2011-12 Catalog

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2011-12 Undergraduate Index A-Z

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Sociology [clear]

Title   Offering Standing Credits Credits When F W S Su Description Preparatory Faculty Days Multiple Standings Start Quarters Open Quarters
Stephanie Coontz
  Program FR–SRFreshmen - Senior 16 16 Day F 11 Fall In the second half of the program we discuss the origins of 20th-century marriage and parenting norms and explore the dramatic shifts that have occurred in family formation and relationship norms over the past 50 years. Students will also do individual projects that will culminate in presentations at the end of the quarter. These will cover topics such as the causes and consequences of divorce, the changing dynamics of cohabitation, singlehood and marriage, the emergence of new sexual norms, legal issues connected with changing family structures and practices, the rise of biracial and multiracial families, and debates over same-sex marriage and parenting. Many of our topics will be controversial. We seek not simple answers but intelligent questions to inform our study. Students are expected to consider several different points of view, to fairly evaluate arguments with which they disagree, and to explore the possible contradictions or exceptions to their own positions. You should expect to back up your position with concrete examples and logical argumentation, and be prepared to be challenged to defend your positions. We are not simply sharing feelings or exchanging points of view but rigorously testing different interpretations and theories against each other. Because this is a demanding and intensive program, student should not attempt to work more than 15 hours a week. sociology, history, family studies, research, social work, teaching, family law and counseling. Stephanie Coontz Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall
Mary Dean
  Course FR–SRFreshmen - Senior 4 04 Evening F 11 Fall Doing well while doing good is a challenge. Whereas some kind of help is the kind of help that helps, some kind of help we can do without. Gaining wisdom to know the paths of skillful helping of self and others is the focus of this four-credit course. We will explore knowing who we are, identifying caring as a moral attitude, relating wisely to others, maintaining trust, and working together to make change possible. Mary Dean Tue Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall
Douglas Schuler and John Baldridge
  Program SO–SRSophomore - Senior 8, 12 08 12 Evening and Weekend W 12Winter S 12Spring We are increasingly confronted with problems that cannot be solved by individuals acting alone—from world financial crises to global warming, from peak oil to toxins in neighborhoods.  At the same time a host of cultural, political, material, and social barriers often stand in the way of working together.  How can we act collectively to address these massive challenges?  How can we develop and use the social capital we have to preserve and protect "the commons" and our shared future?  How can we develop and nurture the "civic intelligence" that will help ensure our collective actions produce the best outcomes? In this two-quarter program, we will consider and critique cases of collective action as diverse as the ongoing wave of factory takeovers in Argentina, the Spanish/Basque worker cooperative movement, the use of GIS and GPS technologies during the 2010 Haiti earthquake, and the movement to "Occupy Wall Street."  We will examine ongoing socio-environmental projects, problems, and current proposals for solutions—from the question of why an obese population still buys “French fries” to the demands for a greater public voice in shaping our economic systems, from the reintroduction of wolves in the American west to the massive proposed “geoengineering” of the earth itself (e.g. the dumping of millions of tons of iron into the ocean to recapture carbon dioxide). Through both quarters, we will use case studies to explore the nexus of the "natural" and the "human" and challenge the notion that these are separate concepts. We will gain a greater understanding of how environment and society interact.  We will investigate ways to analyze, address, and act to change both society and environment.  This approach to knowledge and action will require a re-examination of all-too-often oversimplified notions of "the commons," social capital, organized protest, and political discourse.  Both winter and spring quarters will include theoretical readings and workshops.  Spring quarter will also involve student projects with the goal of effecting real-world change. Students registering for 12 credits will work towards establishing and maintaining a Civic Intelligence Research Action Laboratory that supports ongoing community projects.  There will be opportunities for students to serve in various roles on different projects.  There will also be a student-led "think tank" group that produces white papers, case studies, and other resources for the projects. Douglas Schuler John Baldridge Wed Sat Sophomore SO Junior JR Senior SR Winter Winter Spring
Barbara Laners
  Program FR–SRFreshmen - Senior 8 08 Day Su 12Summer Full This class will examine the role of women of color in the development of America's social, economic, legal, and political history. It will focus on issues ranging from suffrage to the civil rights movement and beyond; all aspects of the gender/racial gap in those spheres will be explored. history, law, teaching, sociology, political science, social services Barbara Laners Tue Thu Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Liza Rognas
  Program FR–SRFreshmen - Senior 16 16 Day W 12Winter Democracy assumes individual inclusion as critical components of its success as a structure of government. This program examines the tension between social, political and economic exclusion in American history and the inclusive assumptions but exclusive realities of democratic processes. Students will investigate the historical origins of exclusion in contemporary society as part of individual and group research projects.The program offers opportunities for meaningful intellectual engagement in social and institutional histories explored through program texts, informed seminar discussions, films, lecture and field trips. Student research topics may include contemporary issues related to ethnicity and race; gender and sexuality; religion; immigration and citizenship; labor and work. By integrating program materials and information with independent research, students will learn to recognize current political and social processes of exclusion and their historical roots. A specific focus on issues of justice will engage students in learning about current groups and political processes that address exclusionary policies with progressive ideas and practices. Books will include ; and . Liza Rognas Mon Tue Wed Freshmen FR Sophomore SO Junior JR Senior SR Winter Winter
Samuel Schrager
Signature Required: Winter 
  Contract SO–SRSophomore - Senior 16 16 Day W 12Winter This Individual Studies offering is for students with some fieldwork experience who want to undertake more advanced ethnographic study about persons, a group, an organization, a community, or a place. The focus can be on any topics meaningful to those involved in the study--for instance, cultural identity, oral history, values, traditions, equality, and everyday life. Sam will provide guidance on ethnographic method (including documentation, interpretation, and ethics) and on creative non-fiction writing for a final paper about the study. An internship or volunteer work can be linked to the project. (Students interested in this offering are also encouraged to consider enrolling in , where they can pursue a major independent project of this kind as part of an ongoing learning community.) Samuel Schrager Sophomore SO Junior JR Senior SR Winter Winter
Peter Bohmer
Signature Required: Spring 
  Contract SO–SRSophomore - Senior 16 16 Day S 12Spring This is an opportunity for advanced students to create their own course of study and research in political economy, social movements or related subjects.  The faculty sponsor will suppport students in carrying out studies in social movements, national or global; alternate economic systems, the 1930's, the 1960's, Latin American studies, Greece, political economy, radical and revolutionary theory; the contemporary economic crisis, poverty, racism and anti-racism, labor studies and labor history, U.S. foreign policy, Cuba, history of economic thought, the economics of inequalithy, immigration, or 20th and 21st century U.S. history. Peter Bohmer Sophomore SO Junior JR Senior SR Spring Spring
Toska Olson
Signature Required: Winter 
  Contract SO–SRSophomore - Senior 16 16 Day W 12Winter Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unique combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Students interested in a self-directed project, research or internship in sociology or gender studies are encouraged to apply. Successful students will be self-motivated, disciplined, and eager to engage in rigorous independent study. Toska Olson Wed Sophomore SO Junior JR Senior SR Winter Winter
Laura Citrin and Anne de Marcken (Forbes)
  Program FR–SRFreshmen - Senior 16 16 Day F 11 Fall   Jean-Paul Sartre (1948) What are emotions, sentiments, and feelings? From whence do emotions come? What functions do they serve, both for the individual and for society? In this full-time psychology program, we will examine the ways that emotions -emotional experience and expression- are connected with cultural ideologies and assumptions. We'll cover the "big five" emotions: anger, sadness, happiness, disgust, and fear, as well as the socio-moral emotions like embarrassment, contempt, shame, and pride. We will also discuss the field of positive psychology and its analysis of the positive emotions (e.g., joy, hope, interest, love) and the role they play in what positive psychologists refer to as "the good life." We will study the ways emotions are expressed, avoided, embraced, and rejected according to complex display rules that vary across culture and within culture based on gendered, raced, and classed social norms. Underlying all of this discussion will be an analysis of the ways that power operates on and through us to get under our skin and into what feels like our most personal possessions -our emotions. The interrogation of emotions in this program will occur via readings, lectures, films, workshops, and twice-weekly, student-led seminars. Students will also engage in the process of primary data collection for a research project centered on an emotion that is of particular interest to them. Conducting research will enable students to participate first-hand in knowledge production within the interdisciplinary domain of affect studies. Readings will be selected to provoke thought and incite debate and discussion. Possible texts include Larissa Tiedens & Colin Leach (Eds.), ; Melissa Gregg & Gregory Seigworth (Eds.), ; Sara Ahmed, ; William Miller, Tom Lutz, ; and Barbara Fredrickson, psychology, sociology, mental health, and cultural studies. Laura Citrin Anne de Marcken (Forbes) Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall
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
Yvonne Peterson, Bill Arney and David Rutledge
Signature Required: Winter  Spring 
  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
Yvonne Peterson and Gary Peterson
  Program FR–SRFreshmen - Senior 16 16 Day F 11 Fall W 12Winter S 12Spring This program will prepare learners to work effectively in institutions that have historically viewed Indians and their cultures as deficient and tried to force them into the mainstream. Learners will research the laws and policies of Indian Education and Indian Child Welfare from treaty time to present and select a topic for in depth coverage. Learners will learn techniques of "River of Culture Moments" to apply to documentary and interactive timelines. The learner-centered environment will provide an opportunity for students to be exposed to research methods, ethnographic research and interviewing techniques, writing workshops, computer literacy, library workshops, educational technology, and to learn how to develop inquiry-based curriculum. Individual research projects will pay special attention to "storymaking" by looking at Indian individuals attempting to make a difference in times of political encounters with laws meant to destroy Indian culture. Ethnographic studies will include historical and political implications of encounters, and cross-cultural communication. Learners will explore Native American perspectives and look at issues that are particularly relevant to Indigenous people of the United States. Learners will meet and learn from Indian educators and social workers, attend thematic conferences on the topic, and may travel to several Indian reservations. They will explore personal culture and identity through writing and recording their own cultural framework. Spring quarter will include an option for an in-program internship. Transferable cross-cultural and identity skills will be emphasized. Students will examine their own identity, values and life histories as a basis for understanding what they bring to a cross-cultural encounter and how it affects their practice as social workers and educators. social work, K-12 education, tribal administration, social sicences, multicultural studies and human services. Yvonne Peterson Gary Peterson Mon Thu Fri Sat Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall Winter Spring
Emily Lardner and Gillies Malnarich
  Program SO–SRSophomore - Senior 8, 12 08 12 Evening and Weekend F 11 Fall W 12Winter How, in the context of overwhelming social and environmental problems, do people make a difference? Where do people start, what do they need to be successful, and what does “making a difference” actually look like? The purpose of this two quarter program is to help students develop their understanding of how social change happens, to consider the possibility that Paulo Freire's notion of “critical hope” is reasonable, and to develop a deeper appreciation for an education that supports the development of habits of mind and everyday practices necessary to make a difference. In winter quarter, students will ground their studies of how social change happens in contemporary contexts. Drawing on insights gained from their studies of and the Citizenship Schools, students will develop a critical framework for analyzing and organizing approaches to topics that emerge from shared reading, from current social issues, and from students’ own experiences and interests.  Students will be working in groups to develop intensive case studies based on the program’s core questions. Likely areas for these cases include the pursuit of human rights, local responses to climate change/sea level rise, local organizing around sustainable food systems, and local and statewide efforts to provide an education of quality for students at all levels. Building on a practice started in fall quarter, the program will host a series of community conversations tied to the case studies. Students will be able to discuss core questions with community leaders—how they decide which issues to work on, which tools and strategies are most useful in that work, and the effect they hope to have on the community. We will consider critical puzzles and possibilities. Time in class is considered —a chance to pursue ideas and develop skills with others through workshops, seminars, and intensive reading/writing and analytic exercises. Students in winter will also select an additional reading to pursue with others, and design a workshop for the program at large using principles of popular education. Throughout our work together, students will have opportunities to develop their own perspectives on what is needed to make a difference in the contexts where they live and work. Students pursuing the 12 credit option will choose between an internship option or an writing intensive option. Both options will entail additional out-of-class meetings with students and with faculty, including end of day Saturday and end of class Monday evenings, plus other times to be determined by schedule and location (i.e. a Seattle writing group might find a time that is mutually convenient for meeting). education, law, community development, journalism Emily Lardner Gillies Malnarich Mon Sat Sophomore SO Junior JR Senior SR Fall Fall Winter
Lawrence Mosqueda
Signature Required: Spring 
  Program JR–SRJunior - Senior 16 16 Day S 12Spring "I am not a Marxist." -Karl Marx "The history of all hitherto existing society is the history of class struggles." -Karl Marx "Sit down and read. Educate yourself for the coming conflicts." -Mary Harris (Mother) Jones If one believes the current mass media, one would believe that Marxism is dead and that the "end of history" is upon us. As Mark Twain is reported to have said upon news accounts of his demise, "The reports of my death are greatly exaggerated." The same, of course, is true for Marxist Theory. Few Americans have read more than , if that. Very few "educated" people have a clear understanding of Marx's concept of alienation, the dialectic, historical materialism, or his analysis of labor or revolutionary change. In this course we will examine the development of Marx's thought and Marxist Theory. We will read and discuss some of Marx's early and later writings as well as writings of Lenin and others. We will also explore concrete examples of how "dialectics" and "materialism" can be applied to race and gender issues. At the end of the program, students should have a solid foundation for the further study of Marxist analysis. social science and law, and education. Lawrence Mosqueda Tue Thu Junior JR Senior SR Spring Spring
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
Douglas Schuler
  Program SO–SRSophomore - Senior 8 08 Evening and Weekend F 11 Fall Since the early 20th Century, there have been many attempts to judge and measure intelligence in individuals; but teams, seminar groups, companies, and countless other groups of people can also be intelligent.  The ability of groups to act intelligently for the common good will be critical to our future, so we must attempt to understand patterns of intelligence for groups.The program will explore a variety of research questions related to intelligence.  In what ways are a collection of individuals intelligent?  What can be done to help groups act more intelligently?  How can you tell if a community is acting intelligently, and what could you try to do to change it if it isn't?  How can an educational institution promote this type of civic intelligence? What would a "research / action laboratory" with this focus look like at Evergreen?At the same time, this program will investigate the nature of some of the problems we would like intelligent groups to solve.  Some problems, for example, can be answered with facts while others require extensive deliberation and action and even then won't be "solved" like a problem in mathematics can be said to be solved.  Some problems are urgent while others may go away, more or less on their own.Our studies will make use of concepts from sociology and other relevant fields such as social capital, networks, framing, mental models, and participatory design.  We will see a variety of films and TED talks and read texts from a variety of disciplines including sociology, geography, political science, media studies, and cognitive science.This program is designed to lead into the winter program Patterns of Intelligence: Civic Intelligence and the spring program Patterns of Intelligence: Collective Action.  Work in those future programs will be more project-based as we form partnerships and collaborate with real-world communities and organizations locally and across the region and the globe. Douglas Schuler Wed Sat Sophomore SO Junior JR Senior SR Fall Fall
Lawrence Mosqueda
  Program FR–SRFreshmen - Senior 16 16 Day F 11 Fall This program focuses on the issue of power in American society. In the analysis we will investigate the nature of economic, political, social, military, ideological and interpersonal power. The interrelationship of these dimensions will be a primary area of study. We will explore these themes through lectures, films, seminars, a journal and short papers. The analysis will be guided by the following questions, as well as others that may emerge from the discussions: What is meant by the term "power"? Are there different kinds of power and how are they interrelated? Who has power in American society? Who is relatively powerless? Why? How is power accumulated? What resources are involved? How is power utilized and with what impact on various sectors of the population? What characterizes the struggle for power? How does domestic power relate to international power? How is international power used? How are people affected by the current power structure? What responsibilities do citizens have to alter the structure of power? What alternative structures are possible, probable, necessary or desirable? In this time of war and economic, social and political crisis, a good deal of the program will focus on international relations in a systematic and intellectual manner. This is a serious class for serious people. Please be prepared to work hard and to challenge your and others' previous thinking. social sciences, law and education. Lawrence Mosqueda Tue Wed Thu Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall
Talcott Broadhead
  Program SO–SRSophomore - Senior 8 08 Day and Evening Su 12Summer Full In this Transgender Studies, trans* and queer-affirmative course we will examine current voices and theories on gender identity and gender difference from queer and transgender perspectives.  We will investigate how gender is defined, interpreted, and distinguished all around us. We will critically explore contemporary theoretical and cultural works and consider how they inform and challenge our understanding of sex, gender, sexuality, and the body. Noticing the tensions as well as convergence between transgender, queer, and feminist perspectives, we will explore how these different communities may engage with each other and build productive alliances.This course will investigate the legal restrictions, systems of oppression, and administrative violence that informs the systematic disenfranchisement and pathologization of trans* identities.  We will consider voices and movements that promote informed consent access to trans* healthcare, trans*formative justice and radical social transformation.As most of the theoretical and historical writings that we will explore are by North American authors, we will examine the limitations of these pieces across intersecting identities.  The course will also be informed by film, music, and guest lectures by various trans*, queer, and feminist authors, activists, and allies.  Course discussions may center on representation and self-presentation, silence and voice, transgender/gender non conforming history,  feminist theory,  visibility, invisibility, empowerment, ally-ship, and anti-oppression work. Together we will engage in un-learning the binary and work to define and shift the behaviors that have created a climate of systematic gender injustice. social work, social services, counseling, advocacy, health-related services Talcott Broadhead Tue Wed Sophomore SO Junior JR Senior SR Summer Summer
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
Toska Olson and Heesoon Jun
  Program JR–SRJunior - Senior 16 16 Day F 11 Fall W 12Winter S 12Spring The major goal of the program is to link theory and practice. Students will have opportunities to understand abstract theories by applying them to projects and activities and by putting them into practice in real-world situations. This three quarter program involves learning psychological and socialogical perspectives in fall quarter, applying them to field work in winter and spring quarters, and returning to the classroom in spring quarter to assess what worked and to suggest future improvements.During fall quarter, students will study psychological and sociological perspectives on identity, effective communication, society, social problems and human service work. Students will examine questions such as: Where do I fit within my community? How does my society influence me? How can I have a positive impact on my community and society? Students will explore the reciprocal relationship between self and community through program readings, consciousness studies, class activities and fieldwork exercises.During the second half of winter quarter and the first half of spring quarter, students will make meaningful service contributions to local, national, or international organizations by participating in an internship or volunteer work for 35 hours a week, the equivalent of 14 credits. Students serving outside the local area will communicate electronically with the faculty to ask questions and discuss their learning, and students serving locally will meet with faculty and peers every other week for seminar discussions.Students will return to the classroom in the middle of spring quarter to reflect on, critically examine and integrate their fall quarter theoretical learning with their winter and spring quarter practical experience. The major project this quarter will be a synthesis paper that details this integration, proposes how to more effectively prepare students for community work and develops effective guidelines for serving the community. In the spring, students may continue their community work for four of the 16 credits.Studies will encompass lectures, workshops, seminar discussions, reading, writing, research, small group collaboration and student presentations about topics related to self and community. Students who successfully complete this program will gain considerable experience with applied work in the social sciences, non-profit organizations, and human services and with independent scholarly research and writing. psychology, sociology, social work and human services. Toska Olson Heesoon Jun Mon Wed Thu Junior JR Senior SR Fall Fall Winter
Laura Citrin
  Program FR–SRFreshmen - Senior 16 16 Day S 12Spring Eliot Aronson, , 2012 In this full-time program, we will explore the fundamentals of social psychology, the field that bridges psychology and sociology, to examine how people think, feel, and behave because of the real (or imagined) presence of social others. This program starts with the premise that human beings are inherently beings informed, influenced, and constituted by the social world. Using this perspective as a launching off point, we will investigate everyday life--from the mundane to the extraordinary--as it is lived and experienced by individuals involved in an intricate web of social relationships.  This social psychological view of the self explores the ways that individuals are enmeshed and embodied within the social context both in the moment and the long-term, ever constructing who we are, how we present ourselves to the world, and how we are perceived by others. Through lecture, workshop, twice-weekly seminar, film, reading, writing and research assignments, we will cover most of the fundamental topics within the field including: conformity, emotions and sentiments, persuasion and propaganda, obedience to authority, social cognition, attitudes, aggression, attraction, and desire. We will also discuss epistemology (the branch of philosophy concerned with how we know what we know) as we learn about and practice social psychological research methods. A final project will be to conduct primary and secondary research on a social psychological phenomenon of students’ own interest, and to use one’s findings to create a segment for a podcast in a style similar to NPR’s “This American Life” radio show. Laura Citrin Mon Wed Thu Freshmen FR Sophomore SO Junior JR Senior SR Spring Spring
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
Peter Bohmer
Signature Required: Spring 
  SOS SO–SRSophomore - Senior 10 10 Day and Evening S 12Spring Students will participate in and study topics related to the Occupy Movement.  As part of their SOS program, students will participate in the weekly Occupy Symposium. We will aanalyze and examine  diverse strategies and perspectives within the Occupy Movement, and develop skills valuable for building the occupy movement. The focus of one's study and participation can be the Occupy Movement in Olympia or in other locales. Studying similar movements in other countries such as "the Indignados" in Spain is also acceptable.  In addition to the Occupy Symposium, we will meet once a week as a group. Most of the work and credit will be based on participation and reflection in the Occupy and related social movements, although there will be some common readings. Peter Bohmer Mon Thu Sophomore SO Junior JR Senior SR Spring Spring
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
Ariel Goldberger
Signature Required: Fall 
  SOS SO–SRSophomore - Senior 16 16 Day and Weekend F 11 Fall This is a program for students seriously interested in study-related or research projects involving an individually designed journey or travel. There is a long and revered tradition of humans embarking on journeys for the purpose of learning to develop self-awareness, get to know the world outside of what is familiar, engage in a spiritual quest, or expand the student's sense of what is possible. Travel has been a powerful academic, experiential and research component in the life of many scholars, artists, writers, mystics and scientists. For thousands of years, humans have developed intercultural awareness, valuable communication skills, resourcefulness, spiritual awareness, cultural understanding, and a sense of the relativity of their personal views by engaging in it. Travel can be deeply transformative. This program is an educational offering designed for self-directed students who desire to benefit from engaging in educational travel as part of their learning at Evergreen. Students interested in registering must have a project in mind that requires travel as a central component of their learning. Individual projects should involve or prepare for some form of travel for the purpose of learning, research, interdisciplinary studies, writing, volunteering, learning languages, studying historical events at their source, studying spiritual quests, understanding or studying other cultures, learning about a culturally relevant artifact or artistic expression at its source, developing a career in the leisure or tourism industry, or any combination thereof. Serious, self-directed and responsible students are encouraged to register. Students will spend the first one or two weeks finishing intensive preparatory research on their specific destinations, to acquaint themselves with the historical and cultural context of their place of destination, understand cultural norms, and study any relevant legal issues. Participants will prepare plans to be ready for emergencies or eventualities as well, since students will be responsible for making all necessary arrangements for their travel, room and board, as well as budgeting for individual expenses related to their projects. Once the initial preparation is completed, participants in the program will embark on their travel-related practicum or project, and report regularly to the faculty using a procedure negotiated in advance. Participants will be required to document their experience effectively in order to produce a final report. Participants will return to Olympia by week 10 to present the final report of their experience and project to the class at the Olympia campus, unless specifically arranged in advance with the faculty by week two. Please Note: This program is a Study Abroad academic offering. Those students who have demonstrated academic progress and who have projects that take more than a quarter are advised to negotiate an ILC with Ariel Goldberger to accommodate their learning needs. the humanities, consciousness studies, cultural studies, arts, social sciences, and the leisure and tourism industry. Ariel Goldberger Sophomore SO Junior JR Senior SR Fall Fall
Stephanie Kozick
  Program FR–SRFreshmen - Senior 8 08 Day Su 12Summer Session II is an academic, travel-based study of life and the arts in urban settings.  This 5-week program begins with an on-campus week of introduction to urban studies and travel field study planning, followed by a three week field study in a city chosen by each individual student according to his or her academic aims and financial means.  The final week on campus will be devoted to field study reflection writing and formal student field study presentations.  Field study options include, among others, architecture, the arts, business, city planning, housing, transportation, environmental concerns, and city writing and literature. Stephanie Kozick Tue Wed Thu Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
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
Douglas Schuler and John Baldridge
Signature Required: Spring 
  Research SO–SRSophomore - Senior V V Evening and Weekend S 12Spring Civic intelligence attempts to understand how "smart" a society is in addressing the issues before it and to think about – and initiate – practices that improve this capacity. It is a cross-cutting area of inquiry that includes the sciences – social and otherwise – as well as the humanities. Visual art, music, and stories, are as critical to our enterprise as the ability to analyze and theorize about social and environmental issues.This independent learning opportunity is designed to allow students of various knowledge and skill levels to work with students, faculty, and others inside and beyond Evergreen who are engaged in real-world research and action in actual and potential projects. The program will help students develop important skills in organizational and workshop design, collaboration, analysis and interpretation, written and oral communication, and critical thinking skills. We also expect to focus on the development of online services, information, and tools, including civic engagement games and online deliberation.Although there are many ways to engage in this research, all work will directly or indirectly support the work of the Civic Intelligence Research and Action Laboratory. These opportunities will generally fall under the heading of "home office" or "field" work. The home office work will generally focus on developing the capacities of the CIRAL lab and/or the CCBLA or engaging in research, media work, or tech development that will support the community partnerships. The field work component will consist of direct collaboration outside the classroom, often on an ongoing basis. Students working within this learning opportunity will generally work with one or two of the clusters of topics and activities developed by previous and current students. The first content clusters that were developed were (1) CIRAL vs. homelessness; (2) environment and energy; and (3) food. In addition to a general home office focus cluster on institutionalizing CIRAL, another focused on media and online support.We are also hoping to support students who are interested in the development of online support for civic intelligence, particularly CIRAL. This includes the development of ongoing projects such as e-Liberate, a web-based tool that supports online meetings using Roberts Rules of Order, and Activist Mirror, a civic engagement game, as well as the requirements gathering and development of new capabilities for information interchange and collaboration. Douglas Schuler John Baldridge Wed Sophomore SO Junior JR Senior SR Spring Spring
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
Robert Knapp and Clarissa Dirks
Signature Required: Winter 
  Program FR–SRFreshmen - Senior 16 16 Day F 11 Fall W 12Winter More than two billion people in the world lack access to clean water and sanitation, but each person in the United States uses an average of 80 gallons of clean water daily. Scientific innovations have led to the development of vaccines, yet in developing countries the lack of good refrigeration makes it difficult to deliver heat-intolerant vaccines to many of the people who need them. Clean water and electricity for refrigeration are only two examples of how our societal infrastructure provides U.S. citizens with services that are not available in many other places.This program will examine the scientific, technical, and political issues behind these problems and explore potential avenues toward a healthier and more sustainable world. To explore these broader themes, we will focus on everyday issues such as drinking water, waste water, infectious disease and household energy. We will investigate the definition of needs, the development of techniques, and the building of effective organizations for spreading information and solutions for topics such as bioremediation, rainwater catchment, vaccine delivery and efficient stoves.In the fall we will examine several case studies relevant both to western Washington and to other regions of the world, such as sustainable treatment of human waste at a personal level and as a problem of community infrastructure, climate impacts of household energy use for cooking, or equitable mechanisms for distributing vaccines or other measures against infectious disease. We will study techniques and behaviors that work at the individual level, and we will investigate ways that social networks, markets, and private and public organizations allow scaling up from demonstrations to widely effective programs. Students will learn concepts from molecular biology, microbiology, ecology, mechanical and civil engineering, and organizational theory, as well exploring key questions of ethics and values. In the winter, students will continue to build their background knowledge and apply their learning to develop well-researched project plans which can be executed, at least as a proof of principle, within the constraints of our program.Students will read books and articles, write short papers that reflect on the case studies and academic topics we investigate, take active part in workshops, laboratory sessions and field trips, and acquire presentation skills. Students can expect both individual and collaborative work, including the possibility of significant interaction with local sustainability workers. The winter project will lead up to a presentation to the entire class at the end of the program. biology, health, civil engineering, mechanical engineering, community service, development studies, and organizational sociology. Robert Knapp Clarissa Dirks Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall Winter
Samuel Schrager, Chico Herbison and Nancy Koppelman
Signature Required: Winter 
  Program FR–SRFreshmen - Senior 16 16 Day F 11 Fall W 12Winter S 12Spring These words of Ralph Ellison's are the starting point for our inquiry. This program will explore diversity and unity in the United States through outstanding narratives by artists and scholars who, like Ellison, capture distinctive characteristics of the hybridity endemic to American experience. Students will use these studies to take their own fresh looks at American life and to become adept practitioners of the writer's craft.The program involves close reading of literary, historical, and anthropological-sociological texts, and attention to traditions of story, music, film and humor. We will consider a range of group experiences-African American, Asian American, Jewish, working-class, place-based, queer, female, youth, differently-abled, and others. We will focus on understanding dynamics between historical pressures and legacies, and present realities and aspirations. How, we will ask, have race relations, immigrant experiences, and family life both expressed and extended democratic ideals, and both embodied and challenged a wide range of power hierarchies? What are the most compelling stories that this unpredictable culture has produced, and how have they nourished and articulated community? What will be the impact of emergent technologies on the increasingly permeable boundaries between human and machine, "real" and virtual, self and other, particularly for the making of democracy?Fall and the first half of winter will feature intensive practice of writing in non-fiction, imaginative and essay forms. Research methods will also be emphasized: ethnographic fieldwork (ways of listening, looking, and documenting evidence to make truthful stories), and library-based scholarship in history, social science and the arts. From mid-winter to mid-spring, students will undertake a full-time writing and research project on a cultural topic or group in a genre of their choice, locally or elsewhere. These projects are akin to the kinds that students pursue with Individual Learning Contracts; students in Writing American Cultures will undertake them in community, with strong faculty support. The project is an excellent context for senior theses. In the final weeks of spring, students will polish and present their writing in a professional format. Throughout the program, dialogue about our common and individual work will be prized. Among the fiction writers we may read are William Faulkner, Maxine Hong Kingston, Herman Melville, Toni Morrison and Ishmael Reed; essayists Gerald Early, Ralph Waldo Emerson, Albert Murray, Cynthia Ozick and Mark Twain; ethnographers Joan Didion, Zora Neale Hurston, Joseph Mitchell and Ronald Takaki; historians John Hope Franklin, Oscar Handlin and C. Vann Woodward. Films may include , , and Music we'll hear may be by Louis Armstrong, John Coltrane, Bob Dylan, Jimi Hendrix, Billie Holiday, Janis Joplin, and Tupac Shakur. Humor/comedy will be provided by Lenny Bruce, Margaret Cho, Richard Pryor, and others. Students who are serious about becoming capable writers are warmly invited to be part of this program. Those who give their time and energies generously will be rewarded by increasing their mastery as writers, critics and students of American culture and society. the humanities and social sciences, community service, journalism, law, media and education. Samuel Schrager Chico Herbison Nancy Koppelman Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall Winter