2011-12 Undergraduate Index A-Z

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Environmental Studies [clear]

Title	Offering	Standing	Credits	Credits	When	F	W	S	Su	Description	Preparatory	Faculty	Days	Multiple Standings	Start Quarters	Open Quarters
Adaptation: Evolutionary Patterns in Biological Space-Time Bret Weinstein biology consciousness studies environmental studies natural history philosophy of science zoology	Program	JR–SRJunior - Senior	16	16	Day	F 11 Fall	W 12Winter			Nearly all of the complexity in the observable universe is due to one process: Selection-natural, sexual and otherwise. And though the basics of evolutionary selection can be summarized in a single phrase ("survival of the fittest"), the details are surprising in the extreme, raising profound questions at every juncture. Why, for example, has a simple, shared drive to increase 'reproductive success' taken aardvarks and spruce trees in such different directions? And why would a peahen choose to burden her sons with a giant handicap to their movement by mating with a male carrying genes for massive tail? We will take a broad approach to selection, studying what is known, but focusing on that which remains mysterious. The adaptive interplay between genetic, epigenetic (regulatory) and cultural traits will be of particular interest. We will also place special emphasis on understanding the tension between selection exerted by mates, and that exerted by environmental factors. Fall quarter will be spent constructing a basic toolkit for evolutionary analysis: What is an adaptation and how can it be recognized? How can we infer function? What is the relationship between a trait's short and long-term adaptive value? We will scrutinize structures; behaviors and patterns found in the wild, and refine our ability to understand them through the language of game theory. During the winter quarter, we will focus on pushing our model of selection to its limits, and beyond, by applying it to the most complex and surprising adaptive patterns in nature, with a special emphasis on adaptive patterns manifest in We will read, have lecture, and detailed discussions. Discussions will be central to our work. Students will be expected to generate and defend hypotheses and predictions in a supportive and rigorous environment. We will go out and look at nature directly when conditions are right. Each quarter, we will take a multi-day field trip to observe thought-provoking patterns in unfamiliar environments. There will be assignments, but the program will be primarily about generating deep predictive insight, not about producing a large volume of work. It is best suited to self-motivated students with a deep commitment to comprehending that which is knowable, but unknown.	biology, medicine, psychology, and public policy. This program will focus on how to think, not what to think. As such, it will be useful to in any career in which critical thinking is important.	Bret Weinstein		Junior JR Senior SR	Fall	Fall Winter
Business and Sustainability: Myth or Method? Bobbie McIntosh and Rebecca Chamberlain business and management environmental studies leadership studies literature sustainability studies writing	Program	FR–SRFreshmen - Senior	8	08	Weekend	F 11 Fall	W 12Winter	S 12Spring		Current business and leadership programs at Evergreen support the concept of sustainability, but there is still confusion in the debate about terminology as well as what constitutes “best practices.” In this year-long, interdisciplinary program, we will ask, “What does it mean to live sustainably on a personal, local, and global level?” What does it mean to claim that an organization is moving toward sustainability, or is “green?” Paul Hawken suggests, in , that our economy is shifting from human-based productivity to radical increases in resource productivity. How is this measured? One of the goals of this program is to develop a set of competencies that will address this need, in an increasingly changing economy and job market, as we also engage in developing a well-rounded liberal arts education. Each of the participants will develop an economic business plan and story that will support their evolving understanding of sustainable business, green branding, and how to use effective marketing and promotional skills to create a vision for economic and social happiness. Each business plan will contain team writing projects. We will also develop storytelling, writing, and other academic and professional skills and tools that will enable us to create a strong foundation and to form a vision for understanding the economics of "The Green Business Myth." We will develop critical reading, writing, and thinking skills in the liberal arts, as we promote and implement concepts of social change, ethics, personal and community enrichment, and support our goals in forming pathways to move toward cultural and environmental sustainability. This program will have a thematic focus each quarter. In the fall, we will explore the personal, heroic, and mythic journeys we go on, individually and collectively, as we pursue our outer and inner dreams. In the winter, we will explore different historical and cultural perspectives of the American dream, and how it relates to community, family, place, and commodities of exchange, gift-giving, and reciprocity. In the spring, we will explore home-coming, finding our deepest purpose, community service, leader as martial artist, and pathways for creating a new earth, through mindfulness practices of gratitude and appreciation. We will explore each of these themes through the lens of literature, writing, mythology, psychology, cultural studies, and sustainable business practices.	business, economics, social change and service, communications, humanities, education, leadership.	Bobbie McIntosh Rebecca Chamberlain	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Citizen Science: Ecoliteracy Frederica Bowcutt, Gaku Mitsumata and Jeff Antonelis-Lapp botany ecology environmental studies field studies natural history outdoor leadership and education writing	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter			As a learning community our central question will be: how can ordinary citizens assist in the important work of shifting society to more sustainable relations with the natural world? We will begin by examining what it means to be ecoliterate.In the fall we will focus on the natural history of the Puget Sound region and contrast that to eastern Washington’s high desert. In October the learning community will visit the sagebrush steppe of Sun Lakes State Park to gain field experience in linking plant and animal distribution patterns with environmental conditions. Through this work, students will learn how to read topographic and geologic maps, and basic mapmaking skills. Students will gain experience in conducting biodiversity assessments in the park and on campus, including vascular plants, birds, mammals and insects. The learning community will explore how ecoliterate citizens can serve as citizen scientists, for example, by helping to monitor plant and animal responses to climate change. To support their work in the field and lab, students will learn how to maintain a detailed and illustrated nature journal. In the winter we will examine the relationship between people and gardens through the disciplines of garden history, children’s literature, and environmental and place-based education. Special attention will be given to urban horticulture that fosters socially just communities and an ecoliterate citizenry. Students will learn how to link scientific knowledge about soils, plants and animals with the pragmatic realities of installing and maintaining educational gardens in public settings. Lectures and labs in soil science, botany, ecology and environmental/place-based education will support this learning. Students will learn to develop K-12 curriculum for the teaching gardens on campus, and pursue opportunities to lead activities in them and the surrounding woods with local school groups. During both quarters, a significant amount of time will be dedicated to honing our ability to write an expository paper. Credit may be awarded in natural history, environmental education, expository writing, children’s literature, horticulture, garden history and botany (with a lab). This program is appropriate not only for students with interest in the natural sciences, but also for students who would not normally select academic programs in the sciences.	K-12 teaching, environmental education, horticulture, natural history and ecology.	Frederica Bowcutt Gaku Mitsumata Jeff Antonelis-Lapp		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Dangerous Work Sarah Ryan and Nancy Anderson community studies environmental studies health history law and government policy	Program	SO–SRSophomore - Senior	8, 12, 16	08 12 16	Evening and Weekend			S 12Spring		How have workers, employers, and policy makers dealt with dangerous work, historically and in the present? Why do we have laws and institutions designed to control hazardous and dangerous work and compensate workers who are injured, or their families when they're killed? This program will look at the history of occupational safety and health efforts in the U.S., focusing on the careers of two pathbreaking individuals: public heath doctor Alice Hamilton and labor leader Tony Mazzocchi. We will review the development of laws regulating occupational health and safety and study landmark cases and events that promoted legal protections for working people. We'll look into the systematic disparities and inequalities in exposure to dangerous work. We will consider the Washington State context, including the most common workplace-related health and safety concerns in our state. Students will learn basic techniques of data interpretation related to studies of occupational health and safety. Students registered for 12 credits will participate in the weekly symposium "The Occupy Movement: Uprisings at Home and Abroad". Topics and readings will address the national and regional Occupy movements; popular economics, the global debt crisis and neoliberalism; ecological sustainability; public and social health; communities of color and migrant labor; global solidarity from Egypt to Venezuela; the security state; cooperatives and food sovereignty; art and the Occupy movement. Students will complete some short related assignments.Students registered for 16 credits will devote at least 20 hours per week to an internship in the field of occupational safety and health.	public health, health-related fields, history, labor relations, management, environmental studies	Sarah Ryan Nancy Anderson	Sat	Sophomore SO Junior JR Senior SR	Spring	Spring
Disturbance Ecology Peter Impara ecology environmental studies geography natural history	Program	JR–SRJunior - Senior	16	16	Day			S 12Spring		Most people think of a disturbance as disturbing--upsetting the natural balance, throwing into disorder, or interfering--yet disturbances are a common, regular characteristic of many eco systems. Disturbance is an important ecological process affecting ecosystems at multiple spatial and temporal scales. As disturbance plays such an important role in such processes as vegetation community patterns, successional trajectories, and other ecological patterns, understanding disturbance and its ecological influences is vital to developing a basic understanding of significant controls of ecosystem function and composition. In this program we will investigate the role of disturbance as it relates to existing, and historic, ecological conditions. We will examine how the principles of pattern – process interactions and scale are applied to the study and understanding of disturbance processes. We will also relate disturbance to historic and contemporary human resource and land use issues to study the interactions between humans and disturbance over time.Important questions for the study of disturbance include: what is the disturbance regime for a given disturbance? At what spatial and temporal scales do disturbances operate? How do disturbances affect ecological patterns and processes ? How do humans respond to, and try to control, disturbances? To address these questions we will explore disturbance by using field, class and lab approaches. We will visit several disturbance sites as well as learn methods to map and analyze disturbance patterns and the variables related to those processes. Lecture and seminars will address recent research and approaches to characterizing and studying disturbance. Students will be expected to carry out a project investigating a disturbance process and its influence on the local ecology as well as human responses to that disturbance type. Students interested in upper division science credit should be aware that upper division science credit will be awarded only for upper division work.		Peter Impara		Junior JR Senior SR	Spring	Spring
Drawing on Earth: Explorations in the Aesthetics and Dynamics of the Earth Lucia Harrison and Abir Biswas aesthetics art history ecology environmental studies field studies geography geology natural history visual arts writing	Program	FR–SOFreshmen - Sophomore	16	16	Day	F 11 Fall	W 12Winter			This program offers an introductory study of the Earth, through geology and art. What makes the earth a habitable planet? What forces have shaped the geology of the Pacific Northwest? These questions have fascinated people for centuries. Both scientists and artists rely heavily on skills of observation and description to understand the world, and to convey that understanding to others. Geologists use images, diagrams and figures to illustrate concepts and communicate research. Artists take scientific information to inform their work, and seek to communicate the implications of what science tells us about the world. They also draw on scientific concepts as metaphors for autobiographical artworks. In the fall, we will use science and art to study basic concepts in earth science such as geologic time, plate tectonics, earth materials and how they are formed, the hydrological cycle and stream ecology. Case studies in the Cascade Mountain Range and Nisqually Watershed will provide hands-on experience. In the winter, we further this study to include soil formation, nutrient cycling, ocean basin sand currents, and climate change. Field studies will include a trip to the Olympic Peninsula where we will observe coastal processes. Geologic time and evidence of the Earth's dynamic past are recorded in rocks on the landscape. Students will learn basic techniques in observational drawing and watercolor painting. They will learn the discipline of keeping illustrated field journals to inform their studies of geological processes. They will also develop finished artworks ranging from scientific illustration to personal expression.	geology, environmental studies, education and visual arts.	Lucia Harrison Abir Biswas		Freshmen FR Sophomore SO	Fall	Fall Winter
Ecological Niche: The Interface of Human and Animal Behavior Alison Styring, Steven Scheuerell and George Freeman biology community studies cultural studies ecology environmental studies field studies health mathematics natural history outdoor leadership and education psychology writing zoology	Program	FR ONLYFreshmen Only	16	16	Day	F 11 Fall	W 12Winter	S 12Spring		The word environment encompasses multiple meanings, from the natural to the built, from the interiors of our minds to the spiritual. In each case there is a constant interface of environments with one another and with other creatures, each defining and circumscribing our experience of the world. Some of our essential questions revolve around how we define the environment and how we are shaped by as well as how we shape the environment, both natural and built. For example, does the concept of wilderness include humans? Is the ecological niche of a human essentially different from that of other living things? We will explore the habitats we occupy along with other creatures in those environments. We will explore dichotomies that foster dynamic tensions, such as the dichotomy between concepts of "natural" versus "human". We intend to investigate these tensions through our study of psychology, personal biography, biology, environmental studies, ornithology and cultural studies. In fall quarter we will develop the foundational skills in environmental studies and psychology needed to understand and critique the writings and current research in community ecology, animal behavior and conservation biology, and to examine the conscious and unconscious, and the theories of perception and cognition in psychology. We will examine parallels and linkages among disciplines in terms of methods, assumptions and prevailing theories. In winter we'll continue building on this foundation and move ourselves from theory to practice through an emphasis on methodologies, analyses, and their underlying assumptions. In spring quarter we'll implement the skills and knowledge we've developed through specific student-directed projects and our optional field trip. The faculty will foster creativity, experimentation and imaginative processes as means of discovering and bringing a new awareness to our extraordinary world. The students will respond to the themes of the program through individual and collaborative projects. To build our learning community we will use experiential collaboration activities such as Challenge and Experiential Education as a means to develop a sense of commitment and group citizenship. We will use multicultural discussion opportunities such as Critical Moments to explore the politics of identity and meaning. We will develop our observational skills via field workshops and field trips. We will have writing and quantitative reasoning workshops to further develop students' current skills and to develop advanced skills in these areas. Students completing this program will come to a stronger understanding of their personal lives as situated in a variety of contexts. They will develop strategies for engaging in a range of settings to promote social change, in-depth personal development, increased self-awareness, critical commentary and analyses, and practices that promote stewardship of our personal lives, our immediate environment and global communities.	psychology, behavioral sciences and environmental science.	Alison Styring Steven Scheuerell George Freeman	Mon Tue Thu Fri	Freshmen FR	Fall	Fall Winter
Ecology and the Built Environment Steven Abercrombie and Alvin Josephy architecture ecology economics environmental studies sustainability studies	Program	FR–SRFreshmen - Senior	8	08	Evening and Weekend			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
Energy Systems and Climate Change EJ Zita agriculture environmental studies physics sustainability studies Signature Required: Winter	Program	SO–SRSophomore - Senior	16	16	Day	F 11 Fall	W 12Winter			How is energy created and harvested, stored and transformed, used or abused? This program is a two-quarter study of ways energy is produced and changed, by nature and humans. This is a good program for students interested in environmental science, physics and sustainability, both mathematical and applied. We start with skill building and background study, and finish with major research projects related to energy, climate and sustainability.We will study issues of energy generation and use in society and in the natural world. One goal is for students to gain a deeper understanding of issues involved in achieving a sustainable energy society. A primary goal is illustrate the power and beauty of physics and mathematics. We will examine climate change and global warming; energy science, technology, and policy; farming, environmental studies, and sustainability; and related topics.We will study alternative energy sources such as solar, wind, geothermal and biofuels, as well as conventional sources of energy such as hydro, nuclear, gas and coal. Fundamentals of energy generation will focus on the underlying physics. In seminar, we further explore social, political and/or economic aspects of energy production and use, such as environmental and food production concerns and policies, effects of the Sun on the Earth, energy needs of developing countries, etc. We will have a strong emphasis on sustainability studies.While calculus is a prerequisite, students who already know calculus can deepen their math skills by applying them to coursework or research projects. Students who do high quality calculus-based work may earn upper-division credit.Student research projects are a major part of this program. Students choose a research question that interests them, then design and carry out their research investigations, usually in small teams. Research projects involve quantitative analysis as well as hands-on investigations. For example, research might include field work, energy analysis of an existing system (natural or constructed), and/or design of a new small-scale energy system, possibly with community applications. Past projects have included solar systems, energy generation from waste products, water purification for boats or farm composters, efficiency of campus buildings, analysis of wind and water systems, and more. Students may apply for grants for practical projects on campus.Students interested in continuing good research projects into spring should discuss options with the faculty.	energy, physics, environment, climate, sustainability, teaching, farming, engineering and natural science.	EJ Zita		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Environmental Challenges and Solutions Ted Whitesell environmental studies sustainability studies	Program	FR–SRFreshmen - Senior	12	12	Day				Su 12Summer Full	–	ecological restoration, sustainable agriculture, conservation, resource management, environmental health, climate impacts analysis, environmental justice, environmental advocacy, environmental education, and much more!	Ted Whitesell	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Environmental Health: Science, Policy and Social Justice Cheri Lucas-Jennings American studies Native American studies agriculture community studies cultural studies ecology economics environmental studies government health hydrology law and government policy law and public policy natural history philosophy sustainability studies	Program	SO–SRSophomore - Senior	16	16	Day	F 11 Fall				This program will explore the broad conditions that shape environmental health, both for humans and within the ecosystem context. We will be moving across and between questions of science, public policy (from municipal to international) and social justice: examining the workings of non-governmental organizations. With the use of regularly scheduled lecture, seminar, work shops and field trips, we will dedicate ourselves to bridging the understanding among scientific, policy and social perspectives. The program goals is to examine emerging strategies and solutions for ecological sustainability - from regional, community-based monitoring to UN negotiations. By means of a small group, quarter-long research project on a topical issue the chemical, biologic and physical risks of modern life will be considered, with an emphasis on industrial pollutants. We will examine models, evidence and debates about the sources, causal connections and impacts of environmental hazards. We will be learning about existing and emergent regulatory science in conjunction with evolving systems of law, regulation and a broad array of community response. This introductory, core program considers problems related to public and environmental health in a broader context of the key frameworks of population/consumption and sustainability. Throughout the program, students will learn from a range of learning approaches: computer-based analysis and collaboration with regional experts, officials and activists. : ? Website:	public policy; communications; political science; planning; public health; law; social welfare; environmental and natural resources	Cheri Lucas-Jennings	Tue Wed Fri	Sophomore SO Junior JR Senior SR	Fall	Fall
Equatorial Studies: Sound, Science and the Western Imagination Sean Williams, Heather Heying and Eric Stein anthropology cultural studies environmental studies geography international studies music natural history	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter			In addition to the landscape of the map, there are also landscapes of the mind. How humans conceptualize where and how they (and others) live is an elemental process that has started wars, led to new forms of cross-cultural communication, and given rise to hybridization of both populations and ideas. Our focus in this two-quarter program is to take a particular area of the world -- the equator -- and explore how various groups of people (local and foreign) have come to understand it over time. Through our work in science, the performing arts and anthropology, we will collectively engage the ways in which people connect to the natural world, the arts, and each other.Each quarter divides into sections in which we highlight a particular lens through which to view our work, or focus on ways in which our lenses overlap. For example, we will examine how anthropology and medicine have grappled with "The Tropics" as a space believed to be essentially different from "The West," raising questions about the construction of race, the body, and the category of the "primitive." We will also work with sound: playing and creating musical instruments, singing and listening to music. In an attempt to understand the relationship between humans and the world around them, we will investigate evolutionary processes that apply to plants and animals near the equator. While our studies are contextualized in regions such as Brazil and Indonesia and other equatorial locations, we will also work briefly with a few regions outside the equator by way of comparison.Weekly activities feature lectures, films and seminars. Other planned activities include field trips, workshops, collaborative presentations and guest lectures. Students are expected to focus on enhancing their college-level writing skills throughout the program; each quarter's major writing assignments will require students to revise their work and understand the process of revision. In fall quarter students will be introduced to important concepts about how to approach this material: issues of race, class and gender in a colonial context are important factors in deepening our understanding. As we move into winter quarter, students will have more chances to develop individual projects focusing on a particular area of interest.	anthropology, science and ethnomusicology.	Sean Williams Heather Heying Eric Stein	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Geographic Information Systems Intern Dylan Fischer and Rip Heminway computer science ecology environmental studies geography Signature Required: Fall Winter Spring	Contract	JR–SRJunior - Senior	16	16	Day	F 11 Fall	W 12Winter	S 12Spring		The GIS internship, based in the Computer Applications Lab, is focused on developing advanced knowledge and skills in spatial data management and analysis through development of campus GIS data, database administration, and the support of research projects such as the Evergreen Ecological Observation Network (EEON) project. Through this internship students will gain advanced understanding of working with GIS software, and specifically in using GIS for natural resource applications. Specific opportunities include working in detail with LiDAR data, high quality aerial images, assessing forest canopy structure, and identifying forest canopy type using GIS software and data. This intern will also build instructional and support skills by assisting in the instruction of GIS workshops and curricular programs.	GIS, environmental studies, and computer science.	Dylan Fischer Rip Heminway		Junior JR Senior SR	Fall	Fall Winter Spring
Geological Processes: A History of Earth Abir Biswas and Christopher Coughenour environmental studies field studies geography geology natural history sustainability studies	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		What are the origins of the Earth? What processes have shaped the planet’s structure over the past 4.6 billion years? Through lab and lecture, students will become familiar with how fundamental Earth materials (minerals and rocks) form and are altered by the persistent physical, chemical, and biological processes at work on our planet's surface. In this program students will study the mechanisms of changes in terrestrial and marine Earth systems and interpret geologic evidence in order to understand Earth system processes. Our approach will integrate topics in chemistry, physics, and evolutionary biology with in-depth studies of physical and historical geology. Quantitative skill development will be fundamental to this approach.After a period of on-campus skill and content building, students will participate in approximately two weeks of rigorous field work. Some students will embark on a 16-day river trip through the Grand Canyon, giving those students the opportunity to visit one of the geologic wonders of the world, access to over 1 billion years of geologic history, and study the processes currently shaping the Canyon. Other students will participate in multiple hands-on field excursions across the Pacific Northwest, studying some of the incredibly diverse landscapes and applying their knowledge about Earth system process in the field.This field-based program requires significant commitment from students, given the cost, rigors, and time away from campus. All students in the program will participate in field work though only approximately 14 students will be able to participate in the Grand Canyon river trip. The program will integrate physical geology, historical geology, quantitative skills for the earth sciences, and a field project. Students who successfully complete this program will gain a solid scientific basis for future work in all aspects of earth sciences and environmental studies.		Abir Biswas Christopher Coughenour		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Individual Study: Coastal Geology Christopher Coughenour environmental studies field studies geography geology marine science Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day		W 12Winter			Coasts are among the most dynamic geological regimes on our planet. A wide array of physical and biological processes shape the interface where seas meet continents. In this contract offering, students will have the opportunity to explore several of the important physical processes of their choosing that are responsible for phenomena such as gravity waves, tides, estuarine circulation, sediment kinematics and dynamics, and the role of antecedent geology in shaping marginal marine systems. The ultimate goal of the contract is to provide familiarity with the vocabulary and methods of the science and to foster an understanding of some of the fundamental processes that define coasts around the Pacific Northwest and the world. This work may also incorporate a field research component, upon discussion with faculty.		Christopher Coughenour		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Environmental Studies Erik Thuesen biology ecology environmental studies marine science zoology Signature Required: Fall	Contract	SO–SRSophomore - Senior	16	16	Day	F 11 Fall						Erik Thuesen		Sophomore SO Junior JR Senior SR	Fall	Fall
Individual Study: Geology, Earth Science Abir Biswas environmental studies field studies geology hydrology Signature Required: Fall	Contract	SO–SRSophomore - Senior	16	16	Day	F 11 Fall	W 12Winter			In the fields of geology, geochemistry, earth science, hydrology, GIS, and biogeochemistry, Abir Biswas offers opportunities for students to create their own course of study, creative practice and research, including internships, community service and study abroad options. Prior to the beginning of the quarter, interested individual students or small groups of students must describe the work to be completed in an Individual Learning or Internship Contract. The faculty sponsor will support students wishing to do work that has 1) skills that the student wishes to learn, 2) a question to be answered, 3) a time-line with expected deadlines, and 4) proposed deliverables. Areas of study other than those listed will be considered on a case-by-case basis.Self-directed and disciplined students with intellectual curiosity are strongly encouraged to apply.		Abir Biswas		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Individual Study: History of Science, Medicine, and Environment Kevin Francis environmental studies history philosophy of science Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day		W 12Winter			Students may propose internships or individual learning contracts in history of science, history of medicine, ecology and evolutionary biology, or environmental studies. Note that successful 16-credit contracts involve significant reading (200-400 pages, depending on the type of material) and writing (5 pages minimum) each week; contracts for fewer credits will have proportionate expectations.		Kevin Francis		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Native American Studies Frances V. Rains Native American studies environmental studies history Signature Required: Spring	Program	SO–SRSophomore - Senior	16	16	Day			S 12Spring		Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unique combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Students interested in a self-directed project or research in Native American History, Native American Sovereignty, Climate Change or Environmental Studies related to Native Americans, First Nations or Indigenous Peoples should contact the faculty by email at .		Frances V. Rains		Sophomore SO Junior JR Senior SR	Spring	Spring
Individual Study: Urban Planning and Community Development Jennifer Gerend American studies architecture community studies cultural studies environmental studies government history law and public policy sustainability studies Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day		W 12Winter			Individual Studies offers opportunities for advanced students to create their own course of study and research. Prior to the beginning of the quarter, interested individual students may consult with faculty about their proposed projects or internships. The project is then described in an Independent Learning Contract. Students interested in urban planning, community and economic development, historic preservation, urban design, and urban history are encouraged to apply.		Jennifer Gerend		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Urban Planning and Community Development Jennifer Gerend American studies architecture community studies cultural studies environmental studies government history law and public policy sustainability studies Signature Required: Spring	Contract	SO–SRSophomore - Senior	16	16	Day			S 12Spring		Individual Studies offers opportunities for advanced students to create their own course of study and research. Prior to the beginning of the quarter, interested individual students may consult with faculty about their proposed projects or internships. The project is then described in an Independent Learning Contract. Students interested in urban planning, community and economic development, historic preservation, urban design, and urban history are encouraged to apply.		Jennifer Gerend		Sophomore SO Junior JR Senior SR	Spring	Spring
Inside Passages: Northwest Rivers and Seas Robert Smurr and Ted Whitesell environmental studies field studies geography history sustainability studies	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		This is a place-based program centered on the Salish Sea and the major watersheds of Washington State. Students will learn about our region of North America through the lenses of environmental history and cultural geography, examining changing human/environment relations over time. We will study aspects of Native culture, non-Native settlement, and modern challenges to sustainability and justice throughout the region. Particular attention will be paid to exploring our local corner of the Salish Sea region, so that students can understand their place at Evergreen within the context of broad, historical changes and the possibilities for constructing sustainable communities for the future. Multiple field trips will develop firsthand knowledge of the region's people and environments, where rivers and seas are surrounded by such diverse ecosystems as rain forests, arid basins, high mountain ranges, and wetlands. Field trips will include a canoe trip on the Columbia River, a visit to the largest dam removal project in history (in-progress on the Olympic Peninsula), and visits to inspiring restoration projects along both rural and urban shorelines and rivers. Students will be challenged to identify unifying features as well as variations in our region's environmental history and geography.		Robert Smurr Ted Whitesell	Tue Tue Wed Fri Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Knowing Place: Living in the Flux and Flow of our Surroundings Kathy Kelly ecology economics environmental studies political science	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
Landforms and Lifeforms Christopher Coughenour and Peter Impara ecology environmental studies field studies geology hydrology mathematics	Program	JR–SRJunior - Senior	16	16	Day	F 11 Fall	W 12Winter			This program will merge the fields of geomorphology and ecology to provide students with a broad understanding of both how landscapes form and function and how lifeforms (microbial, plant and animal)organize themselves across this earth template. The many processes and steps in the geological evolution of an area profoundly influence the ever-changing physical environment (e.g. the soils, nutrient transport, surface and ground waters, climate, among others when taken together) and, thus, the organisms and ecosystems that so intimately interact with these environments. How species are distributed, how communities are structured, and how ecosystems function are all dependent upon interactions with the physical environment.We will cover major topics in geomorphology: plate tectonics and the large scale evolution of Earth's surface, weathering and sediment transport in the continental and marine realms, climate, and environmental controls on the physical and chemical evolution of landscapes. We will also cover important concepts in ecology and biogeography: evolution, ecosystem ecology, community ecology, population ecology, and landscape ecology. Topics that will be particularly informed by the synergy of ecology and geomorphology are early Earth evolution, climate change, extremophiles, ecological succession, and paleoecology. Students will be exposed to a variety of environments through local and overnight field trips. One multi-day field trip will involve a visit to the Death Valley National Park to observe extreme environments, geologic processes, and extremophile biology. Group research projects will focus on studying the biology and environments of extremophiles, including but not limited to microorganisms, fungi, invertebrates, plants, and vertebrates. Seminar readings will familiarize students with topics in environmental studies as related to ecology and/or geology. Students will be evaluated on attendance, assignments, scientific writing,field and lab work, and exams.	geology, field ecology, environmental science, land management, geography, and conservation biology.	Christopher Coughenour Peter Impara		Junior JR Senior SR	Fall	Fall Winter
Light Step: Designing for a Sustainable World Karen Gaul and Anthony Tindill anthropology architecture consciousness studies cultural studies environmental studies field studies international studies sustainability studies Signature Required: Winter	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter	S 12Spring		The lessons we need for sustainable and just living already exist among many indigenous, rural and urban peoples around the world. How people construct the structure and feeling of home, or shape and contain that which is significant in their lives varies from culture to culture. In this program we will explore practices of current and past cultures in terms of construction, energy use, technological development, subsistence practices, and equity to understand how people have lived relatively sustainably in various environments. We will consider the impact of increased technological complexity, resource extraction, production and waste streams of the industrial revolution. We will also investigate ways contemporary cultures around the world are responding by resuming, reclaiming or reinventing low-tech lifeways of the past, and/or embracing high-tech solutions of the future.The program will offer hands-on projects and theoretical perspectives in sustainable design in order to apply sustainable solutions in real-world situations. Students will have an opportunity to work with local communities to help meet design needs. Project possibilities may involve sustainable solutions on campus or in the greater South Sound community. Design projects will be developed within a context of community-defined needs. Through intensive studio time, students will learn drawing and design techniques, fundamentals of building, and skills in using a variety of tools.We will read ethnographic accounts of various cultures to understand the sustainability and justice implications of their practices. Students will have the opportunity to conduct their own ethnographic studies. An introduction to ethnographic research methods and an inquiry into critical questions in the field will help equip students to shape their own field research (in local or distant communities).Fall quarter will include the beginning of an anthropological journey to study various cultural expressions of sustainable and just living. We will learn ethnographic methods and begin to set up ethnographic projects exploring examples of sustainable solutions locally and in more distant settings. Basic approaches to sustainable design will be introduced, and projects will be formulated. Winter quarter will include implementation of design projects and community projects, and launching of ethnographic research. Spring quarter will be a period of data analysis in ethnographic projects, and completion of design projects. The program will also include experiments in sustainable living on a variety of levels.	sustainable design, anthropology and community development.	Karen Gaul Anthony Tindill		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Listening to the Land Ted Whitesell and Frances V. Rains Native American studies environmental studies geography history sustainability studies	Program	FR–SRFreshmen - Senior	16	16	Day		W 12Winter			Modern development controls and reshapes landscapes and their natural communities in many ways. Our natural shorelines have been covered with asphalt and buildings, our rivers have been dammed, our forests have been turned into timber plantations, our wetlands have been drained, our arid basins are endless fields of intensive agribusiness, and our scenic areas have turned into tourist meccas full of roads, buildings, and fun seekers. Is there a future for at least some landscapes where humans would behave as respectful members of diverse natural communities; where we would listen to what the land is telling us? Many Native Americans and non-Natives have been fighting for generations to promote the wellbeing of places that are special to them, and to recover many areas that have been "developed." This program will look at important approaches to this challenge, allowing students to discover what a sustainable and just landscape looks like -- particularly in the places that we know and love -- and how, exactly, we can help some places remain free of "progress," as commonly defined. We will approach this topic by looking at the tensions behind the major approaches to interacting with and protecting the land by Native and non-Native peoples, investigating practices that have been called "conservation," "wilderness preservation," and "stewardship," and examining the different meanings associated with these terms. We will look at both historic and contemporary efforts to mitigate the tensions between different approaches and competing interests and viewpoints, including interests and viewpoints grounded in race, class, gender, and culture. A number of regional case studies of Native and non-Native practices will be used to ground our work, showing how some lands have been safeguarded, some ecosystems have been restored, and some cultural practices might be evolving in both Native and non-Native communities, leading toward sustainability, justice, and the autonomy of natural systems. It is essential for any society that intends to be sustainable to foresee the consequences of its treatment of the natural communities where they live. Therefore, a central concern will be that students learn from past experience how to foster a future society characterized by humility, respect, and reverence toward natural communities.Learning will take place through writing, readings, seminars, lectures, and films. Students will improve their research skills through document review, landscape observations, critical analysis, and written assignments. Each student will research and report on one on-going case that represents a hopeful path forward toward autonomous and just landscapes.		Ted Whitesell Frances V. Rains	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Marine Life: Marine Organisms and Their Environments Erik Thuesen and Trisha Towanda environmental studies field studies marine science	Program	JR–SRJunior - Senior	16	16	Day		W 12Winter	S 12Spring		This program focuses on marine organisms, the sea as a habitat, relationships between the organisms and the physical/chemical properties of their environments, and their adaptations to those environments. Students will study marine organisms, elements of biological, chemical and physical oceanography, field sampling methods with associated statistics and laboratory techniques. Throughout the program, students will focus on the identification of marine organisms and aspects of the ecology of selected species. Physiological adaptations to diverse marine environments will be also be emphasized. We will study physical features of marine waters, nutrients, biological productivity and regional topics in marine science. Concepts will be applied via faculty-designed experiments and student-designed research projects. Data analysis will be facilitated through the use of Excel spreadsheets and elementary statistics. Seminars will analyze appropriate primary literature on topics from lectures and research projects.The faculty will facilitate identification of student research projects, which may range from studies of trace metals in local organisms and sediments to ecological investigations of local estuarine animals. Students will design their research projects during winter quarter and write a research proposal that will undergo class-wide peer review. The research projects will then be carried out during spring quarter. The scientific process is completed when results of the research projects are documented in written papers and students give oral presentations during the last week of spring quarter.	marine science, environmental science and other life sciences.	Erik Thuesen Trisha Towanda		Junior JR Senior SR	Winter	Winter
Medicinal Botany: An Introduction Marja Eloheimo botany cultural studies environmental studies health	Course	FR–SRFreshmen - Senior	6	06	Weekend		W 12Winter			In this 6-credit course, students will gain an introduction to medicinal plants with a focus on plant identification and morphology (botany), medicinal concepts and practices (botanical medicine), botanical art, and working with plants in the Longhouse Ethnobotanical Garden. Students will also explore selected topics such as cultural approaches to herbalism, experience/research, medicine making, body systems, seasonal health, and ethnobotanical garden care. Activities include lectures, workshops, reading, seminar, and projects. This course is appropriate for students with interests in botany, environmental studies, health, cultural studies and botanical medicine.	botany and botanical medicine, education, environmental studies, cultural studies, health-related fields	Marja Eloheimo	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Medicinal Botany: An Introduction Marja Eloheimo botany cultural studies environmental studies health	Course	FR–SRFreshmen - Senior	6	06	Weekend	F 11 Fall				In this 6-credit course, students will gain an introduction to medicinal plants with a focus on plant identification and morphology (botany), medicinal concepts and practices (botanical medicine), botanical art, and working with plants in the Longhouse Ethnobotanical Garden. Students will also explore selected topics such as cultural approaches to herbalism, experience/research, medicine making, body systems, seasonal health, and ethnobotanical garden care. Activities include lectures, workshops, reading, seminar, and projects. This course is appropriate for students with interests in botany, environmental studies, health, cultural studies and botanical medicine.	botany and botanical medicine, education, environmental studies, cultural studies, health-related fields	Marja Eloheimo	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Medicinal Botany in Spring Marja Eloheimo botany cultural studies environmental studies health Signature Required: Spring	Course	FR–SRFreshmen - Senior	6	06	Weekend			S 12Spring		In this 6-credit course designed to follow “Medicinal Botany: An Introduction,” students will explore medicinal plants in spring with a focus on spring plant identification and flower morphology (botany), medicinal concepts and practices (botanical medicine), botanical drawing and nature journaling (art), and working with plants in the Longhouse Ethnobotanical Garden. Students will also examine selected topics such as community herbalism, creating informative plant art, medicine making, the digestive system, cultural perspectives on health in spring, and ethnobotanical garden care. Activities include lectures, workshops, reading, seminar, and projects. This course is designed for students with background and interests in at least one of the following: botany, environmental studies, health, cultural studies and botanical medicine.	This course is appropriate for students with interests in botany, environmental studies, health, cultural studies and botanical medicine.	Marja Eloheimo	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Models in Biology Karen Hogan biochemistry biology ecology environmental studies physiology sustainability studies	Program	SO–SRSophomore - Senior	12	12	Evening and Weekend	F 11 Fall				Models allow us to test our understanding of particular systems and, if the models are good, to make predictions. Types of models include conceptual, graphical, mathematical, and systems simulation models. In biology, processes that can be modeled range from Michaelis-Menten analysis of enzyme kinetics, to diffusion of carbon dioxide and water into and out of a leaf, to population dynamics of plant and animal species, to global climate models. This program will look at a range of approaches to modeling different levels of biological processes. After an introduction to modeling concepts and techniques, students will work in groups to construct models of biological processes of their own choosing. A high level of engagement and initiative is expected in this program; upper-division credit is possible. Students willing to share their expertise in some area of mathematics or computing are encouraged to participate.		Karen Hogan	Wed Sat	Sophomore SO Junior JR Senior SR	Fall	Fall
Nature Writing, Environmental History, and Place Matthew Smith environmental studies history natural history political science	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		As we move into the second decade of the 21st century, environmental issues are in the mainstream. Everything from the food we eat to climate change, from the philosophy of nature to the nature of our communities, from economic policy to our understanding of earth and human history, is being rethought. It wasn't always so. Fifty years ago one would search hard to find mention of these issues in the daily press. Thirty years ago, environmental issues were not understood as demanding systemic economic, philosophical, technological and social transformation. Today that has changed. This program examines that change by looking at nature writing, environmental history and the concept of place. Our goal will be to develop through our conversation, reading and writing a complex understanding of current environmental issues and the forces that will significantly impinge upon our lives in the coming decades.Nature writing deals with the big popular questions such as: what do we mean by nature? How can and should we value nature? How should we organize ourselves in relation to preservation and restoration of the natural world? We will investigate serious, but popular, writers who are using essays, fictions, and creative nonfiction forms to help shape a broad reflection on humans' place in nature. In the first two weeks we will take a quick look backward to Emerson, Thoreau, and Aldo Leopold. Then we will jump forward to read texts and essays by such authors as William Cronon, Donald Worster, T.C. Boyle, Terry Tempest Williams, Patty Limerick, Seamus McGraw, Louis Warren, Michael Pollan, David Abram, David Sackman, John Vaillant and others. Our work together is to explore these authors and others to see how they understand critical issues around place, around human and animal interaction, around the growing recognition of human-driven environmental forces--most notably with respect to water and climate change. Throughout the quarter we will share in leading presentation of materials to the program. We will develop short research essays (8-12 pages) that will draw upon our readings, essays, and library work. We will use two shorter essays to help develop our thoughts about specific aspects of the author's work.Environmental history has established itself as a legitimate piece of the history profession, a significant element in the debate over environmental policy, and a major factor in the simultaneously growing recognition of globalism, regionalism and localism as critical dimensions for understanding environmental phenomena. As environmental history has become more complex, it has challenged history based fundamentally on political units and created a map that provides important underpinning of contemporary popular discussions of place-based work and action, and global concern and policy. We will explore place as a concept that brings together the complexity of the intersection of diverse factors to produce lived experience in human and natural communities.The program offers opportunities for serious conversation, focused research, and reflection on personal and collective understandings of environmental ethics and action. Each student should anticipate becoming the resident expert in the work of at least one of our authors or one major issue.	social sciences and environmental history, literature, public policy and management.	Matthew Smith		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
The Practice of Sustainable Agriculture: Fall Stephen Bramwell agriculture botany ecology environmental studies sustainability studies Signature Required: Fall	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall				The schedule for The Practice of Sustainable Agriculture has been shifted to the agricultural calendar. This is the third quarter of a three-quarter sequence that started in last spring quarter. This program integrates theoretical and practical aspects of small-scale organic farming in the Pacific Northwest and requires serious commitment from students—we start at 8 AM Monday, Tuesday, Wednesday and Thursday and all students will work on the farm, which may include early mornings before class. Each week of the program there will be eight hours of classroom instruction and twenty hours of practicum work at Evergreen's Organic Farm.The program's academic classroom portion will cover a variety of topics related to practical farm management, including annual and perennial plant propagation, entomology and pest management, plant pathology and disease management, weed biology and management, soil quality and soil management, crop botany, animal husbandry/physiology, polycultures, integration of crops and livestock, orchard management, appropriate technology, weather forecasting, and climatology. As part of their training, students will be required to develop and write farm management and business plans. On a weekly basis, students can expect to complete seminar readings and reflective writings, work through assigned textbooks, and write technical reports to demonstrate an integration of theoretical concepts and practice gained through the farm practicum.The academic practicum on Evergreen's organic farm will include hands-on instruction on a range of farm-related topics including greenhouse management and season extension techniques, farm-scale composting and vermiculture, seed saving, irrigation systems, mushroom cultivation, farm recordkeeping, tool use and care, farm equipment operation and maintenance, and techniques for adding value to farm and garden products. Students will also have the opportunity to explore their personal interests related to agriculture, homesteading, and developing communal farms/ecovillages through research projects. Each quarter we will visit farms that represent the ecological, social and economic diversity of agriculture in the Pacific Northwest. Students will also attend and participate in key sustainable and organic farming conferences within the region. After completing this program, students will have an understanding of a holistic approach to managing a small-scale sustainable farm operation in the Pacific Northwest.	agriculture, farm and garden management, and applied horticulture.	Stephen Bramwell		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
The Practice of Sustainable Agriculture: Spring David Muehleisen and Stephen Bramwell agriculture biology botany ecology environmental studies field studies sustainability studies zoology Signature Required: Spring	Program	SO–SRSophomore - Senior	16	16	Day			S 12Spring		What does it take to start up and run a small-scale agricultural business? Do you know how to grow organic food? Are you interested in contributing to the success of the campus Organic Farm? Join us on the farm for hard work and a wide-ranging examination of these and other questions.In this three-quarter program which begins spring quarter, we will integrate the theoretical and practical aspects of organic small-scale direct market farming in the Pacific Northwest by working on the Evergreen Organic Farm through an entire growing season (spring, summer and fall quarters). All students will work on the farm a minimum of 20 hours per week. The program is rigorous both physically and academically and requires a willingness to work outside in adverse weather on a schedule determined by the needs of crops and animals.Our exploration of critical agricultural topics will occur through a curriculum that is intricately tied to what is happening in the fields as the growing season progresses. The major focus of the program will be developing the knowledge and skills needed to start up and operate a small-scale agricultural operation based on a sound understanding of the underlying science and business principles. At the same time, hands-on farm work will provide the context for developing applied biology, chemistry and math skills.Each quarter, we will cover a variety of seasonally appropriate topics needed to operate a sustainable farm business. In the spring, we will focus on soil science and nutrient management, annual and perennial plant propagation, greenhouse management, crop botany, composting, vermiculture, and market planning. In the summer our focus will be on entomology and pest management, plant pathology weed biology and management, water management and irrigation system design, animal husbandry, maximizing market and value-added opportunities and regulatory issues. The fall quarter's focus will be on season extension techniques, production and business planning, the use and management of green and animal manures, cover crops, and crop storage techniques and physiology.Additional topics will include record keeping for organic production systems, alternative crop production systems, apiculture, aquaponics, urban agriculture, small-scale grain-raising, mushroom cultivation, and techniques for adding value to farm and garden products. Students will learn how to use and maintain farm equipment, ranging from hand tools to tractors and implements. Students will have the opportunity to develop their personal agricultural interests through research projects. Topics will be explored through on-farm workshops, seminars, lectures, laboratory exercises, farm management groups, guest lectures, field experimentation and field trips to regional agricultural operations. Books typically used in the program include by Gershuny, by Mohler and Johnson (eds.), by Wiswall, by Ekarius, by Altieri, and by Coleman. If you are a student with a disability and would like to request accommodations, please contact the instructor or the office of Access Services prior to the start of the quarter. Access Services, Library Bldg. Rm. 2153. Contact Program Coordinator Steve Schmidt, PH: 360.867.6348; TTY 360.867.6834; E-mail: schmidts@evergreen.edu. If you require accessible transportation for field trips, please contact the instructor well in advance of the field trip dates to allow time to arrange this.Students planning to take this program who are receiving financial aid should contact financial aid early in fall quarter 2011 to develop a financial aid plan that includes summer quarter 2012.	farm and garden management; working with non-profit organizations focusing on food, land use and agriculture; State and County Extension; and State and Federal regulatory agencies.	David Muehleisen Stephen Bramwell		Sophomore SO Junior JR Senior SR	Spring	Spring
The Practice of Sustainable Agriculture: Summer Stephen Bramwell and David Muehleisen agriculture biology botany ecology environmental studies field studies sustainability studies Signature Required: Summer	Program	SO–SRSophomore - Senior	16	16	Day				Su 12Summer Full	This is a spring, summer, fall program and is open only to students continuing from the spring. For the full program description, see .		Stephen Bramwell David Muehleisen		Sophomore SO Junior JR Senior SR	Summer	Summer
Research Methods in Environmental Studies Martha Henderson environmental studies geography	Course	JR–GRJunior - Graduate	4	04	Evening				Su 12Summer Session II	Research at the graduate level in environmental studies is an important step for students working towards undergraduate and masters degrees. The sum total of the research work requires thoughtful definition of a problem, identification of theoretical and appropriate methods for data collection, use of standard tools of data analysis, and a desired logical conclusion. This class will help students articulate good research questions, determine methods of analysis with special emphasis on qualitative methods, and assist students in developing a reasonable research agenda. Students engaged in individual research projects or beginning work on their masters’ theses are welcome. We will collaborate and develop research strategies that will be effective in the pursuit of major individual research projects.The class will be a one week intensive class meeting in the evenings from 6-10pm. We will also meet on the last Saturday of the week. Reading materials will be assigned at the beginning of the second summer session by email. Assignments will be due at the end of the second summer session.		Martha Henderson	Mon Tue Wed Thu Fri Sat		Summer	Summer
River Reciprocity Lucia Harrison ecology environmental studies natural history visual arts	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		The study of stream ecology and visual art will provide the framework and tools to examine, observe, record, and know a place. We will explore the role of art and science in helping people develop a deep and reciprocal relationship with a watershed. Designed for beginning students in art and ecology, we will study the characteristics of local streams and make drawings that are inspired by a connection to a specific stream. The Nisqually River Watershed will be the focus for our collective work while the numerous local streams will serve as individual focal points for student projects throughout the quarter.Through reading, lectures and field study, students will learn the history of the watershed, study concepts in stream ecology, learn to identify native plants in the watershed and learn about current conservation efforts. They will develop beginning drawing skills and practice techniques for keeping an illustrated field journal. Students will work in charcoal, chalk pastel, watercolor, and colored pencil. Students will explore strategies for using notes and sketches to inspire more finished artworks. Students will study artists whose work is inspired by their deep connection to a place. Each student will visit a local stream regularly, keep a field journal, and in the second half of the quarter, students will create a series of artworks or an environmental education project that gives something back to their watershed.		Lucia Harrison		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Salish Sea and the Pacific Northwest: Lives and Landscapes Nancy Anderson, Frances V. Rains and John Baldridge Native American studies cultural studies ecology environmental studies geography health natural history	Program	FR–SRFreshmen - Senior	8, 12, 16	08 12 16	Day and Evening	F 11 Fall				How much do you really know about the Salish Sea/Puget Sound region, its peoples, its landscapes, and its natural inhabitants? Come join us as we explore the intersection of place, culture, and health and how these factors reflect inequity in access to—and degradation of—resources in and around the Salish Sea. Central elements of this thematically based program will include the history of colonization and decolonization of Native peoples of the Salish Sea that accompanied European settlement, Indigenous rights, a critique of current policies and practices that have not promoted the achievement of social or health equity, the effect of industrialization on the health of the Salish Sea and non-human life forms, and the public health policies that may intervene to improve overall health and wellness in the surrounding communities. Both quarters will examine these themes through multiple lenses including political ecology, political economy, public health, and Native Studies. Our readings will include current case studies, empirical research, and counter-narratives.The learning community will work on understanding the consequences of privilege on an individual basis—how our individual behavior contributes to environmental degradation and social injustice, specifically the attempted genocide of Native Peoples. Students will learn about the fundamental relationships between our focus themes, as well as strategies that may more successfully address social justice and environmental issues. Learning will take place through writing, readings, seminars, lectures, films, art, and guest speakers. Students will improve their research skills through document review, observations, critical analysis, and written assignments. Oral speaking skills will be improved through small group and whole class seminar discussions and through individual final project presentations. Options for the final project will be discussed in the syllabus and in class with proposals that aim to improve community health, the sustainability of the Salish Sea, and for Native Communities many of whom have lived at its edge for thousands of years before European settlement.This program is a combined offering of Evening and Weekend Studies and the full-time, daytime curriculum. All students will meet in the evenings on Tuesdays and Thursdays. Students registering for 12 credits will complete a 4-credit in-program internship (10 hours per week). Students registering for 16 credits will meet in both the afternoons and evenings on Tuesdays and Thursdays.		Nancy Anderson Frances V. Rains John Baldridge	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
The Science Behind the Headlines: What's the Truth? Paula Schofield and Andrew Brabban biology chemistry environmental studies field studies	Program	FR ONLYFreshmen Only	16	16	Day	F 11 Fall	W 12Winter			Are you curious about the world around you? Would you like to really understand "buzz terms" the media uses such as sustainability, green materials, climate change, the water crisis, the energy debate, genetic engineering, DNA fingerprinting and cloning? How can we believe what we are being told? What is the evidence? How is scientific data actually collected, and what analytical methods and instrumentation are being used? Are the correct conclusions being drawn? As responsible citizens we should know the answers to these questions.In this two-quarter program we will use various themes to demystify the hype surrounding popular myths, critically examine the data, and use scientific reasoning and experimental design to come to our own conclusions. In fall quarter we will study "water" and "energy" as themes to examine our environment, considering local, nationwide and global water issues. We will also examine current energy use and demand, critically assessing various sources of energy: fossil fuels, nuclear, hydropower, etc. We will begin the program on , one week before the regularly scheduled start of fall quarter (during Orientation Week). This will enable us to prepare for an extended field trip the following week by beginning our study of energy, and to establish our learning community. The field trip, to Eastern Washington, will be a unique opportunity to visit Hanford Nuclear Facilty and Grand Coulee Dam. Personalized tours at each will include the B-Reactor at Hanford, the world's first full-scale nuclear reactor which produced the plutonium used in the "Fat Man" bomb dropped over Nagasaki, Japan, in August of 1945, and at Grand Coulee, the largest hydropower producer in the United States. On this trip we will also learn key field science techniques: how to take measurements in the field, collect samples for laboratory analysis, and identify and precisely determine the concentrations of nutrients and pollutants. In winter quarter we will use "natural and synthetic materials" as a theme to study petrochemical plastics, biodegradable plastics and other sustainable materials, biomedical polymers, as well as key biological materials such as proteins and DNA. We will carefully examine the properties of these materials in the laboratory and study their role in the real world. "Forensics" will be our final theme, learning techniques such as DNA fingerprinting, blood spatter analysis and ballistics, as well as other modern forensic procedures. We will gather our own data from mock crime scenes to practice these techniques. Winter quarter will culminate in a student-originated and designed research project.In this field- and lab-based program, scientific analysis—rather than conjecture or gut-feeling—will be the foundation of our work. Throughout our studies we will use and apply state-of-the-art scientific instrumentation. Other class activities will include small group problem-solving workshops, seminars and lectures.	environmental and laboratory sciences, the liberal arts and education.	Paula Schofield Andrew Brabban	Mon Tue Wed Thu	Freshmen FR	Fall	Fall Winter
Science Seminar in Energy Systems and Climate Change EJ Zita agriculture environmental studies physics sustainability studies	Program	SO–SRSophomore - Senior	8	08	Day		W 12Winter			How is energy created and harvested, stored and transformed, used or abused? What effects do human energy systems have on Earth’s climate? What are consequences for human societies? What can we learn from the past? How can we live more sustainably? Energy Systems & Climate Change (ES&CC) investigates questions such as these, as a learning community seeking deeper knowledge and wisdom together. One of our primary means of inquiry is seminar: small teams pre-seminar on weekly readings in advance, we all seminar together twice a week (in person), and we share essays and peer responses online. 20 good students are invited to join our ES&CC seminar for 8 credits. SciSem students interact with ES&CC students in seminar. We share our understanding, insights, and questions about readings, and our ideas and wonder about the future. SciSem students will write three essays and many peer responses individually and will post pre-seminar assignments with teams. Learning goals include deeper understanding of sustainability and climate change, science and scientific methods, and improved skills in writing, teamwork, and communication. See program details, including text list, at		EJ Zita	Tue Thu	Sophomore SO Junior JR Senior SR	Winter	Winter
Statistics and Research Design, Introduction Ralph Murphy environmental studies mathematics	Course	FR–SRFreshmen - Senior	4	04	Evening				Su 12Summer Session I	This class covers introductory statistical concepts at the conceptual and computational level with an emphasis on how statistics is used in research in natural and social sciences. Key elements of research design are covered in the class. Descriptive and inferential statistical tests are covered including scales of data, measures of central tendency, normal distributions, probability, chi square, correlation and linear regression, tests of hypothesis, and Type I and Type II errors. Students will develop a clear understanding of introductory statistics and the ability to correctly interpret findings in journals, newspapers, and books. Meets the statistics prerequisite for MES and MPA programs at Evergreen and other graduate schools with a statistics prerequisite.		Ralph Murphy	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Student-Originated Studies: Center for Community-Based Learning and Action Stephanie Kozick architecture community studies cultural studies education environmental studies field studies health history media arts outdoor leadership and education psychology sociology sustainability studies	SOS	FR–SRFreshmen - Senior	16	16	Day		W 12Winter			This SOS is intended for: individual students who have designed a learning project focused on community development; groups of students interested in working together on a community based project; and students who have an interest in working as an intern in a community agency, organization, or school setting. Interested students should attend the Academic Fair on to meet the faculty, Stephanie Kozick and the Director of the Center of Community Based Learning and Action, Ellen Shortt Sanchez. Stephanie Kozick can also be contacted through her e-mail ( ). Project proposal form can be obtained at the Academic Fair, or an electronic copy found at . Student Originated Studies (S.O.S.): Community Based Learning and Action is a component of Evergreen's Center for Community Based Learning and Action (CCBLA), which supports learning about, engaging with, and contributing to community life in the region. As such, this S.O.S. offers the opportunity for goal oriented, responsible, and self-motivated students to design a project, research study, or community internship or apprenticeship that furthers their understanding of the concept of “community.” The range of academic and community work in the program includes: working with one or several community members to learn about a special line of work or skill that enriches the community as a whole— elders, mentors , artists, teachers, skilled laborers, community organizers all contribute uniquely to the broader community; working in an official capacity as an intern with defined duties at a community agency, organization, or school; or designing a community action plan aimed at problem solving particular community needs. Prior to the beginning of winter quarter, interested students or student groups must have a draft plan in place. Projects will then be further developed with input from the faculty. Students will meet in a weekly seminar setting to share progress reports, discuss the larger context of their projects in terms of community asset building and wellbeing, and discuss readings selected by program students that illuminate the essence of their projects. Small interest groups will meet with the faculty to discuss issues related to their group projects.		Stephanie Kozick		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Student-Originated Studies: Working with the Land Steven Scheuerell agriculture ecology environmental studies field studies geography outdoor leadership and education sustainability studies Signature Required: Spring	SOS	SO–SRSophomore - Senior	16	16	Day			S 12Spring		This program is designed for students who have the independent drive to deepen their existing knowledge and/or work experience in a profession that works directly with the land. Students will do their independent learning by working with faculty to develop an individual course of study or by completing a previously arranged internship with an organization, agency, or business. This program will support a wide range of student learning goals from land-based professions such as farming, ranching, forestry, tideland aquaculture, landscape architecture, land-use planning, environmental/ecological/natural history studies, parks and conservation area management, and outdoor education and recreation.Students will be expected to participate in weekly forums (both online and in person, depending on student project location) to share their experiences and compare the knowledge and skills needed to succeed in their chosen profession. Students present their independent learning and work collectively during a final multi-day symposium that will focus on the common issues and social values of working with the land given the different student learning experiences.Student work over the quarter will include a written study proposal, submitting weekly learning progress reports, forum participation, self-evaluation of learning, final presentation and symposium participation.	natural resource management, agriculture, forestry, land use planning, parks and recreation, and wilderness education.	Steven Scheuerell		Sophomore SO Junior JR Senior SR	Spring	Spring
Student-Originated Studies: Working with the Land Steven Scheuerell agriculture ecology environmental studies field studies geography outdoor leadership and education sustainability studies Signature Required: Fall	SOS	SO–SRSophomore - Senior	16	16	Day	F 11 Fall				This program is designed for students who have the independent drive to deepen their existing knowledge and/or work experience in a profession that works directly with the land. Students will do their independent learning by working with faculty to develop an individual course of study or by completing a previously arranged internship with an organization, agency, or business. This program will support a wide range of student learning goals from land-based professions such as farming, ranching, forestry, tideland aquaculture, landscape architecture, land-use planning, environmental/ecological/natural history studies, parks and conservation area management, and outdoor education and recreation. Students will be expected to participate in weekly forums (both online and in person, depending on student project location) to share their experiences and compare the knowledge and skills needed to succeed in their chosen profession. Students present their independent learning and work collectively during a final multi-day symposium that will focus on the common issues and social values of working with the land given the different student learning experiences. Student work over the quarter will include a written study proposal, submitting weekly learning progress reports, forum participation, self-evaluation of learning, final presentation and symposium participation.	natural resource management, agriculture, forestry, land use planning, parks and recreation, and wilderness education.	Steven Scheuerell		Sophomore SO Junior JR Senior SR	Fall	Fall
Suburban Nation? Sarah Ryan and Nancy Parkes community studies cultural studies environmental studies history law and public policy literature sustainability studies	Program	FR–SRFreshmen - Senior	8, 12, 16	08 12 16	Evening and Weekend	F 11 Fall	W 12Winter			Is the United States a “suburban nation?” Why do we have a unique pattern of urban/suburban development that contrasts with that of other nations? What do we need to know, and what do we need to do, in order to create more sustainable, equitable, and livable communities? This program will look critically at historical, sociological, and environmental aspects of suburbs, including the role of the federal government and financial institutions in structuring our landscape and living environments. Our work during both quarters will be centered in the historical study of suburbanization. During fall, we will look at the critique New Urbanists make of the configuration of suburban space and evaluate local areas as examples of problems or solutions. We will also acquaint ourselves with quantitative analysis through evaluating the story that census data tells. During winter, our focus will move toward the way suburbia is reflected in literature and film, and how this shapes us individually and collectively. During both quarters, students will continually have opportunities to consider proposed solutions as suburbs shift and change that will better meet challenges for housing, social equality, and both social and ecological sustainability. Our goals include an immersion in the historical roots of policies that resulted in suburbanization and an examination of the economics, class, race, and gender systems that underlie many urban/suburban problems. We will strive to understand how current suburban configurations shape popular culture, political power bases, transportation policies, ecological consequences, families, and educational opportunities. We will investigate successful alternatives to current suburban developmental norms and consider obstacles that inhibit individuals and communities from adopting more sustainable and socially just practices. We will examine whether suburbs establish islands of privilege that reject urban complexity and diversity and whether the laws and policies encouraging home ownership still meet the needs of individuals and communities. Our program will include a rich mixture of readings, interactive workshops, and lectures by both faculty and guests as well as opportunities to explore suburbanization in our own and nearby communities. Students will also have opportunities to strengthen their research, collaborative, and writing skills. Students registering for 12 credits will take on an individual project, connected to a group study of a specific suburban community, that will involve substantial historical, sociological, or geographical research, writing, and an interactive presentation. 12-credit students should expect to spend an additional 10 hours per week on this work. Students registered for 12 credits will also meet Mondays from 6-8 p.m.Students registering for 16 credits must have at least 20 daytime hours per week available to devote to an internship in land use planning or community development, in addition to the 20 hours per week for required for class and study time. The faculty have arranged some internships with local municipal government bodies that require references, referrals, and conferences with sponsors. Students are also welcome to arrange their own 20-hour internships in planning and community development in collaboration with faculty. Faculty signature is required for this registration option; please contact the faculty if you are interested or would like more information.	history, literature, environmental studies, planning, government, public policy	Sarah Ryan Nancy Parkes	Mon Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Summer Ornithology: Birds in the Hand Steven G. Herman environmental studies field studies	Program	FR–SRFreshmen - Senior	8	08	Day, Evening and Weekend				Su 12Summer Session II	Summer Ornithology is a three week bird-banding course taught entirely in the field. We leave campus on the first day, travel through some of the best birding country in Oregon, then over the next few days find and set up camp in a place where we can net, process, and band a sufficient number of birds to provide all students with appropriate experience. We spend the next two weeks netting, processing, banding, and releasing several hundred birds of about 25 species. We focus on aspects of banding protocol, including net placement, removing birds from nets, identification, sexing, ageing, and record-keeping. We balance the in-hand work with field identification and behavioral observations, and during the last week we tour Steens Mountain and the Malheur area. This course has been taught for 27 years, and more than 22,000 birds have been banded during that time. Lower or upper-division credit is awarded depending of the level of academic achievement demonstrated. A photo essay on this program is available through and a slide show is available through .		Steven G. Herman	Mon Tue Wed Thu Fri Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Technical Writing in the 21st Century Erik Thuesen environmental studies writing zoology	Program	SO–SRSophomore - Senior	16	16	Day	F 11 Fall				In this program, students will develop techniques for communicating in several different genres of technical writing, including technical abstracts, scientific research papers, technical instructions, etc. Students from all branches of the sciences are encouraged to take this program to improve their technical writing skills. We will use several different on-line collaborative formats to carry out our objectives. Work will be submitted and edited on-line. Each student will choose a specific topic to research and read ten documents related to the topic. Based on these readings and other sources, each student will also write a technical background report. Students will receive critique from peers and the faculty member. Students will be responsible for editing and critiquing a specific number of papers written by other students in the program in order to develop their editing skills. Clear deadlines for reading and writing assignments will be established for all students at the start of the program to make it easier to stay on track.Credit is expected to be awarded in the specific area of research, technical writing, and technical editing.	all careers requiring advanced writing skills.	Erik Thuesen		Sophomore SO Junior JR Senior SR	Fall	Fall
Temperate Rainforests: Ecology and Biogeochemistry Paul Butler and Dylan Fischer biology chemistry ecology environmental studies geology	Program	JR–SRJunior - Senior	16	16	Day	F 11 Fall				Temperate rainforests are poorly understood and highly valued ecosystems of the Pacific Northwest and other coastal landscapes around the world. This type of ecosystem supports complex interactions among constituents of the atmosphere, the forest and the underlying geology. By focusing on the biogeochemistry and nutrient cycling of the forest, we will understand the interplay between the biotic and abiotic components of these ecosystems. We will examine the pools and fluxes of organic and inorganic nutrients as well as the processes that link them. We will examine forest ecosystem science in temperate rainforests worldwide, and our lectures and field labs will emphasize the temperate rainforests of the Olympic Peninsula, with a three-day field trip at the beginning of the quarter. Students will gain field experience with group independent studies on campus and at remote sites. Students will acquire experience with various sampling techniques that are used measure nitrogen, water, and carbon in forested ecosystems in a single, intensive, multiple-week lab exercise on forest biogeochemistry. Weekly seminars will focus on reading a major forest-ecology textbook and and understanding scientific articles from the primary literature. Each student will develop a scientific research proposal throughout the quarter that requires the development of research and quantitative skills. Finally, controversy over forest management is an integral component of human interactions with modern temperate rainforests. We will explore current and past controversies in forest ecology related to old-growth forests, spotted owls and other endangered species, sustainable forestry, and biofuels. We will also visit local second growth forests to examine the impacts of sustainable forest management on temperate rainforest ecosystems. Readings and guest lectures will introduce students to major ecological issues for temperate rainforests.	forest ecology, chemistry, geology and field research.	Paul Butler Dylan Fischer		Junior JR Senior SR	Fall	Fall
Tropical Rainforests Dina Roberts and David Phillips botany ecology environmental studies field studies international studies language studies mathematics natural history study abroad zoology Signature Required: Winter	Program	JR–SRJunior - Senior	16	16	Day		W 12Winter			The tropics are the cradle of the world's biodiversity. This program will focus on Costa Rica, emphasizing biological richness, field ecology, the physical environment, statistical analysis of field data, conservation biology and Latin American culture. The first seven weeks of the program will be held on the Evergreen campus, followed by a three-week field trip to Costa Rica. The on-campus portion will include lectures and labs on global patterns of biological diversity, quantification and analysis of ecological diversity, an overview of major taxa of Neotropical plants, insects and vertebrates, and discussions of the physical environment of tropical regions. This material will be integrated with classes in introductory statistics and conversational Spanish.During the Costa Rica field trip, we will visit four major field sites, including coastal habitats, tropical dry forest, cloud forest and lowland rain forest. Students will learn about common plants and animals in each area, dominant landforms and ecological processes, conservation issues and current biological research activities. Students will also learn techniques of field research by participating in quantitative field labs, both faculty and student led. In the evenings there will be a series of guest lectures by research scientists. The field trip will require rigorous hiking and backpacking in remote locations.	environmental studies, ecology, conservation biology, evolutionary biology and Latin American studies.	Dina Roberts David Phillips		Junior JR Senior SR	Winter	Winter
Undergraduate Research in Environmental Studies with A. Styring Alison Styring ecology environmental studies field studies Signature Required: Fall Winter Spring	Research	JR–SRJunior - Senior	V	V	Day	F 11 Fall	W 12Winter	S 12Spring				Alison Styring		Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Environmental Studies with D. Fischer Dylan Fischer ecology environmental studies field studies Signature Required: Fall Winter Spring	Research	JR–SRJunior - Senior	V	V	Day	F 11 Fall	W 12Winter	S 12Spring			plant ecology and physiology, field ecology, restoration ecology	Dylan Fischer		Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Environmental Studies with G. Chin-Leo Gerardo Chin-Leo environmental studies marine science Signature Required: Fall Winter Spring	Research	JR–SRJunior - Senior	V	V	Day	F 11 Fall	W 12Winter	S 12Spring				Gerardo Chin-Leo		Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Environmental Studies with L. Nelson Lin Nelson community studies environmental studies health Signature Required: Fall Winter Spring	Research	JR–SRJunior - Senior	V	V	Day	F 11 Fall	W 12Winter	S 12Spring				Lin Nelson		Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Environmental Studies with M. Henderson Martha Henderson community studies environmental studies geography Signature Required: Fall Winter Spring	Research	JR–SRJunior - Senior	V	V	Day	F 11 Fall	W 12Winter	S 12Spring			geography, community studies and other field-based social sciences	Martha Henderson		Junior JR Senior SR	Fall	Fall Winter Spring
Water, Microbes and Energy: Sustainable Solutions Robert Knapp and Clarissa Dirks biology environmental studies physics sociology sustainability studies Signature Required: Winter	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter			More than two billion people in the world lack access to clean water and sanitation, but each person in the United States uses an average of 80 gallons of clean water daily. Scientific innovations have led to the development of vaccines, yet in developing countries the lack of good refrigeration makes it difficult to deliver heat-intolerant vaccines to many of the people who need them. Clean water and electricity for refrigeration are only two examples of how our societal infrastructure provides U.S. citizens with services that are not available in many other places.This program will examine the scientific, technical, and political issues behind these problems and explore potential avenues toward a healthier and more sustainable world. To explore these broader themes, we will focus on everyday issues such as drinking water, waste water, infectious disease and household energy. We will investigate the definition of needs, the development of techniques, and the building of effective organizations for spreading information and solutions for topics such as bioremediation, rainwater catchment, vaccine delivery and efficient stoves.In the fall we will examine several case studies relevant both to western Washington and to other regions of the world, such as sustainable treatment of human waste at a personal level and as a problem of community infrastructure, climate impacts of household energy use for cooking, or equitable mechanisms for distributing vaccines or other measures against infectious disease. We will study techniques and behaviors that work at the individual level, and we will investigate ways that social networks, markets, and private and public organizations allow scaling up from demonstrations to widely effective programs. Students will learn concepts from molecular biology, microbiology, ecology, mechanical and civil engineering, and organizational theory, as well exploring key questions of ethics and values. In the winter, students will continue to build their background knowledge and apply their learning to develop well-researched project plans which can be executed, at least as a proof of principle, within the constraints of our program.Students will read books and articles, write short papers that reflect on the case studies and academic topics we investigate, take active part in workshops, laboratory sessions and field trips, and acquire presentation skills. Students can expect both individual and collaborative work, including the possibility of significant interaction with local sustainability workers. The winter project will lead up to a presentation to the entire class at the end of the program.	biology, health, civil engineering, mechanical engineering, community service, development studies, and organizational sociology.	Robert Knapp Clarissa Dirks		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter

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