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2011-12 Undergraduate Index A-Z
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Gender And Women's Studies [clear]
| Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days | Multiple Standings | Start Quarters | Open Quarters |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
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Kabby Mitchell and Joye Hardiman
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Program | SO–SRSophomore - Senior | 16 | 16 | Day | S 12Spring | How did Black women, of many different cultures and ages, succeed against all odds? How did they move from victim to victors? Where did they find the insurmountable courage to deconstruct and reconstruct their lives? In this program, students will participate in an inquiry-base exploration of the efficacy, resiliency and longevity of the lives and legacies of selected Black women from Ancient Egypt to contemporary Seattle. Our exploration will use the lenses of Ancient Egyptian studies, African, African-American and Afro-Disaporic history, dance history and popular culture to investigate these womens' lives and cultural contexts.The class will have a variety of learning environments, including lectures and films, workshops, seminars and research groups. All students will demonstrate their acquired knowledge, skill and insight by: creating an annotated bibliography; giving a final performance based on the life of a chosen black woman; and an end-of-the-quarter "lessons learned presentation" demonstrating how our collective studies applied to each individual student's life and legacy. | Kabby Mitchell Joye Hardiman | Tue Tue Tue Wed Wed Wed Thu Thu Thu | Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
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Stephanie Coontz
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | F 11 Fall | In the second half of the program we discuss the origins of 20th-century marriage and parenting norms and explore the dramatic shifts that have occurred in family formation and relationship norms over the past 50 years. Students will also do individual projects that will culminate in presentations at the end of the quarter. These will cover topics such as the causes and consequences of divorce, the changing dynamics of cohabitation, singlehood and marriage, the emergence of new sexual norms, legal issues connected with changing family structures and practices, the rise of biracial and multiracial families, and debates over same-sex marriage and parenting. Many of our topics will be controversial. We seek not simple answers but intelligent questions to inform our study. Students are expected to consider several different points of view, to fairly evaluate arguments with which they disagree, and to explore the possible contradictions or exceptions to their own positions. You should expect to back up your position with concrete examples and logical argumentation, and be prepared to be challenged to defend your positions. We are not simply sharing feelings or exchanging points of view but rigorously testing different interpretations and theories against each other. Because this is a demanding and intensive program, student should not attempt to work more than 15 hours a week. | sociology, history, family studies, research, social work, teaching, family law and counseling. | Stephanie Coontz | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||
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Barbara Laners
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Program | FR–SRFreshmen - Senior | 8 | 08 | Day | Su 12Summer Full | This class will examine the role of women of color in the development of America's social, economic, legal, and political history. It will focus on issues ranging from suffrage to the civil rights movement and beyond; all aspects of the gender/racial gap in those spheres will be explored. | history, law, teaching, sociology, political science, social services | Barbara Laners | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | |||
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Elizabeth Williamson
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Course | FR–SRFreshmen - Senior | 4 | 04 | Weekend | Su 12Summer Session II | This course examines film through the lens of gender studies. Both topics will be covered at an introductory level, with additional support provided to students with previous experience. We will focus primarily on female-identified performers, producers, and directors working within the American mainstream and talk about how their work responds to existing conventions and constraints. There will be one screening with lecture every week; students will watch additional films at home and post weekly screening reports. More advanced students may pursue a research or screenwriting project in lieu of weekly reports. | Elizabeth Williamson | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Walter Grodzik
Signature Required:
Winter
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Contract | SO–SRSophomore - Senior | 16 | 16 | Day | W 12Winter | Individual study offers individual and groups of students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unique combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Individual and groups of students interested in a self-directed project, research or internships in Queer Studies or the Performing and Visual Arts should contact the faculty by email at | Walter Grodzik | Sophomore SO Junior JR Senior SR | Winter | Winter | |||||
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Toska Olson
Signature Required:
Winter
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Contract | SO–SRSophomore - Senior | 16 | 16 | Day | W 12Winter | Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unique combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Students interested in a self-directed project, research or internship in sociology or gender studies are encouraged to apply. Successful students will be self-motivated, disciplined, and eager to engage in rigorous independent study. | Toska Olson | Wed | Sophomore SO Junior JR Senior SR | Winter | Winter | ||||
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Laura Citrin and Anne de Marcken (Forbes)
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | F 11 Fall | Jean-Paul Sartre (1948) What are emotions, sentiments, and feelings? From whence do emotions come? What functions do they serve, both for the individual and for society? In this full-time psychology program, we will examine the ways that emotions -emotional experience and expression- are connected with cultural ideologies and assumptions. We'll cover the "big five" emotions: anger, sadness, happiness, disgust, and fear, as well as the socio-moral emotions like embarrassment, contempt, shame, and pride. We will also discuss the field of positive psychology and its analysis of the positive emotions (e.g., joy, hope, interest, love) and the role they play in what positive psychologists refer to as "the good life." We will study the ways emotions are expressed, avoided, embraced, and rejected according to complex display rules that vary across culture and within culture based on gendered, raced, and classed social norms. Underlying all of this discussion will be an analysis of the ways that power operates on and through us to get under our skin and into what feels like our most personal possessions -our emotions. The interrogation of emotions in this program will occur via readings, lectures, films, workshops, and twice-weekly, student-led seminars. Students will also engage in the process of primary data collection for a research project centered on an emotion that is of particular interest to them. Conducting research will enable students to participate first-hand in knowledge production within the interdisciplinary domain of affect studies. Readings will be selected to provoke thought and incite debate and discussion. Possible texts include Larissa Tiedens & Colin Leach (Eds.), ; Melissa Gregg & Gregory Seigworth (Eds.), ; Sara Ahmed, ; William Miller, Tom Lutz, ; and Barbara Fredrickson, | psychology, sociology, mental health, and cultural studies. | Laura Citrin Anne de Marcken (Forbes) | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||
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Ann Storey and Joli Sandoz
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Program | SO–SRSophomore - Senior | 8 | 08 | Evening | W 12Winter | Using masquerade as our primary metaphor, we will take an in-depth, interdisciplinary, and multicultural approach to the study of 20th-century history, art, and literary writing by women. Cultures construct gender expectations, in part through “scripts” of femininity in ways that serve a myriad of purposes; where people identifying as girls and women reject those preconceptions but also act within them, masquerade – the adoption of pretense or disguise – becomes an inevitable part of female lives.Our work will center on studying women’s creative expression in both art and literature. We will also work with the medium of collage, make masks and use them in performance art pieces, and design and play gender-themed board games in class. The final project will be a research paper and presentation.Guiding questions: How have people identifying as girls and women expressed, defied, and transformed constructions of femininity through their art and writing? What role does masquerade play not only in women’s survival, but their flourishing? How does women’s resistance help us transform ourselves? | fine arts, education, writing, history, sociology, museum work | Ann Storey Joli Sandoz | Tue Thu | Sophomore SO Junior JR Senior SR | Winter | Winter | |||
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Lara Evans and Sarah Williams
Signature Required:
Winter Spring
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | F 11 Fall | W 12Winter | S 12Spring | Do museums transform living, changing cultural objects into fixed, preserved, inviolate collections? What stories do museums tell? What stories do objects embody? And what stories do we, visitors, tell ourselves? How do objects housed in museums affect our sense of self-identity? What does it take to become aware of how stories we tell both frame and are framed by objects? Is it possible to heal culture and the self through the interactions of narratives and objects? What happens to historical ideas about human consciousness when we explore the mausoleum-like exhibitions of what this consciousness has exhibited as other? What happens to consciousness when it is framed by neuroscience or to the self when it encounters thinking as an evolutionary internalization of movement?We'll explore the power of narrative objects in a variety of exhibition spaces: museums, galleries, shopping malls, book/web pages. We'll identify curiosities about the relationship between art objects and self-representation, particularly shifts in cultural influences and identities as they relate to shifts between the museological and mausoleum-like aspects of exhibition spaces. A triptych is a narrative object that uses three pictorial panels to convey movement in time, space, and states of being. A triptych, of sorts, is the focus of our fall quarter work and the model for our winter field studies. Consider our left panel: in the lives and other virtual realities of William Gibson's , the effects of narrative objects range from creative to preservative to destructive. Equally significant is how these effects are framed in movements between exhibition spaces experienced as "bird-cages of the muses" and those encountered in computer generated Joseph Cornell-like bird boxes. In the center panel is the narrative power of an artwork in Sheri Tepper's science fiction novel, . Here, alien races experience the consequences when a fresco at the heart of their cultural identity has been violently misinterpreted for a millennium. Now, the right panel. Here, in Catherine Malabou's texts the shifting movement or adaptability of self is called neuroplasticity. Her analysis of Claude Levi-Strauss' fascination with two sides--graphic and plastic--of masks illustrates her definition of neuroplasticity. We'll read this post-Derridean theory of self and do fieldwork with masks available for viewing in collections in this region. During winter quarter faculty and students will explore narrative objects and self-representation through six weeks of fieldwork in museums of their choice. Museums can be exhibitions of art, history or science; even zoos and botanical gardens can be considered museums. Students will document their research on their museum and will return to compile a multi-media presentation of their research project. In studios and workshops during fall and winter quarters students can expect to learn audio recording, digital photography, drawing with color pastels, ethnographic fieldwork, mindfulness practices (yoga, meditation), creative non-fiction writing, blogging and public speaking. During spring quarter students will have the opportunity to integrate individual and peer-group projects into a core all-program curriculum. That is, in addition to the 8-credit all-program activities of seminar, lecture, visiting artists' lecture and film series, a retreat week, and related assignments (e.g., weekly seminar response essays, a theory as evocative object chapter, a mindmap and 3D triptych, and mid-term and final reflective and evaluative writing), each student will design an in-program individual or peer group project for 8 credits. These projects may include (but are not limited to) the curation and/or installation of an exhibition or collection, an internship, a studio-based artistic or technical practice, community-based learning in support of Paddle to Squaxin 2012 ( ; ), or a field-based museum-related study. Partially funded by TESC's Noosphere Award, week 7 retreat week activities will include a range of contemplative practices: 5 rhythm dance; yoga nidra; lectures with Seattle University philosopher and Zen priest, Dr. Jason Wirth; and a retreat day at SU's St. Ignatius Chapel. Students will document their individual or peer-based learning and create a multi-media presentation for week 10. | art history, art, cultural studies, writing, anthropology, feminist theory and contemplative education. | Lara Evans Sarah Williams | Mon Tue Tue Tue Wed Wed Wed Thu Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | |
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Anthony Zaragoza and Jeanne Hahn
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Program | SO–SRSophomore - Senior | 16 | 16 | Day | F 11 Fall | W 12Winter | The world is undergoing profound change at the global, state and local levels. This program will introduce students to the major political-economic concepts and historical developments necessary for a deep and usable understanding of these changes. It is intended to provide a foundation for advanced work in political economy and the social sciences as well as enable students to become effective citizens and social agents. We will examine the historical construction and interrelated nature of the U.S. political economy, including its place in the larger world system and its operation at the local level. We will also consider the role social movements have played and examine possibilities for social justice, self-determination and equality.The nature, development and concrete workings of modern capitalism will be a major focus. This means our study will draw on a range of social science disciplines, including history, political science, economic history, sociology and cultural studies to develop a multidisciplinary, multilevel understanding of the concepts, historical periods and social movements which will form our curriculum.In fall, we will study the U.S. political-economic trajectory from the early national period to the current manifestation, neoliberalism. There will be a particular focus on key events, processes and periods such as migrations, social movements, economic crises, privatization, and industrialization, deindustrialization and automation. Throughout we will attempt to include a global and local context. Our studies of transformation will examine the relationship between building movement (ongoing changing conditions) and movement building (responses to these conditions) and constructions of race, class and gender relations in the context of these transformations.The winter will continue to focus on the interrelationships among the globalization process, the U.S. political economy, and changes at the local level. We will study the causes and consequences of the deepening globalization and technologizing of capital and its effects on daily lives. We will pay attention to the human consequences of imperialist globalization and resistance to it. Beginning in the fall but focused in the winter students will engage in a research project in which they examine the political economy of their own hometowns over the last several decades.Films will be shown throughout the program. There will be a substantial amount of reading in a variety of genres, which will be discussed in seminars. Workshops and role-playing exercises in economics, globalization, writing and organizing for social change will be used. Students will write a series of analytical essays, and learn about popular education, participatory research, and academic methodologies. | education, labor, community and global justice, social services, history, law, nonprofit work, political economy and informed civic participation. | Anthony Zaragoza Jeanne Hahn | Sophomore SO Junior JR Senior SR | Fall | Fall | |||
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Talcott Broadhead
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Program | SO–SRSophomore - Senior | 8 | 08 | Day and Evening | Su 12Summer Full | In this Transgender Studies, trans* and queer-affirmative course we will examine current voices and theories on gender identity and gender difference from queer and transgender perspectives. We will investigate how gender is defined, interpreted, and distinguished all around us. We will critically explore contemporary theoretical and cultural works and consider how they inform and challenge our understanding of sex, gender, sexuality, and the body. Noticing the tensions as well as convergence between transgender, queer, and feminist perspectives, we will explore how these different communities may engage with each other and build productive alliances.This course will investigate the legal restrictions, systems of oppression, and administrative violence that informs the systematic disenfranchisement and pathologization of trans* identities. We will consider voices and movements that promote informed consent access to trans* healthcare, trans*formative justice and radical social transformation.As most of the theoretical and historical writings that we will explore are by North American authors, we will examine the limitations of these pieces across intersecting identities. The course will also be informed by film, music, and guest lectures by various trans*, queer, and feminist authors, activists, and allies. Course discussions may center on representation and self-presentation, silence and voice, transgender/gender non conforming history, feminist theory, visibility, invisibility, empowerment, ally-ship, and anti-oppression work. Together we will engage in un-learning the binary and work to define and shift the behaviors that have created a climate of systematic gender injustice. | social work, social services, counseling, advocacy, health-related services | Talcott Broadhead | Tue Wed | Sophomore SO Junior JR Senior SR | Summer | Summer | |||
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Donald Foran
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Course | FR–SRFreshmen - Senior | 4, 6 | 04 06 | Day | Su 12Summer Session II | This will involve reading short stories by writers like Flannery O'Connor, Raymond Carver, Alice Walker, Eudora Welty, Don Chaon, and others, then crafting our own stories, with particular attention to structure, imagery, tone, and theme. Students taking the course for six credits will have additional reading and writing assigned. Some videos will be screened featuring stories by Faulkner and Carver. | Donald Foran | Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Sally Cloninger
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Program | SO–SRSophomore - Senior | 16 | 16 | Day | S 12Spring | This program is designed primarily for students interested in exploring visual literacy, television production, performance and media criticism. Students will be introduced to both media deconstruction and media production skills through a series of lecture/screenings, workshops and design problems that focus primarily on collaborative multi-camera studio production. No prior media production experience is required. We will take a critical, performative and historical approach as we examine and even emulate the production style and lessons from the early history of 20th century live television. Students will be expected to perform in front of as well as behind the camera and will explore the logistics and aesthetics of multi-camera direction and design. We will investigate the aesthetics and implications of live performance and multi-camera production for new media as well. This program will also examine the politics of representation, i.e., who gets the camera, who appears on the screen, and who has the power. Therefore, students who choose to enroll should be vitally and sincerely interested in the issues and ideas concerning the representation of gender, race, ethnicity, class and sexual orientation in the media. Activities will include training in the CCAM, a multi-camera TV studio facility, instruction in basic performance and writing for television, and a survey of visual design principles. In addition to a series of studio exercises, students will complete a collaborative final project that combines media analysis, research, performance and production about broadcast content and ideology. | media arts, humanities, social sciences and mass communications. | Sally Cloninger | Wed Thu Fri | Sophomore SO Junior JR Senior SR | Spring | Spring | |||
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Therese Saliba, Alice Nelson and Savvina Chowdhury
Signature Required:
Winter Spring
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Program | SO–SRSophomore - Senior | 16 | 16 | Day | F 11 Fall | W 12Winter | S 12Spring | For centuries, shouts of liberation have echoed through the streets, from Kolkata, India, to Caracas, Venezuela. Today, new movements are afoot, inviting us to re-visit the question, "What does independence mean in the cultural, historical, political and economic context of the global South?" Third World liberation movements that arose in the aftermath of World War II did so not only as organized resistance to colonial forms of oppression and domination, but also as attempts to reconceptualize an alternative, anti-imperial and anti-racist world view. While gaining some measure of political independence, nations such as India, Egypt, Algeria, Mexico and Nicaragua found that they remained enmeshed in neo-colonial relations of exploitation vis-à-vis the former colonial masters. Their post-colonial experience with nation-building bears witness to the actuality that political liberation remains inseparable from economic independence.Through the disciplinary lenses of literature, cultural studies, political economy and feminist theory, this program will explore how various ideas of liberation (sometimes complementary, sometimes contradictory) have emerged and changed over time, in the contexts of Latin America, the Middle East and the Indian subcontinent. We will explore religious, national, gender, ethnic and cultural identities that shape narratives of liberation through the discourses of colonialism, neocolonialism, religious traditions and other mythic constructions of the past. We will examine how deep structural inequalities have produced the occupation and partitioning of land, and migrations, both forced and "chosen."With emphasis on a variety of texts, we will examine the ways in which authors revisit their histories of European and U.S. colonialism and imperialism, question the ways stories have been written, and seek to tell another story, re-interpreting liberation. In fall, we will explore several historical models of liberation and critique dominant representations of Third World nations. We will focus especially on India's path to independence, the Algerian and Cuban revolutions, Egypt/Arab Nationalism, the Chilean Road to Socialism, and connect resistance in Chile under Pinochet to Lebanon in the 1980s. In winter, we will move forward chronologically, and our cases will include: Iran and Nicaragua in the late 1970s and 1980s (with emphasis on theologies of liberation and the Iran-Contra affair), the Palestinian/Israeli conflict, the indigenous, post-nationalist resistance movements in Chiapas and India, the state-led Bolivarian Revolution in Venezuela, the Green Movement in Iran today, and opposition to U.S.-led wars in Afghanistan and Iraq. We will look at feminist involvement in each of these contexts, as well as the role of U.S. foreign and economic policy in suppressing liberatory movements.In spring quarter, we will focus on migration as a legacy of colonial relations, now reconstituted through neoliberal structural adjustment, combined with heightened militarization and corporate control. We will examine the day-to-day realities of dislocation through the literature of various diasporas, and the quest for community, sovereignty and economic security in the post 9-11 era.One aspect of this program includes participation in the campus Spring Symposium, "The Occupy Movement: Uprisings at Home and Abroad" to be held Thursday evenings 6-9pm. | education, international studies, community advocacy and foreign service. | Therese Saliba Alice Nelson Savvina Chowdhury | Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | ||
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Laura Citrin and Carolyn Prouty
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | W 12Winter | Why is the rate of caesarian section births rising? What are the ethical implications when parents choose for certain traits in embryo selection? How do our ideas of masculinity and femininity shape male and female reproductive health? How is infertility, abortion, and maternal mortality experienced differently across race and class? This program will explore the sociological, psychological, historical, political, and ethical issues related to reproduction and childbirth, mainly in the US, but we look at the global manifestations of these issues as well. We will learn basic female and male reproductive anatomy and physiology in humans, including the physical processes involved in birth.Through lecture, seminar, film, reading and discussion stimulated by multiple guest speakers from the community, students will examine such topics as conception, pregnancy, birth and the postpartum period; ethical issues in fertility (including infertility) and obstetrics; power and hierarchy in reproductive health care; and breakthroughs in the technologies of reproduction. Students can expect to read and analyze primary scientific and social science literature, academic and popular texts, and to learn to recognize and think critically about their own evolving perspectives surrounding reproduction and birth. | Laura Citrin Carolyn Prouty | Mon Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||
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Elizabeth Williamson and Grace Huerta
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | S 12Spring | Why is it important to consider African American and Latina/o literature in the 21st century? What is the value of studying works based on the identity of their authors, and how can we account for the lasting effects of history, cultural loss, and oppression as represented in these texts without succumbing to the limitations of a "politically correct" politics of identity? How can these authors both fuel and complicate our struggle against all the various forms of oppression we face today?In this program, we address such questions by examining the treatment of hegemony, identity, and gender in the works of authors such as Julia Alvarez, Gayl Jones, Christina Garcia, and Nella Larsen. Together, these authors present culture through the conditions of power relations and its historic aftermath: colonization, slavery, and marginalization. We will focus on writers whose works cross both cultural and national borders and forcefully contest the identity politics of race, gender, class and language.Throughout this quarter, we will also examine social and political change, particularly noting how activism is conceptualized in the literature we read. In addition, we will consider the important role of anticolonial aesthetics by developing our own skills in literary analysis through experimental critical writing. It is through such writing that we will generate even more questions to consider, for example: how do other literary genres and media challenge conventional notions of national belonging for African Americans? How are the cultural borders between the United States and Mexico, or the United States and Cuba, more fluid than the existing political borders? We will strive to get beyond politicized literary analysis, moving instead toward collective cultural reflection and understanding.Our shared concepts and questions will be explored through seminars, workshops, group discussions, and multi-media presentations. Students will co-facilitate seminars and complete critical writing activities, including the use of peer feedback. | Elizabeth Williamson Grace Huerta | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | |||||
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Laura Citrin
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | S 12Spring | Eliot Aronson, , 2012 In this full-time program, we will explore the fundamentals of social psychology, the field that bridges psychology and sociology, to examine how people think, feel, and behave because of the real (or imagined) presence of social others. This program starts with the premise that human beings are inherently beings informed, influenced, and constituted by the social world. Using this perspective as a launching off point, we will investigate everyday life--from the mundane to the extraordinary--as it is lived and experienced by individuals involved in an intricate web of social relationships. This social psychological view of the self explores the ways that individuals are enmeshed and embodied within the social context both in the moment and the long-term, ever constructing who we are, how we present ourselves to the world, and how we are perceived by others. Through lecture, workshop, twice-weekly seminar, film, reading, writing and research assignments, we will cover most of the fundamental topics within the field including: conformity, emotions and sentiments, persuasion and propaganda, obedience to authority, social cognition, attitudes, aggression, attraction, and desire. We will also discuss epistemology (the branch of philosophy concerned with how we know what we know) as we learn about and practice social psychological research methods. A final project will be to conduct primary and secondary research on a social psychological phenomenon of students’ own interest, and to use one’s findings to create a segment for a podcast in a style similar to NPR’s “This American Life” radio show. | Laura Citrin | Mon Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
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Ariel Goldberger
Signature Required:
Fall
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SOS | SO–SRSophomore - Senior | 16 | 16 | Day and Weekend | F 11 Fall | This is a program for students seriously interested in study-related or research projects involving an individually designed journey or travel. There is a long and revered tradition of humans embarking on journeys for the purpose of learning to develop self-awareness, get to know the world outside of what is familiar, engage in a spiritual quest, or expand the student's sense of what is possible. Travel has been a powerful academic, experiential and research component in the life of many scholars, artists, writers, mystics and scientists. For thousands of years, humans have developed intercultural awareness, valuable communication skills, resourcefulness, spiritual awareness, cultural understanding, and a sense of the relativity of their personal views by engaging in it. Travel can be deeply transformative. This program is an educational offering designed for self-directed students who desire to benefit from engaging in educational travel as part of their learning at Evergreen. Students interested in registering must have a project in mind that requires travel as a central component of their learning. Individual projects should involve or prepare for some form of travel for the purpose of learning, research, interdisciplinary studies, writing, volunteering, learning languages, studying historical events at their source, studying spiritual quests, understanding or studying other cultures, learning about a culturally relevant artifact or artistic expression at its source, developing a career in the leisure or tourism industry, or any combination thereof. Serious, self-directed and responsible students are encouraged to register. Students will spend the first one or two weeks finishing intensive preparatory research on their specific destinations, to acquaint themselves with the historical and cultural context of their place of destination, understand cultural norms, and study any relevant legal issues. Participants will prepare plans to be ready for emergencies or eventualities as well, since students will be responsible for making all necessary arrangements for their travel, room and board, as well as budgeting for individual expenses related to their projects. Once the initial preparation is completed, participants in the program will embark on their travel-related practicum or project, and report regularly to the faculty using a procedure negotiated in advance. Participants will be required to document their experience effectively in order to produce a final report. Participants will return to Olympia by week 10 to present the final report of their experience and project to the class at the Olympia campus, unless specifically arranged in advance with the faculty by week two. Please Note: This program is a Study Abroad academic offering. Those students who have demonstrated academic progress and who have projects that take more than a quarter are advised to negotiate an ILC with Ariel Goldberger to accommodate their learning needs. | the humanities, consciousness studies, cultural studies, arts, social sciences, and the leisure and tourism industry. | Ariel Goldberger | Sophomore SO Junior JR Senior SR | Fall | Fall | ||||
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Cheri Lucas-Jennings
Signature Required:
Winter
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SOS | JR–SRJunior - Senior | 16 | 16 | Day and Evening | W 12Winter | This program will explore the broad conditions that shape legislation; it will examine models, evidence and debates about the sources, causal connections and impacts of evolving systems of law, regulation, governance and a broad array of community and political responses to wicked social dilemmas facing our state. Students apply to become interns for the 2012 Washington State Legislative session in the fall. Those who are selected work a regular, full week with the legislative office they are assigned to in the winter. Evergreen students also participate in a bi-weekly Seminar with focus on select readings and themes. Journal writings in response to these readings, discussion and experience in the 2012 session are a critically important feature. This is an upper division internship with a possible 16 credits to be earned, when combined with academic reflection and analysis on your work in the legislature. To receive full credit, each student intern will write about the challenges, learning and implications of this work. Students will also be making public presentations about their learning at the end of the session and participate in workshops with larger intern groups from throughout the state. Focused writings submitted to the faculty sponsor on a regular basis will be reflective, analytic and make use of appropriate legislative data bases and all relevant references. Students will develop and submit a portfolio of all materials related to their work as legislative interns and receive evaluation both from their campus sponsor and a legislative supervisor at the capitol. | Cheri Lucas-Jennings | Wed | Junior JR Senior SR | Winter | Winter | ||||
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Ann Storey and Joli Sandoz
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Program | SO–SRSophomore - Senior | 8 | 08 | Evening | S 12Spring | Western women's experience is as varied as the cultures it supports. Engaging with history, writing, and art from a variety of cultural perspectives, we'll look beyond the mythical (and male) West of the pioneer, cowboy, miner, and logger to the many Wests women have lived and imagined. Ultimately, creative work by Western women has expanded U.S. critical and aesthetic discourses with new ideas, methods, and perspectives. Guiding questions: What does the modern West look like to feminist artists and writers? How does contemporary women's creativity transform the "myth of the West"? | fine arts, education, writing, history, sociology, museum work | Ann Storey Joli Sandoz | Tue Thu | Sophomore SO Junior JR Senior SR | Spring | Spring |
