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2011-12 Undergraduate Index A-Z
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Law And Government Policy [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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Jose Gomez
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Program | FR–SRFreshmen - Senior | 12 | 12 | Day, Evening and Weekend | Su 12Summer Full | This program will take a critical look at controversial issues in the criminal justice system, including police misconduct and interrogation, mandatory minimum sentencing, decriminalization of medical marijuana and prostitution, needle exchange programs, the insanity defense, children tried as adults, privatization of prisons, and physician-assisted suicide. It will be taught via the Internet through a virtual learning environment (Moodle), a chat room for live webinars, and e-mail. A one-time face-to-face orientation will take place 7:00 to 9:30 pm on Monday, June 25. Contact instructor for alternate arrangements for the orientation. | Jose Gomez | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | |||||
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Anthony Zaragoza
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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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Sarah Ryan and Nancy Anderson
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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 | |||
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Jose Gomez
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Program | JR–SRJunior - Senior | 16 | 16 | Day | S 12Spring | May racists burn crosses to express their supremacist views? May protesters burn flags to express their opposition to government policy? The First Amendment is most vulnerable to erosion when we fail to protect expression that some or many find unpopular, offensive, repugnant, indecent, subversive, unpatriotic, heretical, blasphemous, etc. This program will be a comprehensive and critical examination of the wide range of issues implicated by the protection and censorship of expression.We will use the case method to study every major free speech opinion issued by the courts. This intensive study necessarily focuses on the last 90 years, since it was not until well into the 20th century that the United States Supreme Court began to protect speech from governmental suppression. Our study of controversies will include the new challenges presented by hate speech, government-subsidized art, political campaign spending, and new technologies such as the Internet. Students will be expected to examine critically the formalist free speech paradigms that have evolved and to question the continuing viability of the "free marketplace of ideas" metaphor.Working in legal teams, students will develop appellate briefs on real free speech cases decided recently by the U.S. Court of Appeals and will present oral arguments before the "Evergreen Supreme Court." Students will also rotate as justices to read their peers' appellate briefs, hear arguments and render decisions. Reading for the course will include court opinions, Internet resources, and various books and journal articles on our subject. Study will be rigorous; the principal text will be a law school casebook. | social sciences, constitutional law, education, journalism, public policy, political theory, history and political science. | Jose Gomez | Junior JR Senior SR | Spring | Spring | ||||
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Cheri Lucas-Jennings
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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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Jeanne Hahn
Signature Required:
Winter
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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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Yvonne Peterson, Bill Arney and David Rutledge
Signature Required:
Winter Spring
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | F 11 Fall | W 12Winter | S 12Spring | This program is for learners who have a research topic with a major focus on justice and community in mind, as well as for those who would like to learn how to do research in a learner-centered environment. Learners will be exposed to research methods, ethnographic research, interviewing techniques, writing workshops, computer literacy, library workshops, historical and cultural timelines, educational technology, and the educational philosophy that supports this program. The faculty team will offer a special series of workshops to support the particular academic needs of first and second year participants.Individual research will pay special attention to the relationship of reciprocal respect required in justice themes. Student researchers will pay special attention to the value of human relationships to the land, to work, to others and to the unknown. Research will be concentrated in cultural studies, human resource development, and ethnographic studies to include historical and political implications of encounters, cross-cultural communication, and to definitive themes of justice. We shall explore Native American perspectives and look at issues that are particularly relevant to indigenous people of the Americas.In this program, learners' individual projects will examine what it means to live in a pluralistic society at the beginning of the 21st century. Through each learner's area of interest, we will look at a variety of cultural and historical perspectives and use them to help address issues connected to the program theme. The faculty are interested in providing an environment of collaboration where faculty and learners will identify topics of mutual interest and act as partners in the exploration of those topics.Yvonne Peterson will facilitate a joint Theory to Praxis workshop for with students from Laws/Policies of Indian Education and Indian Child Welfare to allow for common conversation, presentations, speakers, community service and outreach to Indian communities, student presentation of academic projects, and to build a shared academic community.In fall quarter, participants will state research questions. In late fall and winter, individually and in small study groups, learners and faculty will develop the historical background for their chosen questions and do the integrative review of the literature and data collection. Ongoing workshops will allow participants to learn the skills for completing their projects. Late winter and into spring quarter, students will write conclusions, wrap up print/non-print projects, and prepare for a public presentation. The last part of spring will be entirely dedicated to presentations.In keeping with Evergreen's transfer policy, credit will not be awarded in physical education activities that are not accompanied by an academic component. | education, social sciences, multicultural studies, social work, public administration, human services and the humanities. | Yvonne Peterson Bill Arney David Rutledge | Tue Thu Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | |
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John Gates
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Program | JR–SRJunior - Senior | 8 | 08 | Evening | W 12Winter | In this half-time program, we will explore cultural, social, and legal issues related to defined "differences" in contemporary American society including race and ethnicity, social class, sexual orientation, gender, and disability. We will also explore specific issues related to sovereignty in contemporary America from the perspective of Native American activists and scholars as well as Native Hawai'ian sovereignty proponents who envision political independence from the United States of America. Grounding for our explorations will come from the texts by Karen E. Roseblum and Toni-Michelle C. Travis and by Walter Echo-Hawk. Readings will examine intercultural, cross-cultural, historical, and interdisciplinary themes that are a part of the authors’ constructions of difference. These texts will be supplemented with additional readings, U.S. Supreme Court decisions, lectures, videos, and music. | John Gates | Mon Wed | Junior JR Senior SR | Winter | Winter | ||||
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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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Artee Young, Frances Solomon, Arlen Speights, Barbara Laners, Erin Ceragioli, Dorothy Anderson, Peter Bacho, Lin Nelson, Tyrus Smith, Gilda Sheppard and Paul McCreary
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Program | JR–SRJunior - Senior | 16 | 16 | Day and Evening | F 11 Fall | W 12Winter | S 12Spring | This year's program is designed to help students discover new understandings of leadership and the various issues associated with effective leadership. We will focus on individual and community capacity building and the role that humanities, social sciences, mathematics, science, media and technological illiteracies play in informing our understandings of the world around us. A major emphasis of this program will be the examination of internal and external factors that influence one's ability to access, overcome and excel in spite of personal and institutional barriers. The expectation is that students will be able to demonstrate understanding, action and leadership in their areas of interest. This program takes a holistic approach to systemic change at the community level. For example, one area we will address is that of math, science and writing phobia. Communities need citizens who can advocate for their children, parents who can navigate and understand the law and caregivers and teachers who can assist our youth in understanding subject matter presented to them in the classrooms. Evergreen students who anticipate careers in education will be provided with a solid grounding in the humanities, science and math. This grounding will allow them to obtain endorsements for further studies in education and prerequisites for graduate school. Students will also have an opportunity to work with an award winning and nationally recognized after school youth program. During quarter, students will study historical notions of leadership, leadership theories, leadership styles and contemporary views of leaders and followers. Students will also focus on their personal experiences and the world around them in order to understand those inner and external factors that have limited or encouraged them to achieve, take on leadership roles and civic engagement. During quarter, based upon work done in the fall, students will identify, develop and explore models of educational leadership that have led to capacity building and systemic change. Students will enhance their knowledge of contemporary leadership theory and work actively toward the application of leadership principles through collaborative research projects. In quarter, students will bridge the gap between theory and practice. To that end, they will utilize a variety of expansive methods, from writing to media, in order to demonstrate and communicate their perceptions and findings to a wider audience. Students will present their collaborative research projects publicly. The information presented will be directed toward benefiting individual and community capacity as well as communicating a wider understanding of their findings to enhance their own lives, the lives of those in their community, and the world that we all share. | community development, organizational development, law and public policy, education, social and human services, public administration, communication and media arts, environmental studies and public health. | Artee Young Frances Solomon Arlen Speights Barbara Laners Erin Ceragioli Dorothy Anderson Peter Bacho Lin Nelson Tyrus Smith Gilda Sheppard Paul McCreary | Mon Tue Wed Thu | Junior JR Senior SR | Fall | Fall Winter Spring | |
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Cheri Lucas-Jennings
Signature Required:
Spring
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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
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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
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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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Jose Gomez and Michael Vavrus
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Program | SO–SRSophomore - Senior | 16 | 16 | Day | F 11 Fall | W 12Winter | Howard Zinn (1922-2010), arguably more ably and comprehensively than any other historian, documented injustice and dissent as defining features of the United States from its founding to the present. His steadfast commitment to democratic values, justice and equality, along with his assurance that "small acts, when multiplied by millions of people, can quietly become a power no government can suppress," have also inspired countless Americans to protest unjust laws, policies and practices. In this program, we will use Zinn's life and works as a framework to study the centrality of dissent to American democracy and the impact it has had on weaving the nation's social, political and cultural fabric. We will study how ordinary people, from pre-revolutionary America to the present, have stood up to power in order to redeem the Bill of Rights' guarantee of protecting people from the government rather than protecting government from the people. Along with our study of discrimination based on race, ethnicity, religion, gender, class, age, disability and sexual orientation that continues to defy the constitutional promise of equality, we will examine how political dissent, so essential to correcting these inequalities, has been suppressed and criminalized from the 18th century's odious Sedition Act to the 21st century's reactionary U.S.A. Patriot Act. While there will be no clear demarcation of themes between quarters, events of the 18th and 19th centuries will receive our greatest attention in the fall quarter, and events of the 20th and 21st centuries will receive our closest scrutiny in the winter quarter. Program activities will include lectures, workshops, films, seminars, guest presentations, and group and individual projects. | law, education, public policy, political theory, history, and political science. | Jose Gomez Michael Vavrus | Sophomore SO Junior JR Senior SR | Fall | Fall Winter |
