2011-12 Catalog

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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
Approaches to Healing
Cindy Beck and Wenhong Wang
  Course FR–SRFreshmen - Senior 2 02 Evening W 12Winter Approaches to Healing is a guest lecture series designed to help students explore the theory and practice of the many types of healing arts that our regional wealth of outstanding practitioners provide.  Throughout the quarter, students will be asked to look at broad health care questions and policy, as well as personal healing practices, stress management, and the importance of thoughtful critical analysis at all levels of approaches and outcomes.  Guest speakers representing body work, complementary medicine, Chinese medicine, bacteriophages as antibiotics, and plant medicine will be featured.  Students will also spend time each week outside of class exploring new activities that could contribute to their own health, as well as reading current literature to help expand their understanding of health and wellness.This course meets in conjunction with the program .  (You may enroll either in for 8 credits or for 2 credits, but you may not enroll in both.) Cindy Beck Wenhong Wang Mon Freshmen FR Sophomore SO Junior JR Senior SR Winter Winter
Art for Art Therapists
Gail Tremblay
  Course FR–SRFreshmen - Senior 4 04 Day Su 12Summer Session II This course is designed to explore art projects that can be used in therapeutic settings with patients and clients. It will include readings and films about art used as therapy along with hands-on art projects that explore a variety of media. Students will be required to create at least five works of art using various media and to write a summary at the end of the summer session that explores what they have learned. art therapy Gail Tremblay Tue Thu Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Creating Community and Health Through Gardens
Marja Eloheimo
  Program FR–SRFreshmen - Senior 8 08 Day Su 12Summer Session I In this 8-credit summer program, we will explore ways in which various types of gardens can contribute to community and health. Each week, as we visit a medicinal, edible, community, or ethnobotanical garden or urban farm, we will interview gardeners, consider themes related to sustainability, identify plants, learn herbal and horticultural techniques, and develop nature drawing and journaling skills. We will have the opportunity to expand upon these topics through reading, lecture/discussions, and workshops as well as through independent community, garden, and herbal projects and research. This program is suitable for students interested in environmental education, community development, health studies, plant studies, sustainability, ethnobotany, and horticulture. Marja Eloheimo Mon Thu Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Dangerous Work
Sarah Ryan and Nancy Anderson
  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
Developmental Movement Therapy and The Emotional Body
Jehrin Alexandria
  Program FR–SRFreshmen - Senior 8 08 Day Su 12Summer Session I This class is an in-depth study of movement and its role in the reorganization of the human brain as well as a look at contemporary works in the field of energy psychology.  We will explore the emotional issues that can occur when such organization is not complete and various techniques to address them including The Work of Byron Katie and EFT.  Students will learn to recognize normal neurological organization by studying specific developmental milestones as well as recognize gaps and abnormalities in brain development and how they impact growth, learning, and psychological well-being.  This class will be deeply experiential as well as theoretical.  Please wear comfortable clothing as there is basic movement in some classes. Jehrin Alexandria Mon Mon Tue Tue Wed Thu Thu Fri Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Ecological Niche: The Interface of Human and Animal Behavior
Alison Styring, Steven Scheuerell and George Freeman
  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
Environmental Health: Science, Policy and Social Justice
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
Foundations of Health Science
Benjamin Simon, Glenn Landram and Lydia McKinstry
Signature Required: Winter  Spring 
  Program FR–SRFreshmen - Senior 16 16 Day F 11 Fall W 12Winter S 12Spring This year-long, laboratory-based program will offer students a conceptual and methodological introduction to biology and chemistry with a focus on health and medicine. We will use organizing themes that link the science of human health with the economic, financial, ethical and legal issues associated with the demand and cost of medical research and public health care. Over the course of three quarters, we will study portions of general chemistry, organic chemistry, biochemistry, general biology, microbiology, anatomy and physiology, nutrition, statistics, economics and management, and human behavior. Students will use scientific processes, quantitative reasoning and hands-on experiences to develop problem-solving skills directed at understanding these subjects in the context of human health. This program is primarily designed for students contemplating work in medicine and allied health fields, including nursing, physical therapy, midwifery, athletic training, nutrition and others. This program is also appropriate for students interested in public health or public policy who want a solid foundation in biology and chemistry or students who wish to study rigorous science as part of a liberal arts education. Program activities will include lectures, laboratories, small-group problem-solving workshops, homework, field trips and seminars. Our readings and discussions will be concerned with the economic, ethical and scientific aspects of human health as they relate to the global community as well as individuals. Students will undertake assignments focused on interpreting and integrating the topics covered. During spring quarter, students will participate in small-group collaboration on a scientific investigation relevant to the program content. Project topics will be developed under the direction of the faculty and students will describe the results of this research through formal writing and public presentation. All program work will emphasize quantitative reasoning, critical thinking and development of proficiency in scientific writing and speaking skills. Upon completion of this program students will have gained some of the prerequisites necessary for careers in the allied health fields and public health administration. Students will also be prepared for further studies in upper division science. Students who master the biology and chemistry work in this program will be prepared to enroll in the Molecule to Organism program. Students preparing for medical school will likely need further coursework in inorganic or general chemistry to fulfill prerequisites for medical school. Overall, we expect students to end the program in the spring with a working knowledge of scientific, social and economic principles relating to human health and public health care. We also expect that they will have gained an ability to apply these principles to solving real world problems relating to natural science, disease and human health. medicine and allied health fields, and public health administration. Benjamin Simon Glenn Landram Lydia McKinstry Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall Winter Spring
Global Health: Inequalities and Ethics
Carolyn Prouty
  Course FR–SRFreshmen - Senior 6 06 Day Su 12Summer Session I This course draws from public health, epidemiology, bioethics, and human rights philosophy to consider health and disease in a global context. What are the social, economic, and epidemiological forces that have led to vast inequalities in health outcomes globally? As we investigate how Western ideas apply in non-Western countries, we will explore ethical dilemmas that researchers, healthcare providers, and policy makers encounter in resource-poor environments. Finally, we will examine the epidemiology, physiology, and pathology of specific conditions including HIV/AIDS, malaria, tuberculosis, maternal morbidity and mortality, nutritional deficiencies, and parasitic diseases, paying particular attention to connections between infections and inequalities, malnutrition, and human rights. Carolyn Prouty Tue Wed Thu Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Health vs. Wealth
Mary Dean
  Course FR–SRFreshmen - Senior 4 04 Evening S 12Spring We will explore the intersection where valued health care meets paid health care. In the health care arena, good intent is plagued by paradox and can yield under-funding and a mismatch with initial intent. Paradoxes and costs haunting prevention, access, and treatment will be reviewed. The books and  aid our journey as will the video series, "Remaking American Medicine", "Sick Around the World," and "Sick Around America". We will consider the path of unintended consequences where piles of dollars are not the full answer to identified need. Mary Dean Tue Freshmen FR Sophomore SO Junior JR Senior SR Spring Spring
Human Anatomy and Physiology
Cindy Beck
  Program FR–SRFreshmen - Senior 6, 12 06 12 Evening Su 12Summer Full Students will study the anatomy and physiology of the human body using a systems approach while exploring the interrelationship of health and disease in the human body. Each body system will be covered utilizing a traditional lecture and laboratory format.  This course meets prerequisites for nursing and graduate programs in health sciences. health and medicine Cindy Beck Tue Wed Thu Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Introduction to Public Health
Nancy Anderson
  Program FR–SRFreshmen - Senior 8 08 Weekend W 12Winter The program will provide an introduction to the scope and tools of public health.  Students will work individually and in groups to understand milestones in the history of public health, the basic tools of public health research, and the challenges to successful health promotion projects. The learning community will work in small groups to identify a significant public health problem, develop a health promotion/intervention, and consider methodology for evaluation of impact.  The program will focus on public health issues in the United States but will also draw on international examples of successful interventions. Nancy Anderson Sat Sun Freshmen FR Sophomore SO Junior JR Senior SR Winter Winter
The Medicalization of America
Cindy Beck and Wenhong Wang
  Program SO–SRSophomore - Senior 8 08 Evening F 11 Fall W 12Winter Have you ever questioned why some natural occurrences such as childbirth need routine medical intervention?  Many normal processes and many pathologies have evolved into a multibillion-dollar industry.  What are the social forces behind the medical establishment in American society?  How did we get to a place where one of the largest issues raised on a federal level is health care?  How do we decide both as a society and an individual if someone is truly ill or well? Fall quarter we will begin our exploration by looking at the conceptualization of illness and wellness, patient-health professional relationship, and the many roles assumed by each.  How do different treatment paradigms fit into the American medical model, and how does each segment of American culture fit in? Winter quarter, building upon the concepts and theories covered in fall, we will continue to explore practical issues in health, including the unequal access to health related resources, health care reform, and ethical issues such as right to life and death, etc. Through readings, discussions, and continued questioning, this program will start to dissect the many issues that contribute to the medicalization of America.  Human biology and basic pathology will be integrated into the curriculum to enhance students’ awareness of the medical model and how to navigate the health care system.  By examining social institutions and their influence on health and medical systems we will explore how illness is interpreted from both biological and sociological perspectives. social sciences, health sciences Cindy Beck Wenhong Wang Mon Wed Sophomore SO Junior JR Senior SR Fall Fall Winter
Medicinal Botany: An Introduction
Marja Eloheimo
  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
  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
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
Molecule to Organism
James Neitzel, Steven Verhey and Michael Paros
  Program SO–SRSophomore - Senior 16 16 Day F 11 Fall W 12Winter S 12Spring biology, chemistry, education, medicine, pharmacy and health science. James Neitzel Steven Verhey Michael Paros Mon Tue Wed Thu Fri Sophomore SO Junior JR Senior SR Fall Fall Winter Spring
Multicultural Counseling
Mukti Khanna
Signature Required: Fall 
  Program JR–SRJunior - Senior 16 16 Day F 11 Fall W 12Winter S 12Spring This program will engage in the study of Multicultural Counseling from theory, practice and application. Practice of counseling, applied cultural competency skills and evolving one's skills as a counselor will be developed throughout the yearlong program. Learning goals include acquiring a theoretical and applied understanding of psychological theory and practice from developmental, biological, cultural, emotional and social contextual perspectives. Expressive arts therapy practice and experience will be integrated in the program throughout the year. We will incorporate diverse pedagogical strategies including lecture, discussion, dialogue, seminar, films, videotaping and expressive arts therapy laboratories.During fall quarter, students will study personality theory and explore the relationship between personality theory and applied counseling skills. In winter, students will explore how research is informing evidence-based practice, as well as study the field of abnormal psychology and its interface with diverse populations. In spring, students will learn ethics in the helping professions. Social justice, multicultural counseling theory, mindfulness-based practice, integrative health and emerging therapy paradigms will be explored throughout the yearlong inquiry.In both winter and spring quarters, students will be required to complete 6-credit internships in local counseling/mental health settings, providing opportunities to integrate theory and practice. Carl Rogers (1902-1987) psychology, health, counseling, social and human services. Mukti Khanna Junior JR Senior SR Fall Fall
Nutrition
Cindy Beck
  Course FR–SRFreshmen - Senior 6 06 Evening S 12Spring Americans daily face conflicting information related to health and nutrition.  Students will analyze the many issues consumers face when purchasing food, investigate how diet and lifestyle impact health, and learn about the role of major nutrients and phytonutrients.  Different dietary philosophies as well as the political and financial influences of food will be discussed.  Students will maintain and learn to analyze personal diet diaries as a tool to understand class material. Cindy Beck Tue Thu Freshmen FR Sophomore SO Junior JR Senior SR Spring Spring
Personality Theories and Counseling Techniques
Kelly Brown
  Program FR–SRFreshmen - Senior 8 08 Day Su 12Summer Session I Students will develop an understanding of the major theories of personality and the counseling techniques that are used in treatment. During the first half of the program, students will explore ideas which look at what accounts for individual differences among people, why people might act in the ways in which they do, and why they might change. In the second half, students will learn counseling skills and techniques. Students will be able to apply their knowledge of various theories and techniques to case examples and other real-life scenarios. psychology, social work Kelly Brown Mon Thu Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Reproduction, Birth, and Power
Laura Citrin and Carolyn Prouty
  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
Reservation-Based, Community-Determined Program-Rebuilding Native Nations: Strategies for Governance and Development - Muckleshoot
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
Reservation-Based, Community-Determined Program-Rebuilding Native Nations: Strategies for Governance and Development - Nisqually
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
Reservation-Based, Community-Determined Program-Rebuilding Native Nations: Strategies for Governance and Development - Port Gamble
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
Reservation-Based, Community-Determined Program-Rebuilding Native Nations: Strategies for Governance and Development - Quinault
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
Reservation-Based, Community-Determined Program-Rebuilding Native Nations: Strategies for Governance and Development - Tulalip
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
Salish Sea and the Pacific Northwest: Lives and Landscapes
Nancy Anderson, Frances V. Rains and John Baldridge
  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
Student-Originated Studies: Center for Community-Based Learning and Action
Stephanie Kozick
  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: Public Policy in Washington State
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
Undergraduate Research in Environmental Studies with L. Nelson
Lin Nelson
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