2011-12 Catalog

Decorative graphic

2011-12 Undergraduate Index A-Z

Have questions about the curriculum? Contact Academic Advising
Tips for Using the Catalog

Economics [clear]

Title   Offering Standing Credits Credits When F W S Su Description Preparatory Faculty Days Multiple Standings Start Quarters Open Quarters
Anthony Zaragoza
  Course FR–SRFreshmen - Senior 4 04 Day Su 12Summer Session II In , we will examine together how crime is defined, who defines it, who is labeled a criminal, and who receives what punishment. We'll discuss meanings of "justice," social justice, and criminal justice. We will address questions about how justice is carried out and how it could be served. We will ask questions like: Why is there a disparity in investigation and incarceration between white-collar and blue-collar criminals? Is economic inequality a crime against democracy? Are environmental catastrophes crimes? Who are the criminals? We will research specific cases. And finally, we will explore the tools needed to indict such "criminals." Anthony Zaragoza Tue Thu Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Steven Abercrombie and Alvin Josephy
  Program FR–SRFreshmen - Senior 8 08 Evening and Weekend S 12Spring 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 Spring
Tomas Mosquera
  Course FR–SRFreshmen - Senior 4 04 Evening W 12Winter Presented in a non-technical and logical manner, this introductory course will introduce you to the essentials of economic theory and policy. We will explore the fundamentals of economic theory and practice and extend these concepts to real-world applications. This course will help you acquire an understanding of micro- and macro-economic terminology, concepts, and principles. Furthermore, this course will help you realize the important role that economics plays in our lives and will help you gain a greater understanding of economic policy as well as how decisions influence the success or failure of a business. Tomas Mosquera Tue Thu Freshmen FR Sophomore SO Junior JR Senior SR Winter Winter
John Filmer and Neil Delisanti
  Program FR–SOFreshmen - Sophomore 16 16 Day F 11 Fall W 12Winter 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 Neil Delisanti Mon Wed Fri Freshmen FR Sophomore SO Fall Fall
Cheri Lucas-Jennings
  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
Benjamin Simon, Glenn Landram and Lydia McKinstry
Signature Required: Winter  Spring 
  Program FR–SRFreshmen - Senior 16 16 Day F 11 Fall W 12Winter S 12Spring 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 Fall Winter Spring
Kathy Kelly
  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
David Shaw and Zoe Van Schyndel
  Program JR–SRJunior - Senior 16 16 Day F 11 Fall W 12Winter 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 Fall
Peter Bohmer
Signature Required: Spring 
  Contract SO–SRSophomore - Senior 16 16 Day S 12Spring This is an opportunity for advanced students to create their own course of study and research in political economy, social movements or related subjects.  The faculty sponsor will suppport students in carrying out studies in social movements, national or global; alternate economic systems, the 1930's, the 1960's, Latin American studies, Greece, political economy, radical and revolutionary theory; the contemporary economic crisis, poverty, racism and anti-racism, labor studies and labor history, U.S. foreign policy, Cuba, history of economic thought, the economics of inequalithy, immigration, or 20th and 21st century U.S. history. Peter Bohmer Sophomore SO Junior JR Senior SR Spring Spring
John Filmer
Signature Required: Spring 
  Contract SO–SRSophomore - Senior 16 16 Day S 12Spring This is not a course!  There is no classroom!Individual Learning Contracts require students to take full responsibility for their learning, including a bibliography, the design of the syllabus, and learning schedule. The faculty sponsor merely acts as an educational manager and not as a tutor.Individual Learning Contracts traditionally offer students an opportunity to do advanced study in areas that are not usually possible through regular programs or courses at Evergreen and in which they already have established skills and/or background. Internships provide a different opportunity to apply prior learning but in this case, with the intent of developing applicational skills and people skills rather than focusing solely on advanced study or research.John welcomes the opportunity to work with students interested in maritime studies including history, geography, sociology, literature and navigation and the technology of sailing vessels. He also can prove of great value to students interested in business and non-profit development, organizational management, project management, international business, financial analysis, international trade, maritime commerce, economics, intermodal transportation and seaport management. John also sponsors business and non-profit internships, legislative internships and internships with state and federal government agencies, port authorities, maritime and merchant marine firms, freight forwarders and other private sector organizations, including banks and financial houses. agency administration, business, economics, leadership,  management, maritime and seaport studies, and U.S. history. John Filmer Sophomore SO Junior JR Senior SR Spring Spring
Tom Womeldorff
Signature Required: Fall 
  Program SO–SRSophomore - Senior 16 16 Day F 11 Fall 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 Fall
Tom Womeldorff
Signature Required: Winter 
  Program SO–SRSophomore - Senior 16 16 Day W 12Winter This program is designed for students who are interested in critically studying economics beyond the introductory level. In the mornings, we will complete the equivalent of textbook intermediate macroeconomics which focuses primarily on the determinants of economic growth, employment rates, inflation and income distribution.  We will assess the "appropriate" roles for the federal government in the economy (e.g., determining the right fiscal and monetary policy mix, setting exchange rates and eliminating/creating trade barriers).  A standard intermediate macroeconomics textbook and workbook will be used. While there is no specific math prerequisite, extending our math skills will be an objective of the program. In the process, we will critically assess the limits of macroeconomic theory. For example, does the theory adequately consider income distribution effects of policy options?  Do macroeconomic prescriptions contribute to gender inequalities?  To what extent do ideological predispositions intersect with the science of economics, influencing prescriptions about the size of the money supply or the judged appropriateness of tax cuts?In afternoon seminars, we will survey areas of applied macroeconomics and gain a familiarity with the various schools of thought (i.e., Keynesian, Post-Keynesian, Monetarist, Austrian and Marxian approaches). Our readings will be chosen from literature written by economists for other economists as represented in academic journals such as the . Students will be involved in selecting some of the readings.Program activities will include lectures, workshops, exams, short research papers, and seminar. Tom Womeldorff Sophomore SO Junior JR Senior SR Winter Winter
Kathy Kelly
  Program FR–SRFreshmen - Senior 8 08 Evening and Weekend Su 12Summer Session I The purpose of this program is to expand and deepen students' understanding of systems theory, especially living systems. Students will use critical and technical skills, research and field experience, and reflective practices to understand, integrate, and interpret their environment.Following a brief (re-)introduction to systems theory, we will examine the dynamics of the Nisqually watershed that includes the Olympia area. Students will become familiar with efforts for ecosystem protection and restoration and consider the implications of greater systems thinking in public policy-making. We will use an ecological economics framework that identifies nature's services and places an economic value on those services, a tool that is useful for conservation and development planning.The program engages experiential as well as cognitive learning as students participate in exercises to raise awareness of ways of being present in and perceiving the place we live. Students will develop map reading skills and practice journaling in both narrative and field journal styles as a means of recording, reflecting upon, integrating, and presenting knowledge. Readings, coupled with these exercises, will fuel discoveries about how our surroundings shape our thoughts, emotions, and actions.Field trips include a series of visits to sites within the watershed, including sensitive natural areas and places of local historic significance. Kathy Kelly Fri Sat Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Tom Womeldorff, Alice Nelson and Jean Mandeberg
  Program FR–SRFreshmen - Senior 16 16 Day S 12Spring 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 Spring
Glenn Landram
  Course SO–SRSophomore - Senior 2 02 Evening Su 12Summer Session II Personal finance and investing can sometimes be daunting to initiate. Yet long-term investing in equities can yield significant results with relatively low risk. We will examine the benefits of investing and how to initiate a low-cost, long-term investment plan. We will work from the critically acclaimed by Burton G. Malkiel. This class is for those that have some understanding of finance and would like to learn more as well as the novice that would like to take charge of their own lifetime savings. Glenn Landram Tue Sophomore SO Junior JR Senior SR Summer Summer
Anthony Zaragoza and Jeanne Hahn
  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
Therese Saliba, Alice Nelson and Savvina Chowdhury
Signature Required: Winter  Spring 
  Program SO–SRSophomore - Senior 16 16 Day F 11 Fall W 12Winter S 12Spring 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.One aspect of this program includes participation in the campus Spring Symposium, "The Occupy Movement: Uprisings at Home and Abroad" to be held Thursday evenings 6-9pm. education, international studies, community advocacy and foreign service. Therese Saliba Alice Nelson Savvina Chowdhury Sophomore SO Junior JR Senior SR Fall Fall Winter Spring
Thuy Vu
  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
Cheri Lucas-Jennings
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
Alan Nasser
  Course FR–SRFreshmen - Senior 4 04 Evening Su 12Summer Session II The financial crisis is a turning point for American society and world history. It marks the beginning of what economists now call "the new normal". Understanding it can help in making sense of the world and planning for the future. This class helps students to understand where the crisis came from and where it is likely to lead. Clear explanations will be given for terms like securitization, derivatives, credit default swaps, and financial vs. real economy. The implications of the crisis for both private and public sector workers will be examined.  Implications for income and job growth, and for students burdened with debt, will also be studied. Alan Nasser Mon Wed Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Anne Fischel, Yul Gamboa, David Phillips and Peter Bohmer
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