2011-12 Undergraduate Index A-Z

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Title	Offering	Standing	Credits	Credits	When	F	W	S	Su	Description	Preparatory	Faculty	Days	Multiple Standings	Start Quarters	Open Quarters
Academic Writing as Argument (A) Emily Lardner writing	Course	FR–SRFreshmen - Senior	4	04	Evening and Weekend			S 12Spring		This course focuses on the ways writers make arguments in a variety of contexts. Our initial shared topic will be climate change, which we will explore from various disciplinary and interdisciplinary perspectives. Within that topic, we will examine and practice strategies for taking positions, considering objections, and using evidence. No science background is necessary. In addition to writing an argument related to our shared topic, each student will select a topic of their own for a second project.		Emily Lardner	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Academic Writing as Argument (B) Emily Lardner writing	Course	FR–SRFreshmen - Senior	4	04	Evening and Weekend			S 12Spring		This course focuses on the ways writers make arguments in a variety of contexts. Our initial shared topic will be climate change, which we will explore from various disciplinary and interdisciplinary perspectives. Within that topic, we will examine and practice strategies for taking positions, considering objections, and using evidence. No science background is necessary. In addition to writing an argument related to our shared topic, each student will select a topic of their own for a second project.		Emily Lardner	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
An Educated Society Stephanie Kozick and Leslie Flemmer education history literature outdoor leadership and education psychology writing	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		This is an inquiry-based program structured as a collaborative effort to engage authentic questions about the process of learning. What is an educated society and what does it mean to become educated within a society? Whose ways of knowing count in such educational pursuits assumed to ultimately achieve happiness and personal fulfillment? Can one be considered “educated” if one lacks educational credentials, cultural knowledge of the arts, political awareness, or social and economic connections? And, to what end and in what means must we even consider these questions? In this program, we will inquire about the role that educators, artists, authors, and the environment play in guiding us toward a more vibrant and holistic outlook. This comprehensive inquiry requires an interdisciplinary curriculum designed to employ dialogue and the arts in an examination of what is meant by the term “education.” The program will include student-centered learning activities of readings, discussions, talks, film, and expressive projects.Students who are curious about paths to knowledge, the field of education, social justice, and cultural and historical considerations can join us in a wide-ranging examination of our diverse society. Students can expect to work collaboratively to think, learn, and interpret how individuals form, interact in, and become participants in an educated society while engaging topics that include critical pedagogy, arts and humanities, and the construction of knowledge through social networks and cultural practices. Motivated, open-minded students willing to work with others in critical discussions of readings, to experiment with the arts and writing projects, and to closely observe the contributions of others will gain new perspectives about what matters when contemplating an educated society. At quarter’s end, students will be able to identify their own and others efforts to understand what it means to be educated. Some of the authors who will have contributed to that understanding are: Virginia Woolf, Paolo Freire, William Ayers, James Baldwin, John Dewey, Terry Tempest Williams, Sherman Alexi, Gerald Durrell, and Maxine Green.		Stephanie Kozick Leslie Flemmer	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
The Architecture of Human Movement Stephanie Kozick and Robert Esposito dance history literature somatic studies writing	Program	SO–SRSophomore - Senior	16	16	Day	F 11 Fall				This program is intended for students who are eager to pursue academic and personal explorations of human development. This program will feature inquiry into the richness, density, and complexity of human awareness, development, and relationship by integrating a theoretical and practical study of human development with movement and dance Students will gain a vocabulary for specific ways of talking about human development and movement, which will involve a study of key influences: Kegan’s ideas about the problems and process of human development, Piaget’s developmental expressions of physical knowledge, Laban analysis, and Alwin Nikolais’ formal analysis of space, shape, time, and motion. The concept of "motion" will be addressed as the refinement or qualification of “movement” into an infinity of potential aesthetic expressions. The ways in which we develop as human beings involves a set of areas that include cognitive development, social/emotional development, language development, and physical development. The latter, physical development is an especially fascinating topic. The movement study in this program will be situated historically in the 20th-century. Rudolph Laban, along with many European artists and intelligentsia were influenced by Eastern thought, as well as by advanced science and technology. Historical events such as the World Wars spurred an aesthetic and intellectual diaspora leading to postmodern concepts of integrative thinking and holism in environmental and human affairs. These historical movements mark a pivotal transformational period toward the development of viable, holistic networks of integrative theory and technologies designed to inform and create a human community that respects uniqueness and diversity in service of sustainable living. Studio work will offer a practical mode of human movement study that will develop students’ personal somatic understanding. It will also involve group work by engaging the practice of Laban’s “movement choirs,” an expressive way of exploring human development through motion. Studio work will be placed in the context of living in a world of others that requires free exploration and creative play: fun with intent. This program's curricular activities will take an interdisciplinary approach that includes reading and discussing scholarly material, critiquing films, group and individual movement explorations, writing, and academic workshops.	human development, movement, and dance related fields.	Stephanie Kozick Robert Esposito		Sophomore SO Junior JR Senior SR	Fall	Fall
The Art of Writing Poetry Gail Tremblay literature writing	Program	SO–SRSophomore - Senior	16	16	Day	F 11 Fall	W 12Winter			Poets use language to create an experience for the reader by using images, metaphors, similes, rhythm and sound like musicians use notes, sound and rhythm to tempt audiences to feel deeply what can be known about the roots of the human condition. In this program, students will read poetry by a wide variety of writers, study poetic form and explore a variety of strategies for writing poetry. They will read by John Frederick Nims and David Mason and will be required to write at least two poems each week and to present those poems for discussion in a writers' workshop. Students will also be required to attend poetry readings, and to study poetry publications and strategies for publishing their work in a variety of magazines, journals and online sites. They will also have the opportunity to study chapbook and book length collections of poems and to discuss how poets choose and arrange poems to prepare them for submission to a press.	creative writing, editing, and teaching English.	Gail Tremblay	Mon Mon Tue Tue Thu Thu	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Arts In New York Ariel Goldberger architecture community studies consciousness studies cultural studies dance field studies language studies literature media studies moving image music queer studies somatic studies theater visual arts writing Signature Required: Spring	Program	FR–SRFreshmen - Senior	16	16	Day and Evening			S 12Spring		This program will immerse students in studying the intense and lively cultural life of New York City, the most active arts production center in the United States, and perhaps the world. Sessions will meet weekly in different cultural institutions to participate in art events as active audience members, to develop an educated and critical appreciation of the richness, complexity and current trends of artistic production in New York.We will spend two weeks on campus doing preparatory research in areas of each student's interest in order to create the structure for an individual project or practicum. Students may choose to create a project by engaging in artistic work, research, or both. Students will be responsible for making all necessary arrangements for room and board, as well as budgeting for individual event tickets. All students will be expected to present a final report of their experience and project.After the initial two weeks of research and preparation, participants in the program will fly to New York City for six or seven weeks, where they will engage in group and individual activities, depending on each student practicum or project. Students will attend some events as a group and some related to their own projects. We will attend events in a wide range of sites, from established world-renowned institutions to emergent art spaces.Depending on the season, performance events may include events in places such as PS 122, La MAMA, The Kitchen, HERE Art Center, off-off-Broadway small theaters, the Brooklyn Academy of Music, Broadway productions and Lincoln Center. Regular dance events may include modern dance performances, experimental works, festivals at the Joyce Theater, and more traditional ballet events in venues such as the New York City Ballet. Specific visual arts events may consist of trips to the gallery "scene" in Chelsea, PS1, MOMA, DIA Arts Center, The Met, under the radar spaces and other sites. We may attend poetry readings at places such as The Bowery Poetry Club, the Nuyorican Poets Cafe, The St. Marks Poetry Project, The Academy of American Poets and The New York Public Library. The class will also endeavor to attend other culturally relevant institutions such as the Japan Society, the Asia Society, The Jewish Museum, The Schomburg Center, The Dwyer Cultural Center and El Museo del Barrio to experience a wide range of cultural diversity. Most weekly group activities will be followed by a discussion or seminar.We will spend the final week of the quarter back on campus in Olympia, completing final report presentations for the whole class.	architecture, community studies, consciousness studies, cultural studies, dance, field studies, language studies, literature, media studies, moving image, music, queer studies, somatic studies, theater, visual arts, and writing.	Ariel Goldberger		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Between Image and Word Shaw Osha (Flores) and Trevor Speller aesthetics cultural studies literature visual arts writing	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		- Marlene Dumas (1984) In (1789; 1794), the English poet and painter William Blake famously presented his poems on pages surrounded by his own drawings. This kind of interrelationship of images and words is an artistic tradition that is still alive and well, in visual arts and book arts, from painting to graphic novels. This kind of work asks important questions of both literature and visual art, such as: This one-quarter, all-level program explores the relationships between visual art and the written word. Over the course of the program, we will be examining and producing singular works in which words and images each other - where one form does not privilege or illustrate the other. They both work in the service of art and aesthetics by framing and giving form to ideas. These hybrid works of language and art point to new and alternative ways of seeing, reading, and interpreting the world. We plan to take a look at the ways language has interacted with image: reading and seeing. The program work will be both creative and critical. In addition to reading and viewing artwork, criticism, and theory, students can expect to finish a small book of multi-, inter- or mixed medial writing and artwork by the end of the quarter that challenges and responds to the curriculum. The program includes lecture, seminar, and studio time.Of literary interest will be the traditions of concrete poetry, children's literature, graphic novels and book arts. Representative authors and artists may include William Blake, Lewis Carroll, Tom Phillips, John Cage, Alan Moore, Maurice Sendak, Barbara Lehman, Donald Crews, and others.Of artistic interest will be visual art that uses text and artists' books. Representative authors and artists may include Art Spiegelman, Cy Twombly, Philip Guston, Ed Ruscha, Ree Morton, Jenny Holzer, Raymond Pettibon, and others.In addition to primary works, students will be expected to read works of artistic and literary theory relating to issues germane to the program. Theorists such as Johanna Drucker, Roland Barthes, Edward R. Tufte, Roy Harris and Scott McCloud will help shape our understandings of the gaps between the image and the word.	visual art, writing, literature, and critical studies.	Shaw Osha (Flores) Trevor Speller		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Business and Sustainability: Myth or Method? Bobbie McIntosh and Rebecca Chamberlain business and management environmental studies leadership studies literature sustainability studies writing	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
Citizen Science: Ecoliteracy Frederica Bowcutt, Gaku Mitsumata and Jeff Antonelis-Lapp botany ecology environmental studies field studies natural history outdoor leadership and education writing	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter			As a learning community our central question will be: how can ordinary citizens assist in the important work of shifting society to more sustainable relations with the natural world? We will begin by examining what it means to be ecoliterate.In the fall we will focus on the natural history of the Puget Sound region and contrast that to eastern Washington’s high desert. In October the learning community will visit the sagebrush steppe of Sun Lakes State Park to gain field experience in linking plant and animal distribution patterns with environmental conditions. Through this work, students will learn how to read topographic and geologic maps, and basic mapmaking skills. Students will gain experience in conducting biodiversity assessments in the park and on campus, including vascular plants, birds, mammals and insects. The learning community will explore how ecoliterate citizens can serve as citizen scientists, for example, by helping to monitor plant and animal responses to climate change. To support their work in the field and lab, students will learn how to maintain a detailed and illustrated nature journal. In the winter we will examine the relationship between people and gardens through the disciplines of garden history, children’s literature, and environmental and place-based education. Special attention will be given to urban horticulture that fosters socially just communities and an ecoliterate citizenry. Students will learn how to link scientific knowledge about soils, plants and animals with the pragmatic realities of installing and maintaining educational gardens in public settings. Lectures and labs in soil science, botany, ecology and environmental/place-based education will support this learning. Students will learn to develop K-12 curriculum for the teaching gardens on campus, and pursue opportunities to lead activities in them and the surrounding woods with local school groups. During both quarters, a significant amount of time will be dedicated to honing our ability to write an expository paper. Credit may be awarded in natural history, environmental education, expository writing, children’s literature, horticulture, garden history and botany (with a lab). This program is appropriate not only for students with interest in the natural sciences, but also for students who would not normally select academic programs in the sciences.	K-12 teaching, environmental education, horticulture, natural history and ecology.	Frederica Bowcutt Gaku Mitsumata Jeff Antonelis-Lapp		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Creative Writing: Act and Artifact of American Voice Anne de Marcken (Forbes) and Jennifer Calkins American studies cultural studies literature writing	Program	FR–SRFreshmen - Senior	16	16	Day		W 12Winter			Participants in this quarter-long creative writing and literary studies program will study and practice writing across genres and movements. We will use a variety of critical frameworks to analyze, interpret, and create a diverse selection of American literature, interrogating the boundaries of nation, identity and genre. Program participants will learn about and practice the elements of narrative and lyrical discourse, developing a portfolio of short fiction, poetry, and hybrid forms. There will be an emphasis on the relationship between critical and creative thought and practice, as well as on development of a sustaining, independent creative writing practice.The program will have five major components: presentation, workshop, peer critique, seminar, and practice. Students, faculty and guest writers will gather for presentations and lectures on creative and critical texts and on ideas related to our area of inquiry. In hands-on workshops, students will develop creative and critical skills. Working in small groups, students will develop critical skills in support of one another's creative objectives. Students will gather in seminar to discuss critical and creative texts at depth in light of overarching program concerns. And finally, each student will define, develop, and maintain an independent creative writing practice to support his or her program goals. Possible texts include: Maggie Nelson's Elaine Scarry's Alice LaPlante’s , as well as works by American writers ranging from Emily Dickinson to Claudia Rankine, from Jean Toomer to Yi Yun Li.		Anne de Marcken (Forbes) Jennifer Calkins	Mon Mon Tue Tue Tue Thu Thu Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Critical Ethnography: Eyes in a Complex World Rita Pougiales American studies anthropology community studies cultural studies field studies writing	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Session I	Anthropologists are interested in uncovering the complexity and meaning of our modern lives. They do so through ethnographic research, gathering data as both "participants" and "observers" of those they are studying. Doing ethnographic research is simultaneously analytical and deeply embodied. This program includes an examination of and application of ethnographic research methods and methodologies, a study of varied theoretical frameworks used by anthropologists today to interpret and find meaning in data, and an opportunity to conduct an ethnographic project of interest. Students will read and explore a range of ethnographic studies that demonstrate what an anthropologist, what Ruth Behar calls a "vulnerable observer," can uncover about the lives of people today.		Rita Pougiales	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Critical Reasoning Stephen Beck philosophy writing	Course	FR–SRFreshmen - Senior	4	04	Evening	F 11 Fall				In this intensive writing course, students will learn how to critically evaluate persuasive writing as well as how to write well-reasoned, persuasive writing of their own. Students will study both formal and informal reasoning, apply what they learn to selections of writing drawn from popular and academic sources, critique the arguments in those sources, read and critique each other's writing, and develop their own abilities to give good reasons in writing for their own views. Credit will be awarded in critical reasoning.		Stephen Beck	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Cultivating Voice: A Writing Tutor's Craft Sandra Yannone education writing Signature Required: Spring	Course	FR–SRFreshmen - Senior	2	02	Day			S 12Spring		This course combines a seminar with a practicum to prepare students to become peer tutors at Evergreen's Writing Center on the Olympia campus. In seminar, we will explore tutoring theories, examine the role of a peer tutor and develop effective tutoring practices. In the practicum, students will observe peer tutoring and graduate to supervised tutoring. The course also will address working with unique populations of learners. Students considering graduate school in related fields will benefit from this course.		Sandra Yannone	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Defending Mother Earth: Science, Energy and Native Peoples Frances V. Rains and Rebecca Sunderman Native American studies chemistry physics writing	Program	FR–SOFreshmen - Sophomore	16	16	Day			S 12Spring		This program brings together a variety of climate and energy issues occurring on Native American homelands. Students will explore the science and ethics of energy production and consumption, the environmental impacts of energy, and topics in alternative energy. For example, we will investigate the impacts of hydro-power on Native communities and cultures, while learning the science associated with this energy source. Students will also examine contemporary Native American struggles to resist cultural and environmental devastation to their communities, and their efforts to affirm tribal sovereignty and Indigenous knowledge. A solid understanding of these issues requires background in both the science of energy and knowledge of Native American Tribal sovereignty. We will approach our learning through a variety of modes, including hands-on labs, lectures, workshops, field trips, group work, research papers, and weekly seminars on a variety of related topics.	chemistry, physics, Native American studies, environmentally-related fields and science education.	Frances V. Rains Rebecca Sunderman		Freshmen FR Sophomore SO	Spring	Spring
Drawing a Life Marilyn Frasca visual arts writing	Program	SO–SRSophomore - Senior	8	08	Day				Su 12Summer Session I			Marilyn Frasca	Tue Wed Thu Fri	Sophomore SO Junior JR Senior SR	Summer	Summer
Drawing on Earth: Explorations in the Aesthetics and Dynamics of the Earth Lucia Harrison and Abir Biswas aesthetics art history ecology environmental studies field studies geography geology natural history visual arts writing	Program	FR–SOFreshmen - Sophomore	16	16	Day	F 11 Fall	W 12Winter			This program offers an introductory study of the Earth, through geology and art. What makes the earth a habitable planet? What forces have shaped the geology of the Pacific Northwest? These questions have fascinated people for centuries. Both scientists and artists rely heavily on skills of observation and description to understand the world, and to convey that understanding to others. Geologists use images, diagrams and figures to illustrate concepts and communicate research. Artists take scientific information to inform their work, and seek to communicate the implications of what science tells us about the world. They also draw on scientific concepts as metaphors for autobiographical artworks. In the fall, we will use science and art to study basic concepts in earth science such as geologic time, plate tectonics, earth materials and how they are formed, the hydrological cycle and stream ecology. Case studies in the Cascade Mountain Range and Nisqually Watershed will provide hands-on experience. In the winter, we further this study to include soil formation, nutrient cycling, ocean basin sand currents, and climate change. Field studies will include a trip to the Olympic Peninsula where we will observe coastal processes. Geologic time and evidence of the Earth's dynamic past are recorded in rocks on the landscape. Students will learn basic techniques in observational drawing and watercolor painting. They will learn the discipline of keeping illustrated field journals to inform their studies of geological processes. They will also develop finished artworks ranging from scientific illustration to personal expression.	geology, environmental studies, education and visual arts.	Lucia Harrison Abir Biswas		Freshmen FR Sophomore SO	Fall	Fall Winter
Ecological Niche: The Interface of Human and Animal Behavior Alison Styring, Steven Scheuerell and George Freeman biology community studies cultural studies ecology environmental studies field studies health mathematics natural history outdoor leadership and education psychology writing zoology	Program	FR ONLYFreshmen Only	16	16	Day	F 11 Fall	W 12Winter	S 12Spring		The word environment encompasses multiple meanings, from the natural to the built, from the interiors of our minds to the spiritual. In each case there is a constant interface of environments with one another and with other creatures, each defining and circumscribing our experience of the world. Some of our essential questions revolve around how we define the environment and how we are shaped by as well as how we shape the environment, both natural and built. For example, does the concept of wilderness include humans? Is the ecological niche of a human essentially different from that of other living things? We will explore the habitats we occupy along with other creatures in those environments. We will explore dichotomies that foster dynamic tensions, such as the dichotomy between concepts of "natural" versus "human". We intend to investigate these tensions through our study of psychology, personal biography, biology, environmental studies, ornithology and cultural studies. In fall quarter we will develop the foundational skills in environmental studies and psychology needed to understand and critique the writings and current research in community ecology, animal behavior and conservation biology, and to examine the conscious and unconscious, and the theories of perception and cognition in psychology. We will examine parallels and linkages among disciplines in terms of methods, assumptions and prevailing theories. In winter we'll continue building on this foundation and move ourselves from theory to practice through an emphasis on methodologies, analyses, and their underlying assumptions. In spring quarter we'll implement the skills and knowledge we've developed through specific student-directed projects and our optional field trip. The faculty will foster creativity, experimentation and imaginative processes as means of discovering and bringing a new awareness to our extraordinary world. The students will respond to the themes of the program through individual and collaborative projects. To build our learning community we will use experiential collaboration activities such as Challenge and Experiential Education as a means to develop a sense of commitment and group citizenship. We will use multicultural discussion opportunities such as Critical Moments to explore the politics of identity and meaning. We will develop our observational skills via field workshops and field trips. We will have writing and quantitative reasoning workshops to further develop students' current skills and to develop advanced skills in these areas. Students completing this program will come to a stronger understanding of their personal lives as situated in a variety of contexts. They will develop strategies for engaging in a range of settings to promote social change, in-depth personal development, increased self-awareness, critical commentary and analyses, and practices that promote stewardship of our personal lives, our immediate environment and global communities.	psychology, behavioral sciences and environmental science.	Alison Styring Steven Scheuerell George Freeman	Mon Tue Thu Fri	Freshmen FR	Fall	Fall Winter
Experiments in Text: Inscribing the Body David Wolach writing	Course	FR–SRFreshmen - Senior	4	04	Evening and Weekend		W 12Winter			"The body wants to be art and fails at it."- Carla Harryman What has "the body" come to mean under neoliberal capitalism? Can art, specifically the poetic text, enact a kind of failure that is productive? Might poetry open up rather than shut down the possibility of re-imaginging bodies? In what ways is the text gendered? This class will take up "the body" as a site of radical cultural production as expansively as possible within the short time we have, considering some of the ways in which bodies are othered through language, including through discourses of disability, gender performance, and other zones of social dislocation. Each week we'll sample poetic and other work as well as build our own writing portfolios. Though this is primarily a creative writing class, our writing will push itself outside its usual modes of operation. Emphasis will be put on experiments in breaking genre and mixing media, collaborating on pieces as well as making individual works, and developing a poetics in relation to the social-political. We will discuss and critique the rich tradition of "somatic" practices in the world of performance and live art, including the work of artists such as Marina Abramovic; but we will also explore important recent experiments in poetry and prose by authors such as Hannah Weiner, Theresa Hak Kyung Cha, and CAConrad. Our end goal will be to curate a show and live reading that allows us to test out some of our textual experiments. As part of the ongoing literary-politics series PRESS, visiting artists will occasionally workshop with us during the quarter. For information on past visiting artists and collectives, visit David's public blog at .		David Wolach	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Experiments in Text: Performativity and the Poetics of Reclaiming Public Spaces David Wolach writing	Course	FR–SRFreshmen - Senior	4	04	Evening and Weekend			S 12Spring		In this course, we will focus on creating--as Jules Boykoff and Kaia Sand put it--"landscapes of dissent." We will do so through creative writing while examining other art forms that are concerned with the reclamation of public, lived spaces in the wake of increasing privatization and corporatization. We'll ask whether language arts and poetics can, as poet and critic Thom Donovan writes, "provide experiments in the practical organization against anti-democratic social hierarchies and the expropriation of labor, land, and natural resources?" We'll respond to this and similar questions by building individual text arts portfolios and by collaborating in small groups on more sustained text arts projects, responding to specific readings in contemporary poetry, poetics, and text arts that seek to experiment with language made strange: on the page and off. We will interrogate the 'artistic' and 'poetic' in relation to the 'political,' stretching our understanding of both activism and creative writing. We will do this both by making our own creative works and by surveying the work of contemporary writers, guest readers, visual artists, and scholars. For more information on past versions of this and related courses, see: . For more on the ongoing literary-politics series PRESS, including past visiting artists and collectives, visit David's public blog at: .		David Wolach	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Experiments in Text: Writing, Radical Pedagogy, and Social Change David Wolach writing	Course	FR–SRFreshmen - Senior	4	04	Evening and Weekend	F 11 Fall				"What if every communication, every encounter, were intimate? Imagine that. You have imagined being a new collectivist. Why not consider yourself one." --from New Collectivists: Poetics of Intent If we think that language arts and social change are somehow related, how might poetry and prose model new ways of forming social relationships? How might artistic movements help re-imagine or apprehend social structures and in so doing, help to either undermine or recapitulate dominant forms of acculturation? In what ways might we uniquely model or contribute to the language and action of protest? By working on our own creative writing experiments, individually and collaboratively, we will be testing our understanding of what "creative writing" can come to mean in relation to radical pedagogy and social change. In the second half of the quarter, we'll put our ideas into practice by forming different pedagogical-social formations, facilitated by students in small groups, as an active form of asking "what could a radical pedagogy based in text arts look like/do?" As part of the ongoing literary-politics series PRESS, visiting artists will occasionally workshop with us during the quarter. For information on past visiting artists and collectives, visit David's public blog at .		David Wolach	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Forbidden Metaphors: Rewriting the Real in 20th Century France Marianne Bailey, Olivier Soustelle, Judith Gabriele, Steven Hendricks and Stacey Davis aesthetics art history cultural studies history language studies literature philosophy study abroad writing Signature Required: Spring	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter	S 12Spring		...man is struck dumb...or he will speak only in forbidden metaphors... Friedrich Nietzsche, "On Truth and Lies in a Nonmoral Sense" Nietzsche's critique of traditional Western values--dismantling absolutes of God, Truth, Self and Language--opened up an abyss. "Only as an aesthetic phenomenon," Nietzsche argued, would "human life and existence be eternally justified." Meaning and Self would be individually crafted, as the artist crafts a work, in the space of a human existence. Life, as Rimbaud wrote, must be remade.Inspired by this notion of remaking life along aesthetic lines, we will study literature and creative writing, critical theory and philosophy, art history and music as well as French language. Students will participate in lectures, films and workshops, and choose between seminar groups in literature and critical theory or history. Each will develop a substantive individual (or group) project, and will be able to study French language at the Beginning, Intermediate or Advanced level.To better understand Modernist and Postmodernist avant-garde, we will focus on outsider works of art and ideas in 20th century France and the post-colonial world. Like the Decadents and Symbolists, modernist artists go in quest of a pure artistic language "in which mute things speak to me," as Hofmannsthal wrote, beyond concepts and representation, privileging passion over reason. This quest is influenced by worldviews and works from the broader French-speaking world, which refocuses art on its ritual origins, and on its magical potential. "Art", in the words of Martinican poet and playwright Césaire, "is a miraculous weapon."In fall and winter, we will study aesthetic theories and works from Primitivism and Surrealism to Absurdist Drama, Haitian Marvelous and Oulipo; and writers such as Mallarmé, Jabès, Artaud, Beckett, Blanchot, Derrida, Sartre, Irigaray and Foucault. We will look at historical and cultural change from WWI through the student riots of 1968 and the multi-cultural French-speaking world of today.Key themes will include: memory and the way in which it shapes, and is shaped by, identity; concepts of time and place; and the challenges and opportunities for French identity brought by immigration. We will focus on French social, cultural and intellectual history from the 1930's to the present, exploring the myths and realities of French Resistance and the Vichy Regime during World War II; the legacy of revolutionary concepts of "universal" liberty, equality and fraternity as France re-envisioned its role in Europe and the world from the 1950s to the present, including uprisings from 1968 through today; and the impact of the Franco-Algerian war on contemporary France and the post-colonial Francophone world.In spring, students have two options. They can travel to France, where they will participate in intensive language study, perform cultural and art historical fieldwork, and pursue personal research on a "quest" of their own. Alternatively, students may remain on campus to undertake a major personal project, springing from ideas, writers and artists in prior quarters. This is an excellent opportunity to complete a substantive body of creative or research oriented work, with guidance from faculty and peer critique.		Marianne Bailey Olivier Soustelle Judith Gabriele Steven Hendricks Stacey Davis	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Gateways: Utopias and Prisons Arun Chandra cultural studies music theater writing Signature Required: Fall Winter	Program	SO–SRSophomore - Senior	16	16	Day	F 11 Fall	W 12Winter			This program offers Evergreen students the opportunity to be peer learners with incarcerated young men in a maximum-security institution. Each week the Evergreen students will visit one juvenile prison for a cultural diversity and equality workshop, and a workshop/seminar on experimental poetry and music.A fundamental principle of Gateways for Incarcerated Youth is that people have talents given to them at birth; our job is to encourage each other to search out and find our passions and gifts. Our work is guided by ideas of popular education that recognizes and values the knowledge and experience of each participant. The program works to strengthen notions of self and community through cultural awareness and empowerment. In connecting and building with people from other cultures and class backgrounds, each person becomes empowered to share knowledge, creativity, values and goals. The class will create responses to the texts, artworks, music and poetry that we discuss. We will approach the reading and creation of art with an eye towards arts' ability to project utopian possibilities and to name and resist current societal constraints. We will explore the history of both arts and prisons: how artists of the past and of today have portrayed social constraints and utopian ideals in art.The Evergreen students and the incarcerated youth will share readings, writings, music projects, and performance projects. In addition to the classes in the prison, Evergreen students will attend classes and workshops on campus.A central theme for our work will be the implementation of experimental ideas in art and in the social world: evaluating their consequences, and building on their failures. Our emphasis will be on the arts of the written word, music, and theater. Among the authors we will read will be George Jackson, Eugene Debs, Martin Luther King, M.K. Gandhi, Paulo Friere, Bertolt Brecht, Luis Valdez, Silvia Federici, Susan Parenti, and Michel Foucault. In the fall quarter, we will emphasize learning about social constraints in our society and others. In the winter quarter, we will read and discuss utopias and envisioned societies.Since part of the class will take place in a state prison for juveniles, each student must submit an application and be interviewed by the faculty to ensure compliance with the Washington State Department of Corrections.	music composition, poetry, education, and criminal justice.	Arun Chandra		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Grammar in Context Emily Lardner education writing	Course	FR–SRFreshmen - Senior	4	04	Evening and Weekend				Su 12Summer Session I	Standard written English has enough irregularities to make any careful writer or teacher nervous. Given that it's impossible to memorize everything, what's a writer or teacher to do? Which strategies for working on conventions of written English are most productive for you as a writer? Which ones will engage any writers you find yourself working with? This course is based on the premise that learning grammar happens best in the context of meaningful writing. Expect to write, and think about writing, and develop both your grammatical vocabulary and your grammatical skills, all with the aim of becoming a more effective writer. Class time will spent in workshops, and the on-line learning component will be used for trying out new strategies. All writers welcome.		Emily Lardner	Tue Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Grant Writing and Fundraising: Ideas to Realities Don Chalmers writing	Course	FR–SRFreshmen - Senior	2	02	Weekend	F 11 Fall				This course will introduce students to the fundamentals of grant writing and fund raising. After an orientation to contemporary philanthropy and trends, students will learn how to increase the capacity of an organization to be competitive for grants and other donations. We will share ways to plan realistic projects, identify promising funding sources and write clear and compelling components of a grant, based either on guidelines for an actual funder or a generic one. Working individually or in small groups, students will develop their project idea, outline the main components of a grant and prepare a brief common application.	Non-profit grantwriting and fundraising; government resource development.	Don Chalmers	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Grant Writing and Fundraising: Ideas to Realities Don Chalmers writing	Course	FR–SRFreshmen - Senior	2	02	Weekend		W 12Winter			This course will introduce students to the fundamentals of grant writing and fund raising. After an orientation to contemporary philanthropy and trends, students will learn how to increase the capacity of an organization to be competitive for grants and other donations. We will share ways to plan realistic projects, identify promising funding sources and write clear and compelling components of a grant, based either on guidelines for an actual funder or a generic one. Working individually or in small groups, students will develop their project idea, outline the main components of a grant and prepare a brief common application.	Non-profit grantwriting and fundraising; government resource development.	Don Chalmers	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Grant Writing and Fundraising: Ideas to Realities Don Chalmers writing	Course	FR–SRFreshmen - Senior	2	02	Weekend			S 12Spring		This course will introduce students to the fundamentals of grant writing and fund raising. After an orientation to contemporary philanthropy and trends, students will learn how to increase the capacity of an organization to be competitive for grants and other donations. We will share ways to plan realistic projects, identify promising funding sources and write clear and compelling components of a grant, based either on guidelines for an actual funder or a generic one. Working individually or in small groups, students will develop their project idea, outline the main components of a grant and prepare a brief common application.	Non-profit grantwriting and fundraising; government resource development.	Don Chalmers	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
The Graphic Novel: A Critical Examination Steve Blakeslee and Tom Maddox literature media studies visual arts writing	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		In the past decade, graphic novels have become recognized as an important new form of storytelling, shaping contemporary culture even as they are shaped by it. These book-length, comic-art narratives and compilations employ a complex and iconic visual language. Combining and expanding on elements associated with literature, 2-D visual art, and cinema, the medium offers unique opportunities for reader immersion, emotional involvement, and even imaginative co-creation. We will study sequential narratives that represent diverse periods, perspectives, styles, and subject matter--from the “high art” woodcut novels of the 1930s (e.g., Lynd Ward’s ) to Art Spiegelman’s groundbreaking Holocaust memoir, , to the bizarre but entrancing alternate universe of Jim Woodring’s . While many of these works include humor, they frequently center on serious topics, including war, religious oppression, social and economic inequality, and dilemmas of ethnic and sexual identity. We will carefully examine each text at multiple levels of composition, from single frames to the work as a whole, and read selected theory, criticism, and commentary, including Scott McCloud’s and Matt Madden’s . More generally, we will work with a widely-employed model of storytelling—based on act structure, character arc, and protagonist-focused narrative—to explore the ways that stories can migrate across media and find new modes of expression. As writers, students will develop and articulate their new understandings by means of response papers, visual analyses, background research, fictional and nonfictional narratives, reflective journals, and other activities as assigned. Our studies will conclude with group projects focused on particular artists, works, and themes, or on the creation of original graphic narratives. Finally, while this is not a studio art course, we will experiment with drawing throughout the quarter as a way to develop an artist’s-eye view of comic art. Our goal is to develop an informed and critical perspective on this powerful medium.The faculty do not assume any previous experience with comic art in general or graphic narratives in particular. Fans, skeptics, artists, and the generally curious are all welcome, provided they are ready for sustained and serious work.		Steve Blakeslee Tom Maddox	Mon Tue Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Heart and Mind on Screen and Page Tom Maddox communications literature media studies moving image writing	Program	FR–SRFreshmen - Senior	16	16	Day		W 12Winter			Storytelling has changed in extraordinary ways during the thousands of years separating preliterate tellers and singers of tales from contemporary novelists, graphic artists, or filmmakers. However, in all their work we can recognize the elements and structures of . This program is for students who want to understand these elements in order to make better stories, and who want to develop a deep, practical understanding of the structures that govern forms such as film, television, and the short story. Primarily, they will learn the grammar and practice of storywriting by examining the works of masters and attempt to apply this knowledge in their own work. Students who want to tell stories are welcome, whatever their chosen expressive mode--prose, poetry, graphics, film, television, videogame script, or any other genre or mix of media. Movies and television are media that pose unique challenges and opportunities regarding story and dramatization; they are also the dominant media of our time. They are inherently collaborative and demand specialized talents and skills from a writer, who must work within limits imposed by time, space, money, and the myriad complexities of production, as well as the formulaic expectations that have come to govern the 50-minute television drama or 22-minute comedy and the 120-minute film. Thus we will spend considerable time examining how screenplays work and discovering the conventions governing them.We will also pay attention to short stories, perhaps the most demanding story form, in order to learn from its masters how to combine economy of expression with great power. Authors will most likely include Anton Chekhov, William Faulkner, Eudora Welty, Flannery O'Connor, Alice Munro, and Raymond Carver.Students will begin the quarter by describing a storytelling project they want to complete; then, in consultation with the faculty, they will write a project proposal detailing their goals. The projects will be the core and driving force of student work. As the quarter progresses, students also submit work in progress for ongoing critique and guidance. At the end of the quarter, they will present their finished project for group review and response.Every week students will read stories and view films or television episodes. They will also participate in weekly film and story seminars, where they will respond to the week's viewing and reading. In weekly story workshops, they will submit their work for group critique and do a series of workshop exercises. Finally, every week will end with meetings of the SIGs (special interest groups). These small groups will be defined, organized, and run by the students. This is the part of the program where students are free to define their own topic and pursue it according to their own needs. As examples, these might include short fiction, situation comedies, hard-boiled detective fiction, or graphic novels.	writing, screenplay writing, American film, theory of fiction, and literary studies.	Tom Maddox		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Ethnographic Research and Writing Samuel Schrager American studies anthropology community studies cultural studies sociology writing 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
Individual Study: Fiber Arts, Non-Western Art History, Native American Art, Creative Writing Gail Tremblay Native American studies art history cultural studies visual arts writing Signature Required: Spring	Contract	SO–SRSophomore - Senior	16	16	Day			S 12Spring		In the fields listed, Gail Tremblay offers opportunities for intermediate and advanced students to create their own course of study, creative practice and research, including internships, community service and study abroad options. Prior to the beginning of the quarter, interested individual students or small groups of students must describe the work to be completed in an Individual Learning or Internship Contract. The faculty sponsor will support students wishing to do work that has 1) skills that the student wishes to learn, 2) a question to be answered, 3) a connection with others who have mastered a particular skill or asked a similar or related question, and 4) an outcome that matters. Areas of study other than those listed above will be considered on a case-by-case basis.	the arts, art history, literature and creative writing, especially poetry, and the humanities.	Gail Tremblay		Sophomore SO Junior JR Senior SR	Spring	Spring
Individual Study: Performing Arts and Humanities Ratna Roy African American studies cultural studies dance international studies literature theater writing Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day		W 12Winter			I am interested in working with students who wish to do independent work in the Performing Arts and the Humanities. I am broadly interested in the intersections between the social and the creative worlds, as my own creative work has explicitly dealt with this intersection. As well, since my Ph.D. is in African-American Literature, I am deeply interested in minority arts, be they defined by race, gender or sexual orientation, and whether they be in writing, or in the visual or performing arts.As an artist, I have concentrated in the world of choreography, in particular, in Orissi dance from India. A strong influence on my work has been the ancient mythologies of the Indian sub-continent, and the contemporary realities of neo-colonialism and its consequences.Students interested in working with me should submit an on-line Independent Study form, available at: Click on "Online Contract Process", create a contract, then submit it to me for my review.		Ratna Roy		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Performing Arts and Humanities Ratna Roy African American studies cultural studies dance international studies literature theater writing Signature Required: Spring	Contract	SO–SRSophomore - Senior	16	16	Day			S 12Spring		I am interested in working with students who wish to do independent work in the Performing Arts and the Humanities. I am broadly interested in the intersections between the social and the creative worlds, as my own creative work has explicitly dealt with this intersection. As well, since my Ph.D. is in African-American Literature, I am deeply interested in minority arts, be they defined by race, gender or sexual orientation, and whether they be in writing, or in the visual or performing arts.As an artist, I have concentrated in the world of choreography, in particular, in Orissi dance from India. A strong influence on my work has been the ancient mythologies of the Indian sub-continent, and the contemporary realities of neo-colonialism and its consequences.Students interested in working with me should submit an on-line Independent Study form, available at: Click on "Online Contract Process", create a contract, then submit it to me for my review.		Ratna Roy		Sophomore SO Junior JR Senior SR	Spring	Spring
Individual Study: Poetics and Literary Studies Leonard Schwartz literature philosophy writing Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day		W 12Winter			contract proposals in the area of poetics for the winter quarter. This could include literary studies of modernist figures or examinations of avant-garde movements. It could also involve projects in literary theory, continental philosophy, or theories of language.		Leonard Schwartz		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Poetics and Literary Studies Leonard Schwartz literature philosophy writing Signature Required: Spring	Contract	SO–SRSophomore - Senior	16	16	Day			S 12Spring		contract proposals in the area of poetics for the winter quarter. This could include literary studies of modernist figures or examinations of avant-garde movements. It could also involve projects in literary theory, continental philosophy, or theories of language.		Leonard Schwartz		Sophomore SO Junior JR Senior SR	Spring	Spring
Individual Study: Queer Studies, Performance Walter Grodzik American studies aesthetics anthropology architecture communications community studies consciousness studies cultural studies dance education field studies gender and women's studies literature media arts media studies moving image music queer studies somatic studies study abroad theater visual arts writing Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day		W 12Winter			Individual study offers individual and groups of 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. Individual and groups of students interested in a self-directed project, research or internships in Queer Studies or the Performing and Visual Arts should contact the faculty by email at		Walter Grodzik		Sophomore SO Junior JR Senior SR	Winter	Winter
Jazz: Music, History, and Culture Chico Herbison American studies cultural studies music writing	Course	FR–SRFreshmen - Senior	4	04	Day				Su 12Summer Session II	This course will provide an introduction to jazz music, an overview of its history and styles, and an assessment of its impact on American culture. Students will explore the musical elements of jazz; its aesthetic, cultural, and historical roots; its evolution through a variety of styles, including New Orleans, Swing, Bebop, Cool, and Avant-Garde; and the ways in which the music, its players, and its history have helped shape American culture. A musical background is not required; rather, a willingness to listen carefully will enable students to feel and appreciate what Robert G. O'Meally has called "the jazz cadence of American culture."		Chico Herbison	Mon Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Justice: A Relationship of Reciprocal Respect Yvonne Peterson, Bill Arney and David Rutledge Native American studies computer science cultural studies history law and government policy law and public policy political science psychology sociology writing 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
Laws/Policies of Indian Education and Indian Child Welfare Yvonne Peterson and Gary Peterson Native American studies communications community studies cultural studies education government history law and public policy sociology writing	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
Literary and Cinematic Storytelling Eddy Brown and Marilyn Freeman cultural studies literature media arts moving image visual arts writing	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter			How do you distill the essence of a great story? How do you convey that essence across media boundaries? Is an adaptation a process of translation or creative destruction? How is a work rendered with an audience in mind? This two-quarter program will explore these questions by using 'adaptation' as a portal into creative writing, and literary and film analyses. Students will examine, analyze and critique a range of written works, both fiction and nonfiction, that have been adapted for the screen. We will study a variety of literary genres and art forms including: the short story, novel, biography, memoir, essay, screenplay, and film. We will follow each selected literary work from original text through screen adaptation in order to decipher and appreciate its singularity as a work of art and as a representative of its respective genre, its transformation into a cinematic production, and its relatedness to other narrations of the human experience. We will study the genesis, creative process, and presentation of each story on both the page and screen, including the consideration of its hypothetical, intended, and ideal audiences, and socio-cultural representations. In fall quarter, students will be introduced to fundamental aspects of narrative, to the principles of classical story design, and to exemplars of narrative adaptations across media. Skills will be developed in literary and film analyses through lectures, readings, screenings, seminars and critical writing assignments. Students will begin to build creative writing skills through a sequence of short-form assignments in fiction, creative nonfiction, and screenwriting, and through the practice of critiques and peer reviews. The quarter will conclude with collaborative student presentations of critiques of literary texts and their corresponding adapted films. In winter quarter studies will deepen in literary and film art and analyses in order to more fully understand the process of adapting the screenplay and the role of the screenwriter. Students will originate their own short-format projects in literary fiction or nonfiction, and develop adaptations through a series of progressive story design and writing assignments: controlling ideas, character bios, primary outlines, treatments, step-outlines, preliminary screenplays, revisions, synopses, loglines, and story reports. Students will conclude the program with staged readings of screenplay adaptations. This program is focused on literature, film, and creative writing. Students may be required to attend off-campus film screenings. Students are expected to participate fully in all program activities, and to work about 40 hours per week including class time.	literature, film, writing, and visual arts.	Eddy Brown Marilyn Freeman	Tue Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Making a Difference Emily Lardner and Gillies Malnarich education sociology writing	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
Media Artists Studio Laurie Meeker media arts media studies writing Signature Required: Fall Winter	Program	JR–SRJunior - Senior	16	16	Day	F 11 Fall	W 12Winter	S 12Spring		This is a program for advanced media students who want to continue to build their skills in media arts, history, theory and production with the support of a learning community. The focus is on the development of each student's personal style and creative approach to working with moving images and sound. This program is designed for students who have already developed some expertise in media production, are familiar with media history/theory and wish to do advanced production work that has developed out of previous academic projects or programs. Students who are interested in experimental film and digital video production, documentary, sound design, writing, photography, installation and contemporary media history/theory are invited to join this learning community of media artists. Experimental media work often requires a period of germination for new ideas, approaches and impulses to emerge. During fall, students will engage in a period of idea development and reflection, including a 2-3 day retreat for concentrated work. Each student or team of students will do extensive pre-production planning and research for a major film or digital project to be completed by the end of the academic year. One or two-quarter projects are also possible, but must include research, design, production and editing appropriate to the academic schedule. Students will be required to develop an Independent Study Plan that details the work they will complete each quarter. Fall quarter will also involve opportunities for students to expand their media skills through workshops, exercises and a collaborative project. A cinematography workshop will be offered for students to further explore and understand light, exposure and image quality in the 16mm format. Audio production workshops will be offered to expand student expertise with sound design and technology. Grant-writing workshops will result in student proposals for individual or collaborative projects. Blog and web design workshops will help students develop skills with new media technologies. Students will also work in teams of 3-4 to develop experimental projects that will enhance their collaborative skills and production experience. Students will develop two research projects during fall quarter, resulting in presentations for the learning community. Students will study contemporary media artists who have made special contributions to the development of experimental media practice and have attempted to push the technological as well conceptual boundaries of the moving image. Students will also conduct research into new and old media technologies. During winter quarter, the focus will shift from idea development to the production phase. Students will acquire all their images and production elements for their projects, which could involve production work off campus for an extended period. Students are encouraged to think creatively and broadly about their subject matter and will be able to propose media projects that may require travel. During spring quarter each student will complete post-production work, finalize their artist's portfolio, explore ways to sustain their work as media artists and participate in a public screening of their work.	media arts and digital communications.	Laurie Meeker		Junior JR Senior SR	Fall	Fall Winter
Myth and Idea Leonard Schwartz, Martine Bellen and Trevor Speller literature philosophy writing Signature Required: Winter	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter			This two-quarter program will examine the ways in which poetry and music are influenced by philosophy, and the other way around. The concentration is on a poetry devoted to the idea of myth, where myth can transform, or impeach, or pass into hoax; indeed, the subject of literary hoax and its relationship to fiction will be crucial. Some of the pairings of poets and philosophers that might be included are Fenellosa and Pound, Hobbes and Rochester, Locke and Defoe, Coleridge and Schelling, George Eliot and Ludwig Feuerbach, Walter Pater and Wilde and Swinburne, The Black Mountain Poets and Jed Rasula’s ideas on Ecopoetics, the Afro-Caribbean poet Kamau Brathwaite’s writing and thinking, Schopenhauer, the Symbolists and Richard Wagner, as well as Nietzsche's . In fall quarter we will embark on a viewing/listening of Wagner's , while winter quarter will feature a study of the Russian Futurists and their influence by, and struggle with, Marxist theory. Theories of myth to be considered include Roland Barthes , Edward Said’s , Kamau Brathwaite’s , and Nathaniel Mackey’s . The program will contain both a critical and creative component, which means we will both study texts and incorporate a poetry writing workshop into the program for those inclined to explore the language of poetry through constraint based writing exercises. There will be frequent guest speakers.	literature, writing and publishing.	Leonard Schwartz Martine Bellen Trevor Speller		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Nature's Prose Heather Heying biology mathematics philosophy of science writing zoology	Program	FR ONLYFreshmen Only	16	16	Day			S 12Spring		The natural world exists with or without humanity’s interpretation of it. As observers and users of symbols, it is easy to mistake ourselves for the creators and masters of what we are trying to explain. In this program, we will learn through direct experience of nature: we will learn to trust our own senses. Knowledge and interpretation will also come through writing about nature, and measuring and analyzing aspects of it. We will spend two weeks of the ten on class field trips, and individuals will develop a sense of place by finding and revisiting the same natural site every week throughout the quarter. We will focus on observation as central to a careful, critical and creative understanding of our world. We will learn the disappearing art of unitasking, of clear undivided focus. Readings will come from science, literature, and the philosophy of science; evolutionary explanations for nature’s complexity will be prominent. Students will write every week, both scientific and creative prose. If you are already a skilled writer who loves to write, you will find an outlet here. If you do not enjoy writing, or would like to further develop some basic skills, you will also find this useful, and hopefully pleasant. Similarly, we will do some math in this program. If you find numbers and their manipulation exciting, you will have fun with this. If you are a math-phobe, we will try to reveal some of its beauty and wisdom to you. Words and numbers are symbolic representations of our world; if we do not understand them, they have undue power over us. As we learn to use them as tools that we can master, they allow us to further our own understanding, experience and representation of the world.	biology, communications and field research.	Heather Heying		Freshmen FR	Spring	Spring
On Freud's "Interpretation of Dreams" Kathleen Eamon literature philosophy psychology writing	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Session II	In this intensive five-week program, we will read Freud's in its entirety, using textual analysis, writing, and conversation to understand what it means to claim that the "interpretation of dreams is the royal road to the unconscious," watching closely how Freud forges a new path between physiological-scientific explanations of dreams, on the one hand, and mythic, religious, and popular belief in their deep meaning, on the other. This work is foundational not just in psychology and philosophy but also in understanding contemporary approaches to film, aesthetics, and literature.		Kathleen Eamon	Tue Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
PLE Document Writing Nancy Parkes writing Signature Required: Winter	Course	SO–SRSophomore - Senior	4, 6, 8	04 06 08	Evening		W 12Winter			This course is designed to support students who have been accepted into the Prior Learning from Experience (PLE) program. Students will explore various techniques for deriving, clarifying, and expressing meaning and academic-equivalent learning from life experience. Students will work individually and collaboratively to identify specific knowledge they have gained while exploring various writing techniques. Students will help one another create document content through small critique groups and large group feedback on individual essays. The goal is to develop writing skills while creating vibrant documentation of life experience through a collection of academic learning essays.		Nancy Parkes	Tue	Sophomore SO Junior JR Senior SR	Winter	Winter
PLE Document Writing Nancy Parkes writing Signature Required: Spring	Course	SO–SRSophomore - Senior	4, 6, 8	04 06 08	Evening			S 12Spring		This course is designed to support students who have been accepted into the Prior Learning from Experience (PLE) program. Students will explore various techniques for deriving, clarifying, and expressing meaning and academic-equivalent learning from life experience. Students will work individually and collaboratively to identify specific knowledge they have gained while exploring various writing techniques. Students will help one another create document content through small critique groups and large group feedback on individual essays. The goal is to develop writing skills while creating vibrant documentation of life experience through a collection of academic learning essays.		Nancy Parkes	Tue	Sophomore SO Junior JR Senior SR	Spring	Spring
PLE Document Writing Nancy Parkes writing	Course	SO–SRSophomore - Senior	4, 6, 8	04 06 08	Evening	F 11 Fall				This course is designed to support students who have been accepted into the Prior Learning from Experience (PLE) program. Students will explore various techniques for deriving, clarifying, and expressing meaning and academic-equivalent learning from life experience. Students will work individually and collaboratively to identify specific knowledge they have gained while exploring various writing techniques. Students will help one another create document content through small critique groups and large group feedback on individual essays. The goal is to develop writing skills while creating vibrant documentation of life experience through a collection of academic learning essays.		Nancy Parkes	Tue	Sophomore SO Junior JR Senior SR	Fall	Fall
Poets on Serendipity Farm Kate Crowe literature writing	Course	FR–SRFreshmen - Senior	6	06	Day, Evening and Weekend				Su 12Summer Session II	We will read and write poetry on Serendipity Farm, which is nestled at the foot of Mt. Walker in the Olympics. This class is open to beginning, intermediate, and seasoned poets. We will research and present on contemporary poets as we explore our various poetic voices within an inner and outer landscape. We will write haiku, free verse, nature poems, and other poetic forms. Students will perform their work around the campfire at night. Students can expect their writing and understanding of poetry to be enhanced significantly.		Kate Crowe		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Radical Amazement: Interrogating Everyday Experience through Poetry and Video Essay Donald Foran and Marilyn Freeman literature media arts moving image visual arts writing	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		“Awareness of the divine begins with wonder. It is the result of what man does with his higher incomprehension. The greatest hindrance to such awareness is our adjustment to conventional notions, to mental clichés. Wonder or radical amazement, the state of maladjustment to words and notions, is therefore a prerequisite for an authentic awareness of that which is.” From Abraham Heschel’s How do we cultivate a disciplined sense of wonder?We invest a lot of personal energy in certainty—being certain of what we know, of how we feel, of what we think, and, of course, of what others think of us. Heschel’s quote suggests that there are many ways to enter into not knowing, to be surprised anew, to experience wonder and amazement. In order to challenge conventional notions productively we might need to cultivate a healthy maladjustment. But, it’s difficult to subvert the dominant paradigm.How might we as writers and media artists use poetry and video essay to intensify our awareness of everyday experience, to explore our experience, and to express our findings artfully while keeping an audience in mind?The purpose of this program is to heighten our curiosity and to foster the possibility for amazement in the everyday by developing interrogative strategies rooted in the creative practices of writing poetry and personal essays, and of crafting video essays.The program will include creative writing intensives in poetry and creative nonfiction as well as a series of electronic media workshops in which students will gain basic competencies in alternative audio/visual scriptwriting, audio recording and editing, photography, and multimedia editing. Lectures, screenings, and guest writers and artists will address or engage formal, historical, and conceptual concerns in poetry, creative nonfiction literature, film and video essay, and will relate to issues of dominant paradigms, heresy, imagination, reflexivity, the everyday, representations of the self and other, auteur theory, and collaboration. Through weekly seminar papers and discussions students will reflect in more depth on the program’s themes, issues, activities, and texts.A rigorous collaborative midterm electronic media project will require students to interrogate everyday experience in a shared way while negotiating issues of authorship, voice, collectivism, project management, and accountability. Students will exercise creative writing skills and electronic media competencies in this comprehensive midterm assignment, blending their literary works with audio and images in video essays that are crafted collaboratively.Finally, each student will individually craft a video essay that demonstrates a disciplined sense of wonder by drawing on the program’s creative practices and that takes up our thematic concern with radical amazement. The quarter will conclude with student presentations of final projects.		Donald Foran Marilyn Freeman	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Radically Local Quests: The In of Outdoor Education Sarah Williams consciousness studies cultural studies outdoor leadership and education writing	Program	FR–SRFreshmen - Senior	8	08	Evening				Su 12Summer Session I	Global environmental and social challenges call for radical adjustments to our industrialized way of life. This program is about having local outdoor adventures and then writing their interior geographies within cosmic context. As Gary Snyder put it, "I want to talk about place as an experience." Using program guest Kurt Hoelting's book as a core text, , students will create their own quests (and essays), with The Evergreen State College as a center, exploring widening bioregional circles on foot, by bicycle and sea kayak. Students wishing to extend their quests, their writing, or their community-based service learning into second session for additional credit may do so by developing individual learning contracts.		Sarah Williams	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Reading and Writing Short Stories Donald Foran education gender and women's studies literature philosophy writing	Course	FR–SRFreshmen - Senior	4, 6	04 06	Day				Su 12Summer Session II	This will involve reading short stories by writers like Flannery O'Connor, Raymond Carver, Alice Walker, Eudora Welty, Don Chaon, and others, then crafting our own stories, with particular attention to structure, imagery, tone, and theme. Students taking the course for six credits will have additional reading and writing assigned. Some videos will be screened featuring stories by Faulkner and Carver.		Donald Foran	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Resistance and Social Change: Critical Readings in African American and Latina/o Literature Elizabeth Williamson and Grace Huerta African American studies American studies gender and women's studies literature writing	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		Why is it important to consider African American and Latina/o literature in the 21st century? What is the value of studying works based on the identity of their authors, and how can we account for the lasting effects of history, cultural loss, and oppression as represented in these texts without succumbing to the limitations of a "politically correct" politics of identity? How can these authors both fuel and complicate our struggle against all the various forms of oppression we face today?In this program, we address such questions by examining the treatment of hegemony, identity, and gender in the works of authors such as Julia Alvarez, Gayl Jones, Christina Garcia, and Nella Larsen. Together, these authors present culture through the conditions of power relations and its historic aftermath: colonization, slavery, and marginalization. We will focus on writers whose works cross both cultural and national borders and forcefully contest the identity politics of race, gender, class and language.Throughout this quarter, we will also examine social and political change, particularly noting how activism is conceptualized in the literature we read. In addition, we will consider the important role of anticolonial aesthetics by developing our own skills in literary analysis through experimental critical writing. It is through such writing that we will generate even more questions to consider, for example: how do other literary genres and media challenge conventional notions of national belonging for African Americans? How are the cultural borders between the United States and Mexico, or the United States and Cuba, more fluid than the existing political borders? We will strive to get beyond politicized literary analysis, moving instead toward collective cultural reflection and understanding.Our shared concepts and questions will be explored through seminars, workshops, group discussions, and multi-media presentations. Students will co-facilitate seminars and complete critical writing activities, including the use of peer feedback.		Elizabeth Williamson Grace Huerta		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Ruins Eric Stein and Julia Zay anthropology art history cultural studies history media studies writing	Program	SO–SRSophomore - Senior	16	16	Day			S 12Spring		While the ruin can be a figure of antiquity, decay, or catastrophe, it can also function as oracle, canvas, and home. In this program, we will explore both the disordering and productive forces of ruins in our built environment, with particular attention to the ways that they become contested sites for the ownership of memory and history. We will also explore the ruin as a liminal space, not entirely present and not entirely absent, and often reclaimed by marginal cultures.What do the use and neglect of ruined sites and spaces tell us about our relationship to the events and forces that produced the ruin? How can we use the ruin as a crucible in which to invent a theory of the future?Taking an interdisciplinary approach that draws from urban studies, geography, art history and theory, critical theory, cultural studies, political economy and history, our inquiry will center on case studies that allow us to explore the contingencies underlying the material and cultural production of ruins. Along the way we will hone a reflexive awareness of our own potentially voyeuristic impulses as we position ourselves in an inquiry into ruins.We will consider the colonial and touristic romanticization of ancient ruins in Java and Cambodia, the memorialization of physical sites of catastrophe in post-WWII Poland and Germany, the working class emergence of punk subculture out of the economic decay of Thatcher's England, the segregation and collapse of Detroit and New York City in the 1970s, and the dislocations of post-Katrina New Orleans.These case studies will inform our own fieldwork on ruins. Students will develop research skills using photographic documentation, ethnographic writing, and archival studies with the goal of completing a substantial inquiry into a local site of ruin. In addition to readings and films, we will travel to museums, archives, and urban centers to investigate the material histories of contemporary ruins.		Eric Stein Julia Zay		Sophomore SO Junior JR Senior SR	Spring	Spring
Self and Community Toska Olson and Heesoon Jun psychology sociology writing	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
Shakespeare and His Time Trevor Speller language studies literature writing	Course	FR–SRFreshmen - Senior	4	04	Day				Su 12Summer Session II	This all-level summer program offers students an opportunity to study the works of Shakespeare in the context of Elizabethan literature. We will read plays, poems, fiction, and non-fiction by Shakespeare and his contemporaries, and we will look at different productions of Shakespeare’s works on film and on stage. A significant part of the program involves traveling to the Oregon Shakespeare Festival (Aug 13-16) to see two contemporary productions of Shakespeare’s plays, which may include , , and .Over the course of five weeks, we will try to understand who Shakespeare was through a close reading of his works. Students will read and write, converse and research, and watch films in seminar and lecture. We will consider whether Shakespeare is deserving of his reputation, in part by comparing his works to those of his peers in Elizabethan England.Interested students are encouraged to contact the instructor via email.		Trevor Speller	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Slicing Life: Crafting the Narrative Memoir Eddy Brown cultural studies literature writing	Course	FR–SRFreshmen - Senior	4	04	Day				Su 12Summer Session I	Through writing exercises, informal reader responses to published literature, workshops, and seminars on selected readings, students will be guided toward improving their writing and storytelling skills and gaining a deeper understanding of narrative nonfiction and the short story. Participants will develop practical, transferrable knowledge of literary genres, writing as a craft and process, and story analysis. Overall, students will be directed toward becoming more capable and confident readers and writers and more self-aware individuals. The major project for the course will be a 10-15 page narrative memoir.		Eddy Brown	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Stages of Discovery: Revolutions in Art and Science Elizabeth Williamson, Andrea Gullickson and Krishna Chowdary aesthetics history literature physics theater writing	Program	FR–SOFreshmen - Sophomore	16	16	Day	F 11 Fall	W 12Winter			If you are interested in either art or science and are curious to find out what happens when art and science meet, this introductory program is for you. We will work to become familiar with the methods used by artists and scientists and see if these methods can help us make sense of, and live better in, an increasingly complicated world.We will trace developments in art (primarily theater and music) and science (primarily physics) during two time periods: the Renaissance and the early 20th century. We will explore three major questions:Our study of the Renaissance will focus on major revolutionaries, including Galileo and Shakespeare. Galileo's scientific conclusions about the natural world conflicted with some deeply held church teachings. Similarly, Shakespeare's plays highlighted and challenged social conventions and their impact on the day-to-day lives of his audience. We will examine the roles of science and art in challenging commonly held beliefs and explore how society can be transformed through the new perspectives and insights they offer.Our study of the early 20th century will focus on major revolutions in physics, theater, and music. Relativity and quantum mechanics challenged the idea that natural phenomena could be studied without taking into account the role of the observer in shaping those phenomena. In the arts, the observers were seen to play a central role in the artistic product. Brecht and Schoenberg, among others, challenged the notion that art should hold "a mirror up to nature," arguing that art should prompt us to take action rather than merely acclimating us to the way things are. Our studies of art and science will come together as we work with plays that draw on science for subject matter and are experimental in structure, staging, and purpose. Together we will examine and critique the aesthetics and accuracy of plays that merge science and theatricality, such as Brecht's , Stoppard's and Frayn's . Weekly activities will include workshops designed to develop skills critical to success in college and beyond. Collaborative workshops will emphasize improving your written and oral communication skills as well as your analytical and creative thinking. Hands-on activities will provide you with supportive opportunities to apply math and physics and develop scientific reasoning. Together we will approach the art and science content in a manner that is accessible to students with little background in these areas, while still challenging those with prior experience. As a final collaborative project, program members will produce creative interventions dramatizing a science topic.	literature, science, education and theater arts.	Elizabeth Williamson Andrea Gullickson Krishna Chowdary		Freshmen FR Sophomore SO	Fall	Fall Winter
Student-Originated Studies: Poetics Leonard Schwartz literature philosophy writing Signature Required: Spring	SOS	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		Poetics involves language as creative functions (writing, poetry, fiction), language as performance, language as image, and language as a tool of thought (philosophy, criticism). Our work will be to calibrate these various activities.Students are invited to join this learning community of culture workers interested in language as a medium of artistic production. This SOS is designed for students who share similar skills and common interests in doing advanced work that may have grown out of previous academic projects and/or programs. Students will work with faculty throughout the quarter; we will design small study groups, collaborative projects and critique groups that will allow students to support one another's work.	literature, publishing, writing, and academics.	Leonard Schwartz		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Student-Originated Studies: Travel-Based Projects Ariel Goldberger consciousness studies cultural studies field studies gender and women's studies geography international studies language studies queer studies sociology theater writing 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
Summer in the City Stephanie Kozick community studies cultural studies field studies sociology writing	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
Technical Writing in the 21st Century Erik Thuesen environmental studies writing zoology	Program	SO–SRSophomore - Senior	16	16	Day	F 11 Fall				In this program, students will develop techniques for communicating in several different genres of technical writing, including technical abstracts, scientific research papers, technical instructions, etc. Students from all branches of the sciences are encouraged to take this program to improve their technical writing skills. We will use several different on-line collaborative formats to carry out our objectives. Work will be submitted and edited on-line. Each student will choose a specific topic to research and read ten documents related to the topic. Based on these readings and other sources, each student will also write a technical background report. Students will receive critique from peers and the faculty member. Students will be responsible for editing and critiquing a specific number of papers written by other students in the program in order to develop their editing skills. Clear deadlines for reading and writing assignments will be established for all students at the start of the program to make it easier to stay on track.Credit is expected to be awarded in the specific area of research, technical writing, and technical editing.	all careers requiring advanced writing skills.	Erik Thuesen		Sophomore SO Junior JR Senior SR	Fall	Fall
Telling Our Stories: What Makes Communities Work? Suzanne Simons, Carolyn Prouty and Stephen Buxbaum community studies geography history leadership studies sociology writing	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
Travel Writing Greg Mullins literature writing	Program	SO–SRSophomore - Senior	16	16	Day			S 12Spring		The best way to advance one's ability to write is to read insatiably and write indefatigably. In this program we will do both. We will read extensively in the area of travel writing broadly construed, including fiction, journalism, and poetry. Assignments will include writing from personal experience and writing reviews (of restaurants, hotels, etc.). Students will learn a variety of research methods, including academic research on travel destinations and how to interview people as part of a travel writing project.All kinds of writing involve ethics, but travel writing offers specific ethical complexities. Even if we draw a sharp distinction between tourism (as superficial experience) and travel (as deep and thoughtful experience), there is a long tradition of travel writing embedded in structures of power. Reading, research, and writing assignments will focus centrally on the choices travel writers make regarding fairness and accuracy. For example, we will read deeply in literary and cultural theory in order better to understand the political dimensions of representation in and through language. We will practice writing strategies that construct fair and complex representations of the people and places writers visit.During the spring quarter, the emphasis will be on classroom learning, although some writing assignments will take students off campus to practice how to conduct research and how to negotiate unfamiliar surroundings. This work will provide a foundation for students to design a project that requires extensive travel and writing.		Greg Mullins		Sophomore SO Junior JR Senior SR	Spring	Spring
Universal Themes in Art, Literature, and Life Donald Foran and Patt Blue literature visual arts writing Signature Required: Winter	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter			How do universal themes inform our actions and our work as writers and photographers? As artists, photographers, and writers become better at capturing the unique particularities they discover in life through their craft, they increasingly articulate common themes. The combined study of universal themes, literature and photography provides an opportunity to explore the differences, similarities, and intersections. Throughout this rigorous program, we will examine universal themes expressed in classic literature through reading, writing, and discussion. Literary texts in fall quarter include by Herman Melville, by Joseph Conrad, several Raymond Carver stories. Guest writers include Paul Lindholdt and Carolyne Wright. Analytic and creative writing assignments run through the quarter Photography readings include by Roland Barthes, and by James Agee and Walker Evans. Slides and videos of artists Duane Michals, Richard Avedon, Robert Frank, Diane Arbus, Shelby Lee Adams and others will be shown and discussed in conjunction with visual assignments. In winter, individual photography and writing projects will be a major emphasis. Our focus is to equip participants with the visual literacy to develop a signature style and analytical and creative writing skills. To this end, we’ll read stories, poems, one play, , and one novel, . After analysis we will write our own stories, poems, and possibly dramatic scenes. In photography, we’ll be exposed to the work of Dave Heath, Nan Goldin, Clarissa Sligh, Christian Boltanski, Sophie Calle, and David Wojnarowicz. Program participants will journey to Seattle for exhibitions at the Northwest Photography Center and other galleries.It is challenging to chart the intersection of art and life, but this program goes a long way toward doing so.	visual arts, education, literary arts, and all fields which benefit from careful analysis and effective communication.	Donald Foran Patt Blue		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
The Video Essay Anne de Marcken (Forbes) literature media arts moving image visual arts writing	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Session II	Philosopher Theodor Adorno, wrote, “The essay’s innermost formal law is heresy.” And heresy rules the video essay—a defiant mix of text, sound, and image confounding the boundaries of literature and time-based art. In this program we’ll study video essays by contemporary writers and filmmakers who are redefining the essay as an emergent form of creative nonfiction media art. We’ll also study—through lectures, screenings, and readings—the video essay’s origins in literature and film. Finally, through progressive workshops and assignments in writing, scripting, audio recording, photography, and editing, students will craft their own video essays. Please visit - .		Anne de Marcken (Forbes)	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Writer's Paradise Nancy Parkes literature writing	Program	FR–SRFreshmen - Senior	8	08	Evening and Weekend				Su 12Summer Session I	is open to writers of all ability levels seeking an intensive writing experience that complements a busy summer schedule. Students may enroll for 8 credits for first session and continue through second session for up to 8 additional credits by individual contract with faculty. Students who continue on individual contract in second session will have the choice to either continue with group sessions, one-on-one meetings with faculty, and an additional hike to Klahhane Ridge; continued work at an advanced level by distance; or a combination of the two. Students may focus on poetry, fiction, essays, and/or creative non-fiction. We will engage in a rich array of writing-related activities. Peer critique groups will meet weekly at a mutually agreeable time. Faculty will offer extensive individual support, feedback, and time to students. Program work will include seminars on short fiction, a novel, and non-fiction; regular writing workshops; in-class critique; day hikes; and a workshop on publication. The program is designed with an intensive weekend session including a day hike to the Hoh River Rainforest, and a Saturday workshop and writing celebration at the end. Faculty will be available for individual sessions during a combination of evening and weekend hours, day hours, and will also be available to assist critique groups.Students choosing to continue by individual contract in second session to achieve 16 credits should contact Nancy A. Parkes before summer registration to collaborate on mutually agreeable terms that support more advanced writing work.		Nancy Parkes	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Writer's Workshop Nancy Parkes writing	Program	SO–SRSophomore - Senior	12	12	Evening and Weekend			S 12Spring		This 12-credit workshop is designed for a limited number of students who already have a foundation in writing fiction and/or creative non-fiction. Through our writing, reading, and review of film as a medium, we will examine and practice the craft of creating rich characters, vibrant scenes, and crisp dialogue. During spring quarter, students will produce one memoir-based piece, a short story or novel chapter, and a "student choice" writing block. We will concentrate on the craft of revision with each section of writing. This is an evening/weekend based program that will meet every Wednesday evenings and five Saturdays with critique groups meeting on Monday evenings to share drafts and assist one another with writing. Students should also expect to spend additional time critiquing student work outside the classroom. Students should enroll for this program if they are confident that they have a foundation in writing fiction and creative non-fiction. In summary, this means having knowledge of how to construct characters, create scenes, use dialogue, and have a clear sense of how to take a story from draft through revision. Of course, we will continue to work on all literary techniques, yet this class isn't an introduction. If a student has any question as to whether they are ready for the program, please send a sample of original writing (no more than five pages) as a Word document to parkesn@evergreen.edu, along with a two-paragraph summary in email of your experience with writing. Please also stop by the academic fair to meet with faculty member Nancy A. Parkes.		Nancy Parkes	Mon Wed Sat	Sophomore SO Junior JR Senior SR	Spring	Spring
Writing American Cultures Samuel Schrager, Chico Herbison and Nancy Koppelman American studies anthropology community studies cultural studies history literature sociology writing 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
Writing Beyond the Basics Peter Bacho communications literature writing	Program	FR–SRFreshmen - Senior	4, 8	04 08	Day				Su 12Summer Full	This class will focus on enhancing writing skills needed for communicating with academic and popular audiences. During the first session, students will study the art of composition, with an emphasis on improving writing projects typically associated with the effective dissemination of community resource materials, manuals, position papers, etc. Students will study the art of effective and accurate editing. Regarding the latter, students will edit an unedited version of a journal entry that is part of a novel – written by the Instructor – and published by the University of Hawai’i Press.During the second session, students will shift their focus to creative writing. They will create a credible protagonist, do a variety of effective creative writing exercises, and hold weekly readings of their work.		Peter Bacho	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Writing from Life Nancy Parkes writing Signature Required: Winter	Course	FR–SRFreshmen - Senior	4	04	Evening		W 12Winter			This course is designed to help prepare Prior Learning from Experience (PLE) students to write documents that provide evidence of college-level learning from life experience. We will explore various techniques for deriving, clarifying, and expressing meaning from life experience. Students will identify specific knowledge they have gained and will explore various writing techniques available for self-expression. There are also openings in this course for another set of students who will engage in the same readings and preparatory work about effective writing but will engage in creative writing workshops while the PLE students concentrate on learning how to create their PLE documents. Though both groups will follow different writing tracks, we will all share time together supporting and enjoying one another’s work. All students should be prepared to work collaboratively in small groups to discuss ideas and give feedback on each other's writing.		Nancy Parkes	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Writing from Life Nancy Parkes writing Signature Required: Spring	Course	FR–SRFreshmen - Senior	4	04	Evening			S 12Spring		This course is designed to help prepare Prior Learning from Experience (PLE) students to write documents that provide evidence of college-level learning from life experience. We will explore various techniques for deriving, clarifying, and expressing meaning from life experience. Students will identify specific knowledge they have gained and will explore various writing techniques available for self-expression. There are also openings in this course for another set of students who will engage in the same readings and preparatory work about effective writing but will engage in creative writing workshops while the PLE students concentrate on learning how to create their PLE documents. Though both groups will follow different writing tracks, we will all share time together supporting and enjoying one another’s work. All students should be prepared to work collaboratively in small groups to discuss ideas and give feedback on each other's writing.		Nancy Parkes	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Writing from Life Nancy Parkes writing Signature Required: Fall	Course	FR–SRFreshmen - Senior	4	04	Evening	F 11 Fall				This course is designed to help prepare Prior Learning from Experience (PLE) students to write documents that provide evidence of college-level learning from life experience. We will explore various techniques for deriving, clarifying, and expressing meaning from life experience. Students will identify specific knowledge they have gained and will explore various writing techniques available for self-expression. There are also openings in this course for another set of students who will engage in the same readings and preparatory work about effective writing but will engage in creative writing workshops while the PLE students concentrate on learning how to create their PLE documents. Though both groups will follow different writing tracks, we will all share time together supporting and enjoying one another’s work. All students should be prepared to work collaboratively in small groups to discuss ideas and give feedback on each other's writing.		Nancy Parkes	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Writing the New Journalism - Creative Nonfiction Thomas Foote communications writing	Program	FR–SRFreshmen - Senior	16	16	Day		W 12Winter			Writers have come to realize that the genre of nonfiction writing can be as colorful and gripping as any piece of fiction. The difference is that nonfiction writers are not burdened with inventing characters, dialogue, plot and description because everything they write about actually happened. Creative Nonfiction writers assemble the facts and events and array them artistically and stylistically, using the descriptive techniques of the fiction writer. They immerse themselves in a venue, set about gathering their facts while demonstrating scrupulous accuracy, and then write an account of what happened in their own voice. The Greyhound Bus Company advertised “getting there is half the fun.” In the genre of Creative Nonfiction, because the reader already knows how the piece ends before it begins. Students will become proficient with the form through intensive fieldwork, research and writing. We will begin by studying field research methodology in preparation for observational studies in the field designed to teach the difference between truly seeing and simply looking. Students can’t write and describe something they can’t see clearly.Students will conduct field research to learn to pay attention to detail, read and discuss representative examples of the form, and meet weekly in regularly scheduled writing workshop. Following a period of redrafting and corrections, students will present their final piece to the group in the last week of the quarter. We will read and discuss the following Creative Nonfiction books: by Jon Franklin, ed. by Sims & Kramer, by Jon Krakauer, by Barbara Myerhoff, by John Berendt, by Mitch Albom, by Robert Kurson, and by Truman Capote.		Thomas Foote		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Zinn and the Art of Protest Jose Gomez and Michael Vavrus history law and government policy law and public policy political economy political science writing	Program	SO–SRSophomore - Senior	16	16	Day	F 11 Fall	W 12Winter			Howard Zinn (1922-2010), arguably more ably and comprehensively than any other historian, documented injustice and dissent as defining features of the United States from its founding to the present. His steadfast commitment to democratic values, justice and equality, along with his assurance that "small acts, when multiplied by millions of people, can quietly become a power no government can suppress," have also inspired countless Americans to protest unjust laws, policies and practices. In this program, we will use Zinn's life and works as a framework to study the centrality of dissent to American democracy and the impact it has had on weaving the nation's social, political and cultural fabric. We will study how ordinary people, from pre-revolutionary America to the present, have stood up to power in order to redeem the Bill of Rights' guarantee of protecting people from the government rather than protecting government from the people. Along with our study of discrimination based on race, ethnicity, religion, gender, class, age, disability and sexual orientation that continues to defy the constitutional promise of equality, we will examine how political dissent, so essential to correcting these inequalities, has been suppressed and criminalized from the 18th century's odious Sedition Act to the 21st century's reactionary U.S.A. Patriot Act. While there will be no clear demarcation of themes between quarters, events of the 18th and 19th centuries will receive our greatest attention in the fall quarter, and events of the 20th and 21st centuries will receive our closest scrutiny in the winter quarter. Program activities will include lectures, workshops, films, seminars, guest presentations, and group and individual projects.	law, education, public policy, political theory, history, and political science.	Jose Gomez Michael Vavrus		Sophomore SO Junior JR Senior SR	Fall	Fall Winter

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