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2011-12 Undergraduate Index A-Z
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| Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days | Multiple Standings | Start Quarters | Open Quarters |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
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Charles Pailthorp and Matthew Smith
|
Program | SO–SRSophomore - Senior | 16 | 16 | Day | F 11 Fall | Power can be as direct as a blow to the head or as subtle as the lyrics of a song. The dimensions of power, the way it operates in the world to constrain choices and provide opportunities gives shape to our daily lives. This program will examine different ways philosophers and theorists have understood power and assessed how it is deployed in politics and practice.We look forward to close study of works by: Thomas Hobbes, John Locke, Christopher Hill, Karl Marx, Adam Smith, David Harvey, Michel Foucault, Steven Lukes and others.Each student will be expected to gain authority over a controversy currently found in the news. The choice of controversies will be limited to a selection made by the faculty or suggested by a group of students. Each person will conduct their own inquiry into the chosen controversy, but each must find a small group whose members will support one another’s work. A preliminary list of possible areas: homelessness, reproduction, social revolutions, global warming, global economy, diminishing middle-class expectations, immigration, initiative campaigns, campaign finance, land policies, intellectual property and technology, collective bargaining... For others, follow the news. This work will culminate in a 15 pp. essay and a formal presentation of all work that meets a high standard.This program is an excellent choice for students new to Evergreen and for those returning to undergraduate study after a period of work or travel.Faculty will take care to introduce students to collaborative, interdisciplinary work, and research topics will be designed to make sense from a practical, applied perspective. Our understanding of power and how it is deployed will be directed towards the consequences of power in our daily lives and how our choices can help shape these outcomes. | history, philosophy, political science, law, journalism, politics and government, and public policy. | Charles Pailthorp Matthew Smith | Sophomore SO Junior JR Senior SR | Fall | Fall | ||||
|
Glenn Landram and David Shaw
|
Program | FR–SRFreshmen - Senior | 16 | 16 | Day | S 12Spring | This program focuses on contemporary business issues, as well as introductions to personal finance and managerial finance. It also includes basic undergraduate statistics, which will serve as a foundation for further work in advanced social sciences in any graduate program (e.g., an MBA or MPA) requiring statistics. But fear not; this material is not only useful and practical but also learnable. The program will provide the quantitative basics for the conduct and understanding of business domestically and abroad, as well as examine the tension faced by smaller businesses caught between the forces of globalization on the one hand and a desire for greater localism on the other. There will be workshops, lectures, films, guest speakers and student led sessions. Readings such as the ; the ; ; ; and will focus on increasing student familiarity with current business topics, and developing the skills to organize and analyze business and economic data. Strategies for effectively presenting quantitative information will also be emphasized. Students will compete in an advanced business simulation in teams. The simulation will require substantial student research, including analysis of quantitative and qualitative data. Students will emerge from the simulation with improved teamwork skills, as well as a greater understanding of financial statement analysis, competitive strategy, marketing, operations, and business economics. | social science, business, management, and public administration. | Glenn Landram David Shaw | Mon Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | |||
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Anthony Zaragoza
|
Course | FR–SRFreshmen - Senior | 4 | 04 | Day | Su 12Summer Session II | In , we will examine together how crime is defined, who defines it, who is labeled a criminal, and who receives what punishment. We'll discuss meanings of "justice," social justice, and criminal justice. We will address questions about how justice is carried out and how it could be served. We will ask questions like: Why is there a disparity in investigation and incarceration between white-collar and blue-collar criminals? Is economic inequality a crime against democracy? Are environmental catastrophes crimes? Who are the criminals? We will research specific cases. And finally, we will explore the tools needed to indict such "criminals." | Anthony Zaragoza | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Cheri Lucas-Jennings
|
Program | SO–SRSophomore - Senior | 16 | 16 | Day | F 11 Fall | This program will explore the broad conditions that shape environmental health, both for humans and within the ecosystem context. We will be moving across and between questions of science, public policy (from municipal to international) and social justice: examining the workings of non-governmental organizations. With the use of regularly scheduled lecture, seminar, work shops and field trips, we will dedicate ourselves to bridging the understanding among scientific, policy and social perspectives. The program goals is to examine emerging strategies and solutions for ecological sustainability - from regional, community-based monitoring to UN negotiations. By means of a small group, quarter-long research project on a topical issue the chemical, biologic and physical risks of modern life will be considered, with an emphasis on industrial pollutants. We will examine models, evidence and debates about the sources, causal connections and impacts of environmental hazards. We will be learning about existing and emergent regulatory science in conjunction with evolving systems of law, regulation and a broad array of community response. This introductory, core program considers problems related to public and environmental health in a broader context of the key frameworks of population/consumption and sustainability. Throughout the program, students will learn from a range of learning approaches: computer-based analysis and collaboration with regional experts, officials and activists. : ? Website: | public policy; communications; political science; planning; public health; law; social welfare; environmental and natural resources | Cheri Lucas-Jennings | Tue Wed Fri | Sophomore SO Junior JR Senior SR | Fall | Fall | |||
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Howard Schwartz
|
Course | FR–SRFreshmen - Senior | 4 | 04 | Evening | S 12Spring | Our interest in Essentials of Energy is learning about what it means to make the "right" energy choices. The first part of the course will cover the energy resources that are currently available. These include oil, natural gas, coal, nuclear, and many kinds of renewable energy. We will study the availability of each (How much is there? How is it obtained? What does it cost?), their advantages and disadvantages, and their environmental consequences. We will then be in position to study policy: what mix of energy resources should we have? While we will look at the policies of other countries and the international politics of energy, our focus will be on current US policies and how to evaluate options for change. Since policy is created and implemented through politics we will then spend much of the class looking at how political and governmental institutions (and the cultures they are embedded in) produce energy policies. For the United States, we will focus on climate change and proposed responses to it. Internationally, we will look at various examples of "petropolitics" and the "resource curse," why countries that are rich in oil find it hard to use that wealth to modernize their economies or raise their citizens out of poverty. | Howard Schwartz | Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
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Jeanne Hahn
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 must consult with Jeanne about their proposed projects. The project is then described in an Independent Learning Contract. She will sponsor student research and reading in political economy, U.S. history (especially the "Founding Period"), various topics in globalization, historical capitalism and contemporary India. | political economy, U.S. history (esp. the "Founding Period"), topics on globalization, historical capitalism and contemporary India. | Jeanne Hahn | Sophomore SO Junior JR Senior SR | Winter | Winter | ||||
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Jennifer Gerend
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 | |||||
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Jennifer Gerend
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 | |||||
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Tom Womeldorff
Signature Required:
Winter
|
Program | SO–SRSophomore - Senior | 16 | 16 | Day | W 12Winter | This program is designed for students who are interested in critically studying economics beyond the introductory level. In the mornings, we will complete the equivalent of textbook intermediate macroeconomics which focuses primarily on the determinants of economic growth, employment rates, inflation and income distribution. We will assess the "appropriate" roles for the federal government in the economy (e.g., determining the right fiscal and monetary policy mix, setting exchange rates and eliminating/creating trade barriers). A standard intermediate macroeconomics textbook and workbook will be used. While there is no specific math prerequisite, extending our math skills will be an objective of the program. In the process, we will critically assess the limits of macroeconomic theory. For example, does the theory adequately consider income distribution effects of policy options? Do macroeconomic prescriptions contribute to gender inequalities? To what extent do ideological predispositions intersect with the science of economics, influencing prescriptions about the size of the money supply or the judged appropriateness of tax cuts?In afternoon seminars, we will survey areas of applied macroeconomics and gain a familiarity with the various schools of thought (i.e., Keynesian, Post-Keynesian, Monetarist, Austrian and Marxian approaches). Our readings will be chosen from literature written by economists for other economists as represented in academic journals such as the . Students will be involved in selecting some of the readings.Program activities will include lectures, workshops, exams, short research papers, and seminar. | Tom Womeldorff | Sophomore SO Junior JR Senior SR | Winter | Winter | |||||
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Yvonne Peterson and Gary Peterson
|
Program | FR–SRFreshmen - Senior | 16 | 16 | Day | F 11 Fall | W 12Winter | S 12Spring | This program will prepare learners to work effectively in institutions that have historically viewed Indians and their cultures as deficient and tried to force them into the mainstream. Learners will research the laws and policies of Indian Education and Indian Child Welfare from treaty time to present and select a topic for in depth coverage. Learners will learn techniques of "River of Culture Moments" to apply to documentary and interactive timelines. The learner-centered environment will provide an opportunity for students to be exposed to research methods, ethnographic research and interviewing techniques, writing workshops, computer literacy, library workshops, educational technology, and to learn how to develop inquiry-based curriculum. Individual research projects will pay special attention to "storymaking" by looking at Indian individuals attempting to make a difference in times of political encounters with laws meant to destroy Indian culture. Ethnographic studies will include historical and political implications of encounters, and cross-cultural communication. Learners will explore Native American perspectives and look at issues that are particularly relevant to Indigenous people of the United States. Learners will meet and learn from Indian educators and social workers, attend thematic conferences on the topic, and may travel to several Indian reservations. They will explore personal culture and identity through writing and recording their own cultural framework. Spring quarter will include an option for an in-program internship. Transferable cross-cultural and identity skills will be emphasized. Students will examine their own identity, values and life histories as a basis for understanding what they bring to a cross-cultural encounter and how it affects their practice as social workers and educators. | social work, K-12 education, tribal administration, social sicences, multicultural studies and human services. | Yvonne Peterson Gary Peterson | Mon Thu Fri Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | |
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Amy Gould
|
Program | FR–SRFreshmen - Senior | 16 | 16 | Day | F 11 Fall | W 12Winter | Harold Lasswell stated, "politics is about who gets what, when, where, and how." Therefore, we need leaders who can access the underpinnings of politics and the consequences of political ideologies. In the fall, students will learn to be actively engaged in politics by first understanding where politics come from and the myriad of ideologies in practice globally. In the winter, students will focus on how they can hone their own leadership style. We will explore how engagement in politics can test our character regularly. To this end, Bill George stated, "successful leadership takes conscious development and requires being true to your life story." Throughout both quarters, as members of a learning community and society, we will endeavor to excavate the nature of leadership and the relational space of politics via classic and contemporary readings, guest speakers, seminar, debate, lecture, workshops and local field trips. We will seek to understand the dynamics of politics by applying leadership techniques for decision-making through program analyses, policy briefs, and legislative testimony. We will also pursue an understanding of philosophical foundations of Western political thought, the history of the U.S. Constitution and Constitutions of regional Tribal Nations, and concepts of political "otherness." In this pursuit we will define multiple political ideologies internationally and assess the nexus of leadership and politics. Students will have the opportunity to develop leadership skills of active listening, analytical thinking, scholarly dialog, effective communication, and writing for public administrators. | public administration, public service, non-profit management or political office. | Amy Gould | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||
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Myra Downing
|
Program | JR–SRJunior - Senior | 12 | 12 | Evening and Weekend | F 11 Fall | W 12Winter | S 12Spring | This program is an upper division (juniors/seniors) program designed for students who have social, cultural or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2011-2012 the theme is There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course is a 9-credit unit within the program taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. In fall, the focus is , where students introduced to the major trends and issues in Tribal administration will compare and contrast different approaches to tribal management development and the factors contributing to successful nation building. For winter quarter the core theme is , which will focus on the key concepts concerning social change and cultural continuity as it relates to health and human services in Indian communities. For spring quarter the theme is which explores leadership in both mainstream and tribal contexts, examining how political and social forces create leaders and make history. Each core is taught from a tribal perspective in a global community. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are 2-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar held on the same four Saturdays as the Strands is called and is a 1-credit workshop generally built around native case studies. The program also includes student initiated work through independent study and a literature requirement for graduation. : Muckleshoot - Fall: 10286 (12), 10287 (v); Winter: 20198 (12), 20199 (v); Spring: 30193 (12), 30194 (v) Nisqually - Fall: 10288 (12), 10289 (v); Winter: 20200 (12), 20201 (v); Spring: 30195 (12), 30196 (v) Peninsula - Fall: 10290 (12), 10291 (v); Winter: 20202 (12), 20203 (v); Spring: 30197 (12), 30198 (v) Port Gamble - Fall: 10292(12), 10293 (v); Winter: 20204 (12), 20205 (v); Spring: 30199 (12), 30200 (v) Quinault - Fall: 10294 (12), 10295 (v); Winter: 20206 (12), 20207 (v); Spring: 30201 (12), 30202 (v) Tulalip - Fall: 10296 (12), 10297 (v); Winter: 20208 (12), 20209 (v); Spring: 30203 (12), 30204 (v) | public administration, social sciences, human services, and tribal administration and government. | Myra Downing | Mon Thu | Junior JR Senior SR | Fall | Fall Winter Spring | |
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Cynthia Marchand-Cecil
|
Program | JR–SRJunior - Senior | 12 | 12 | Evening and Weekend | F 11 Fall | W 12Winter | S 12Spring | This program is an upper division (juniors/seniors) program designed for students who have social, cultural or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2011-2012 the theme is There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course is a 9-credit unit within the program taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. In fall, the focus is , where students introduced to the major trends and issues in Tribal administration will compare and contrast different approaches to tribal management development and the factors contributing to successful nation building. For winter quarter the core theme is , which will focus on the key concepts concerning social change and cultural continuity as it relates to health and human services in Indian communities. For spring quarter the theme is which explores leadership in both mainstream and tribal contexts, examining how political and social forces create leaders and make history. Each core is taught from a tribal perspective in a global community. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are 2-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar held on the same four Saturdays as the Strands is called and is a 1-credit workshop generally built around native case studies. The program also includes student initiated work through independent study and a literature requirement for graduation. : Muckleshoot - Fall: 10286 (12), 10287 (v); Winter: 20198 (12), 20199 (v); Spring: 30193 (12), 30194 (v) Nisqually - Fall: 10288 (12), 10289 (v); Winter: 20200 (12), 20201 (v); Spring: 30195 (12), 30196 (v) Peninsula - Fall: 10290 (12), 10291 (v); Winter: 20202 (12), 20203 (v); Spring: 30197 (12), 30198 (v) Port Gamble - Fall: 10292(12), 10293 (v); Winter: 20204 (12), 20205 (v); Spring: 30199 (12), 30200 (v) Quinault - Fall: 10294 (12), 10295 (v); Winter: 20206 (12), 20207 (v); Spring: 30201 (12), 30202 (v) Tulalip - Fall: 10296 (12), 10297 (v); Winter: 20208 (12), 20209 (v); Spring: 30203 (12), 30204 (v) | public administration, social sciences, human services, and tribal administration and government. | Cynthia Marchand-Cecil | Mon Thu | Junior JR Senior SR | Fall | Fall Winter Spring | |
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Francine Swift and Colleen Almojuela
|
Program | JR–SRJunior - Senior | 12 | 12 | Evening and Weekend | F 11 Fall | W 12Winter | S 12Spring | This program is an upper division (juniors/seniors) program designed for students who have social, cultural or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2011-2012 the theme is There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course is a 9-credit unit within the program taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. In fall, the focus is , where students introduced to the major trends and issues in Tribal administration will compare and contrast different approaches to tribal management development and the factors contributing to successful nation building. For winter quarter the core theme is , which will focus on the key concepts concerning social change and cultural continuity as it relates to health and human services in Indian communities. For spring quarter the theme is which explores leadership in both mainstream and tribal contexts, examining how political and social forces create leaders and make history. Each core is taught from a tribal perspective in a global community. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are 2-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar held on the same four Saturdays as the Strands is called and is a 1-credit workshop generally built around native case studies. The program also includes student initiated work through independent study and a literature requirement for graduation. : Muckleshoot - Fall: 10286 (12), 10287 (v); Winter: 20198 (12), 20199 (v); Spring: 30193 (12), 30194 (v) Nisqually - Fall: 10288 (12), 10289 (v); Winter: 20200 (12), 20201 (v); Spring: 30195 (12), 30196 (v) Peninsula - Fall: 10290 (12), 10291 (v); Winter: 20202 (12), 20203 (v); Spring: 30197 (12), 30198 (v) Port Gamble - Fall: 10292(12), 10293 (v); Winter: 20204 (12), 20205 (v); Spring: 30199 (12), 30200 (v) Quinault - Fall: 10294 (12), 10295 (v); Winter: 20206 (12), 20207 (v); Spring: 30201 (12), 30202 (v) Tulalip - Fall: 10296 (12), 10297 (v); Winter: 20208 (12), 20209 (v); Spring: 30203 (12), 30204 (v) | public administration, social sciences, human services, and tribal administration and government. | Francine Swift Colleen Almojuela | Mon Thu | Junior JR Senior SR | Fall | Fall Winter Spring | |
|
Dorothy Flaherty
|
Program | JR–SRJunior - Senior | 12 | 12 | Evening and Weekend | F 11 Fall | W 12Winter | S 12Spring | This program is an upper division (juniors/seniors) program designed for students who have social, cultural or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2011-2012 the theme is There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course is a 9-credit unit within the program taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. In fall, the focus is , where students introduced to the major trends and issues in Tribal administration will compare and contrast different approaches to tribal management development and the factors contributing to successful nation building. For winter quarter the core theme is , which will focus on the key concepts concerning social change and cultural continuity as it relates to health and human services in Indian communities. For spring quarter the theme is which explores leadership in both mainstream and tribal contexts, examining how political and social forces create leaders and make history. Each core is taught from a tribal perspective in a global community. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are 2-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar held on the same four Saturdays as the Strands is called and is a 1-credit workshop generally built around native case studies. The program also includes student initiated work through independent study and a literature requirement for graduation. : Muckleshoot - Fall: 10286 (12), 10287 (v); Winter: 20198 (12), 20199 (v); Spring: 30193 (12), 30194 (v) Nisqually - Fall: 10288 (12), 10289 (v); Winter: 20200 (12), 20201 (v); Spring: 30195 (12), 30196 (v) Peninsula - Fall: 10290 (12), 10291 (v); Winter: 20202 (12), 20203 (v); Spring: 30197 (12), 30198 (v) Port Gamble - Fall: 10292(12), 10293 (v); Winter: 20204 (12), 20205 (v); Spring: 30199 (12), 30200 (v) Quinault - Fall: 10294 (12), 10295 (v); Winter: 20206 (12), 20207 (v); Spring: 30201 (12), 30202 (v) Tulalip - Fall: 10296 (12), 10297 (v); Winter: 20208 (12), 20209 (v); Spring: 30203 (12), 30204 (v) | public administration, social sciences, human services, and tribal administration and government. | Dorothy Flaherty | Mon Thu | Junior JR Senior SR | Fall | Fall Winter Spring | |
|
Renee Swan-Waite
|
Program | JR–SRJunior - Senior | 12 | 12 | Evening and Weekend | F 11 Fall | W 12Winter | S 12Spring | This program is an upper division (juniors/seniors) program designed for students who have social, cultural or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2011-2012 the theme is There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course is a 9-credit unit within the program taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. In fall, the focus is , where students introduced to the major trends and issues in Tribal administration will compare and contrast different approaches to tribal management development and the factors contributing to successful nation building. For winter quarter the core theme is , which will focus on the key concepts concerning social change and cultural continuity as it relates to health and human services in Indian communities. For spring quarter the theme is which explores leadership in both mainstream and tribal contexts, examining how political and social forces create leaders and make history. Each core is taught from a tribal perspective in a global community. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are 2-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar held on the same four Saturdays as the Strands is called and is a 1-credit workshop generally built around native case studies. The program also includes student initiated work through independent study and a literature requirement for graduation. : Muckleshoot - Fall: 10286 (12), 10287 (v); Winter: 20198 (12), 20199 (v); Spring: 30193 (12), 30194 (v) Nisqually - Fall: 10288 (12), 10289 (v); Winter: 20200 (12), 20201 (v); Spring: 30195 (12), 30196 (v) Peninsula - Fall: 10290 (12), 10291 (v); Winter: 20202 (12), 20203 (v); Spring: 30197 (12), 30198 (v) Port Gamble - Fall: 10292(12), 10293 (v); Winter: 20204 (12), 20205 (v); Spring: 30199 (12), 30200 (v) Quinault - Fall: 10294 (12), 10295 (v); Winter: 20206 (12), 20207 (v); Spring: 30201 (12), 30202 (v) Tulalip - Fall: 10296 (12), 10297 (v); Winter: 20208 (12), 20209 (v); Spring: 30203 (12), 30204 (v) | public administration, social sciences, human services, and tribal administration and government. | Renee Swan-Waite | Mon Thu | Junior JR Senior SR | Fall | Fall Winter Spring | |
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Cheri Lucas-Jennings
Signature Required:
Spring
|
SOS | JR–SRJunior - Senior | 16 | 16 | Day | S 12Spring | This program is designed to support students interested in internships with public agencies or non-governmental organizations (NGOs) involved in public policy issues. Internship possibilities include but are not limited to: Department of Natural Resources, Department of Transportation, Department of Ecology, City of Olympia, a Water Resources agency or a Growth Management Board. There are also numerous local NGOs (e.g. Capital Land Trust, various fisheries commissions) that are focused on a variety of public policy.In addition to internship work, students will complete an extensive independent research project focused on a public issue that is related to the internship work. Research topics could include public policy, environmental, land-use, health, education, welfare or other similar issues issues. Program work will include weekly meetings, peer-review groups, research, writing and presentation of the final paper. Final research papers will also be distributed to the relevant organizations or agencies. | Cheri Lucas-Jennings | Junior JR Senior SR | Spring | Spring | |||||
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Trevor Griffey
|
Program | FR–SRFreshmen - Senior | 8 | 08 | Day | Su 12Summer Session I | This program will study surveillance as a mode of governance by exploring the portrayal of the surveillance state in literature, film, social science literature, and U.S. history from World War I to the War on Terror. The primary work of the program will involve different kinds of close readings of texts. Each week, students will collectively analyze government surveillance documents, watch and discuss a film, and write a review essay on a book they read. The final week of the program will be devoted to student individual or group projects in surveillance studies broadly defined. | Trevor Griffey | Mon Wed Thu Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Cheri Lucas-Jennings
Signature Required:
Winter
|
SOS | JR–SRJunior - Senior | 16 | 16 | Day and Evening | W 12Winter | This program will explore the broad conditions that shape legislation; it will examine models, evidence and debates about the sources, causal connections and impacts of evolving systems of law, regulation, governance and a broad array of community and political responses to wicked social dilemmas facing our state. Students apply to become interns for the 2012 Washington State Legislative session in the fall. Those who are selected work a regular, full week with the legislative office they are assigned to in the winter. Evergreen students also participate in a bi-weekly Seminar with focus on select readings and themes. Journal writings in response to these readings, discussion and experience in the 2012 session are a critically important feature. This is an upper division internship with a possible 16 credits to be earned, when combined with academic reflection and analysis on your work in the legislature. To receive full credit, each student intern will write about the challenges, learning and implications of this work. Students will also be making public presentations about their learning at the end of the session and participate in workshops with larger intern groups from throughout the state. Focused writings submitted to the faculty sponsor on a regular basis will be reflective, analytic and make use of appropriate legislative data bases and all relevant references. Students will develop and submit a portfolio of all materials related to their work as legislative interns and receive evaluation both from their campus sponsor and a legislative supervisor at the capitol. | Cheri Lucas-Jennings | Wed | Junior JR Senior SR | Winter | Winter |
