2011-12 Undergraduate Index A-Z

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Title	Offering	Standing	Credits	Credits	When	F	W	S	Su	Description	Preparatory	Faculty	Days	Multiple Standings	Start Quarters	Open Quarters
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			S 12Spring		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	Spring
Civic Intelligence and Collective Action Douglas Schuler and John Baldridge community studies sociology	Program	SO–SRSophomore - Senior	8, 12	08 12	Evening and Weekend		W 12Winter	S 12Spring		We are increasingly confronted with problems that cannot be solved by individuals acting alone—from world financial crises to global warming, from peak oil to toxins in neighborhoods. At the same time a host of cultural, political, material, and social barriers often stand in the way of working together. How can we act collectively to address these massive challenges? How can we develop and use the social capital we have to preserve and protect "the commons" and our shared future? How can we develop and nurture the "civic intelligence" that will help ensure our collective actions produce the best outcomes? In this two-quarter program, we will consider and critique cases of collective action as diverse as the ongoing wave of factory takeovers in Argentina, the Spanish/Basque worker cooperative movement, the use of GIS and GPS technologies during the 2010 Haiti earthquake, and the movement to "Occupy Wall Street." We will examine ongoing socio-environmental projects, problems, and current proposals for solutions—from the question of why an obese population still buys “French fries” to the demands for a greater public voice in shaping our economic systems, from the reintroduction of wolves in the American west to the massive proposed “geoengineering” of the earth itself (e.g. the dumping of millions of tons of iron into the ocean to recapture carbon dioxide). Through both quarters, we will use case studies to explore the nexus of the "natural" and the "human" and challenge the notion that these are separate concepts. We will gain a greater understanding of how environment and society interact. We will investigate ways to analyze, address, and act to change both society and environment. This approach to knowledge and action will require a re-examination of all-too-often oversimplified notions of "the commons," social capital, organized protest, and political discourse. Both winter and spring quarters will include theoretical readings and workshops. Spring quarter will also involve student projects with the goal of effecting real-world change. Students registering for 12 credits will work towards establishing and maintaining a Civic Intelligence Research Action Laboratory that supports ongoing community projects. There will be opportunities for students to serve in various roles on different projects. There will also be a student-led "think tank" group that produces white papers, case studies, and other resources for the projects.		Douglas Schuler John Baldridge	Wed Sat	Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Creating Community and Health Through Gardens Marja Eloheimo botany community studies health sustainability studies	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Session I	In this 8-credit summer program, we will explore ways in which various types of gardens can contribute to community and health. Each week, as we visit a medicinal, edible, community, or ethnobotanical garden or urban farm, we will interview gardeners, consider themes related to sustainability, identify plants, learn herbal and horticultural techniques, and develop nature drawing and journaling skills. We will have the opportunity to expand upon these topics through reading, lecture/discussions, and workshops as well as through independent community, garden, and herbal projects and research. This program is suitable for students interested in environmental education, community development, health studies, plant studies, sustainability, ethnobotany, and horticulture.		Marja Eloheimo	Mon Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Critical Ethnography: Eyes in a Complex World Rita Pougiales American studies anthropology community studies cultural studies field studies writing	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Session I	Anthropologists are interested in uncovering the complexity and meaning of our modern lives. They do so through ethnographic research, gathering data as both "participants" and "observers" of those they are studying. Doing ethnographic research is simultaneously analytical and deeply embodied. This program includes an examination of and application of ethnographic research methods and methodologies, a study of varied theoretical frameworks used by anthropologists today to interpret and find meaning in data, and an opportunity to conduct an ethnographic project of interest. Students will read and explore a range of ethnographic studies that demonstrate what an anthropologist, what Ruth Behar calls a "vulnerable observer," can uncover about the lives of people today.		Rita Pougiales	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Dangerous Work Sarah Ryan and Nancy Anderson community studies environmental studies health history law and government policy	Program	SO–SRSophomore - Senior	8, 12, 16	08 12 16	Evening and Weekend			S 12Spring		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 12 credits will participate in the weekly symposium "The Occupy Movement: Uprisings at Home and Abroad". Topics and readings will address the national and regional Occupy movements; popular economics, the global debt crisis and neoliberalism; ecological sustainability; public and social health; communities of color and migrant labor; global solidarity from Egypt to Venezuela; the security state; cooperatives and food sovereignty; art and the Occupy movement. Students will complete some short related assignments.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	Spring
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	F 11 Fall	W 12Winter	S 12Spring		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	Fall Winter
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	F 11 Fall				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	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		W 12Winter	S 12Spring		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	Winter Spring
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	F 11 Fall	W 12Winter			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	Fall
Individual Study: Ethnographic Research and Writing Samuel Schrager American studies anthropology community studies cultural studies sociology writing Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day		W 12Winter			This Individual Studies offering is for students with some fieldwork experience who want to undertake more advanced ethnographic study about persons, a group, an organization, a community, or a place. The focus can be on any topics meaningful to those involved in the study--for instance, cultural identity, oral history, values, traditions, equality, and everyday life. Sam will provide guidance on ethnographic method (including documentation, interpretation, and ethics) and on creative non-fiction writing for a final paper about the study. An internship or volunteer work can be linked to the project. (Students interested in this offering are also encouraged to consider enrolling in , where they can pursue a major independent project of this kind as part of an ongoing learning community.)		Samuel Schrager		Sophomore SO Junior JR Senior SR	Winter	Winter
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		W 12Winter			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	Winter
Individual Study: Media Studies, Community Studies Anne Fischel community studies media studies moving image Signature Required: Spring	Contract	SO–SRSophomore - Senior	16	16	Day			S 12Spring		The faculty is prepared to support student learning in media theory, community studies, documentary work, or work with organizations and groups, either on a project or through internships. Proposals to work on nonfiction media projects will also be considered if you have prior coursework and/or production experience.	media, journalism, community education, community organizing	Anne Fischel		Sophomore SO Junior JR Senior SR	Spring	Spring
Individual Study: Queer Studies, Performance Walter Grodzik American studies aesthetics anthropology architecture communications community studies consciousness studies cultural studies dance education field studies gender and women's studies literature media arts media studies moving image music queer studies somatic studies study abroad theater visual arts writing Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day		W 12Winter			Individual study offers individual and groups of 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. Individual and groups of students interested in a self-directed project, research or internships in Queer Studies or the Performing and Visual Arts should contact the faculty by email at		Walter Grodzik		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Travel, Interdisciplinary Projects, Arts, and Humanities Ariel Goldberger aesthetics art history community studies consciousness studies cultural studies field studies media arts queer studies somatic studies study abroad theater visual arts Signature Required: Spring	Contract	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		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.		Ariel Goldberger		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Individual Study: Urban Planning and Community Development Jennifer Gerend American studies architecture community studies cultural studies environmental studies government history law and public policy sustainability studies Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day		W 12Winter			Individual Studies offers opportunities for advanced students to create their own course of study and research. Prior to the beginning of the quarter, interested individual students may consult with faculty about their proposed projects or internships. The project is then described in an Independent Learning Contract. Students interested in urban planning, community and economic development, historic preservation, urban design, and urban history are encouraged to apply.		Jennifer Gerend		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Urban Planning and Community Development Jennifer Gerend American studies architecture community studies cultural studies environmental studies government history law and public policy sustainability studies Signature Required: Spring	Contract	SO–SRSophomore - Senior	16	16	Day			S 12Spring		Individual Studies offers opportunities for advanced students to create their own course of study and research. Prior to the beginning of the quarter, interested individual students may consult with faculty about their proposed projects or internships. The project is then described in an Independent Learning Contract. Students interested in urban planning, community and economic development, historic preservation, urban design, and urban history are encouraged to apply.		Jennifer Gerend		Sophomore SO Junior JR Senior SR	Spring	Spring
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	F 11 Fall	W 12Winter	S 12Spring		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	Fall Winter Spring
Native City: Histories, Policies and Images Jennifer Gerend and Kristina Ackley Native American studies community studies history literature political science Signature Required: Spring	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter	S 12Spring		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	Fall Winter Spring
Orthodoxies and Apostasies: Judaism, Christianity, Islam Richard Benton community studies cultural studies literature philosophy religious studies	Program	FR–SRFreshmen - Senior	16	16	Day		W 12Winter			For two thousand years Jews and Christians agree on some issues and disagree on others. For 1300 years, Muslims have entered into this discussion. What issues do these monotheistic religions agree on? What do they differ about? How do they identify the “orthodox” believer of their own faith, in contrast to the “unbeliever” of another faith? In this program, we will ask the following questions: What makes someone Jewish? Christian? Muslim? How have they interacted? Often these religions ask the same questions; their answers separate them from each other.Each religion depends on writing as the divine expression of belief. Jews depend on Written Torah and Oral Torah. Christians hold the Written Torah, or Old Testament, as inspired, as well as the New Testament. Muslims proclaim the superior status of the Qur’an, while the Bible (Torah and Gospel) lie subordinate to it. Yet all of these writings refer to the other works. Moreover, each religion has produced a body of interpretation. Jews read Midrash, Christians, commentaries, and Muslims, the Hadith. These interpretations further develop the lines that distinguish the community of “true believers” from the “unbelievers” or “apostates.”We will read and interpret the above sacred texts and their interpretations to develop literary and philosophical sensitivities. These texts lie at the basis of all the religious thought of these groups. Knowledge of and ability to interpret sacred texts provide the foundation of grasping the interactions of later periods. Students will also acquire knowledge and develop appreciation for how individuals understand their historical circumstances. We will read secondary literature that describes religious life in various historical contexts. Each student will develop a research project in which they learn how to interpret a religious text from the inside—from the point of view of the text—and learn how to distinguish text from personal interpretation.		Richard Benton		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Orthodoxies and Apostasies: Judaism, Christianity, Islam Richard Benton community studies cultural studies literature philosophy religious studies	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		This is a repeat of the winter quarter program; students who took in winter may not enroll in this program.For two thousand years Jews and Christians agree on some issues and disagree on others. For 1300 years, Muslims have entered into this discussion. What issues do these monotheistic religions agree on? What do they differ about? How do they identify the “orthodox” believer of their own faith, in contrast to the “unbeliever” of another faith? In this program, we will ask the following questions: What makes someone Jewish? Christian? Muslim? How have they interacted? Often these religions ask the same questions; their answers separate them from each other.Each religion depends on writing as the divine expression of belief. Jews depend on Written Torah and Oral Torah. Christians hold the Written Torah, or Old Testament, as inspired, as well as the New Testament. Muslims proclaim the superior status of the Qur’an, while the Bible (Torah and Gospel) lie subordinate to it. Yet all of these writings refer to the other works. Moreover, each religion has produced a body of interpretation. Jews read Midrash, Christians, commentaries, and Muslims, the Hadith. These interpretations further develop the lines that distinguish the community of “true believers” from the “unbelievers” or “apostates.”We will read and interpret the above sacred texts and their interpretations to develop literary and philosophical sensitivities. These texts lie at the basis of all the religious thought of these groups. Knowledge of and ability to interpret sacred texts provide the foundation of grasping the interactions of later periods. Students will also acquire knowledge and develop appreciation for how individuals understand their historical circumstances. We will read secondary literature that describes religious life in various historical contexts. Each student will develop a research project in which they learn how to interpret a religious text from the inside—from the point of view of the text—and learn how to distinguish text from personal interpretation.		Richard Benton		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Patterns of Intelligence: Beyond the Individual Douglas Schuler community studies sociology	Program	SO–SRSophomore - Senior	8	08	Evening and Weekend	F 11 Fall				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	Fall
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 economy political science	Program	SO–SRSophomore - Senior	16	16	Day	F 11 Fall	W 12Winter			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	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	F 11 Fall	W 12Winter	S 12Spring		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	Fall Winter Spring
Reservation-Based, Community-Determined Program-Rebuilding Native Nations: Strategies for Governance and Development - Muckleshoot Myra Downing community studies government health leadership studies	Program	JR–SRJunior - Senior	12	12	Evening and Weekend	F 11 Fall	W 12Winter	S 12Spring		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.	Myra Downing	Mon Thu	Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program-Rebuilding Native Nations: Strategies for Governance and Development - Nisqually Cynthia Marchand-Cecil community studies government health leadership studies	Program	JR–SRJunior - Senior	12	12	Evening and Weekend	F 11 Fall	W 12Winter	S 12Spring		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.	Cynthia Marchand-Cecil	Mon Thu	Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program-Rebuilding Native Nations: Strategies for Governance and Development - Port Gamble Francine Swift and Colleen Almojuela community studies government health leadership studies	Program	JR–SRJunior - Senior	12	12	Evening and Weekend	F 11 Fall	W 12Winter	S 12Spring		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.	Francine Swift Colleen Almojuela	Mon Thu	Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program-Rebuilding Native Nations: Strategies for Governance and Development - Quinault Dorothy Flaherty community studies government health leadership studies	Program	JR–SRJunior - Senior	12	12	Evening and Weekend	F 11 Fall	W 12Winter	S 12Spring		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.	Dorothy Flaherty	Mon Thu	Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program-Rebuilding Native Nations: Strategies for Governance and Development - Tulalip Renee Swan-Waite community studies government health leadership studies	Program	JR–SRJunior - Senior	12	12	Evening and Weekend	F 11 Fall	W 12Winter	S 12Spring		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.	Renee Swan-Waite	Mon Thu	Junior JR Senior SR	Fall	Fall Winter 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	F 11 Fall	W 12Winter	S 12Spring		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	Fall Winter Spring
Student-Originated Studies: Center for Community-Based Learning and Action Stephanie Kozick architecture community studies cultural studies education environmental studies field studies health history media arts outdoor leadership and education psychology sociology sustainability studies	SOS	FR–SRFreshmen - Senior	16	16	Day		W 12Winter			This SOS is intended for: individual students who have designed a learning project focused on community development; groups of students interested in working together on a community based project; and students who have an interest in working as an intern in a community agency, organization, or school setting. Interested students should attend the Academic Fair on to meet the faculty, Stephanie Kozick and the Director of the Center of Community Based Learning and Action, Ellen Shortt Sanchez. Stephanie Kozick can also be contacted through her e-mail ( ). Project proposal form can be obtained at the Academic Fair, or an electronic copy found at . Student Originated Studies (S.O.S.): Community Based Learning and Action is a component of Evergreen's Center for Community Based Learning and Action (CCBLA), which supports learning about, engaging with, and contributing to community life in the region. As such, this S.O.S. offers the opportunity for goal oriented, responsible, and self-motivated students to design a project, research study, or community internship or apprenticeship that furthers their understanding of the concept of “community.” The range of academic and community work in the program includes: working with one or several community members to learn about a special line of work or skill that enriches the community as a whole— elders, mentors , artists, teachers, skilled laborers, community organizers all contribute uniquely to the broader community; working in an official capacity as an intern with defined duties at a community agency, organization, or school; or designing a community action plan aimed at problem solving particular community needs. Prior to the beginning of winter quarter, interested students or student groups must have a draft plan in place. Projects will then be further developed with input from the faculty. Students will meet in a weekly seminar setting to share progress reports, discuss the larger context of their projects in terms of community asset building and wellbeing, and discuss readings selected by program students that illuminate the essence of their projects. Small interest groups will meet with the faculty to discuss issues related to their group projects.		Stephanie Kozick		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Student-Originated Studies: Occupy Movement Peter Bohmer community studies political economy sociology Signature Required: Spring	SOS	SO–SRSophomore - Senior	10	10	Day and Evening			S 12Spring		Students will participate in and study topics related to the Occupy Movement. As part of their SOS program, students will participate in the weekly Occupy Symposium. We will aanalyze and examine diverse strategies and perspectives within the Occupy Movement, and develop skills valuable for building the occupy movement. The focus of one's study and participation can be the Occupy Movement in Olympia or in other locales. Studying similar movements in other countries such as "the Indignados" in Spain is also acceptable. In addition to the Occupy Symposium, we will meet once a week as a group. Most of the work and credit will be based on participation and reflection in the Occupy and related social movements, although there will be some common readings.		Peter Bohmer	Mon Thu	Sophomore SO Junior JR Senior SR	Spring	Spring
Student-Originated Studies: Public Policy in Washington State Cheri Lucas-Jennings business and management communications community studies cultural studies economics field studies government health law and government policy law and public policy leadership studies media studies sociology sustainability studies Signature Required: Spring	SOS	JR–SRJunior - Senior	16	16	Day			S 12Spring		This program is designed to support students interested in internships with public agencies or non-governmental organizations (NGOs) involved in public policy issues. Internship possibilities include but are not limited to: Department of Natural Resources, Department of Transportation, Department of Ecology, City of Olympia, a Water Resources agency or a Growth Management Board. There are also numerous local NGOs (e.g. Capital Land Trust, various fisheries commissions) that are focused on a variety of public policy.In addition to internship work, students will complete an extensive independent research project focused on a public issue that is related to the internship work. Research topics could include public policy, environmental, land-use, health, education, welfare or other similar issues issues. Program work will include weekly meetings, peer-review groups, research, writing and presentation of the final paper. Final research papers will also be distributed to the relevant organizations or agencies.		Cheri Lucas-Jennings		Junior JR Senior SR	Spring	Spring
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	F 11 Fall	W 12Winter			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 registered for 12 credits will also meet Mondays from 6-8 p.m.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	Mon Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Summer in the City Stephanie Kozick community studies cultural studies field studies sociology writing	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Session II	is an academic, travel-based study of life and the arts in urban settings. This 5-week program begins with an on-campus week of introduction to urban studies and travel field study planning, followed by a three week field study in a city chosen by each individual student according to his or her academic aims and financial means. The final week on campus will be devoted to field study reflection writing and formal student field study presentations. Field study options include, among others, architecture, the arts, business, city planning, housing, transportation, environmental concerns, and city writing and literature.		Stephanie Kozick	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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	F 11 Fall	W 12Winter	S 12Spring		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	Fall Winter Spring
Undergraduate Research in Civic Intelligence with John Baldridge or Douglas Schuler Douglas Schuler and John Baldridge community studies sociology Signature Required: Spring	Research	SO–SRSophomore - Senior	V	V	Evening and Weekend			S 12Spring		Civic intelligence attempts to understand how "smart" a society is in addressing the issues before it and to think about – and initiate – practices that improve this capacity. It is a cross-cutting area of inquiry that includes the sciences – social and otherwise – as well as the humanities. Visual art, music, and stories, are as critical to our enterprise as the ability to analyze and theorize about social and environmental issues.This independent learning opportunity is designed to allow students of various knowledge and skill levels to work with students, faculty, and others inside and beyond Evergreen who are engaged in real-world research and action in actual and potential projects. The program will help students develop important skills in organizational and workshop design, collaboration, analysis and interpretation, written and oral communication, and critical thinking skills. We also expect to focus on the development of online services, information, and tools, including civic engagement games and online deliberation.Although there are many ways to engage in this research, all work will directly or indirectly support the work of the Civic Intelligence Research and Action Laboratory. These opportunities will generally fall under the heading of "home office" or "field" work. The home office work will generally focus on developing the capacities of the CIRAL lab and/or the CCBLA or engaging in research, media work, or tech development that will support the community partnerships. The field work component will consist of direct collaboration outside the classroom, often on an ongoing basis. Students working within this learning opportunity will generally work with one or two of the clusters of topics and activities developed by previous and current students. The first content clusters that were developed were (1) CIRAL vs. homelessness; (2) environment and energy; and (3) food. In addition to a general home office focus cluster on institutionalizing CIRAL, another focused on media and online support.We are also hoping to support students who are interested in the development of online support for civic intelligence, particularly CIRAL. This includes the development of ongoing projects such as e-Liberate, a web-based tool that supports online meetings using Roberts Rules of Order, and Activist Mirror, a civic engagement game, as well as the requirements gathering and development of new capabilities for information interchange and collaboration.		Douglas Schuler John Baldridge	Wed	Sophomore SO Junior JR Senior SR	Spring	Spring
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	F 11 Fall	W 12Winter	S 12Spring				Lin Nelson		Junior JR Senior SR	Fall	Fall Winter Spring
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	F 11 Fall	W 12Winter	S 12Spring			geography, community studies and other field-based social sciences	Martha Henderson		Junior JR Senior SR	Fall	Fall Winter Spring
Venezuela: Building Economic and Social Justice Anne Fischel, Yul Gamboa, David Phillips and Peter Bohmer community studies economics media arts political science study abroad Signature Required: Fall	Program	SO–SRSophomore - Senior	16	16	Day	F 11 Fall	W 12Winter	S 12Spring		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 Yul Gamboa David Phillips Peter Bohmer	Tue Wed Fri	Sophomore SO Junior JR Senior SR	Fall	Fall
Veteran Educational Transition Strategies (VETS) Daryl Morgan communications community studies education	Course	FR–SRFreshmen - Senior	4	04	Day	F 11 Fall				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	Fall
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 Signature Required: Winter	SOS	JR–SRJunior - Senior	16	16	Day and Evening		W 12Winter			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.		Cheri Lucas-Jennings	Wed	Junior JR Senior SR	Winter	Winter
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	F 11 Fall	W 12Winter	S 12Spring		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	Fall Winter

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