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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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
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Terry Ford
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Course | FR–SRFreshmen - Senior | 4 | 04 | Day | Su 12Summer Full | Adolescent literature differs from children's literature to meet the developmental needs of middle and high school ages. Participants will learn about adolescent literature in an historical perspective, young adult development in reading, and genres with representative authors and selection criteria. Participants will read and critique a variety of genres, developing a knowledge base of a variety of current authors, themes, and classroom uses. Course credits contribute to minimum coursework expectations for teaching endorsements in middle level humanities and secondary English/Language Arts. | Terry Ford | Mon | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Stephanie Kozick and Leslie Flemmer
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | S 12Spring | This is an inquiry-based program structured as a collaborative effort to engage authentic questions about the process of learning. What is an educated society and what does it mean to become educated within a society? Whose ways of knowing count in such educational pursuits assumed to ultimately achieve happiness and personal fulfillment? Can one be considered “educated” if one lacks educational credentials, cultural knowledge of the arts, political awareness, or social and economic connections? And, to what end and in what means must we even consider these questions? In this program, we will inquire about the role that educators, artists, authors, and the environment play in guiding us toward a more vibrant and holistic outlook. This comprehensive inquiry requires an interdisciplinary curriculum designed to employ dialogue and the arts in an examination of what is meant by the term “education.” The program will include student-centered learning activities of readings, discussions, talks, film, and expressive projects.Students who are curious about paths to knowledge, the field of education, social justice, and cultural and historical considerations can join us in a wide-ranging examination of our diverse society. Students can expect to work collaboratively to think, learn, and interpret how individuals form, interact in, and become participants in an educated society while engaging topics that include critical pedagogy, arts and humanities, and the construction of knowledge through social networks and cultural practices. Motivated, open-minded students willing to work with others in critical discussions of readings, to experiment with the arts and writing projects, and to closely observe the contributions of others will gain new perspectives about what matters when contemplating an educated society. At quarter’s end, students will be able to identify their own and others efforts to understand what it means to be educated. Some of the authors who will have contributed to that understanding are: Virginia Woolf, Paolo Freire, William Ayers, James Baldwin, John Dewey, Terry Tempest Williams, Sherman Alexi, Gerald Durrell, and Maxine Green. | Stephanie Kozick Leslie Flemmer | Mon Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
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Hirsh Diamant
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Program | FR–SRFreshmen - Senior | 8 | 08 | Weekend | F 11 Fall | W 12Winter | Human societies and cultures express their values in education and art. Art is the earliest and most enduring expression of humanity. For community and the individual, art can be a practice of education and self-cultivation. In today's global community it is important to understand art and values of other cultures and by so doing to awaken art within oneself while learning to understand the "other."All children naturally understand the importance of art and are creating art constantly in their play. All children are artists and all can paint, play, sing, and dance. Children also have an instinctive sense of right and wrong. In the modern, industrial world these natural abilities often become suppressed and lost. Modern educators need to be confident in their own artistic abilities and grounded in their own moral core; they need to be trained in communication across cultures and able to support children's healthy development.The students in this half-time, interdisciplinary program will immerse themselves in study and practice of art and in cultural experiences that are vastly different from the Western dominant culture by studying Native American, Muslim, Hebrew, and Chinese cultures. Students will make art, study myths and world religions as they have been shaped by cultures and landscapes of the past, and examine cultural and ethical norms. Students will also examine cultural influences and pressures of today's global society and will investigate the importance of preserving and developing cultural, artistic, and ethical traditions. Students will engage in traditional academic study such as reading, writing, and seminars and will also engage in art making, meditation, community events, and the practice of Tai Ji. Students will learn about child and human development, will learn about alternative education systems, and will cultivate their own spiritual, meditative, ethical, and artistic life. In addition to classroom study, students will participate in retreats and will go on field trips to explore educational, art, and cultural resources in the community.In winter quarter students will be able to work on community service projects, in schools, and on Native American reservations. | arts, education, cultural studies | Hirsh Diamant | Sun | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter | ||
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Jon Davies
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Course | FR–SRFreshmen - Senior | 4 | 04 | Day | Su 12Summer Session I | To prepare for a reading endorsement or to understand more about literacy assessment and development, participants will engage in readings, discussions, written analyses, and workshops that address formal and informal literacy assessment. Topics include diagnostic reading tests, informal reading inventories, cueing systems, nonfiction text features and formats, qualitative and quantitative readability assessments, and content area reading assessment. This course meets teaching requirements for Washington reading endorsement. | Jon Davies | Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Rebecca Chamberlain
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Program | FR–SRFreshmen - Senior | 8 | 08 | Day and Evening | Su 12Summer Session II | This intensive course will explore a variety of cosmological concepts from mythology, literature, philosophy, and history, to an introduction to astronomy, archeo-astronomy, and theories about the origins of the universe. We will employ scientific methods of observation, investigation, hands-on activities, and strategies that foster inquiry based learning and engage the imagination. This class is focused on field work, and activities are designed for amateur astronomers and those interested in inquiry based science education as well as those interested in doing observation-based research or in exploring literary, philosophical, cultural, and historical Cosmological traditions.Students will participate in a variety of activities from telling star-stories under the night sky to working in a computer lab to create educational planetarium programs. Through readings, lectures, films, workshops, and discussions, participants will deepen their understanding of the principles of astronomy and refine their understanding of the role that cosmology plays in our lives through the stories we tell, the observations we make, and the questions we ask. Students will develop skills and appreciation for the ways we uncover our place in the universe through scientific theories and cultural stories, imagination and intellect, qualitative and quantitative processes, and "hands on" observation.We will visit Pine Mountain Observatory, and participate in field studies at the 25th Anniversary of the Oregon Star Party. This year’s celebratory events include a presentation by a Space Shuttle Astronaut and workshops with mentors, scientists, storytellers, and astronomers. We will develop a variety of techniques to enhance our observation skills including use of star-maps and navigation guides to identify objects in the night sky, how to operate 8” and 10” Dobsonian telescopes to find deep space objects, and how to use binoculars and other tools. We will be camping and doing field work in the high desert for a week. (first session): A few students will have the opportunity to attend an invitational research conference at Pine Mountain Observatory, July. 15-20 (first session). They must 1) be enrolled in the class or have prior experience and 2) work with the instructor to complete an independent study contract prior to the first session of summer quarter. Since a limited number of students will be able to participate this year, students will be selected based on their background, qualifications, and interests. Research sessions are still to be determined but may include photometry, astrometry, spectroscopy, or Binary Star Research. Students must have the ability and interest to camp and do fieldwork in the high dessert for a week. A planning meeting will be held on campus July 11, 6-10 pm. Contact the instructor ASAP if you are interested. | Rebecca Chamberlain | Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Jon Davies
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Course | FR–SRFreshmen - Senior | 4 | 04 | Day | Su 12Summer Session II | To understand children’s literature, participants will engage in readings, discussions, written analyses, and workshops that address literary and informational texts for children from birth to age 12. Topics include an examination of picture and chapter books, multicultural literature, literature in a variety of genres, and non-fiction texts across a range of subjects. | Jon Davies | Tue Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Lester Krupp and Lori Blewett
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Program | SO–SRSophomore - Senior | 12 | 12 | Evening and Weekend | S 12Spring | This program will explore the role of power and authority in learning both inside and outside the classroom. We will look closely at the enactment of authority with particular attention to how communication and conflict patterns affect the experiences of children, teachers, parents, and administrators. How do individual persona and institutionalized identity intersect with systems of discipline and authority? How do communication practices shape power dynamics and influence learning? How can educators create collaborative learning environments in competitive contexts? How are classroom interactions linked to social relationships and expectations of society as a whole?Drawing upon published sources, students’ past educational experiences, and an examination of ongoing interactions and systemic challenges, students will investigate classroom practices that deepen interpersonal connections, define authority in developmentally healthy ways, and contribute to the formation of community.For a portion of the program, students will choose between three curricular options. One option will allow students to earn credits that may meet requirements for certain Washington State teaching endorsements. Students who choose this option will earn credits in one of the following areas: children’s literature, adolescent literature, multicultural literature, language skills/structure, civics, or Pacific Northwest History. (Please note that only those subjects with a minimum level of student interest will be offered.) As an alternative option, students can participate in a supervised group research project related to core themes of the program. The third option will be a field placement working in a local school. Each option will constitute a four-credit portion of the work for the program.This program will serve the needs of any student who is preparing for a career in education, as well as any student interested in thinking about communication and power in relation to learning. | Lester Krupp Lori Blewett | Wed Sat | Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
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Maribel Vilchez
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Course | JR–SRJunior - Senior | 4 | 04 | Evening | S 12Spring | Participants will be introduced to teaching and assessment strategies to assist English Language Learners (ELLs) in the development of academic language and content area knowledge relevant to the Washington endorsement and Teachers of English Speakers of Other Languages (TESOL) standards. Through curriculum design, teaching demonstrations, and the use of technology, participants will practice teaching strategies relevant to specific content areas across target grade levels. | Maribel Vilchez | Wed | Junior JR Senior SR | Spring | Spring | ||||
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Hirsh Diamant
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Course | FR–SRFreshmen - Senior | 4 | 04 | Evening | F 11 Fall | For beginning, continuing, and returning students, this class will reawaken the joy, adventure, and wonder of learning. Students will learn about human development, identify their educational goals, and create an academic plan of study. Students will explore the five foci of the Evergreen curriculum: personal engagement in learning, interdisciplinary study, collaboration with faculty and peers, bridging theory and practice, and learning across significant differences. | Hirsh Diamant | Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||
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Hirsh Diamant
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Course | FR–SRFreshmen - Senior | 4 | 04 | Evening | W 12Winter | For beginning, continuing, and returning students, this class will reawaken the joy, adventure, and wonder of learning. Students will learn about human development, identify their educational goals, and create an academic plan of study. Students will explore the five foci of the Evergreen curriculum: personal engagement in learning, interdisciplinary study, collaboration with faculty and peers, bridging theory and practice, and learning across significant differences. In winter quarter, students will participate in a 3-day Tai Ji workshop. Tai Ji is an ancient health, movement, meditation system of centering. | Hirsh Diamant | Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||
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Sandra Yannone
Signature Required:
Spring
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Course | FR–SRFreshmen - Senior | 2 | 02 | Day | S 12Spring | This course combines a seminar with a practicum to prepare students to become peer tutors at Evergreen's Writing Center on the Olympia campus. In seminar, we will explore tutoring theories, examine the role of a peer tutor and develop effective tutoring practices. In the practicum, students will observe peer tutoring and graduate to supervised tutoring. The course also will address working with unique populations of learners. Students considering graduate school in related fields will benefit from this course. | Sandra Yannone | Mon | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
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Jehrin Alexandria
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Program | FR–SRFreshmen - Senior | 8 | 08 | Day | Su 12Summer Session I | This class is an in-depth study of movement and its role in the reorganization of the human brain as well as a look at contemporary works in the field of energy psychology. We will explore the emotional issues that can occur when such organization is not complete and various techniques to address them including The Work of Byron Katie and EFT. Students will learn to recognize normal neurological organization by studying specific developmental milestones as well as recognize gaps and abnormalities in brain development and how they impact growth, learning, and psychological well-being. This class will be deeply experiential as well as theoretical. Please wear comfortable clothing as there is basic movement in some classes. | Jehrin Alexandria | Mon Mon Tue Tue Wed Thu Thu Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Leslie Flemmer
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Course | FR–SRFreshmen - Senior | 4 | 04 | Day | Su 12Summer Session II | This course introduces students to the theory and the practice of critical pedagogy, an approach to teaching and learning that moves instruction beyond the transmission of content. Critical pedagogy promotes the practice of freedom, collaboration, justice, and community. In this course, students will investigate theoretical perspectives around alternative, critical, and radical education through the writings of Paulo Freire, bell hooks, Henry Giroux, and Joan Wink. We will connect theoretical explorations with practical teaching applications from grades K-12. The course will operate as a learning community with all members embracing the role of both the teacher and learner. This class will include workshops, in-class teaching practices, research, and small-group work as well as critiques and presentations of the readings. | Leslie Flemmer | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Walter Grodzik and Cynthia Kennedy
Signature Required:
Winter
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | F 11 Fall | W 12Winter | This program will explore the interior spaces where performances begin and the exterior spaces where performances are realized. Students will begin with movement and theatre exercises that center and focus the mind and body in order to open oneself to creative possibilities and performance. Students will also study movement/dance and theatre as a means of physical and psychological focus and flexibility that enables them to more fully utilize their bodies and emotional selves in creating theatrical performance.Through the understanding and embodiment of somatic concepts such as awareness, intention, centering, authenticity, and the interplay of mind and body, students will have the opportunity to explore creative imagination as it expresses itself from their own life processes, rather than from externally imposed images, standards and expectations. How does imagination respond to the emotional self, the physiology of the body, and the psychology of the mind? How can we become more expressive and responsive to our inner selves? Students will be invited to explore and enjoy the dance already going on inside their bodies, to learn to perceive, interpret and trust the natural intelligence of intrinsic bodily sensations. The class will use experiential techniques derived from several traditions of somatic philosophy.In seminar, students will read a broad variety of texts about creativity, movement and dance history, and performance, performance history, and Western theatre history and dramatic literature. In particular, students will read Greek tragedy and comedy, the playwrights of the Elizabethan theater, such as Marlowe and Shakespeare, and the feminist comedies of the Restoration. The realism of the Nineteenth century will be seen through the plays of Ibsen and Chekhov and other realists, and students will study, discuss and perform the multicultural theatre of the Twentieth and Twenty-First century, including theatre, drama and performance art as found in the work of Thornton Wilder, David Mamet, Tony Kushner, Caryl Churchill, Henry David Hwang and Anna Devere Smith. The discussion of dramatic literature will be framed from many viewpoints, including structuralist, feminist, Marxist, post colonial and queer.The program will include weekly seminars, workshops in movement/dance and theatre, and film screenings of various dance and theatre productions. This is an all-level program that welcomes students of all abilities that bring their excitement, commitment, discipline and creativity to the performing arts. Regular on-time attendance is fundamental to students' development and continuance in the program. | teaching, theatre, expressive arts, dance and movement theory. | Walter Grodzik Cynthia Kennedy | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||
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Leslie Flemmer
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | F 11 Fall | W 12Winter | The current system of public education is under profound national debate. What is at the heart of those debates? What creates such political, social and cultural differences? What should the future of education look like? Should education continue to be a universal good (free and open to all), a personal commodity (private and exclusive), or a hybrid of reforms? What is the role of teachers and students in this dynamic tension? Finally, what role does identity formation among students and teachers have to do with any of this? One common denominator among U.S. citizens is our access to and experience with free and compulsory K-12 public education that serves the wealthiest citizens to the poorest among us. And yet, that very system that has served so many for so long is frequently attacked by politicians, business leaders, the media, and even individuals like you and me. At the heart of our nation’s debate about public education and “effective” teaching practices are the ideological differences about its purpose and intent.In winter quarter, we will continue to ask questions: Who are our students? Why should they care about school? How do teachers create a culturally responsive, democratic learning community? What approaches do teachers take to create and implement student-centered curriculum and assessments? To answer these questions, we will build upon educational frameworks such as funds of knowledge, critical pedagogy, and constructivist teaching and include an examination of practical, historical inquiry-based methodology and curriculum. The first part of winter program will be designed to prepare students to research, teach and assess social studies content around inquiry-based approaches. Students will explore the State of Washington’s social science standards, the NCSS standards, and texts included (Levstik & Barton; 2005) and (Takaki; 2008).School field experience will continue winter quarter with site visits to local public schools. These classroom experiences will serve to help inform students’ thinking as they engage in the culminating project that will involve reading, research and participation in Problem Based Learning (PBL). Ultimately, this approach will contrast teacher-centered, top/down, high stakes testing and content standards with learning and knowledge construction that comes from purposeful, active student inquiry. | Leslie Flemmer | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter | ||||
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Neal Nelson
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Course | FR–SRFreshmen - Senior | 4 | 04 | Day | Su 12Summer Session I | This class is an introduction to both Euclidean and non-Euclidean geometry suitable for teachers or others interested in gaining a deeper understanding of mathematics, mathematical proof, and the historical and conceptual evolution of geometrical ideas. The course will concentrate on problem solving and the development of mathematical skills, particularly proofs, with the goal of understanding the major conceptual developments in the history of geometry. Class activities will be primarily reading, problem solving, and discussion with lectures as needed. | Neal Nelson | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Emily Lardner
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Course | FR–SRFreshmen - Senior | 4 | 04 | Evening and Weekend | Su 12Summer Session I | Standard written English has enough irregularities to make any careful writer or teacher nervous. Given that it's impossible to memorize everything, what's a writer or teacher to do? Which strategies for working on conventions of written English are most productive for you as a writer? Which ones will engage any writers you find yourself working with? This course is based on the premise that learning grammar happens best in the context of meaningful writing. Expect to write, and think about writing, and develop both your grammatical vocabulary and your grammatical skills, all with the aim of becoming a more effective writer. Class time will spent in workshops, and the on-line learning component will be used for trying out new strategies. All writers welcome. | Emily Lardner | Tue Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Robert Knapp, Suzanne Simons and Helena Meyer-Knapp
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Program | FR–SRFreshmen - Senior | 12, 16 | 12 16 | Day, Evening and Weekend | S 12Spring | This program will explore the idea and the experience of beauty. Our thesis is that the sense of beauty has many facets, which different cultures recognize and value differently. Individual preferences also differ, always under the influence of powerful, shared traditions of beauty. We will dramatize and investigate this by paying extensive attention to three traditions in which the faculty have professional expertise—Iran, Japan and Britain. Significant differences between these traditions and between individual student and faculty experiences in the American context will be a major occasion of collaborative and individual learning.Most class meetings will put students in the presence of beautiful art, writing, film, architecture or music; readings and seminars in criticism and cultural history and analytical and expressive writing assignments will help students develop authentic ways to articulate their descriptions and judgments. The work will lead to a major concluding project on an individually chosen instance of beauty. Students will acquire both a fuller understanding of the variety of ways one can encounter beauty, and of ways to document, appreciate and evaluate the experiences of beauty that occur.The program has two levels of enrollment: all students will meet one night per week and every Saturday for a coordinated program of lectures, seminars, films and workshops. 16-unit students will also prepare for and take two two-day visits to cultural cultural resources in Northwest cities, to be in the immediate presence of beautiful things which can come only second-hand to campus. | design, art history, cultural studies, education, world history, architecture and visual arts. | Robert Knapp Suzanne Simons Helena Meyer-Knapp | Wed Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | |||
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Walter Grodzik
Signature Required:
Winter
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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 | |||||
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Jon Davies
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Course | FR–SRFreshmen - Senior | 4 | 04 | Day | Su 12Summer Session I | To prepare for a reading endorsement or to understand more about literacy development and instruction, participants will engage in readings, discussions, written analyses, and workshops that address research-based instructional practices for the teaching of reading and writing. Topics include reading, writing, and oral language strategies to support student learning, including strategies to support English language learners. Successful completion of this course may be applied toward requirements for a reading endorsement. | Jon Davies | Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Grace Huerta
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Program | JR–SRJunior - Senior | 8 | 08 | Evening | F 11 Fall | W 12Winter | In this program, we will explore the role of family and community in language acquisition and identity formation among English language learners (ELLs). We will examine how such factors as history, political climate, school policies, and curriculum impact the education of language learners from adults to students in grades K-12. We will also examine curricular designs and implementation of theory to instructional practices relevant to the Washington state English language and TESOL (Teachers of English to Speakers of Other Language) standards. These ELL concepts will be analyzed through readings, group collaboration, workshops, lectures, multimedia, and seminars. Students will lead discussions, complete reflective writing activities, conduct teaching demonstrations, and complete a community ethnography project. Writing and research workshops will also be a focus of this program. In the fall, the program will survey the history of second language education in the United States while introducing the central issues in language acquisition research. We will also discuss how knowledge of English language learners' lived experiences and community can inform school policies, curriculum, and instruction. In the winter, the program will focus on the study of language as a system with an emphasis on linguistic, literacy, and content-area instructional strategies. Among the topics addressed will be English phonology, morphology, and syntax as well as implications for teaching the four language skills: listening, speaking, reading, and writing. We will also examine teaching strategies for the instruction of academic language and content. | education, linguistics, teaching English | Grace Huerta | Mon Wed | Junior JR Senior SR | Fall | Fall Winter | ||
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Yvonne Peterson and Gary Peterson
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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 | |
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Emily Lardner and Gillies Malnarich
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Program | SO–SRSophomore - Senior | 8, 12 | 08 12 | Evening and Weekend | F 11 Fall | W 12Winter | How, in the context of overwhelming social and environmental problems, do people make a difference? Where do people start, what do they need to be successful, and what does “making a difference” actually look like? The purpose of this two quarter program is to help students develop their understanding of how social change happens, to consider the possibility that Paulo Freire's notion of “critical hope” is reasonable, and to develop a deeper appreciation for an education that supports the development of habits of mind and everyday practices necessary to make a difference. In winter quarter, students will ground their studies of how social change happens in contemporary contexts. Drawing on insights gained from their studies of and the Citizenship Schools, students will develop a critical framework for analyzing and organizing approaches to topics that emerge from shared reading, from current social issues, and from students’ own experiences and interests. Students will be working in groups to develop intensive case studies based on the program’s core questions. Likely areas for these cases include the pursuit of human rights, local responses to climate change/sea level rise, local organizing around sustainable food systems, and local and statewide efforts to provide an education of quality for students at all levels. Building on a practice started in fall quarter, the program will host a series of community conversations tied to the case studies. Students will be able to discuss core questions with community leaders—how they decide which issues to work on, which tools and strategies are most useful in that work, and the effect they hope to have on the community. We will consider critical puzzles and possibilities. Time in class is considered —a chance to pursue ideas and develop skills with others through workshops, seminars, and intensive reading/writing and analytic exercises. Students in winter will also select an additional reading to pursue with others, and design a workshop for the program at large using principles of popular education. Throughout our work together, students will have opportunities to develop their own perspectives on what is needed to make a difference in the contexts where they live and work. Students pursuing the 12 credit option will choose between an internship option or an writing intensive option. Both options will entail additional out-of-class meetings with students and with faculty, including end of day Saturday and end of class Monday evenings, plus other times to be determined by schedule and location (i.e. a Seattle writing group might find a time that is mutually convenient for meeting). | education, law, community development, journalism | Emily Lardner Gillies Malnarich | Mon Sat | Sophomore SO Junior JR Senior SR | Fall | Fall Winter | ||
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Sheryl Shulman
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Program | FR–SRFreshmen - Senior | 4, 8 | 04 08 | Day | Su 12Summer Full | This 8-week program is for individuals interested in learning the mathematics required for an elementary education teaching certificate. We will cover topics in problem solving, sets, fractions, algebra, statistics, mathematical reasoning and proof, geometry, number and operation, mathematical representation, and mathematical communication. Students registering for 4 credits will study geometry and statistics. | mathematics, teaching | Sheryl Shulman | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | |||
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Anthony Zaragoza and Jeanne Hahn
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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 | |||
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Donald Foran
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Course | FR–SRFreshmen - Senior | 4, 6 | 04 06 | Day | Su 12Summer Session II | This will involve reading short stories by writers like Flannery O'Connor, Raymond Carver, Alice Walker, Eudora Welty, Don Chaon, and others, then crafting our own stories, with particular attention to structure, imagery, tone, and theme. Students taking the course for six credits will have additional reading and writing assigned. Some videos will be screened featuring stories by Faulkner and Carver. | Donald Foran | Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Artee Young, Frances Solomon, Arlen Speights, Barbara Laners, Erin Ceragioli, Dorothy Anderson, Peter Bacho, Lin Nelson, Tyrus Smith, Gilda Sheppard and Paul McCreary
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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 | |
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Gillies Malnarich
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Course | SR ONLYSenior Only | 4 | 04 | Evening | S 12Spring | If you are completing your Evergreen undergraduate work, wondering what comes next, and thinking about how you got where you are now, this course will give you time to reflect on your education. We will think about the connections between our academic work and its context, both to us as individuals and to our communities. We will meet to discuss common reading, to share reflections, and to write. Be prepared to share your “best work” with others, to comment on especially influential books, and to write multiple drafts of a summative self-evaluation. The final project will be a polished piece of reflective writing that may be included in your transcript. | Gillies Malnarich | Tue | Senior SR | Spring | Spring | ||||
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Hirsh Diamant
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SOS | SO–SRSophomore - Senior | V | V | Evening and Weekend | S 12Spring | This SOS is ideal for students who want to deepen their studies in art, culture, education, and human development and to apply these studies in the community. In the first week of the quarter, each student will submit, on-line, their project proposal as an individual study contract (via my.evergreen.edu) and then complete that project during the quarter. This proposal will be designed with input from the faculty member.All students enrolled in the program will also participate in two credits of readings, classes and on-line assignments in collaboration with other students. A weekly class meeting will include seminars, workshops organized by staff, faculty, and students, and opportunities to share learning and project work. Weekly on-line posts will highlight students' progress and learning. Students must attend and participate in all weekly sessions. | Hirsh Diamant | Wed | Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
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Stephanie Kozick
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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 | |||||
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Evan Blackwell
Signature Required:
Spring
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SOS | SR ONLYSenior Only | 16 | 16 | Day | S 12Spring | This program is designed for seniors who are ready for concentrated studies pertaining to the visual arts and visual culture. Students will work closely with faculty and each other to design their own visual art projects as well as related research. The group will meet together weekly for student lectures on research topics, guest artist talks and critiques. Beyond art making and critical studies, this program will provide opportunities for intensive professional development related to the visual arts. | visual arts, museum studies, arts administration, public art, arts organizations, art education and design. | Evan Blackwell | Senior SR | Spring | Spring | ||||
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Dharshi Bopegedera
Signature Required:
Fall Winter Spring
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Research | SO–SRSophomore - Senior | V | V | Day | F 11 Fall | W 12Winter | S 12Spring | Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (chemistry) would like to engage students in two projects: 1) quantitative determination of metals in the stalactites formed in aging concrete using ICP-MS and 2) science and education. Students who are interested in learning about the ICP-MS technique and using it for quantitative analysis will find the first project interesting. Students who have an interest in teaching science and who have completed general chemistry with laboratory would be ideal for the second project. We will work with local teachers to develop lab activities that enhance the science curriculum in local schools. | Dharshi Bopegedera | Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | |||
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Daryl Morgan
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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 | ||||
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Hirsh Diamant
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Course | FR–SRFreshmen - Senior | 4 | 04 | Evening | S 12Spring | Visual literacy skills enhance communication, advance learning, and expand thinking. They are essential for effectively navigating today's social and cultural environment. In this course we will explore Western and non-Western art while focusing on how we see, how we learn, and how visual information can be used generally in communication and specifically in education. Our study will be enhanced by weekly art and media workshops which will include work with digital photography, video, iMovie, and presentation software. | Hirsh Diamant | Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
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Lester Krupp, Steve Cifka and Sonja Wiedenhaupt
Signature Required:
Winter
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | F 11 Fall | W 12Winter | With public education increasingly under attack, it is imperative that we persistently ask: What is education for? What qualities and abilities does a just society need in its citizens? In this program we will focus on several dimensions of K-12 education in today's society. We will consider questions such as: What makes an effective teacher? In what ways should curriculum be structured to serve learning, development, and citizenship? How effective are current policies in education such as No Child Left Behind and Race to the Top?To help inform these questions, we will study how people learn from cognitive, neuropsychological, interpersonal, and socio-cultural perspectives. We will explore ways in which school structures and teaching practices can facilitate or impede learning. We will also study theories of cognitive, moral, and social development because of their power to illuminate our histories as students and teachers, and for their value in understanding the practice of teaching and the process of becoming a teacher.To critically engage with academic perspectives, we will both write reflectively about our individual past and present learning experiences, and analyze children's and adolescent literature. We will also work directly with younger students (pre-K through high school) in order to learn about ourselves as teachers and to apply concepts to understand another's learning and development. Our work will involve critical reading of texts, writing, visual representation, public presentation, collaborative group work, as well as any other practices that we discover are necessary to support our learning. This all-level program will support both first-year students and advanced students with an interest in broader issues of child and adolescent development and education, and will be particularly useful for anyone considering education or psychology as a profession. It will also be a useful program for those who are wondering about how to nurture and maximize their learning as students. | education and psychology. | Lester Krupp Steve Cifka Sonja Wiedenhaupt | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter |
