2011-12 Catalog

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2011-12 Undergraduate Index A-Z

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Leadership Studies [clear]


Title   Offering Standing Credits Credits When F W S Su Description Preparatory Faculty Days Multiple Standings Start Quarters Open Quarters
The Art of Leadership
Dariush Khaleghi
  Course FR–SRFreshmen - Senior 4 04 Evening and Weekend Su 12Summer Session II The Art of Leadership is a highly interactive course, encouraging personal reflection and deep learning to help students explore their own leadership qualities.  This course provides a multi-disciplinary approach to learning by blending behavior theory with business principles to provide practical applications to learn critical topics in leadership.  This course is centered on personalized learning opportunities where students are encouraged to develop their full potential and become the leader they always desired to be.  This course also introduces a set of comprehensive exercises and engaging self-assessment tools to allow students learn more about themselves and their capacity to lead.  The course teaches concepts, principles, and skills of leadership in a way that is appropriate for both new and experienced leaders, as well as anyone who must influence others to achieve common goals and objectives. Dariush Khaleghi Fri Sat Sun Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Business and Sustainability: Myth or Method?
Bobbie McIntosh and Rebecca Chamberlain
  Program FR–SRFreshmen - Senior 8 08 Weekend F 11 Fall W 12Winter S 12Spring Current business and leadership programs at Evergreen support the concept of sustainability, but there is still confusion in the debate about terminology as well as what constitutes “best practices.”  In this year-long, interdisciplinary program, we will ask, “What does it mean to live sustainably on a personal, local, and global level?”  What does it mean to claim that an organization is moving toward sustainability, or is “green?”  Paul Hawken suggests, in , that our economy is shifting from human-based productivity to radical increases in resource productivity.  How is this measured?  One of the goals of this program is to develop a set of competencies that will address this need, in an increasingly changing economy and job market, as we also engage in developing a well-rounded liberal arts education.  Each of the participants will develop an economic business plan and story that will support their evolving understanding of sustainable business, green branding, and how to use effective marketing and promotional skills to create a vision for economic and social happiness.  Each business plan will contain team writing projects.  We will also develop storytelling, writing, and other academic and professional skills and tools that will enable us to create a strong foundation and to form a vision for understanding the economics of "The Green Business Myth."  We will develop critical reading, writing, and thinking skills in the liberal arts, as we promote and implement concepts of social change, ethics, personal and community enrichment, and support our goals in forming pathways to move toward cultural and environmental sustainability. This program will have a thematic focus each quarter.  In the fall, we will explore the personal, heroic, and mythic journeys we go on, individually and collectively, as we pursue our outer and inner dreams.  In the winter, we will explore different historical and cultural perspectives of the American dream, and how it relates to community, family, place, and commodities of exchange, gift-giving, and reciprocity.  In the spring, we will explore home-coming, finding our deepest purpose, community service, leader as martial artist, and pathways for creating a new earth, through mindfulness practices of gratitude and appreciation.  We will explore each of these themes through the lens of literature, writing, mythology, psychology, cultural studies, and sustainable business practices. business, economics, social change and service, communications, humanities, education, leadership. Bobbie McIntosh Rebecca Chamberlain Sat Sun Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall Winter Spring
Business Foundations
Allen Jenkins
  Program FR–SRFreshmen - Senior 8 08 Evening F 11 Fall W 12Winter S 12Spring This program is an introduction to management, leadership, and the basic concepts of entrepreneurship (starting, financing, growing, and running a successful business). It provides theoretical and practical frameworks for the realities of starting and running a business in a global economy.  Topics include business structure, financial management, financing operations, growth and leadership, business practices and protocol, and cultural aspects of doing business in today's world.  The program will explore how organizations are defined, legally and financially, and advantages and disadvantages of each type.  Using seminar, case studies, simulations, guest speakers, discussions, and assigned tasks, we will focus on strategic planning, organizational development, forecasting, budgeting, startup funding, and financial management.  Students will build the foundations for a solid understanding of how businesses work and how to manage and lead.  These foundations are essential for developing the confidence, objectivity, and vision necessary to make effective decisions both as an individual and as a leader. In fall, the program covers basic concepts and practices of entrepreneurship small business management, and leadership.  Winter covers financial and managerial accounting, financial statement analysis, and internal control systems and the significant roles they have in making sound business decisions, and in the management of a business.  Students will learn how to use QuickBooks accounting software.   In spring, the program continues its quantitative focus covering financial statement and ratio analyses to access company performance and to find the real cost of raising money (cost of capital) in the debt equity (stock) markets. This program promotes financial intelligence and quantitative reasoning using case studies as a way to "look through" nicely ordered numbers for clues to potential problems and to interpret and convey financial data clearly, concisely, and accurately. Excel is used for assignments, so the complexities of calculation will not be an impediment to learning and will allow students to concentrate on analytical thinking. business, management, marketing, entrepreneurship Allen Jenkins Tue Thu Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall Winter Spring
Ethics in the Workplace: Theory and Practice
Stephen Beck and Joli Sandoz
  Program FR–SRFreshmen - Senior 8 08 Evening and Weekend F 11 Fall What's the right thing to do when as an employee you witness illegal actions?  Whose interests should take priority in pricing and hiring decisions? What choices can you make when your supervisor tells you to ignore company policy?  Employees sometimes face situations such as these that suggest a conflict between being a good employee and being a good person.  We will study several approaches to ethical decision making and, through intensive writing and seminar discussions, use these approaches to clarify issues faced at work.  The shared vocabulary and frameworks we develop will allow us to talk and think about ethical issues and write and share personal workplace ethical statements.  Program work will also include reading several Washington State laws related to ethics and exploring issues, choice points, and the roles of moral reasoning and moral leadership at work.The program will meet on Wednesdays in conjunction with the course .  (You may enroll either in for 8 credits or for 4 credits, but you may not enroll in both.)  will meet additionally as a program on five Saturdays to deepen our understanding of ethical issues through writing, role-playing, playing and analyzing board games as framing ethical strategies, and other hands-on activities.  In addition, we will focus part of each Saturday meeting on building and strengthening strong college-level writing skills to prepare students for more advanced work.Credit will be awarded in philosophy (ethics) and ethical decision making. business, ethics Stephen Beck Joli Sandoz Wed Sat Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall
Exploring Management
Dariush Khaleghi
  Course FR–SRFreshmen - Senior 4 04 Evening and Weekend Su 12Summer Session I The primary goal of the Exploring Management course is to help build core management competencies for today's global and more complex workplace.  We will use hands-on approaches such as case studies, exercises, and application workshops to study issues related to planning, controlling, leading, and organizing the workplace.  The course has been designed to use conversational and interactive material to help students master fundamental management concepts.  The ultimate objective of this course is to promote critical thinking and the ability to make sound business decisions using key managerial concepts, theories, and best practices. supervision, management, leadership Dariush Khaleghi Fri Sat Sun Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Human Resource Management
Theresa Aragon, Cary Randow and Natividad Valdez
Signature Required: Winter 
  Program FR–SRFreshmen - Senior 8 08 Evening and Weekend F 11 Fall W 12Winter This program is designed to provide a detailed overview of five specific areas of human resource management:  All areas of the program are designed to provide conceptual understanding through readings and case analyses while developing skills through practice, role plays, and simulations. Students who successfully complete the coursework in all five areas will be given a certificate of completion and should be prepared to pursue employment and professional certification in human resource management. Fall quarter focuses on the first two areas.  We will cover the basics of human resource management including strategic planning, recruitment, orientation, retention, job design, and organizational development.  We will also review aspects of labor law including the National Labor Relations Act (NLRA) and major employment discrimination laws including sexual harassment, disability, family leave, wage standards, and the Employee Retirement Income Security Act.  Students will learn how to apply these major laws to 'real-work' situations and will have a very good understanding of the major provisions. Winter quarter will focus on human resource development and training, performance management, and total compensation.  We will cover a number of training and development topics including needs analysis and instructional design and evaluation while distinguishing between leadership development and skills development.  We will also examine the components of a total compensation program: salary, benefits, and workplace environment.  Specific topics will include pay philosophies, determining job value, and strategic approaches to communication. Students who have completed Evergreen HR management courses in previous years may register for and attend the modules they have not already completed by contacting Theresa Aragon for a faculty signature. human resources Theresa Aragon Cary Randow Natividad Valdez Fri Sat Sun Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall Winter
Human Resource Management
Dariush Khaleghi, Cary Randow and Natividad Valdez
Signature Required: Spring 
  Program FR–SRFreshmen - Senior 8 08 Evening and Weekend W 12Winter S 12Spring This program is designed to provide a detailed overview of five specific areas of human resource management:  All areas of the program are designed to provide conceptual understanding through readings and case analyses while developing skills through practice, role plays, and simulations. Students who successfully complete the coursework in all five areas will be given a certificate of completion and should be prepared to pursue employment and professional certification in human resource management. Winter quarter focuses on the first two areas.  We will cover the basics of human resource management including strategic planning, recruitment, orientation, retention, job design, and organizational development.  We will also review aspects of labor law including the National Labor Relations Act (NLRA) and major employment discrimination laws including sexual harassment, disability, family leave, wage standards, and the Employee Retirement Income Security Act.  Students will learn how to apply these major laws to 'real-work' situations and will have a very good understanding of the major provisions. Spring quarter will focus on human resource development and training, performance management, and total compensation.  We will cover a number of training and development topics including needs analysis and instructional design and evaluation while distinguishing between leadership development and skills development.  We will also examine the components of a total compensation program: salary, benefits, and workplace environment.  Specific topics will include pay philosophies, determining job value, and strategic approaches to communication. Students who have completed Evergreen HR management courses in previous years may register for and attend the modules they have not already completed by contacting Dariush Khaleghi for a faculty signature. human resources Dariush Khaleghi Cary Randow Natividad Valdez Wed Fri Sat Sun Freshmen FR Sophomore SO Junior JR Senior SR Winter Winter Spring
Politics and The Nature of Leadership
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
Removing Barriers, Bridging Gaps
Artee Young, Frances Solomon, Arlen Speights, Barbara Laners, Erin Ceragioli, Dorothy Anderson, Peter Bacho, Lin Nelson, Tyrus Smith, Gilda Sheppard and Paul McCreary
  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
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
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
Telling Our Stories: What Makes Communities Work?
Suzanne Simons, Carolyn Prouty and Stephen Buxbaum
  Program JR–SRJunior - Senior 8, 12 08 12 Weekend F 11 Fall W 12Winter S 12Spring The purpose of this year-long program is to help students develop the skills needed to assess their communities, capture their observations, and articulate them in a useful form. Program participants will work to improve their written and verbal communication skills, ability to collect and analyze data, and think critically as they explore what makes communities work.  We start with the proposition that success – professional or personal – is dependent in part upon being able to tell our story. Whether we are writing a business plan, a novel, or a job application, we need to get our message across, be understood, and hopefully motivate our audience to respond positively. The ability to explain ourselves, ask clearly for what we want, establish purpose, or give direction all involve telling a story. To explain, ask, and direct are all examples of relational activities that also help communities to function. Communities also have stories, as do communities within communities. We will examine who gets to construct and tell the meta-narrative of communities and why, how multiple and sometimes conflicting narratives of community develop, and strategies for developing more equitable access to constructing the story of community. The term “community” literally means a collective sharing of gifts (from the Latin: , "with/together" + , "gift").  Our class will itself become a community, in this case a learning community:  a group of supportive individuals engaged in collective inquiry and analysis about what makes communities work.  Students will work in teams as they learn research skills, participate in field activities, and keep a record of their progress through a variety of assignments, such as mapping, journaling, oral histories, and data analysis. Just as a story – and a community – has a beginning, middle, end, and sometimes a re-birth, this program will follow a similar pattern in its structure. Fall quarter will focus on how relationships start and how communities begin.  Working from observations made from individual to collective levels, we will use literature, theoretical models, and system thinking activities to explore how formative experiences and events determine the structure and function of a community. During winter quarter, students will explore the practical day-to-day functioning of a community. Field research will involve exploring diverse experiences and multiple meanings embodied in a single community. This will involve the use of mixed media, interviews, and extensive writing to map and record the workings of a community. Students will test theoretical models of how systems work against the lives of community members interviewed, and what they can observe and record themselves. Spring quarter will focus on what causes communities to stop functioning.  Using literature, primary source material and field research we will explore what keeps communities from sustaining themselves.  Students will investigate the challenges communities face as they attempt to weather social, economic, geographic, and environmental changes. Students in the 12-credit option will choose a community-based organization that compliments program themes and do an in-program internship of 10 hours per week, plus a weekly thematic journal and final synthesis project integrating their community and academic work. Students will be responsible for selecting and contacting an organization to set up the internship with activities that serve the organization and student skills, goals, and interests. government and public service, leadership, management, education, media, nonprofit organization, public health, social services Suzanne Simons Carolyn Prouty Stephen Buxbaum Sat Junior JR Senior SR Fall Fall Winter Spring
Thinking it Through: Ethics at Work
Stephen Beck and Joli Sandoz
  Course FR–SRFreshmen - Senior 4 04 Evening F 11 Fall What's the right thing to do when as an employee you witness illegal actions?  Whose interests should take priority in pricing and hiring decisions?  What choices can you make when your supervisor tells you to ignore company policy?  Employees sometimes face situations such as these that suggest a conflict between being a good employee and being a good person.  We will study several approaches to ethical decision making in conjunction with the Washington State Ethics law, case studies, films, and short fiction in order to clarify issues faced at work.  This course meets in conjunction with the program . (You may enroll either in for 8 credits or for 4 credits, but you may not enroll in both.) business, ethics Stephen Beck Joli Sandoz Wed Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall
Washington State Legislative Internships
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