter program designed for students ready for intermediate to advanced work in theory and practice in the visual arts. Students should be ready to work independently in the studio and in their research, but must also be interested in the learning community that a classroom provides. The academic content, lectures, and instruction are a collaboration between the faculty and the students enrolled. Credits are earned through your project and research related to your project and program activities such as seminars, the Artist Lecture Series, field trips, and research presentations. Students will design their own projects including proposed materials and theoretical research, they will write papers, share their research through presentations, work intensively in the studio together, produce a significant thematic body of work, and participate in demanding critiques. Expect to work on program assignments 20 - 30 hours per week outside of class meetings. In the fall, students will begin working on their proposed projects with the understanding that the outcome is not an a priori deal but will come through the process of experimenting and taking risks both materially and intellectually. Winter quarter will be a continuation of individual projects with the understanding that they will necessarily be new iterations of the proposed projects. Part of the overall work will be allowing for development and change in direction and thoughtful articulation of the process.	visual art, education, art history, museum studies, aesthetics and humanities.	Shaw Osha Flores		Junior JR Senior SR	Fall
Student Originated Studies: Working with the Land Steven Scheuerell agriculture ecology environmental studies field studies geography outdoor leadership and education sustainability studies Signature Required: Fall	SOS	SO - SRSophomore - Senior	16	16	Day	FFall			This program is designed for students who have the independent drive to deepen their existing knowledge and/or work experience in a profession that works directly with the land. Students will do their independent learning by working with faculty to develop an individual course of study or by completing a previously arranged internship with an organization, agency, or business. This program will support a wide range of student learning goals from land-based professions such as farming, ranching, forestry, tideland aquaculture, landscape architecture, land-use planning, environmental/ecological/natural history studies, parks and conservation area management, and outdoor education and recreation. Students will be expected to participate in weekly forums (both online and in person, depending on student project location) to share their experiences and compare the knowledge and skills needed to succeed in their chosen profession. Students present their independent learning and work collectively during a final multi-day symposium that will focus on the common issues and social values of working with the land given the different student learning experiences. Student work over the quarter will include a written study proposal, submitting weekly learning progress reports, forum participation, self-evaluation of learning, final presentation and symposium participation.	natural resource management, agriculture, forestry, land use planning, parks and recreation, and wilderness education.	Steven Scheuerell		Sophomore SO Junior JR Senior SR	Fall
Student Originated Studies: Working with the Land Steven Scheuerell agriculture ecology environmental studies field studies geography outdoor leadership and education sustainability studies Signature Required: Spring	SOS	SO - SRSophomore - Senior	16	16	Day			SSpring	This program is designed for students who have the independent drive to deepen their existing knowledge and/or work experience in a profession that works directly with the land. Students will do their independent learning by working with faculty to develop an individual course of study or by completing a previously arranged internship with an organization, agency, or business. This program will support a wide range of student learning goals from land-based professions such as farming, ranching, forestry, tideland aquaculture, landscape architecture, land-use planning, environmental/ecological/natural history studies, parks and conservation area management, and outdoor education and recreation. Students will be expected to participate in weekly forums (both online and in person, depending on student project location) to share their experiences and compare the knowledge and skills needed to succeed in their chosen profession. Students present their independent learning and work collectively during a final multi-day symposium that will focus on the common issues and social values of working with the land given the different student learning experiences. Student work over the quarter will include a written study proposal, submitting weekly learning progress reports, forum participation, self-evaluation of learning, final presentation and symposium participation.	natural resource management, agriculture, forestry, land use planning, parks and recreation, and wilderness education.	Steven Scheuerell		Sophomore SO Junior JR Senior SR	Spring
Studio Projects: Painting cancelled Susan Aurand and Evan Blackwell aesthetics art history visual arts	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter		This program will focus intensively on the development of studio skills and methods in painting. It is designed for students who already have a strong work ethic and self-discipline, and who are willing to work long hours in the studio on campus in company with their fellow students. To be successful, students entering the program must have a solid background in representational drawing (including perspective, shading, and preferably some prior experience in figure drawing). Students will have the opportunity to develop technical skills in the use of acrylics and oils and to learn about the history of painting, with emphasis on 20 th century painting. Students will address weekly studio projects in class designed to improve their understanding of color, composition, thematic research and studio methodology. Each student will create a series of paintings on an individual theme over the course of the program, and will research topics in art history related to their work in painting.	painting, color theory and design, art history, and aesthetics and criticism.	Susan Aurand Evan Blackwell		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Study Abroad Consortium Partnerships Michael Clifthorne Signature Required: Fall Winter Spring	Program	SO - SRSophomore - Senior	V	V	Day	FFall	WWinter	SSpring	Consortium is a formal relationship with other institutions to increase travel abroad opportunities for Evergreen students. More than 300 destination programs are offered through consortium, and financial aid can be used to pay for approved program costs. Evergreen students pay the consortium's tuition and fees; they do not pay Evergreen tuition or fees when enrolled in consortium. Enrollment is recorded at both the consortium and at Evergreen; Evergreen students register at Evergreen with a special Course Record Number created specifically for the designated consortium and retain their student status. The Alliance for Global Education offers interdisciplinary study programs in India and China. In India students can focus on issues of public health, Indian studies, development or the environment, in programs located in Manipal, Pune, and Varanasi. In China students can focus on issues of globalization, development, business, politics, social change and Chinese language, in programs located in Xi'an, Beijing, or Shanghai. Internship opportunities are available in both countries. Full semester and summer options. Students earn 15 semester credits (22 quarter credits). The American University in Cairo is a premier, full-service, English-language university founded in Cairo, Egypt in 1919. Students can focus on a wide range of disciplinary studies through the semester or summer options as study abroad, non-degree students, or they can focus on intensive Arabic language through the Intensive Arabic Program. Credits will vary by individual enrollment, but typically range from 15 to 18 semester credits (22 to 27 quarter credits). The Center for Ecological Living and Learning offers programs in Iceland, Nicaragua, Costa Rica, Honduras, and Kenya that focus on sustainability, environmental issues, experiential learning and close connection to local communities. Students earn 15 semester credits (22 quarter credits) The Center for Global Exchange provides a set of interdisciplinary study abroad programs sponsored by Augsburg College in Minneapolis, MN. Students can focus on issues of gender and social change, international business, migration, globalization, or social work in Mexico; sustainable development and social change in Central America; or nation building, globalization, and decolonization in Namibia. Language study and internships, as part of or in addition to the programs, are available. Students earn 16 semester credits (24 quarter credits). CIMAS Ecuador is a collaboration between several Washington state universities and colleges and the CIMAS Foundation in Quito, Ecuador. Students can focus on Spanish language and Andean cultural studies (all quarters), ecology and conservation (fall quarter), public health (winter quarter), or community development issues (spring quarter). Follow-up internships are also available. Students earn 16 quarter credits. The Council for International Educational Exchange provides study abroad programs in conjunction with multiple university sites in Africa, the Middle East, Europe, Asia, Latin America, the Caribbean, and Australia. Students can choose from a wide variety of disciplines, with programs taught either in English or the local language or both. Students earn 15-18 semester credits (22-27 quarter credits) The Danish Institute for Study Abroad offers 14 coordinated programs in Architecture and Design, Biomedicine, Child Diversity and Development, Communication & Mass Media, European Culture & History, European Politics and Society, Global Economics, International Business, Justice & Human Rights, Medical Practice & Policy, Migration & Identity/Conflict, Pre-Architecture, Psychology, Public Health, and Sustainability in Europe. All programs and courses are taught in English, with the exception of Danish language and culture studies. Students earn 15-18 semester credits (22-27 quarter credits). Education Programs Abroad arranges internship placements in several European countries: England, Scotland, Germany, Belgium, and Spain. Students typically intern 30-35 hours per week, with one or two supplemental classes. Adequate fluency in the language is often, but not always, required. Students earn 16 quarter credits, with options to earn more through special coursework with the University of Rochester and at additional cost. The Institute for Study Abroad, operated through Butler University in Indiana, connects students with multiple university sites in England, Scotland, Wales, Ireland, Australia, New Zealand, Argentina, Chile, Costa Rica, Mexico, and Peru. Students enroll in regular university course offerings, with opportunities for internships as well. Fluency in Spanish is required for most Latin American studies programs, with some options for students with lower level Spanish skills. Students earn 15-18 semester credits (22-27 quarter credits). Summer programs also available. The Jackson School for International Studies at the University of Washington, Seattle, offers Evergreen juniors and seniors a chance to spend one year in the program, focusing on one of 14 regional study areas: Africa, Canada, China, Comparative Religion, European, International, Japan, Jewish Studies, Korea, Latin America and Caribbean, Middle East, Russia-Eastern Europe-Central Asia, South Asia and Southeast Asia studies. Students earn 12-18 quarter credits each quarter, depending on class selection. Evergreen can only recommend a small number of students to this program, so it is competitive, with applications due each March for the following year. Lexia International provides area studies programs in Berlin, Budapest, Buenos Aires, Istanbul, Paris, and Rome. These programs combine language study, area studies seminars, and independent project work at each location, with students earning 14-16 semester credits (21-24 quarter credits). Programs take place at host institutions and universities, and several have strong emphasis on film (Paris), architecture and visual arts (Berlin), and classics (Rome). Living Routes Ecovillages provide interdisciplinary instruction in the areas of sustainability, environmental issues, green design and technology, permaculture studies, organic agriculture, fair trade, women's empowerment, bioregional studies, and other issues. Semester programs are offered in Costa Rica, India, Israel, and Scotland with January and summer programs in India, Mexico, Australia, Brazil, and Peru. Living Routes US-based programs are not available for consortium credit. Students earn 15-18 semester credits (22-27 quarter credits) through the University of Massachusetts - Amherst. International Partnership for Service Learning offers programs that combine language, area studies, and community service placements in a number of countries: Australia, Ecuador, France, Ghana, India, Italy, Jamaica, Mexico, Scotland, Spain, and Thailand. Students gain valuable experience serving in a variety of community organizations. Semester and summer programs available. 15-17 semester credits (22-25 quarter credits). The School for International Training offers a wide variety of interdisciplinary programs in Africa, Asia, Europe, Latin America, and the Middle East that focus on the arts, cultural expression, global health, identity and globalization, environmental issues, post-conflict transformation, social movements, human rights, and sustainable development. Programs entail language, thematic studies, and independent study projects and close connection to local communities. Students earn 16 semester credits (24 quarter credits). Summer programs are also available. The School for Russian and Asian Studies offers programs throughout the European, Central Asian, and Siberian regions of the former Soviet Union on a wide variety of topics: Central Asian Studies, Acting in Russia, Russian Studies Abroad, Translation Abroad, Art in Russia, The Russian Far East, The Russian Psyche, Museums and Art Restoration, Kyrgyz Adventure, Politics and International Relations, Internships and more. Students earn 15-18 semester credits (22-27 quarter credits). SEA Education Association offers programs that focus on ocean exploration, documenting change in the Caribbean, oceans and climate, sustainability in Polynesian island cultures and ecosystems, and energy and the ocean environment. Student spend the first part of the semester in Woods Hole, MA preparing for the second part of the semester when they embark on tall-masted sailing ships to continue studies at sea and among island communities. The program offers both Atlantic and Pacific routes. Students earn 16 semester credits (24 quarter credits). Options for upper level credits are available. Summer programs offered as well. Studio Arts Centers International in Florence, Italy offers undergraduate options for study in over 20 studio art and design programs, art history, art conservation, and Italian language and culture. Graduate level studies are also available. Students earn 15-18 semester credits (22-27 quarter credits). The University of Arizona - Russia program offers the opportunity to study Russian language and culture in Moscow during the academic year, with summer options in St. Petersburg. Students receive between 20-30 hours of instruction per week depending on their level placement. The program takes place at the GRINT Language Center at the Moscow Humanities University. Options for internship placement in Moscow also exist. Students earn 15 semester credits (22 quarter credits). Wildlands Studies offers programs through a number of environmental field projects in several countries: Australia, Belize, Chile, China, Costa Rica, El Salvador, Fiji, India, Mexico, New Zealand, Peru, South Africa, Thailand, and Zambia. Wildlands' domestic US programs are not eligible for consortium status. Students are engaged in field studies for seven-week periods typically, and many include cultural studies since communities are part of local environmental systems. Student earn 12 semester credits of upper level science (300 level), (or 18 quarter credits), issued through California State University at Monterrey Bay.		Michael Clifthorne		Sophomore SO Junior JR Senior SR	Fall
Suburban Nation? Sarah Ryan and Nancy Parkes community studies cultural studies environmental studies history law and public policy literature sustainability studies	Program	FR - SRFreshmen - Senior	8, 12, 16	08 12 16	Evening and Weekend	FFall	WWinter		Is the United States a “suburban nation?” Why do we have a unique pattern of urban/suburban development that contrasts with that of other nations? What do we need to know, and what do we need to do, in order to create more sustainable, equitable, and livable communities? This program will look critically at historical, sociological, and environmental aspects of suburbs, including the role of the federal government and financial institutions in structuring our landscape and living environments. Our work during both quarters will be centered in the historical study of suburbanization. During fall, we will look at the critique New Urbanists make of the configuration of suburban space and evaluate local areas as examples of problems or solutions. We will also acquaint ourselves with quantitative analysis through evaluating the story that census data tells. During winter, our focus will move toward the way suburbia is reflected in literature and film, and how this shapes us individually and collectively. During both quarters, students will continually have opportunities to consider proposed solutions as suburbs shift and change that will better meet challenges for housing, social equality, and both social and ecological sustainability. Our goals include an immersion in the historical roots of policies that resulted in suburbanization and an examination of the economics, class, race, and gender systems that underlie many urban/suburban problems. We will strive to understand how current suburban configurations shape popular culture, political power bases, transportation policies, ecological consequences, families, and educational opportunities. We will investigate successful alternatives to current suburban developmental norms and consider obstacles that inhibit individuals and communities from adopting more sustainable and socially just practices. We will examine whether suburbs establish islands of privilege that reject urban complexity and diversity and whether the laws and policies encouraging home ownership still meet the needs of individuals and communities. Our program will include a rich mixture of readings, interactive workshops, and lectures by both faculty and guests as well as opportunities to explore suburbanization in our own and nearby communities. Students will also have opportunities to strengthen their research, collaborative, and writing skills. Students registering for 12 credits will take on an individual project, connected to a group study of a specific suburban community, that will involve substantial historical, sociological, or geographical research, writing, and an interactive presentation. 12-credit students should expect to spend an additional 10 hours per week on this work.Students registering for 16 credits must have at least 20 daytime hours per week available to devote to an internship in land use planning or community development, in addition to the 20 hours per week for required for class and study time. The faculty have arranged some internships with local municipal government bodies that require references, referrals, and conferences with sponsors. Students are also welcome to arrange their own 20-hour internships in planning and community development in collaboration with faculty. Faculty signature is required for this registration option; please contact the faculty if you are interested or would like more information.	history, literature, environmental studies, planning, government, public policy	Sarah Ryan Nancy Parkes	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Taking Things Apart: A Scientific and Artistic Exploration Bob Haft and Donald Morisato biology literature philosophy of science visual arts Signature Required: Winter	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter		Both science and art take things apart. In some instances--like the evisceration of a frog or an overly-analytical critique of a poem --the process can result in the loss of the vital force. In the best scenario, carefully isolating and understanding individual parts actually reconstitutes the original object of study, bringing appreciation for the whole that is greater than the parts. Sometimes taking things apart results in a paradigm shift: suddenly, the ordinary becomes extraordinary. In one strand of this program, we will use a biologist's tool kit to explore how living organisms function. We will learn how biology takes apart and studies life in different ways. In fall, we will focus on visual perception, beginning with anatomy, proceeding onto the logic of visual processing, and concluding with an examination of the specialized neurons and molecules involved in phototransduction. In winter quarter, we will play with the idea of mutation, exploring how genetics can be used to dissect complex processes, in addition to providing an entry point for the molecular understanding of inheritance at the level of DNA. Another strand takes visual art as its point of departure. Here, we will combine what we learn about the anatomy and physiology of the eye with a study of how to use sight to apprehend and appreciate the world around us. We will work with different tools--charcoal pencils and camera, for example--both to take things apart, and to construct new things. During fall quarter, we will learn the basics of drawing. In winter, we will switch to using black-and-white photography as a means of studying life at a more macroscopic level than in the biology lab. Ultimately, our goal here is the same as that of the scientist: to reconstitute and reanimate the world around us. There are ideas for which literature provides a more sophisticated and satisfying approach than either science or the visual arts. Thus, in a third strand, we will examine how literature depicts and takes apart the emotional and behavioral interactions that we call "love." Authors that we may read include Shakespeare, Stendhal, Henry James, Virginia Woolf, James Baldwin, John Berger, Haruki Murakami and Louise Gluck. Our goal is to weave these strands together, to produce an understanding about the world that is informed by both cognition and intuition. Throughout our inquiry, we will be investigating the philosophical issue of objectivity. This is a rigorous program that will involve lectures, workshops, seminars, studio art and laboratory science work. Student learning will be assessed by weekly seminar writing assignments, lab reports, art portfolios and exams.	biology, visual arts, sciences and the humanities.	Bob Haft Donald Morisato		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Technical Writing in the 21st Century Erik Thuesen environmental studies writing zoology	Program	SO - SRSophomore - Senior	16	16	Day	FFall			In this program, students will develop techniques for communicating in several different genres of technical writing, including technical abstracts, scientific research papers, technical instructions, etc. Students from all branches of the sciences are encouraged to take this program to improve their technical writing skills. We will use several different on-line collaborative formats to carry out our objectives. Work will be submitted and edited on-line. Each student will choose a specific topic to research and read ten documents related to the topic. Based on these readings and other sources, each student will also write a technical background report. Students will receive critique from peers and the faculty member. Students will be responsible for editing and critiquing a specific number of papers written by other students in the program in order to develop their editing skills. Clear deadlines for reading and writing assignments will be established for all students at the start of the program to make it easier to stay on track. Credit is expected to be awarded in the specific area of research, technical writing, and technical editing.	all careers requiring advanced writing skills.	Erik Thuesen		Sophomore SO Junior JR Senior SR	Fall
Telling Our Stories: What Makes Communities Work? Suzanne Simons, Carolyn Prouty and Stephen Buxbaum community studies geography history leadership studies sociology writing	Program	JR - SRJunior - Senior	8, 12	08 12	Weekend	FFall	WWinter	SSpring	The purpose of this year-long program is to help students develop the skills needed to assess their communities, capture their observations, and articulate them in a useful form. Program participants will work to improve their written and verbal communication skills, ability to collect and analyze data, and think critically as they explore what makes communities work. We start with the proposition that success – professional or personal – is dependent in part upon being able to tell our story. Whether we are writing a business plan, a novel, or a job application, we need to get our message across, be understood, and hopefully motivate our audience to respond positively. The ability to explain ourselves, ask clearly for what we want, establish purpose, or give direction all involve telling a story. To explain, ask, and direct are all examples of relational activities that also help communities to function. Communities also have stories, as do communities within communities. We will examine who gets to construct and tell the meta-narrative of communities and why, how multiple and sometimes conflicting narratives of community develop, and strategies for developing more equitable access to constructing the story of community. The term “community” literally means a collective sharing of gifts (from the Latin: , "with/together" + , "gift"). Our class will itself become a community, in this case a learning community: a group of supportive individuals engaged in collective inquiry and analysis about what makes communities work. Students will work in teams as they learn research skills, participate in field activities, and keep a record of their progress through a variety of assignments, such as mapping, journaling, oral histories, and data analysis. Just as a story – and a community – has a beginning, middle, end, and sometimes a re-birth, this program will follow a similar pattern in its structure. Fall quarter will focus on how relationships start and how communities begin. Working from observations made from individual to collective levels, we will use literature, theoretical models, and system thinking activities to explore how formative experiences and events determine the structure and function of a community. During winter quarter, students will explore the practical day-to-day functioning of a community. Field research will involve exploring diverse experiences and multiple meanings embodied in a single community. This will involve the use of mixed media, interviews, and extensive writing to map and record the workings of a community. Students will test theoretical models of how systems work against the lives of community members interviewed, and what they can observe and record themselves. Spring quarter will focus on what causes communities to stop functioning. Using literature, primary source material and field research we will explore what keeps communities from sustaining themselves. Students will investigate the challenges communities face as they attempt to weather social, economic, geographic, and environmental changes. Students in the 12-credit option will choose a community-based organization that compliments program themes and do an in-program internship of 10 hours per week, plus a weekly thematic journal and final synthesis project integrating their community and academic work. Students will be responsible for selecting and contacting an organization to set up the internship with activities that serve the organization and student skills, goals, and interests.	government and public service, leadership, management, education, media, nonprofit organization, public health, social services	Suzanne Simons Carolyn Prouty Stephen Buxbaum	Sat	Junior JR Senior SR	Fall
Temperate Rainforests: Ecology and Biogeochemistry Paul Butler and Dylan Fischer biology chemistry ecology environmental studies geology	Program	JR - SRJunior - Senior	16	16	Day	FFall			Temperate rainforests are poorly understood and highly valued ecosystems of the Pacific Northwest and other coastal landscapes around the world. This type of ecosystem supports complex interactions among constituents of the atmosphere, the forest and the underlying geology. By focusing on the biogeochemistry and nutrient cycling of the forest, we will understand the interplay between the biotic and abiotic components of these ecosystems. We will examine the pools and fluxes of organic and inorganic nutrients as well as the processes that link them. We will examine forest ecosystem science in temperate rainforests worldwide, and our lectures and field labs will emphasize the temperate rainforests of the Olympic Peninsula, with a three-day field trip at the beginning of the quarter. Students will gain field experience with group independent studies on campus and at remote sites. Students will acquire experience with various sampling techniques that are used measure nitrogen, water, and carbon in forested ecosystems in a single, intensive, multiple-week lab exercise on forest biogeochemistry. Weekly seminars will focus on reading a major forest-ecology textbook and and understanding scientific articles from the primary literature. Each student will develop a scientific research proposal throughout the quarter that requires the development of research and quantitative skills. Finally, controversy over forest management is an integral component of human interactions with modern temperate rainforests. We will explore current and past controversies in forest ecology related to old-growth forests, spotted owls and other endangered species, sustainable forestry, and biofuels. We will also visit local second growth forests to examine the impacts of sustainable forest management on temperate rainforest ecosystems. Readings and guest lectures will introduce students to major ecological issues for temperate rainforests.	forest ecology, chemistry, geology and field research.	Paul Butler Dylan Fischer		Junior JR Senior SR	Fall
Theater of Business/Business of Theater Bill Bruner and Walter Grodzik business and management theater	Program	FR - SRFreshmen - Senior	16	16	Day			SSpring	Many playwrights have produced works about business -- Arthur Miller's , Eugene O'Neill's , Henrik Ibsen's and more recently Caryl Churchill's and Lucy Prebble's are just a few examples. These plays tell us something about business and how business is viewed by playwrights and probably by much of society. At the same time, theater is business; it employs the techniques of business management to raise revenues to support its productions. This introductory one-quarter program is designed to creatively integrate theater performance and arts management. We will read and perform plays about business and business-related topics. We will examine these plays for what they tell us about business and how they relate to introductory business theories, concepts and practices. The program will include lectures, seminars, reading and analysis, viewing plays and films, writing and performance workshops. Workshops will include the study of theatre games, acting, directing, design, and puppet and shadow theatre. We will also consider arts management as a means of supporting theater performances. In lectures and workshops we will cover such topics as writing vision and mission statements, setting goals and objectives, organizing, legal forms of organization, governance structures including boards of directors, and preparing budgets for both productions and for the theater organization as a whole. Students will prepare comprehensive management plans for theater companies and select an entire season of plays.	performing arts, theater, business and management.	Bill Bruner Walter Grodzik		Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Theories of Personality Susan Cummings psychology	Course	SO - SRSophomore - Senior	4	04	Evening		WWinter		The major personality theorists will be presented sequentially within their cultural and historical contexts. This will provide the students with a broader understanding of the evolution of ideas concerning human nature. Exploration of theories will be limited to those that apply specifically to the practice of counseling. Attention will be paid to the interaction of the individual with the social milieu, the cultural biases within theory, and the effect of personal history on theoretical claims. This upper-division course provides prerequisites for many graduate programs in psychology.		Susan Cummings	Mon	Sophomore SO Junior JR Senior SR	Winter
Thinking it Through: Ethics at Work Stephen Beck and Joli Sandoz business and management leadership studies philosophy	Course	FR - SRFreshmen - Senior	4	04	Evening	FFall			What's the right thing to do when as an employee you witness illegal actions? Whose interests should take priority in pricing and hiring decisions? What choices can you make when your supervisor tells you to ignore company policy? Employees sometimes face situations such as these that suggest a conflict between being a good employee and being a good person. We will study several approaches to ethical decision making in conjunction with the Washington State Ethics law, case studies, films, and short fiction in order to clarify issues faced at work. This course meets in conjunction with the program .	business, ethics	Stephen Beck Joli Sandoz	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Thinking Through Craft: Metal Jean Mandeberg visual arts	Program	SO - SRSophomore - Senior	16	16	Day	FFall	WWinter		What if we acknowledge the recent historical status of craft as "inferior" to fine art and then seek out the potential of that unique vantage point? What if contemporary craft is used as a subversive strategy to question issues such as function, materiality, skill, and the role of the amateur in our culture? The direction of this program is based on Glenn Adamson's book of the same title, a text that treats craft as an idea that transcends discipline. Students in this program will be working side by side with woodworkers in the program Thinking Through Craft: Wood. There will be collaborative assignments and joint seminars, as well as separate lectures, studio and design assignments. What if fine metalworking is seen as a particularly effective way of challenging ideas about such things as personal security, architectural ornamentation and family identity? This program will explore questions and skills through a studio practice in fine metalworking and mixed media. Studio work will focus on the use of non ferrous metals (copper, brass, bronze, sterling silver) as well as a wide variety of mixed materials and found objects, all able to be formed, joined, finished and re-defined using the well equipped fine metals studio facility on campus. The tools, materials and rich history of fine metalworking will provide a backdrop for appreciating this studio practice and moving it forward. Readings may include: , Glenn Adamson; , Gaston Bachelard; , George Kubler; , Sandra Alfondy. Many visual artists today are interested in the meaning of workmanship and the physical experience of manipulating and interacting with three-dimensional forms. This program will be an opportunity to participate in the redefinition of craft. Eschewing the well-worn "craft vs. art" arguments, we hope to investigate the potential of craft as a vital subject in contemporary art and design.	the arts and humanities.	Jean Mandeberg		Sophomore SO Junior JR Senior SR	Fall
Thinking Through Craft: Wood Robert Leverich visual arts	Program	SO - SRSophomore - Senior	16	16	Day	FFall	WWinter		What if we acknowledge the recent historical status of craft as "inferior" to fine art and then seek out the potential of that unique vantage point? What if contemporary craft is used as a subversive strategy to question issues such as function, materiality, skill, and the role of the amateur in our culture? The direction of this program is based on Glenn Adamson's book of the same title, a text that treats craft as an idea that transcends discipline. Students in this program will be working side by side with metal workers in the program Thinking Through Craft: Metal. There will be collaborative assignments and joint seminars, as well as separate lectures, studio and design assignments. Fine woodworking readily addresses issues of function, structure, ornament and comfort, but might be particularly effective at challenging ideas about such things as power and personal space, privileged resources, the uses of discomfort, or the limits of utility. This program will explore questions and skills through a studio practice in fine woodworking and mixed media. Studio work will focus on the use of wood, wood composites and substitutes, as well as a wide variety of mixed and recycled materials and found objects, all able to be formed, joined, finished and re-defined using the well equipped wood studio facility on campus. The tools, materials and rich history of woodworking will provide a backdrop for both appreciating this studio practice and moving it forward. Readings may include: , Glenn Adamson; , Gaston Bachelard; , George Kubler; , Sandra Alfondy; , Galen Cranz. Many visual artists today are interested in the meaning of workmanship and the physical experience of manipulating and interacting with three-dimensional forms. This program will be an opportunity to participate in the redefinition of craft today. Eschewing the well-worn "craft vs. art" arguments, we hope to investigate the potential of craft as a vital subject in contemporary art and design.	arts and humanities, craft studies, woodworking and furniture design.	Robert Leverich		Sophomore SO Junior JR Senior SR	Fall
Tropical Rainforests Alison Styring and David Phillips botany ecology environmental studies field studies international studies language studies mathematics natural history study abroad zoology Signature Required: Winter	Program	JR - SRJunior - Senior	16	16	Day		WWinter		The tropics are the cradle of the world's biodiversity. This program will focus on Costa Rica, emphasizing biological richness, field ecology, the physical environment, statistical analysis of field data, conservation biology and Latin American culture. The first seven weeks of the program will be held on the Evergreen campus, followed by a three-week field trip to Costa Rica. The on-campus portion will include lectures and labs on global patterns of biological diversity, quantification and analysis of ecological diversity, an overview of major taxa of Neotropical plants, insects and vertebrates, and discussions of the physical environment of tropical regions. This material will be integrated with classes in introductory statistics and conversational Spanish. During the Costa Rica field trip, we will visit four major field sites, including coastal habitats, tropical dry forest, cloud forest and lowland rain forest. Students will learn about common plants and animals in each area, dominant landforms and ecological processes, conservation issues and current biological research activities. Students will also learn techniques of field research by participating in quantitative field labs, both faculty and student led. In the evenings there will be a series of guest lectures by research scientists. The field trip will require rigorous hiking and backpacking in remote locations.	environmental studies, ecology, conservation biology, evolutionary biology and Latin American studies.	Alison Styring David Phillips		Junior JR Senior SR	Winter
Turning Eastward: Explorations in East/West Psychology Ryo Imamura consciousness studies cultural studies philosophy psychology religious studies	Program	SO - SRSophomore - Senior	16	16	Day	FFall	WWinter		Western psychology has so far failed to provide us with a satisfactory understanding of the full range of human experience. It has largely overlooked the core of human understanding--our everyday mind, our immediate awareness of being with all of its felt complexity and sensitive attunement to the vast network of interconnectedness with the universe around us. Instead, Western psychology has chosen to analyze the mind as though it were an object independent of the analyzer, consisting of hypothetical structures and mechanisms that cannot be directly experienced. Western psychology's neglect of the living mind--both in its everyday dynamics and its larger possibilities--has led to a tremendous upsurge of interest in the ancient wisdom of Asia, particularly Buddhism, which does not divorce the study of psychology from the concern with wisdom and human liberation. In contrast to Western psychology, Eastern psychology shuns any impersonal attempt to objectify human life from the viewpoint of an external observer, instead studying consciousness as a living reality which shapes individual and collective perception and action. The primary tool for directly exploring the mind is meditation or mindfulness, an experiential process in which one becomes an attentive participant-observer in the unfolding of moment-to-moment consciousness. Learning mainly from lectures, readings, videos, workshops, seminar discussions, individual and group research projects, and field trips, in fall quarter we will take a critical look at the basic assumptions and tenets of the major currents in traditional Western psychology, the concept of mental illness, and the distinctions drawn between normal and abnormal thought and behavior. In winter quarter, we will then investigate the Eastern study of mind that has developed within spiritual traditions, particularly within the Buddhist tradition. In doing so, we will take special care to avoid the common pitfall of most Western interpretations of Eastern thought--the attempt to fit Eastern ideas and practices into unexamined Western assumptions and traditional intellectual categories. Lastly, we will address the encounter between Eastern and Western psychology as possibly having important ramifications for the human sciences in the future, potentially leading to new perspectives on the whole range of human experience and life concerns.	psychology, counseling, social work, education, Asian-American studies, Asian studies and religious studies.	Ryo Imamura	Tue Thu	Sophomore SO Junior JR Senior SR	Fall
Tutoring Math and Science Across Significant Differences Vauhn Foster-Grahler mathematics	Course	FR - SRFreshmen - Senior	2	02	Day			SSpring	Tutoring Math and Science Across Significant Differences will include an examination of some of the current research on the teaching and learning of math and science in higher education and will focus this knowledge on its implications for and applications to diverse groups of learners and social justice. Students will experience and evaluate a variety of tutoring strategies as a student and as a facilitator. This class is strongly suggested for students who are planning on teaching math and/or science or who would like to tutor in Evergreen's Quantitative and Symbolic Reasoning Center.		Vauhn Foster-Grahler	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Undergraduate Research in Environmental Studies with A. Styring Alison Styring ecology environmental studies field studies Signature Required: Fall Winter Spring	Research	JR - SRJunior - Senior	V	V	Day	FFall	WWinter	SSpring			Alison Styring		Junior JR Senior SR	Fall
Undergraduate Research in Environmental Studies with D. Fischer Dylan Fischer ecology environmental studies field studies Signature Required: Fall Winter Spring	Research	JR - SRJunior - Senior	V	V	Day	FFall	WWinter	SSpring		plant ecology and physiology, field ecology, restoration ecology	Dylan Fischer		Junior JR Senior SR	Fall
Undergraduate Research in Environmental Studies with E. Thuesen Erik Thuesen marine science zoology Signature Required: Fall Winter Spring	Research	JR - SRJunior - Senior	V	V	Day	FFall	WWinter	SSpring			Erik Thuesen		Junior JR Senior SR	Fall
Undergraduate Research in Environmental Studies with G. Chin-Leo Gerardo Chin-Leo environmental studies marine science Signature Required: Fall Winter Spring	Research	JR - SRJunior - Senior	V	V	Day	FFall	WWinter	SSpring			Gerardo Chin-Leo		Junior JR Senior SR	Fall
Undergraduate Research in Environmental Studies with J. Longino cancelled John Longino ecology field studies zoology Signature Required: Fall Winter Spring	Research	JR - SRJunior - Senior	V	V	Day	FFall	WWinter	SSpring		entomology, taxonomy and ecology	John Longino		Junior JR Senior SR	Fall
Undergraduate Research in Environmental Studies with L. Nelson Lin Nelson community studies environmental studies health Signature Required: Fall Winter Spring	Research	JR - SRJunior - Senior	V	V	Day	FFall	WWinter	SSpring			Lin Nelson		Junior JR Senior SR	Fall
Undergraduate Research in Environmental Studies with M. Henderson Martha Henderson community studies environmental studies geography Signature Required: Fall Winter Spring	Research	JR - SRJunior - Senior	V	V	Day	FFall	WWinter	SSpring		geography, community studies and other field-based social sciences	Martha Henderson		Junior JR Senior SR	Fall
Undergraduate Research in Environmental Studies with N. Nadkarni cancelled Nalini Nadkarni ecology education environmental studies Signature Required: Fall Winter Spring	Research	JR - SRJunior - Senior	V	V	Day	FFall	WWinter	SSpring			Nalini Nadkarni		Junior JR Senior SR	Fall
Undergraduate Research in Scientific Inquiry with A. Biswas Abir Biswas geology Signature Required: Fall Winter Spring	Research	SO - SRSophomore - Senior	V	V	Day	FFall	WWinter	SSpring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (geology, earth science) studies in nutrient and toxic trace metal cycles in terrestrial and coastal ecosystems. Potential projects could include studies of mineral weathering, wildfires and mercury cycling in ecosystems. Students could pursue these interests at the laboratory-scale or through field-scale biogeochemistry studies taking advantage of the Evergreen Ecological Observation Network (EEON), a long-term ecological study area. Students with backgrounds in a combination of geology, biology, or chemistry could gain skills in soil, vegetation, and water collection and learn methods of sample preparation and analysis for major and trace elements.	geology and earth sciences.	Abir Biswas		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Scientific Inquiry with A. Brabban Andrew Brabban biology Signature Required: Fall Winter Spring	Research	SO - SRSophomore - Senior	V	V	Day	FFall	WWinter	SSpring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (biotechnology) studies microbiology and biotechnology, focusing particularly on bacteriophages as model organisms in molecular genetics, as major players in microbial ecology and as therapeutically important antimicrobials. His research (in collaboration with phage biologist Elizabeth Kutter) involves approximately 12 students each year who explore bacterial metabolism and the infection process under a variety of environmental conditions, phage ecology and genomics, and the application of phages as antibacterial agents targeting human and animal problems. Current projects include the development of phage treatments to control O157:H7 in the guts of livestock and infections of both humans and dogs. Studies of such infections under anaerobic and stationary-phase conditions and in biofilms are under way, as are studies of phage interactions in cocktails and the sequencing/genomics of phages. Students who commit at least a full year to the research project, enrolling for 4 to 16 credits each quarter, will learn a broad range of microbiology and molecular techniques, with opportunities for internships at the USDA and elsewhere, and to present data at national and international conferences.	biology, biotechnology, health sciences.	Andrew Brabban		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Scientific Inquiry with B. Simon Benjamin Simon biology Signature Required: Fall Winter Spring	Research	SO - SRSophomore - Senior	V	V	Day	FFall	WWinter	SSpring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (biology) is interested in immunology, bacterial and viral pathogenesis, vaccine development, and gene therapy applications. Recent focus has been on developing novel methods for vaccine delivery and immune enhancement in finfish. Students with a background in biology and chemistry will gain experience in laboratory research methods, including microbiological techniques, tissue culture, and recombinant DNA technology.		Benjamin Simon		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Scientific Inquiry with C. Barlow Clyde Barlow biology chemistry physics Signature Required: Fall Winter Spring	Research	SO - SRSophomore - Senior	V	V	Day	FFall	WWinter	SSpring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (chemistry) works with biophysical applications of spectroscopy to study physiological processes at the organ level, with direct applications to health problems. Students with backgrounds in biology, chemistry, physics, mathematics or computer science can obtain practical experience in applying their backgrounds to biomedical research problems in an interdisciplinary laboratory environment.		Clyde Barlow		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Scientific Inquiry with C. Dirks Clarissa Dirks biology Signature Required: Fall Winter Spring	Research	SO - SRSophomore - Senior	V	V	Day	FFall	WWinter	SSpring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (biology) aims to better understand the evolutionary principles that underlie the emergence, spread, and containment of infectious disease by studying the co-evolution of retroviruses and their primate hosts. Studying how host characteristics and ecological changes influence virus transmission in lemurs will enable us to address the complex spatial and temporal factors that impact emerging diseases. Students with a background in biology and chemistry will gain experience in molecular biology techniques, including tissue culture and the use of viral vectors.		Clarissa Dirks		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Scientific Inquiry with D. Bopegedera Dharshi Bopegedera chemistry education Signature Required: Fall Winter Spring	Research	SO - SRSophomore - Senior	V	V	Day	FFall	WWinter	SSpring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (chemistry) would like to engage students in two projects: 1) quantitative determination of metals in the stalactites formed in aging concrete using ICP-MS and 2) science and education. Students who are interested in learning about the ICP-MS technique and using it for quantitative analysis will find the first project interesting. Students who have an interest in teaching science and who have completed general chemistry with laboratory would be ideal for the second project. We will work with local teachers to develop lab activities that enhance the science curriculum in local schools.		Dharshi Bopegedera		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Scientific Inquiry with D. McAvity David McAvity biology computer science mathematics Signature Required: Fall Winter Spring	Research	SO - SRSophomore - Senior	V	V	Day	FFall	WWinter	SSpring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (mathematics) is interested in problems in mathematical biology associated with population and evolutionary dynamics. Students working with him will help create computer simulations using agent-based modeling and cellular automata and analyzing non-linear models for the evolution of cooperative behavior in strategic multiplayer evolutionary games. Students should have a strong mathematics or computer science background	theoretical biology, computer science, mathematics.	David McAvity		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Scientific Inquiry with D. Morisato Donald Morisato biology Signature Required: Fall Winter Spring	Research	SO - SRSophomore - Senior	V	V	Day	FFall	WWinter	SSpring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (biology) is interested in the developmental biology of the Drosophila embryo, a model system for analyzing how patterning occurs. Maternally encoded signaling pathways establish the anterior-posterior and dorsal-ventral axes. Individual student projects will use a combination of genetic, molecular biological and biochemical approaches to investigate the spatial regulation of this complex process.	biology, health sciences.	Donald Morisato		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Scientific Inquiry with E. Zita EJ Zita astronomy physics Signature Required: Fall Winter Spring	Research	SO - SRSophomore - Senior	V	V	Day	FFall	WWinter	SSpring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (physics) studies the Sun and other magnetized plasmas. Do solar changes affect Earth over decades (e.g. Solar Max) to millennia (e.g. climate changes)? Why does the Sun shine a bit more brightly when it is more magnetically active, even though sunspots are dark? Why does the Sun's magnetic field flip every 11 years? Why is the temperature of the Sun’s outer atmosphere millions of degrees higher than that of its surface? We investigate such solar mysteries by analyzing data from solar observatories, and with theory and computer modeling. Students can study solar physics and plasma physics, use simple optical and radio telescopes to observe the Sun from Olympia, and analyze new solar data from telescopes on satellites. Strong research students may be invited to join our summer research team in Olympia and/or Palo Alto, Calif.	astronomy, physics, climate studies.	EJ Zita		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Scientific Inquiry with J. Cushing Judith Cushing computer science Signature Required: Fall Winter Spring	Research	SO - SRSophomore - Senior	V	V	Day	FFall	WWinter	SSpring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (computer science) studies how scientists might better use information technology in their research. She would like to work with students who have a background in computer science or one of the sciences (e.g., ecology, biology, chemistry or physics), and who are motivated to explore how new computing paradigms, such as object-oriented systems and new database technologies, can be harnessed to improve the individual and collaborative work of scientists.		Judith Cushing		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Scientific Inquiry with J. Neitzel James Neitzel biochemistry Signature Required: Fall Winter Spring	Research	SO - SRSophomore - Senior	V	V	Day	FFall	WWinter	SSpring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (biochemistry) uses methods from organic and analytical chemistry to study biologically interesting molecules. A major focus of his current work is on fatty acids; in particular, finding spectroscopic and chromatographic methods to identify fatty acids in complex mixtures and to detect changes that occur in fats during processing or storage. This has relevance both for foods as well as in biodiesel production. The other major area of interest is in plant natural products, such as salicylates. Work is in process screening local plants for the presence of these molecules, which are important plant defense signals. Work is also supported in determining the nutritional value of indigenous plants. Students with a background and interest in organic, analytical, or biochemistry could contribute to this work.	biochemistry, alternative energy, health sciences.	James Neitzel		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Scientific Inquiry with L. McKinstry Lydia McKinstry chemistry Signature Required: Fall Winter Spring	Research	SO - SRSophomore - Senior	V	V	Day	FFall	WWinter	SSpring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (organic chemistry) is interested in organic synthesis research, including asymmetric synthesis methodology, chemical reaction dynamics and small molecule synthesis. One specific study involves the design and synthesis of enzyme inhibitor molecules to be used as effective laboratory tools with which to study the mechanistic steps of programmed cell death (e.g. in cancer cells). Students with a background in organic chemistry and biology will gain experience with the laboratory techniques of organic synthesis as well as the techniques of spectroscopy.	chemistry, health sciences.	Lydia McKinstry		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Scientific Inquiry with M. Bastaki cancelled Maria Bastaki environmental studies health physiology Signature Required: Fall Winter Spring	Research	JR - SRJunior - Senior	V	V	Day	FFall	WWinter	SSpring			Maria Bastaki		Junior JR Senior SR	Fall
Undergraduate Research in Scientific Inquiry with M. Paros Michael Paros biology Signature Required: Fall Winter Spring	Research	SO - SRSophomore - Senior	V	V	Day	FFall	WWinter	SSpring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (biology, veterinary medicine) is interested in animal health and diseases that affect the animal agriculture industry. Currently funded research includes the development of bacteriophage therapy for dairy cattle uterine infections, calf salmonellosis, and mastitis. A number of hands-on laboratory projects are available to students interested in pursuing careers in science.	biology and veterinary medicine.	Michael Paros		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Scientific Inquiry with N. Nelson Neal Nelson computer science Signature Required: Fall Winter Spring	Research	SO - SRSophomore - Senior	V	V	Day	FFall	WWinter	SSpring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (computer science)is interested in working with advanced computer topics and current problems in the application of computing to the sciences. His areas of interest include simulations of advanced architectures for distributed computing, advanced programming languages and compilers, programming languages for concurrent and parallel computing, and hardware modeling languages.		Neal Nelson		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Scientific Inquiry with P. Schofield Paula Schofield chemistry Signature Required: Fall Winter Spring	Research	SO - SRSophomore - Senior	V	V	Day	FFall	WWinter	SSpring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (organic, polymer, materials chemistry) is interested in the interdisciplinary fields of biodegradable plastics and biomedical polymers. Research in the field of biodegradable plastics is becoming increasingly important to replace current petroleum-derived materials, and to reduce the environmental impact of plastic wastes. Modification of starch through copolymerization and use of bacterial polyesters show promise in this endeavor. Specific projects within biomedical polymers involve the synthesis of poly (lactic acid) copolymers that have potential for use in tissue engineering. Students with a background in chemistry and biology will gain experience in the synthesis and characterization of these novel polymer materials. Students will present their work at American Chemical Society (ACS) conferences.		Paula Schofield		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Scientific Inquiry with R. Sunderman Rebecca Sunderman chemistry Signature Required: Fall Winter Spring	Research	SO - SRSophomore - Senior	V	V	Day	FFall	WWinter	SSpring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (inorganic/materials chemistry and physical chemistry) is interested in the synthesis and property characterization of new bismuth-containing materials. These compounds have been characterized as electronic conductors, attractive activators for luminescent materials, second harmonic generators and oxidation catalysts for several organic compounds. Traditional solid-state synthesis methods will be utilized to prepare new complex bismuth oxides. Once synthesized, powder x-ray diffraction patterns will be obtained and material properties such as conductivity, melting point, biocidal tendency, coherent light production and magnetic behavior will be examined when appropriate.		Rebecca Sunderman		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Scientific Inquiry with S. Shulman Sheryl Shulman computer science Signature Required: Fall Winter Spring	Research	SO - SRSophomore - Senior	V	V	Day	FFall	WWinter	SSpring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (computer science) isinterested in working with advanced computer topics and current problems in the application of computing to the sciences. Her areas of interest include simulations of advanced architectures for distributed computing, advanced programming languages and compilers, programming languages for concurrent and parallel computing, and hardware modeling languages.		Sheryl Shulman		Sophomore SO Junior JR Senior SR	Fall
Universal Themes in Art, Literature, and Life Donald Foran and Patt Blue literature visual arts writing	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter		How do universal themes inform our actions and our work as writers and photographers? As artists, photographers, and writers become better at capturing the unique particularities they discover in life through their craft, they increasingly articulate common themes. The combined study of universal themes, literature and photography provides an opportunity to explore the differences, similarities, and intersections. Further details about specific topics will be added in the coming weeks once the photography member of the faculty team has been hired. Throughout this rigorous program, we will examine universal themes expressed in classic literature through reading, writing, and discussion. Texts will include- and by Eudora Welty, by Herman Melville, by Joseph Conrad, by Toni Morrison, by William Shakespeare, by John Patrick Shanley, and numerous poems and contemporary works. We will explore the use of photography to document the loveliness and quirkiness in life, its suffering and its wonder. The works of historical and contemporary photographers such as Lewis Hines, Dorthea Lange, Jim Goldberg, Diane Arbus, and Ralph Eugene Meatyard, whose works deal with the human condition will inform our investigations of universal themes. Program activities will include guest artist lectures, cinema, excursions, creative and academic writing and focused seminars. Students will have opportunities to grapple with their own unfolding lives and to improve their creative skills, visual literacy, and literary insights. If literature and art, as Shakespeare and James Joyce and Diane Arbus suggest, is a mirror held up to nature, this program goes a long way toward helping each learner firmly grasp the mirror.	visual arts, education, literary arts, and all fields which benefit from careful analysis and effective communication.	Donald Foran Patt Blue		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
The U.S. and Puerto Rico at the Dawn of the 20th Century cancelled Tom Womeldorff cultural studies economics history international studies	Program	SO - SRSophomore - Senior	16	16	Day	FFall			The end of the 19th century was a pivotal time in the history of Puerto Rico and the United States. The modern U.S. was born with the conquest of Indian land in the west, the economic colonization of the south, the virtual re-enslavement of southern Blacks, and the emergence of economic giants that would redefine capitalism. The U.S. increasingly turned its attention abroad, building justifications for the annexation of Caribbean islands. Puerto Rico, a Spanish colony, struggled with its own growing pains. The emergent elite struggled with workers to secure labor in a post-slavery world. Some called for increased autonomy from Spain, others for U.S. annexation. In 1898, as a consequence of the Spanish American War, Spain ceded Puerto Rico to the U.S. as war booty. Puerto Rico continues to this day to be subjected to U.S. control; its political status an unstable form somewhere between independence and statehood. We will examine the relationship between the U.S. and Puerto Rico that emerged from the Spanish American War to understand an important moment in the history of imperialism in the Western hemisphere. We will examine this moment through diverse cultural perspectives between and within the U.S. and Puerto Rico, and explore how history can be produced through an imperialist lens. We will ask: How did race and racism factor into this relationship, and into the rationalization of empire? In Puerto Rico, did American rule differ from Spanish rule and in what ways? Which economic and political classes benefited and which were decimated by this change in regime? We will primarily examine the period from the emancipation of the slaves (1865 in the US, 1873 in Puerto Rico) to the granting of U.S. citizenship to Puerto Ricans in 1917. We will approach our learning through a variety of modes, including lectures, workshops, group work, and weekly seminars on a variety of related topics.	history, international studies, economics and cultural studies.	Tom Womeldorff		Sophomore SO Junior JR Senior SR	Fall
Venezuela: Building Economic and Social Justice Anne Fischel, David Phillips and Peter Bohmer community studies economics media arts political science study abroad Signature Required: Fall	Program	SO - SRSophomore - Senior	16	16	Day	FFall	WWinter	SSpring	Venezuela is spearheading a movement to create alternatives to the neo-liberal model of development and representative democracy championed by the U.S. Venezuela's president, Hugo Chávez, has called for "socialism for the 21st century." This process affects every aspect of Venezuelan life, including health care, media, education, housing, governance, land ownership and agriculture. Venezuela is exploring alternative economic structures, including worker-owned factories, cooperatives, nationalized industries, and regional economic planning and trade. Calling for a "multi-polar world" Venezuela is also creating new alliances to redistribute global power and influence. Our program will learn from and about Venezuela's political and economic transformation. Working with perspectives from political economy, community studies and popular education, we will study and document both national policies and the experiences of ordinary people participating in a popular movement to redistribute power and wealth. We will develop in-depth understanding of efforts to construct a system that meets peoples' needs for food, health, shelter, education, employment and political participation. We will learn about struggles for indigenous rights and racial and gender equality, and consider advantages and contradictions of Venezuela's reliance on oil. Finally, we will study the colonization and neo-colonization of Latin America, and anti-colonial struggles, historically and today. Possible texts include: Galeano's Wilpert's , Harnecker's Martinez, Fox and Farrell's and Freire and Horton's We Questions we will address are: What are the political, economic and environmental implications of Venezuela's model of development? What are its strengths and weaknesses? Is it creating popular participation, power and prosperity? Is this model applicable to other nations? In fall we will study Advanced Beginning or Intermediate Spanish, political economy of Latin America (international political economy, comparative social systems), and Venezuelan history and politics. We will learn about popular education and collaborative approaches to community work. We will study Venezuela's struggle for political and economic independence, culminating in the election of Hugo Chávez. We will also develop documentation skills using writing, video and audio recording. Students will choose a research focus--Venezuelan agriculture, education, the economy, culture, cooperatives, media, gender, youth and health are possible areas. Students will practice video and audio skills by documenting a local organization; this work will be shared with our Venezuelan partners. In winter most of us will go to Venezuela for 8-9 weeks. We'll travel to the states of Lara or Merida to visit organizations and communities, work with cooperatives, community centers and schools, and live with families. There may be opportunities for language exchange or Spanish instruction. Students who don't travel to Venezuela can rejoin the program in spring. In spring we will return to Evergreen to continue our studies of Venezuela and Spanish and develop educational presentations for the community.One project we hope to produce is a documentary video about our experiences. Admission to the winter travel component requires successful completion of all fall quarter work. Students who travel to Venezuela are expected to remain in the program in spring and participate in our collective project of educating our local community.	Latin American studies, community education or organizing, non-governmental or non-profit organization, journalism and media.	Anne Fischel David Phillips Peter Bohmer	Tue Wed Fri	Sophomore SO Junior JR Senior SR	Fall
Veteran Educational Transition Strategies (VETS) Daryl Morgan communications community studies education	Course	FR - SRFreshmen - Senior	4	04	Day	FFall			The Veterans Education Transition Strategies (VETS) course is designed for active duty military, veterans, and dependents who are beginning their college lives at Evergreen. Course goals include an academic exploration of the historical and current experiences of veterans as well as an orientation to Evergreen and a focus on the transition from deployment to post-deployment life. We will explore skills for success in academics and other settings while reflecting on theories and skills related to community-building and interpersonal relations. Course activities will include discussions of readings and films, workshops, and both analytical and reflective writing.		Daryl Morgan	Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
The Victorian World Susan Preciso and Thomas Rainey geography history literature	Program	FR - SRFreshmen - Senior	8	08	Evening	FFall	WWinter		Victorian Britons believed in the idea of progress. They believed that a nation, a culture, could "improve" itself; and indeed, Victorian England led the western world in the development of new ideas in science, economics, industrialization, technology, suffrage, and religious tolerance. At the same time, Britain "appeared as a colossus astride the world," with the most powerful navy and army of the time. British imperialists bragged that "the sun never set on the Union Jack," and London became the capital, the very heart of this economic, political, and scientific-technical giant. Queen (later Empress) Victoria reigned over this period of British hegemony for 64 years, 1837-1901, longer than any other monarch in British history; and she greatly influenced the politics, the culture, societal norms, and moral standards of her long reign. Through lectures, workshops, seminars, and close reading of historical and literary texts, students will explore in depth the history, science, literature, and culture of the fascinating but sometimes paradoxical "world historical moment" of Victoria's century. The human costs of British industrialization and imperial domination will receive special emphasis in the program, and we will see how some Victorians questioned the "progress" so hailed by others. British novels, in particular, often provide the best guides for the "inside history" of the Victorian world. The novelists of Britain not only produced great works of literature as art, but also proved to be the most consistent and fearless social critics. Thus students can expect to study the literature of the era as works of art, social documents, and moral statements. In the course of two quarters, readings may include representative works of Carlyle, Dickens, the Bronte sisters, Eliot, Tennyson, Trollope, Gaskell, Disraeli, Arnold, Kipling, Conrad, Doyle, Stevenson, and Wilde. We will also read histories of the Victorian era which may include works by Eric Hobsbawm, Richard Altick, Judith Walkowitz, and selected others, providing students with a rich historical context for our study of the Victorian World. Credits may be awarded in 19th Century British History and Culture, 19th Century English Literature, and The Geography of Empire.	teaching, literature, history	Susan Preciso Thomas Rainey	Mon Mon Wed Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Visual Literacies Hirsh Diamant education media arts visual arts	Course	FR - SRFreshmen - Senior	4	04	Evening			SSpring	Visual literacy skills enhance communication, advance learning, and expand thinking. They are essential for effectively navigating today's social and cultural environment. In this course we will explore Western and non-Western art while focusing on how we see, how we learn, and how visual information can be used generally in communication and specifically in education. Our study will be enhanced by weekly art and media workshops which will include work with digital photography, video, iMovie, and presentation software.		Hirsh Diamant	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Washington State Legislative Internships Cheri Lucas-Jennings American studies Native American studies business and management communications community studies cultural studies field studies gender and women's studies government law and government policy law and public policy leadership studies philosophy political science sociology sustainability studies	SOS	JR - SRJunior - Senior	16	16	Day and Evening		WWinter		This program will explore the broad conditions that shape legislation; it will examine models, evidence and debates about the sources, causal connections and impacts of evolving systems of law, regulation, governance and a broad array of community and political responses to wicked social dilemmas facing our state. Students apply to become interns for the 2012 Washington State Legislative session in the fall. Those who are selected work a regular, full week with the legislative office they are assigned to in the winter. Evergreen students also participate in a bi-weekly Seminar with focus on select readings and themes. Journal writings in response to these readings, discussion and experience in the 2012 session are a critically important feature. This is an upper division internship with a possible 16 credits to be earned, when combined with academic reflection and analysis on your work in the legislature. To receive full credit, each student intern will write about the challenges, learning and implications of this work. Students will also be making public presentations about their learning at the end of the session and participate in workshops with larger intern groups from throughout the state. Focused writings submitted to the faculty sponsor on a regular basis will be reflective, analytic and make use of appropriate legislative data bases and all relevant references. Students will develop and submit a portfolio of all materials related to their work as legislative interns and receive evaluation both from their campus sponsor and a legislative supervisor at the capitol.	American government; legislative offices; state agencies; non-profit organizations; federal or regional campaigns; media and public relations; lobbying; community/planning/development.	Cheri Lucas-Jennings	Wed	Junior JR Senior SR	Winter
Water, Microbes and Energy: Sustainable Solutions Robert Knapp and Clarissa Dirks biology environmental studies physics sociology sustainability studies	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter		More than two billion people in the world lack access to clean water and sanitation, but each person in the United States uses an average of 80 gallons of clean water daily. Scientific innovations have led to the development of vaccines, yet in developing countries the lack of good refrigeration makes it difficult to deliver heat-intolerant vaccines to many of the people who need them. Clean water and electricity for refrigeration are only two examples of how our societal infrastructure provides U.S. citizens with services that are not available in many other places. This program will examine the scientific, technical, and political issues behind these problems and explore potential avenues toward a healthier and more sustainable world. To explore these broader themes, we will focus on everyday issues such as drinking water, waste water, infectious disease and household energy. We will investigate the definition of needs, the development of techniques, and the building of effective organizations for spreading information and solutions for topics such as bioremediation, rainwater catchment, vaccine delivery and efficient stoves. In the fall we will examine several case studies relevant both to western Washington and to other regions of the world, such as sustainable treatment of human waste at a personal level and as a problem of community infrastructure, climate impacts of household energy use for cooking, or equitable mechanisms for distributing vaccines or other measures against infectious disease. We will study techniques and behaviors that work at the individual level, and we will investigate ways that social networks, markets, and private and public organizations allow scaling up from demonstrations to widely effective programs. Students will learn concepts from molecular biology, microbiology, ecology, mechanical and civil engineering, and organizational theory, as well exploring key questions of ethics and values. In the winter, students will continue to build their background knowledge and apply their learning to develop well-researched project plans which can be executed, at least as a proof of principle, within the constraints of our program. Students will read books and articles, write short papers that reflect on the case studies and academic topics we investigate, take active part in workshops, laboratory sessions and field trips, and acquire presentation skills. Students can expect both individual and collaborative work, including the possibility of significant interaction with local sustainability workers. The winter project will lead up to a presentation to the entire class at the end of the program.	biology, health, civil engineering, mechanical engineering, community service, development studies, and organizational sociology.	Robert Knapp Clarissa Dirks		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
What Is Education For? Lester Krupp and Sonja Wiedenhaupt education psychology	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter		With public education increasingly under attack, it is imperative that we persistently ask: What is education for? What qualities and abilities does a just society need in its citizens? In this program we will focus on several dimensions of K-12 education in today's society. We will consider questions such as: What makes an effective teacher? In what ways should curriculum be structured to serve learning, development, and citizenship? How effective are current policies in education such as No Child Left Behind and Race to the Top? To help inform these questions, we will study how people learn from cognitive, neuropsychological, interpersonal, and socio-cultural perspectives. We will explore ways in which school structures and teaching practices can facilitate or impede learning. We will also study theories of cognitive, moral, and social development because of their power to illuminate our histories as students and teachers, and for their value in understanding the practice of teaching and the process of becoming a teacher. To critically engage with academic perspectives, we will both write reflectively about our individual past and present learning experiences, and analyze children's and adolescent literature. We will also work directly with younger students (pre-K through high school) in order to learn about ourselves as teachers and to apply concepts to understand another's learning and development. Our work will involve critical reading of texts, writing, visual representation, public presentation, collaborative group work, as well as any other practices that we discover are necessary to support our learning. This all-level program will support both first-year students and advanced students with an interest in broader issues of child and adolescent development and education, and will be particularly useful for anyone considering education or psychology as a profession. It will also be a useful program for those who are wondering about how to nurture and maximize their learning as students.	education and psychology.	Lester Krupp Sonja Wiedenhaupt		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Wisdom of the Body Cynthia Kennedy business and management consciousness studies dance psychology somatic studies	Program	FR - SRFreshmen - Senior	16	16	Day			SSpring	The body, a vital component in teaching and learning, has often been neglected in higher education. A possible reason for this neglect lies in the enduring influence of the writings of Rene Descartes who, in the 17th century, wrote "I think therefore I am." He stated that each of us has a mental realm within us that is separate from the sensual nature of the body. This separate realm of the mind was seen as "higher" than the faculties of the body. This way of thinking influences much of education today, as the intellect is seen as the location of rational thought, and therefore, more reliable than the body and its emotions. There is much evidence, however, that Descartes was wrong. This program is devoted to exploring the marriage between the mind and body with an emphasis on the body. We will investigate the central role of the body in many aspects of our lives including decision-making and leadership, creativity, emotional intelligence, health and self-image. Our guiding question will be, "What is the role the body plays in our development as whole human beings?" The approach to answering this question is enjoyable! Students will have an opportunity to learn in many ways using many modalities and multiple intelligences. We will integrate somatic (body-based) learning practices into our study including weekly yoga and dance workshops (no prior experience necessary). Our inquiry will ask us all to attune ourselves to the wisdom that is available and present in our own body awareness. We will participate in community readings, rigorous writing assignments, and critical study of important texts. In addition to the core work for everyone in the program, students will also design their own learning experiences. These can include field studies, research papers, or exploration of body-based practices.	leadership positions, education, movement and expressive arts.	Cynthia Kennedy		Freshmen FR Sophomore SO Junior JR Senior SR	Spring
The Women's West Ann Storey and Joli Sandoz art history gender and women's studies literature visual arts	Program	SO - SRSophomore - Senior	8	08	Evening			SSpring	Western women's experience is as varied as the cultures it supports. Engaging with history, writing, and art from a variety of cultural perspectives, we'll look beyond the mythical (and male) West of the pioneer, cowboy, miner, and logger to the many Wests women have lived and imagined. Ultimately, creative work by Western women has expanded U.S. critical and aesthetic discourses with new ideas, methods, and perspectives. Guiding questions: What does the modern West look like to feminist artists and writers? How does contemporary women's creativity transform the "myth of the West"?	fine arts, education, writing, history, sociology, museum work	Ann Storey Joli Sandoz	Tue Thu	Sophomore SO Junior JR Senior SR	Spring
Woodworking Daryl Morgan visual arts	Course	FR - SRFreshmen - Senior	4	04	Evening			SSpring	There is a sense of personal satisfaction and creative accomplishment to be gained from working with wood. The aim of this course is to provide a way to realize that intention through an understanding of the basic principles of designing in wood, the physical properties of the material, and the fundamental skills necessary to shape timber to a purpose.		Daryl Morgan	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Woodworking Daryl Morgan visual arts	Course	FR - SRFreshmen - Senior	4	04	Evening		WWinter		There is a sense of personal satisfaction and creative accomplishment to be gained from working with wood. The aim of this course is to provide a way to realize that intention through an understanding of the basic principles of designing in wood, the physical properties of the material, and the fundamental skills necessary to shape timber to a purpose.		Daryl Morgan	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Woodworking (A) Daryl Morgan visual arts	Course	FR - SOFreshmen - Sophomore	4	04	Evening	FFall			There is a sense of personal satisfaction and creative accomplishment to be gained from working with wood. The aim of this course is to provide a way to realize that intention through an understanding of the basic principles of designing in wood, the physical properties of the material, and the fundamental skills necessary to shape timber to a purpose.		Daryl Morgan	Mon	Freshmen FR Sophomore SO	Fall
Woodworking (B) Daryl Morgan visual arts	Course	JR - SRJunior - Senior	4	04	Evening	FFall			There is a sense of personal satisfaction and creative accomplishment to be gained from working with wood. The aim of this course is to provide a way to realize that intention through an understanding of the basic principles of designing in wood, the physical properties of the material, and the fundamental skills necessary to shape timber to a purpose.		Daryl Morgan	Tue	Junior JR Senior SR	Fall
Writing American Cultures Samuel Schrager, Chico Herbison and Nancy Koppelman American studies anthropology community studies cultural studies history literature sociology writing Signature Required: Winter	Program	FR - SRFreshmen - Senior	16	16	Day	FFall	WWinter	SSpring	These words of Ralph Ellison's are the starting point for our inquiry. This program will explore diversity and unity in the United States through outstanding narratives by artists and scholars who, like Ellison, capture distinctive characteristics of the hybridity endemic to American experience. Students will use these studies to take their own fresh looks at American life and to become adept practitioners of the writer's craft. The program involves close reading of literary, historical, and anthropological-sociological texts, and attention to traditions of story, music, film and humor. We will consider a range of group experiences-African American, Asian American, Jewish, working-class, place-based, queer, female, youth, differently-abled, and others. We will focus on understanding dynamics between historical pressures and legacies, and present realities and aspirations. How, we will ask, have race relations, immigrant experiences, and family life both expressed and extended democratic ideals, and both embodied and challenged a wide range of power hierarchies? What are the most compelling stories that this unpredictable culture has produced, and how have they nourished and articulated community? What will be the impact of emergent technologies on the increasingly permeable boundaries between human and machine, "real" and virtual, self and other, particularly for the making of democracy? Fall and the first half of winter will feature intensive practice of writing in non-fiction, imaginative and essay forms. Research methods will also be emphasized: ethnographic fieldwork (ways of listening, looking, and documenting evidence to make truthful stories), and library-based scholarship in history, social science and the arts. From mid-winter to mid-spring, students will undertake a full-time writing and research project on a cultural topic or group in a genre of their choice, locally or elsewhere. These projects are akin to the kinds that students pursue with Individual Learning Contracts; students in Writing American Cultures will undertake them in community, with strong faculty support. The project is an excellent context for senior theses. In the final weeks of spring, students will polish and present their writing in a professional format. Throughout the program, dialogue about our common and individual work will be prized. Among the fiction writers we may read are William Faulkner, Maxine Hong Kingston, Herman Melville, Toni Morrison and Ishmael Reed; essayists Gerald Early, Ralph Waldo Emerson, Albert Murray, Cynthia Ozick and Mark Twain; ethnographers Joan Didion, Zora Neale Hurston, Joseph Mitchell and Ronald Takaki; historians John Hope Franklin, Oscar Handlin and C. Vann Woodward. Films may include , , and Music we'll hear may be by Louis Armstrong, John Coltrane, Bob Dylan, Jimi Hendrix, Billie Holiday, Janis Joplin, and Tupac Shakur. Humor/comedy will be provided by Lenny Bruce, Margaret Cho, Richard Pryor, and others. Students who are serious about becoming capable writers are warmly invited to be part of this program. Those who give their time and energies generously will be rewarded by increasing their mastery as writers, critics and students of American culture and society.	the humanities and social sciences, community service, journalism, law, media and education.	Samuel Schrager Chico Herbison Nancy Koppelman		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Writing from Life Nancy Parkes writing Signature Required: Spring	Course	FR - SRFreshmen - Senior	4	04	Evening			SSpring	This course is designed to help prepare Prior Learning from Experience (PLE) students to write documents that provide evidence of college-level learning from life experience. 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. There are also openings in this course for another set of students who will engage in the same readings and preparatory work about effective writing but will engage in creative writing workshops while the PLE students concentrate on learning how to create their PLE documents. Though both groups will follow different writing tracks, we will all share time together supporting and enjoying one another’s work. All students should be prepared to work collaboratively 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 Life Nancy Parkes writing Signature Required: Fall	Course	FR - SRFreshmen - Senior	4	04	Evening	FFall			This course is designed to help prepare Prior Learning from Experience (PLE) students to write documents that provide evidence of college-level learning from life experience. 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. There are also openings in this course for another set of students who will engage in the same readings and preparatory work about effective writing but will engage in creative writing workshops while the PLE students concentrate on learning how to create their PLE documents. Though both groups will follow different writing tracks, we will all share time together supporting and enjoying one another’s work. All students should be prepared to work collaboratively 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	Fall
Writing from Life Nancy Parkes writing Signature Required: Winter	Course	FR - SRFreshmen - Senior	4	04	Evening		WWinter		This course is designed to help prepare Prior Learning from Experience (PLE) students to write documents that provide evidence of college-level learning from life experience. 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. There are also openings in this course for another set of students who will engage in the same readings and preparatory work about effective writing but will engage in creative writing workshops while the PLE students concentrate on learning how to create their PLE documents. Though both groups will follow different writing tracks, we will all share time together supporting and enjoying one another’s work. All students should be prepared to work collaboratively 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	Winter
Zinn and the Art of Protest Jose Gomez and Michael Vavrus history law and government policy law and public policy political science writing	Program	SO - SRSophomore - Senior	16	16	Day	FFall	WWinter		Howard Zinn (1922-2010), arguably more ably and comprehensively than any other historian, documented injustice and dissent as defining features of the United States from its founding to the present. His steadfast commitment to democratic values, justice and equality, along with his assurance that "small acts, when multiplied by millions of people, can quietly become a power no government can suppress," have also inspired countless Americans to protest unjust laws, policies and practices. In this program, we will use Zinn's life and works as a framework to study the centrality of dissent to American democracy and the impact it has had on weaving the nation's social, political and cultural fabric. We will study how ordinary people, from pre-revolutionary America to the present, have stood up to power in order to redeem the Bill of Rights' guarantee of protecting people from the government rather than protecting government from the people. Along with our study of discrimination based on race, ethnicity, religion, gender, class, age, disability and sexual orientation that continues to defy the constitutional promise of equality, we will examine how political dissent, so essential to correcting these inequalities, has been suppressed and criminalized from the 18th century's odious Sedition Act to the 21st century's reactionary U.S.A. Patriot Act. While there will be no clear demarcation of themes between quarters, events of the 18th and 19th centuries will receive our greatest attention in the fall quarter, and events of the 20th and 21st centuries will receive our closest scrutiny in the winter quarter. Program activities will include lectures, workshops, films, seminars, guest presentations, and group and individual projects.	law, education, public policy, political theory, history, and political science.	Jose Gomez Michael Vavrus		Sophomore SO Junior JR Senior SR	Fall

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