2011-12 Undergraduate Index A-Z

Have questions about the curriculum? Contact Academic Advising
Tips for Using the Catalog

Olympia

Title	Offering	Standing	Credits	Credits	When	F	W	S	Su	Description	Preparatory	Faculty	Days	Multiple Standings	Start Quarters	Open Quarters
3D Printing Arlen Speights computer science visual arts	Course	FR–SRFreshmen - Senior	4	04	Day				Su 12Summer Session II	Explore the basics of 3D modeling with real physical results in plastic. We'll take part in the assembly of a RepRap 3D printer, learn to generate digital models in Sketchup, and produce plastic objects from them. We'll also devote time to study the ecological implications of plastics in daily life along with the economic implications of desktop manufacture.		Arlen Speights	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
A History of "Race": Colonial Era to the Obama Presidency Michael Vavrus African American studies American studies history law and public policy political science	Program	FR–SOFreshmen - Sophomore	16	16	Day			S 12Spring		This program will explore the origins and manifestations of the contested concept "race." We will investigate the broad question as to how considerations of one's race result in differential social, economic, and political treatment. To do this, we will analyze a racialized history of the United States in relation to dominant discourses of popular culture, science, psychology, health care, law, citizenship, education, and personal/public identity.By making historical connections between European colonialism and the expansion of U.S. political and military dominance in an era of globalization, students will have opportunities to investigate how the bodies of various populations have been racialized. Students will examine related contemporary concepts such as racism, prejudice, discrimination, gender, class, affirmative action, white privilege, and color blindness. Students will consider current research and racialized commentaries that surround debates on genetics vs. culture (i.e., nature vs. nurture).Students will engage race through readings, dialogue in seminars, films, and academic writing that integrate program materials. A goal of the program is for students to recognize contemporary expressions of race by what we hear, see, and read as well as absences and silences that we find. These expressions include contemporary news accounts and popular culture artifacts (e.g., music, television, cinema, magazines). As part of this inquiry, we will examine the presidential candidacy of Barack Obama in relation to discourses on race. As a learning community we will work together to make sense of these expressions and link them to their historical origins. We may also visit local museums to understand how issues of racial identity have been experienced in the Pacific Northwest.Students will also have an opportunity to examine the social formation of their own racial identities through their own personal narratives. Current approaches from social psychology will be foundational in this aspect of the program. Related to this is consideration as to what it can mean to be an anti-racist in a 21st century racialized society.	history, law, sociology, political economy, social work, education and psychology.	Michael Vavrus	Tue Wed Fri	Freshmen FR Sophomore SO	Spring	Spring
A New Birth of Freedom: A History of the American Civil War Geoffrey Cunningham American studies history	Course	FR–SRFreshmen - Senior	4	04	Day and Evening				Su 12Summer Session I	This course will explore the American Civil War as a struggle to create, as Lincoln said, "a new birth of freedom." We will study the causes, consequences, course and legacy of secession, slavery, Emancipation, and Reconstruction. Participants will evaluate the war as it is described, portrayed, interpreted, mythologized, and remembered in a variety of historical texts, personal accounts, and films. The course will conclude by examining the promise and failure of Reconstruction, and its subsequent impact on race and the meaning of liberty in America.		Geoffrey Cunningham	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Abnormal Psychology Susan Cummings psychology	Course	SO–SRSophomore - Senior	4	04	Evening			S 12Spring		This course is designed to help students examine abnormal and normal behavior and experience along several dimensions. These dimensions include the historical and cultural influences in Western psychology, current views on abnormality and psychological health, cultural differences in the approach and treatment of psychopathology, and the role of healthy habitat in healthy mind. Traditional classification of psychopathology will be studied, including theories around etiology and treatment strategies. Non-traditional approaches will be examined as well and the role of eco-psychology in abnormal psychology.		Susan Cummings	Mon	Sophomore SO Junior JR Senior SR	Spring	Spring
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
Adaptation: Evolutionary Patterns in Biological Space-Time Bret Weinstein biology consciousness studies environmental studies natural history philosophy of science zoology	Program	JR–SRJunior - Senior	16	16	Day	F 11 Fall	W 12Winter			Nearly all of the complexity in the observable universe is due to one process: Selection-natural, sexual and otherwise. And though the basics of evolutionary selection can be summarized in a single phrase ("survival of the fittest"), the details are surprising in the extreme, raising profound questions at every juncture. Why, for example, has a simple, shared drive to increase 'reproductive success' taken aardvarks and spruce trees in such different directions? And why would a peahen choose to burden her sons with a giant handicap to their movement by mating with a male carrying genes for massive tail? We will take a broad approach to selection, studying what is known, but focusing on that which remains mysterious. The adaptive interplay between genetic, epigenetic (regulatory) and cultural traits will be of particular interest. We will also place special emphasis on understanding the tension between selection exerted by mates, and that exerted by environmental factors. Fall quarter will be spent constructing a basic toolkit for evolutionary analysis: What is an adaptation and how can it be recognized? How can we infer function? What is the relationship between a trait's short and long-term adaptive value? We will scrutinize structures; behaviors and patterns found in the wild, and refine our ability to understand them through the language of game theory. During the winter quarter, we will focus on pushing our model of selection to its limits, and beyond, by applying it to the most complex and surprising adaptive patterns in nature, with a special emphasis on adaptive patterns manifest in We will read, have lecture, and detailed discussions. Discussions will be central to our work. Students will be expected to generate and defend hypotheses and predictions in a supportive and rigorous environment. We will go out and look at nature directly when conditions are right. Each quarter, we will take a multi-day field trip to observe thought-provoking patterns in unfamiliar environments. There will be assignments, but the program will be primarily about generating deep predictive insight, not about producing a large volume of work. It is best suited to self-motivated students with a deep commitment to comprehending that which is knowable, but unknown.	biology, medicine, psychology, and public policy. This program will focus on how to think, not what to think. As such, it will be useful to in any career in which critical thinking is important.	Bret Weinstein		Junior JR Senior SR	Fall	Fall Winter
Adolescent Literature Terry Ford education literature	Course	FR–SRFreshmen - Senior	4	04	Day				Su 12Summer Full	Adolescent literature differs from children's literature to meet the developmental needs of middle and high school ages. Participants will learn about adolescent literature in an historical perspective, young adult development in reading, and genres with representative authors and selection criteria. Participants will read and critique a variety of genres, developing a knowledge base of a variety of current authors, themes, and classroom uses. Course credits contribute to minimum coursework expectations for teaching endorsements in middle level humanities and secondary English/Language Arts.		Terry Ford	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Advanced Recording and Production I, II Robert Schwenkler media arts music Signature Required: Fall Winter	Course	SO–SRSophomore - Senior	4	04	Evening	F 11 Fall	W 12Winter			This continuing course is designed to support students who are interested in recording music for various media and contexts. Making use of the college's 16-track recording facility, students will be taken on a path through contemporary practice in studio recording. Studio technology and artistry, song and mix composition, and fundamentals of audio electronics will all be covered. There will be a focus on both magnetic tape and analog mixing as well as computer-based digital recording and mixing. Processing fundamentals such as equalization, compression, and reverb will be treated alongside an overview of the many other signal processing options available in the modern recording studio. Audio electronics will be covered as it relates to general studio signal flow, troubleshooting, and DIY equipment construction. Time will be spent in the studios creating recorded pieces including pieces for the annual Evergreen Student Album project. Critical listening activities will accompany this process, using student work as well as work from outside sources. Both the techniques and the artistry of recording, mixing, and song composition will be examined and developed via the process of creation, analysis, and discussion. Work in the digital realm will focus on use of Pro Tools software and plugin effects while analog work will be based around the college’s 24-channel mixing console, 16-track tape machine, and a variety of outboard processing equipment.		Robert Schwenkler	Thu	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
African Language: Pulaar (Fulani/Peul) Amadou Ba language studies	Course	FR–SRFreshmen - Senior	4	04	Evening				Su 12Summer Session II	This class is an introduction to the Pulaar language spoken in northern Senegal. The class will focus on both language and the Fulbe tradition and culture. Students will learn greetings, introductions, family relationship, and the expressions for basic needs, as well as how to get by linguistically and culturally in cultural situations. Students will study standard Pulaar grammar, vocabulary, and spelling. Pulaar is a language of West Africa spoken by the Fulbe people of Senegal, Guinea, Mali, Niger, Nigeria, Cameroon, and Chad. Pulaar is one of the most widely spread languages in Africa. This class is appropriate for students who are interested in studying linguistics, learning a new language, and traveling to West Africa.		Amadou Ba	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Afro-Brazilian Dance (A) Janelle Campoverde dance	Course	FR–SRFreshmen - Senior	2	02	Weekend		W 12Winter			Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Afro-Brazilian Dance (A) Janelle Campoverde dance	Course	FR–SRFreshmen - Senior	2	02	Weekend	F 11 Fall				Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Afro-Brazilian Dance (A) Janelle Campoverde dance	Course	FR–SRFreshmen - Senior	2	02	Weekend			S 12Spring		Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Afro-Brazilian Dance (B) Janelle Campoverde dance	Course	FR–SRFreshmen - Senior	2	02	Weekend		W 12Winter			Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Afro-Brazilian Dance (B) Janelle Campoverde dance	Course	FR–SRFreshmen - Senior	2	02	Weekend	F 11 Fall				Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Afro-Brazilian Dance (B) Janelle Campoverde dance	Course	FR–SRFreshmen - Senior	2	02	Weekend			S 12Spring		Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
After the Ice the World Changed Dennis Hibbert geology natural history	Course	SO–SRSophomore - Senior	4	04	Weekend	F 11 Fall				There are so many people — and environmental problems — because we control our food supply. Population growth accelerated as the last ice age waned and agriculture emerged separately in the Middle East, East Asia, southern Mexico, and the Amazon basin. We will study the world at that time and the evidence for agriculture's beginnings, drawing on archaeology, geology, palaeobotany, geochemistry, and climatology. We will then watch the project we began come to be today's world.		Dennis Hibbert	Sat	Sophomore SO Junior JR Senior SR	Fall	Fall
Against All Odds: The Black Woman's Experience Kabby Mitchell and Joye Hardiman African American studies American studies cultural studies dance gender and women's studies history literature music	Program	SO–SRSophomore - Senior	16	16	Day			S 12Spring		How did Black women, of many different cultures and ages, succeed against all odds? How did they move from victim to victors? Where did they find the insurmountable courage to deconstruct and reconstruct their lives? In this program, students will participate in an inquiry-base exploration of the efficacy, resiliency and longevity of the lives and legacies of selected Black women from Ancient Egypt to contemporary Seattle. Our exploration will use the lenses of Ancient Egyptian studies, African, African-American and Afro-Disaporic history, dance history and popular culture to investigate these womens' lives and cultural contexts.The class will have a variety of learning environments, including lectures and films, workshops, seminars and research groups. All students will demonstrate their acquired knowledge, skill and insight by: creating an annotated bibliography; giving a final performance based on the life of a chosen black woman; and an end-of-the-quarter "lessons learned presentation" demonstrating how our collective studies applied to each individual student's life and legacy.		Kabby Mitchell Joye Hardiman	Tue Tue Tue Wed Wed Wed Thu Thu Thu	Sophomore SO Junior JR Senior SR	Spring	Spring
Algebraic Thinking Miranda Elliott Rader mathematics	Course	FR–SRFreshmen - Senior	4	04	Evening and Weekend			S 12Spring		Algebraic Thinking develops problem-solving and critical-thinking skills by using algebra to solve context-based problems. Problems are approached algebraically, graphically, numerically, and verbally. Topics include linear, quadratic, and exponential functions, right-triangle trigonometry, and data analysis. Collaborative learning is emphasized.		Miranda Elliott Rader	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Algebraic Thinking Miranda Elliott Rader mathematics	Course	FR–SRFreshmen - Senior	4	04	Evening	F 11 Fall				Algebraic Thinking develops problem-solving and critical-thinking skills by using algebra to solve context-based problems. Problems are approached algebraically, graphically, numerically, and verbally. Topics include linear, quadratic, and exponential functions, right-triangle trigonometry, and data analysis. Collaborative learning is emphasized.		Miranda Elliott Rader	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
American Families: Historical and Sociological Perspectives on Close Relationships Stephanie Coontz American studies cultural studies gender and women's studies history sociology	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall				In the second half of the program we discuss the origins of 20th-century marriage and parenting norms and explore the dramatic shifts that have occurred in family formation and relationship norms over the past 50 years. Students will also do individual projects that will culminate in presentations at the end of the quarter. These will cover topics such as the causes and consequences of divorce, the changing dynamics of cohabitation, singlehood and marriage, the emergence of new sexual norms, legal issues connected with changing family structures and practices, the rise of biracial and multiracial families, and debates over same-sex marriage and parenting. Many of our topics will be controversial. We seek not simple answers but intelligent questions to inform our study. Students are expected to consider several different points of view, to fairly evaluate arguments with which they disagree, and to explore the possible contradictions or exceptions to their own positions. You should expect to back up your position with concrete examples and logical argumentation, and be prepared to be challenged to defend your positions. We are not simply sharing feelings or exchanging points of view but rigorously testing different interpretations and theories against each other. Because this is a demanding and intensive program, student should not attempt to work more than 15 hours a week.	sociology, history, family studies, research, social work, teaching, family law and counseling.	Stephanie Coontz		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
American Sign Language I (B) Anne Ellsworth language studies	Course	FR–SRFreshmen - Senior	4	04	Day	F 11 Fall				In this course, students will learn finger-spelling, cardinal numbers, vocabulary, conversation sign, and ASL grammar. Introduction to deaf culture includes a reader and invitations to participate in Deaf Coffee and to attend the Deaf Club. Students from this section may continue in ASL II and ASL III in the 5:30-7:30 p.m. class in winter and spring quarters.		Anne Ellsworth	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
American Sign Language I, II Anne Ellsworth language studies	Course	FR–SRFreshmen - Senior	4	04	Day		W 12Winter	S 12Spring		In this two-quarter sequence of courses, students will learn finger-spelling, cardinal numbers, vocabulary, conversation sign, and ASL grammar. Introduction to deaf culture includes a reader and invitations to participate in Deaf Coffee and to attend the Deaf Club. In spring, students will focus on broadening their vocabularies and conversation skills and using appropriate and accurate ASL grammar with emphasis on the non-manual aspect of communication. There will also be continued study of deaf culture and invitations to deaf events in this area. Opportunities to study ASL III and IV are usually available in summer quarter.	Entry into the spring quarter requires proficiency equivalent to the successful completion of American Sign Language I. Contact the instructor for an assessment of proficiency.	Anne Ellsworth	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter Spring
American Sign Language I, II, III Anne Ellsworth language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 11 Fall	W 12Winter	S 12Spring		In this year-long sequence of courses, students will learn finger-spelling, cardinal numbers, vocabulary, conversation sign, and ASL grammar. Introduction to deaf culture includes a reader and invitations to participate in Deaf Coffee and to attend the Deaf Club. As the year progresses, students will focus on broadening their vocabularies and conversation skills and using appropriate and accurate ASL grammar with emphasis on the non-manual aspect of communication. There will also be continued study of deaf culture and invitations to deaf events in this area.	Entry into the winter and spring quarters requires proficiency equivalent to the successful completion of American Sign Language I (for winter) or American Sign Language II (for spring). Contact the instructor for an assessment of proficiency.	Anne Ellsworth	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
American Sign Language III Anne Ellsworth language studies	Course	FR–SRFreshmen - Senior	4	04	Evening				Su 12Summer Full	In ASL III, students will focus on broadening their vocabulary and conversation skills while using appropriate and accurate ASL grammar with emphases on the non-manual aspect of communication and classifier development. There is a continued study of deaf culture.		Anne Ellsworth	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
American Sign Language IV Anne Ellsworth language studies	Course	FR–SRFreshmen - Senior	4	04	Evening				Su 12Summer Full	In ASL IV, students will continue the study of the grammar of ASL, the functional application of ASL, classifiers, locatives, and vocabulary. The course will include an introduction to ASL idioms, multiple-meaning words in both ASL and English, and conceptual/contextual signing. Students will also work with ASL literature in an in-depth study.		Anne Ellsworth	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
Animal Morphology, Motion, and Mind Ruth Hayes, Kevin Francis and Amy Cook biology media arts philosophy visual arts zoology Signature Required: Winter	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter			Humans have a complex, intricate, and paradoxical relationship with other species. We are animals and we define ourselves against them. We celebrate our kinship with animals and use them as laboratory specimens. We create animal characters and infuse them with human qualities. We befriend animals and we eat them. In this program, we will integrate perspectives from the arts, sciences and humanities to explore such seeming contradictions in our understanding, representation and treatment of animals. In fall quarter, we will study animal form, function and evolution. Students will practice observational approaches to learning about animals, including drawing, laboratory dissection and field study. They will also study animal morphology, comparative anatomy, and biomechanics as a foundation for animating the locomotion of different kinds of animals. Students will explore evolutionary biology as a framework for understanding the biological parallels between humans and animals. Finally, we will examine how artists and writers have represented animals in images, stories and films. In winter quarter, we will shift our focus to human and animal neurobiology, cognition, emotion, and behaviour. As we study these topics, we will investigate how scientists and artists anthropomorphize animals in their work and explore the implications of this practice. Consider the scientist who empathizes with a chimpanzee's elation or an elephant's sadness or a dog's pain. Does this empathy provide valuable insight into the experience of another species or simply reveal the ability to project one's own sentimental fancies onto another creature? And how do we test these intuitions? Or consider animators who create films populated with animal characters. Why do they select particular species to represent specific human qualities? And how do these fictional representations of animals affect how we treat real animals? In each of these cases, we risk putting ourselves in dialog with anthropomorphized versions of animals without recognizing the full extent of our own narcissism. During both quarters, students will participate in lectures, seminars, labs and writing workshops. They will learn how to analyze several types of media, including books and films, and will be expected to develop and improve their writing through a variety of assignments. This program will also encourage students to reflect on their own assumptions and attitudes about other species. During fall quarter, art workshops will emphasize the development of basic skills in drawing and animation. During winter quarter, students will continue developing these skills and will also explore their own scientific and/or creative approaches to representing animals.	art, animation, science and education.	Ruth Hayes Kevin Francis Amy Cook	Mon Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Animal Others in Image and Text Ruth Hayes and Anne de Marcken (Forbes) media arts media studies moving image visual arts	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		Images of animals are the oldest known artworks; they are also some of the first images that children in western culture see and learn to recognize. From 35,000 year old cave paintings to Disney animations, from the fables of Aesop to the many thousands of animal videos uploaded to and viewed on YouTube, images and stories of the animals with whom we have evolved weave in and through western culture. The images proliferate as our experiences with actual animals become increasingly rare.Students will study how we see, understand and represent animals in an effort to learn about human relationships with animals as “other” and as mirrors of ourselves. They will engage in analyzing and deconstructing a variety of visual and written representations of animals to discover what these images and texts communicate about humans and their cultures, about the relationships between human and animals, and about animals themselves. Through a series of creative and technical assignments, students will interrogate their own consumption and creation of animal imagery and their own relationships with individual animals. As they execute these assignments, students will build skills in observation, research, critical thinking, conceptual design, writing, drawing and animation.		Ruth Hayes Anne de Marcken (Forbes)		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Applied Biology and Chemistry Paula Schofield and Andrew Brabban biology chemistry	Program	SO–SRSophomore - Senior	16	16	Day			S 12Spring		The aim of this program is to apply fundamental knowledge and theories of biology and chemistry to practical, real world situations. The application of biology and chemistry has huge impacts on our society, particularly influencing our economy and quality of life. Cutting edge techniques and processes are continually being developed by biologists and chemists to produce the medicines, chemicals and materials we use daily. Products include pharmaceuticals - from synthetic drugs to gene therapies - used to prevent disease and cure illness; biocompatible materials for use in the medical field; fossil-fuel derived synthetic polymers (plastics, fibers, rubbers etc.); and modern "green" or "sustainable" materials that include biodegradable polymers. These products are widely used by the general public, as well as in a wide array of industries and professions: agriculture, sports, health-care, law enforcement, the military, automotive, food, etc. In this program we will focus on the practical applications of modern biology and chemistry, studying both small and large molecules, natural and synthetic. Based predominantly in the laboratory, students will learn the theoretical principles and relevant lab and instrumentation techniques needed to synthesize, isolate and analyze small molecules and macromolecules. We will examine small biological molecules as well as organic molecules, moving to important biological macromolecules (DNA, RNA, proteins) and synthetic polymers (plastics, fibers, biodegradable polymers, green materials). Theory and techniques of molecular cloning, protein biochemistry, biocatalysis, and transgenics will be emphasized, as well as synthesis and characterization of relevant organic molecules, polymers and green materials. Seminars on technical literature and student presentations will be significant components of the program. We will also discuss the professional biologist's and chemist's relationship with industry, government and universities, and examine employment opportunities for biologists and chemists. Students will be evaluated based on their laboratory techniques, laboratory reports, class presentations, and homework assignments.	biotechnology, biology, chemistry, polymer and material science, health science, education and medicine.	Paula Schofield Andrew Brabban	Mon Tue Wed Wed Thu	Sophomore SO Junior JR Senior SR	Spring	Spring
Approaches to Healing Cindy Beck and Wenhong Wang consciousness studies health physiology	Course	FR–SRFreshmen - Senior	2	02	Evening		W 12Winter			Approaches to Healing is a guest lecture series designed to help students explore the theory and practice of the many types of healing arts that our regional wealth of outstanding practitioners provide. Throughout the quarter, students will be asked to look at broad health care questions and policy, as well as personal healing practices, stress management, and the importance of thoughtful critical analysis at all levels of approaches and outcomes. Guest speakers representing body work, complementary medicine, Chinese medicine, bacteriophages as antibiotics, and plant medicine will be featured. Students will also spend time each week outside of class exploring new activities that could contribute to their own health, as well as reading current literature to help expand their understanding of health and wellness.This course meets in conjunction with the program . (You may enroll either in for 8 credits or for 2 credits, but you may not enroll in both.)		Cindy Beck Wenhong Wang	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Arabic, Beginning I, II, III Joe Fahoum language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 11 Fall	W 12Winter	S 12Spring		In this year-long sequence, students will learn to read and write in both classical and modern Arabic, the language spoken in all of the 22 Arab states and all Islamic countries. (All Muslims are instructed to pray in Arabic.) By the end of the year, students will be able to speak at a novice level. The objectives are to continually increase vocabulary; to learn suffixes, pronouns, and verbs for personalization; to learn to conjugate verbs; and to recognize proper and inverted sentences as well as those starting with infinitive verbs and indefinite nouns. Students are required to master verbs tenses, superlatives, sentence analyzing, and subject-verb agreement as well as all other areas of grammar. Students will also learn some songs, short poems, and stories while studying Arabic culture and learning some conversational Arabic.		Joe Fahoum	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Arabic For Beginners Steven Niva cultural studies international studies language studies	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Session I	This course will introduce students to both written Arabic and basic conversational Arabic in order to provide the foundations for further study in the Arabic language. Students will learn Arabic script and basic grammar rules, expand their vocabulary, and practice conversational Arabic used in everyday encounters. They will also watch films, listen to music, and discuss cultural topics related to language use. This course prepares students for language-based area programs, and for first year Arabic language requirements.		Steven Niva	Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
Art and Awareness: Art Practices and Collaborations in the 21st Century Evan Blackwell aesthetics art history sustainability studies visual arts	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		This program will investigate the social impact of art and explore what it means to be a “successful” artist working in the 21st century. How does the artist respond to current events, politics, social structures, ecological issues and existing paradigms in order to create a healthier community? How can the artist conduct meaningful dialogue about our cultural model? How can artists create awareness, and how can art effect social change?Our focus will examine the development of post-1960’s visual, installation, video, performance and ecological art, and its effects on the art world and the broader culture. We will study a variety of artists intent on making a difference in the world. We will look beyond art galleries, museums and collectors' homes and investigate ways in which art and art practices are supported and integrated into public places. This program will research artist collaborations, collectives and communities in order to understand how artists accomplish projects beyond the fixed studio space. We will take a collaborative approach to many of the studio projects and workshops to create work that goes beyond what a single individual could normally accomplish.Constructing with readily available materials not limited to traditional "fine art" mediums, we will gain skills in 2-D and 3-D design and construction methods, and link art making processes and materials to our ideas. These projects might culminate in site-specific installations, actions, performances, or objects - or take a less material-based approach using digital means and the World Wide Web.Weekly writing assignments, lectures, seminars, studio visits, and studio workshops will build a broader understanding of what art is and what it can do for the world. Students must be as committed their reading, writing and research as they are to their own art-making. This program requires a strong work ethic and self-discipline, and students will be expected to work intensively in the studios on campus.		Evan Blackwell		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Art, Culture, and Education Hirsh Diamant cultural studies education visual arts	Program	FR–SRFreshmen - Senior	8	08	Weekend	F 11 Fall	W 12Winter			Human societies and cultures express their values in education and art. Art is the earliest and most enduring expression of humanity. For community and the individual, art can be a practice of education and self-cultivation. In today's global community it is important to understand art and values of other cultures and by so doing to awaken art within oneself while learning to understand the "other."All children naturally understand the importance of art and are creating art constantly in their play. All children are artists and all can paint, play, sing, and dance. Children also have an instinctive sense of right and wrong. In the modern, industrial world these natural abilities often become suppressed and lost. Modern educators need to be confident in their own artistic abilities and grounded in their own moral core; they need to be trained in communication across cultures and able to support children's healthy development.The students in this half-time, interdisciplinary program will immerse themselves in study and practice of art and in cultural experiences that are vastly different from the Western dominant culture by studying Native American, Muslim, Hebrew, and Chinese cultures. Students will make art, study myths and world religions as they have been shaped by cultures and landscapes of the past, and examine cultural and ethical norms. Students will also examine cultural influences and pressures of today's global society and will investigate the importance of preserving and developing cultural, artistic, and ethical traditions. Students will engage in traditional academic study such as reading, writing, and seminars and will also engage in art making, meditation, community events, and the practice of Tai Ji. Students will learn about child and human development, will learn about alternative education systems, and will cultivate their own spiritual, meditative, ethical, and artistic life. In addition to classroom study, students will participate in retreats and will go on field trips to explore educational, art, and cultural resources in the community.In winter quarter students will be able to work on community service projects, in schools, and on Native American reservations.	arts, education, cultural studies	Hirsh Diamant	Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Art for Art Therapists Gail Tremblay health visual arts	Course	FR–SRFreshmen - Senior	4	04	Day				Su 12Summer Session II	This course is designed to explore art projects that can be used in therapeutic settings with patients and clients. It will include readings and films about art used as therapy along with hands-on art projects that explore a variety of media. Students will be required to create at least five works of art using various media and to write a summary at the end of the summer session that explores what they have learned.	art therapy	Gail Tremblay	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Art History I: Temples and Tombs Nancy Bishop art history	Course	FR–SRFreshmen - Senior	4	04	Weekend		W 12Winter			Art History I is an exploration of the surviving art and artifacts of the most ancient Western civilizations: the ancient Near East, Egypt, Greece, and Rome. The European middle ages will also be covered. In addition to a text, students will critically read primary source documents to facilitate their understanding of the cultures, religions, and the role of visual art. Students will be tested over material and, as part of a team, make a presentation to the class.		Nancy Bishop	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Art History II: Order and Chaos Nancy Bishop art history	Course	FR–SRFreshmen - Senior	4	04	Weekend			S 12Spring		The second half of this overview of Western art examines the major movements from the Renaissance on. Tension between strong oppositional forces drive a stylistic evolution from the calm order of the structured perfection of the Van Eycks and Leonardo to the diversity of our post modern and deconstructivist world in the 21st century.		Nancy Bishop	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Art of Helping Mary Dean sociology	Course	FR–SRFreshmen - Senior	4	04	Evening	F 11 Fall				Doing well while doing good is a challenge. Whereas some kind of help is the kind of help that helps, some kind of help we can do without. Gaining wisdom to know the paths of skillful helping of self and others is the focus of this four-credit course. We will explore knowing who we are, identifying caring as a moral attitude, relating wisely to others, maintaining trust, and working together to make change possible.		Mary Dean	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
The Art of Leadership Dariush Khaleghi business and management consciousness studies leadership studies	Course	FR–SRFreshmen - Senior	4	04	Evening and Weekend				Su 12Summer Session II	The Art of Leadership is a highly interactive course, encouraging personal reflection and deep learning to help students explore their own leadership qualities. This course provides a multi-disciplinary approach to learning by blending behavior theory with business principles to provide practical applications to learn critical topics in leadership. This course is centered on personalized learning opportunities where students are encouraged to develop their full potential and become the leader they always desired to be. This course also introduces a set of comprehensive exercises and engaging self-assessment tools to allow students learn more about themselves and their capacity to lead. The course teaches concepts, principles, and skills of leadership in a way that is appropriate for both new and experienced leaders, as well as anyone who must influence others to achieve common goals and objectives.		Dariush Khaleghi	Fri Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Art of Mosaic Ann Storey art history history visual arts	Program	FR–SRFreshmen - Senior	8	08	Evening	F 11 Fall				This interdisciplinary class will explore the art and art history of mosaics. An ancient art that combines practicality with beauty, the mosaic medium is currently having a renaissance as contemporary artists explore its use in architectural design and outdoor sites. In studying the history of mosaic, we will concentrate on three eras when the medium flourished: the Classical and Byzantine periods, the Arts and Crafts Movement and Art Nouveau era, and the contemporary art period. Students will be guided in a process for making both two-dimensional and three-dimensional mosaic artworks. They will also have writing projects, research assignments, and workshops to help them to write and talk about art more analytically. Art project ideas will grow out of studying the history of mosaics. Critique/analysis sessions will emphasize using design principles to make more compelling artworks.	visual arts, art history, museum studies, education, design	Ann Storey	Tue Thu	Freshmen FR 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
Art Since 1500 Olivier Soustelle art history cultural studies	Course	FR–SRFreshmen - Senior	4, 6	04 06	Day				Su 12Summer Session II	This class surveys world art history since 1500 from the Renaissance to the 20th century. We will focus on paintings, sculpture, architecture, and the decorative arts in Europe, North America, and Asia. Credit possible in either art history or world cultures/civilizations. Students enrolled for 6 credits will complete a library research paper on an artist or art movement of their choice. This is a companion class to "Europe Since 1500."		Olivier Soustelle	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
Assessment in Literacy Jon Davies education	Course	FR–SRFreshmen - Senior	4	04	Day				Su 12Summer Session I	To prepare for a reading endorsement or to understand more about literacy assessment and development, participants will engage in readings, discussions, written analyses, and workshops that address formal and informal literacy assessment. Topics include diagnostic reading tests, informal reading inventories, cueing systems, nonfiction text features and formats, qualitative and quantitative readability assessments, and content area reading assessment. This course meets teaching requirements for Washington reading endorsement.		Jon Davies	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Astronomy and Cosmology: Stars and Stories Rebecca Chamberlain astronomy education field studies literature philosophy philosophy of science	Program	FR–SRFreshmen - Senior	8	08	Day and Evening				Su 12Summer Session II	This intensive course will explore a variety of cosmological concepts from mythology, literature, philosophy, and history, to an introduction to astronomy, archeo-astronomy, and theories about the origins of the universe. We will employ scientific methods of observation, investigation, hands-on activities, and strategies that foster inquiry based learning and engage the imagination. This class is focused on field work, and activities are designed for amateur astronomers and those interested in inquiry based science education as well as those interested in doing observation-based research or in exploring literary, philosophical, cultural, and historical Cosmological traditions.Students will participate in a variety of activities from telling star-stories under the night sky to working in a computer lab to create educational planetarium programs. Through readings, lectures, films, workshops, and discussions, participants will deepen their understanding of the principles of astronomy and refine their understanding of the role that cosmology plays in our lives through the stories we tell, the observations we make, and the questions we ask. Students will develop skills and appreciation for the ways we uncover our place in the universe through scientific theories and cultural stories, imagination and intellect, qualitative and quantitative processes, and "hands on" observation.We will visit Pine Mountain Observatory, and participate in field studies at the 25th Anniversary of the Oregon Star Party. This year’s celebratory events include a presentation by a Space Shuttle Astronaut and workshops with mentors, scientists, storytellers, and astronomers. We will develop a variety of techniques to enhance our observation skills including use of star-maps and navigation guides to identify objects in the night sky, how to operate 8” and 10” Dobsonian telescopes to find deep space objects, and how to use binoculars and other tools. We will be camping and doing field work in the high desert for a week. (first session): A few students will have the opportunity to attend an invitational research conference at Pine Mountain Observatory, July. 15-20 (first session). They must 1) be enrolled in the class or have prior experience and 2) work with the instructor to complete an independent study contract prior to the first session of summer quarter. Since a limited number of students will be able to participate this year, students will be selected based on their background, qualifications, and interests. Research sessions are still to be determined but may include photometry, astrometry, spectroscopy, or Binary Star Research. Students must have the ability and interest to camp and do fieldwork in the high dessert for a week. A planning meeting will be held on campus July 11, 6-10 pm. Contact the instructor ASAP if you are interested.		Rebecca Chamberlain	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Atoms, Molecules, and Reactions Dharshi Bopegedera chemistry	Program	JR–SRJunior - Senior	16	16	Day	F 11 Fall	W 12Winter	S 12Spring		This upper division program offers advanced studies in chemistry to prepare students for graduate studies or a career in chemistry. Based on the theme "What do chemists do?", our classroom studies will be connected with the applications chemists encounter in their everyday work. In fall quarter we will study topics in quantum mechanics and descriptive inorganic chemistry. We will study simple quantum mechanical systems, apply them to solve simple chemical problems, and investigate how they can be adapted for more complex systems. In inorganic chemistry, we will explore atomic structure, simple bonding models, molecular symmetry, group theory and its applications, molecular orbital theory and acid-base chemistry. In winter quarter we will continue our studies in quantum mechanics to include more complex systems, and investigate the use of spectroscopy to validate the quantum mechanical theories. Inorganic chemistry topics will include the study of coordination compounds and the solid state. In addition, we will begin our study of thermodynamics by exploring the laws of thermodynamics that lay the foundation in this field of study. Spring quarter will find us doing in-depth investigations of the spectrometric methods, including a detailed analysis of the high resolution infrared spectrum of a diatomic molecule. We will continue our studies in thermodynamics with topics in chemical equilibria and kinetics. In the laboratory, students will work with a selection of analytical instrumentation. This will include an exploration of the physical principles as well as analysis of samples. Students are strongly encouraged to work with individual chemistry faculty on research projects during the course of the year. The results of these projects will be presented at the annual Undergraduate Research Symposium of the Puget Sound Section of the American Chemical Society.	chemistry, physics, physical science, health science, biological sciences, medicine, environmental sciences, and teaching.	Dharshi Bopegedera		Junior JR Senior SR	Fall	Fall Winter Spring
Atoms, Molecules, and Reactions: Inorganic Chemistry Dharshi Bopegedera chemistry	Program	JR–SRJunior - Senior	4, 8	04 08	Day	F 11 Fall	W 12Winter			Students are welcome to study the advanced inorganic chemistry component that is offered as part of the program. In fall quarter we will explore atomic structure, simple bonding models, molecular symmetry, group theory and its applications, molecular orbital theory, and acid-base chemistry. In winter quarter we will study the chemistry of coordination compounds and the solid state.This is being offered for 8 credits in fall quarter and 4 credits in winter quarter.	mistry, physics, physical science, health science, biological sciences, medicine, environmental sciences, and teaching.	Dharshi Bopegedera		Junior JR Senior SR	Fall	Fall Winter
Atoms, Molecules, and Reactions: Quantum Chemistry Dharshi Bopegedera chemistry physics	Course	JR–SRJunior - Senior	4	04	Day	F 11 Fall	W 12Winter	S 12Spring		Students are welcome to study the quantum chemistry component that is offered in the program. In fall quarter we will study simple quantum mechanical systems, apply them to solve simple chemical problems, and investigate how they can be adapted for more complex systems. In winter quarter we will continue the study of complex systems and investigate the use of spectroscopy to validate the quantum mechanical theories. This will be followed by in-depth investigations of the spectrometric methods including a detailed analysis of the high resolution infrared spectrum of a diatomic molecule in spring quarter.	chemistry, physics, physical science, medicine, engineering, environmental science and teaching.	Dharshi Bopegedera		Junior JR Senior SR	Fall	Fall Winter Spring
Atoms, Molecules, and Reactions: Thermodynamics Dharshi Bopegedera chemistry physics	Program	JR–SRJunior - Senior	4, 8	04 08	Day		W 12Winter	S 12Spring		Students are welcome to study the thermodynamics component that is offered as part of the program. In winter quarter we will begin our study by exploring the gas laws and the laws of thermodynamics. In spring quarter, we will apply these laws to chemical systems and investigate heats of chemical reactions, equilibria and kinetics. This is being offered for 4 credits in winter quarter and 8 credits in spring quarter.	chemistry, physics, physical science, medicine, engineering, environmental science and teaching.	Dharshi Bopegedera		Junior JR Senior SR	Winter	Winter Spring
Audio Recording I, II, III Zenaida Vergara media arts Signature Required: Fall Winter Spring	Course	SO–SRSophomore - Senior	4	04	Evening	F 11 Fall	W 12Winter	S 12Spring		This year-long sequence of courses introduces the subject of audio production and its relation to modern media. Fall quarter will focus on analog mixers and magnetic recording with some work in digital editing. Main topics will include field recording, digital audio editing, microphone design and application, analog multi-track recording, and audio console signal flow. Winter continues this work while starting to work with computer-based multitrack production. Additional topics will include acoustics, reverb, and digital effects processing. In spring, additional topics will include sound design for film with sync sound production for dialogue, Foley, sound effects, and music composition. There will also be an interview-style production meant for radio broadcast. In each quarter, students will have weekly reading assignments and weekly lab assignments outside of class time.		Zenaida Vergara	Wed	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Ballet (A) Jehrin Alexandria dance	Course	FR–SRFreshmen - Senior	2	02	Evening	F 11 Fall				In this course, students will learn fundamentals of ballet and gain greater physical flexibility and coordination. In addition, we will practice floor barre, developmental movement therapy, Pilates and visualization exercises, and learn to apply them to achieve heightened awareness of self through movement both in and outside class.		Jehrin Alexandria	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Ballet (A) Jehrin Alexandria dance	Course	FR–SRFreshmen - Senior	2	02	Day			S 12Spring		In this course, students will learn fundamentals of ballet and gain greater physical flexibility and coordination. In addition, we will practice floor barre, developmental movement therapy, Pilates and visualization exercises, and learn to apply them to achieve heightened awareness of self through movement both in and outside class.		Jehrin Alexandria	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Ballet (A) Jehrin Alexandria dance	Course	FR–SRFreshmen - Senior	2	02	Day		W 12Winter			In this course, students will learn fundamentals of ballet and gain greater physical flexibility and coordination. In addition, we will practice floor barre, developmental movement therapy, Pilates and visualization exercises, and learn to apply them to achieve heightened awareness of self through movement both in and outside class.		Jehrin Alexandria	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Ballet (B) Jehrin Alexandria dance	Course	FR–SRFreshmen - Senior	2	02	Day			S 12Spring		In this course, students will learn fundamentals of ballet and gain greater physical flexibility and coordination. In addition, we will practice floor barre, developmental movement therapy, Pilates and visualization exercises, and learn to apply them to achieve heightened awareness of self through movement both in and outside class.		Jehrin Alexandria	Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Ballet (B) Jehrin Alexandria dance	Course	FR–SRFreshmen - Senior	2	02	Day		W 12Winter			In this course, students will learn fundamentals of ballet and gain greater physical flexibility and coordination. In addition, we will practice floor barre, developmental movement therapy, Pilates and visualization exercises, and learn to apply them to achieve heightened awareness of self through movement both in and outside class.		Jehrin Alexandria	Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Ballet (B) Jehrin Alexandria dance	Course	FR–SRFreshmen - Senior	2	02	Day	F 11 Fall				In this course, students will learn fundamentals of ballet and gain greater physical flexibility and coordination. In addition, we will practice floor barre, developmental movement therapy, Pilates and visualization exercises, and learn to apply them to achieve heightened awareness of self through movement both in and outside class.		Jehrin Alexandria	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Behind the News: Power and Politics in Our Daily Lives Charles Pailthorp and Matthew Smith American studies government history law and public policy philosophy political science	Program	SO–SRSophomore - Senior	16	16	Day	F 11 Fall				Power can be as direct as a blow to the head or as subtle as the lyrics of a song. The dimensions of power, the way it operates in the world to constrain choices and provide opportunities gives shape to our daily lives. This program will examine different ways philosophers and theorists have understood power and assessed how it is deployed in politics and practice.We look forward to close study of works by: Thomas Hobbes, John Locke, Christopher Hill, Karl Marx, Adam Smith, David Harvey, Michel Foucault, Steven Lukes and others.Each student will be expected to gain authority over a controversy currently found in the news. The choice of controversies will be limited to a selection made by the faculty or suggested by a group of students. Each person will conduct their own inquiry into the chosen controversy, but each must find a small group whose members will support one another’s work. A preliminary list of possible areas: homelessness, reproduction, social revolutions, global warming, global economy, diminishing middle-class expectations, immigration, initiative campaigns, campaign finance, land policies, intellectual property and technology, collective bargaining... For others, follow the news. This work will culminate in a 15 pp. essay and a formal presentation of all work that meets a high standard.This program is an excellent choice for students new to Evergreen and for those returning to undergraduate study after a period of work or travel.Faculty will take care to introduce students to collaborative, interdisciplinary work, and research topics will be designed to make sense from a practical, applied perspective. Our understanding of power and how it is deployed will be directed towards the consequences of power in our daily lives and how our choices can help shape these outcomes.	history, philosophy, political science, law, journalism, politics and government, and public policy.	Charles Pailthorp Matthew Smith		Sophomore SO Junior JR Senior SR	Fall	Fall
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
Biology through Darwin's Lens Jennifer Calkins biology	Program	FR–SRFreshmen - Senior	8	08	Evening and Weekend			S 12Spring		The theory of evolution provides the best framework through which we can understand the diversity of biological systems. In this course, we will use evolutionary theory to help us explore biological patterns ranging from the structure of a cell to the organization of ecosystems as well as biological processes ranging from the replication of genetic information to the generation of energy. In the context of our study we will investigate the diversity of biological systems, its origin, and its current threats. More specifically, we will study the structure, information, and energetics of biological systems and will ask how the theory of evolution can explain the patterns and processes at these levels. For example, we will ask the following questions: What are the structures of biological systems such as cells, organisms, and communities? How do biological systems store, replicate, and share information using genetic material, neurobiological processes, and behavior? How do systems capture, exchange, store, and utilize energy through photosynthesis, cellular respiration, and ecological exchange?This course will prepare students for further study in biology and will provide them with the biological literacy necessary to engage complex issues from cloning to conservation with knowledge and understanding. The course will include lectures and small-group seminar discussions as well as lab, computational, and field-based projects. Readings will include portions of a basic biology text, peer-reviewed research papers, and readings from popular science. Students will be responsible for keeping a journal, doing the readings, participating in group discussions and projects, and completing weekly assignments. Students will be evaluated on their participation, their assignments, and their performance on two exams.		Jennifer Calkins	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Black and White Photography: Summerwork Bob Haft visual arts	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Session I	Summerwork is an intensive, hands-on program for students of all skill levels wishing to learn the basics of the 35mm camera (or larger format), darkroom techniques, aesthetics, and a short history of photography. A final project involves production of a book of photographs; each student will receive a copy at quarter’s end. Emphasis is placed on learning to see as an artist does, taking risks with one’s work, and being open to new ideas.		Bob Haft	Mon Tue Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Blood and Borders: Tradition and Transformation in Central Europe Patricia Krafcik, Marta Botikova, Robert Smurr and Zoltan Grossman cultural studies geography history international studies Signature Required: Winter	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter			Come with us on a virtual journey from the Baltics to the Balkans. The cobblestone streets of medieval Estonia, misty Carpathian and Transylvanian mountains, and sunny shores of the Adriatic Sea await our arrival as we traverse a magnificent territory stretching from the gates of Scandinavia through the mountains, plains and forests of Slavic, Hungarian and Romanian central Europe to the portals of the once-great empires of Macedonia and the Ottoman Turks.Our theme of “Blood” examines the ethnic and cultural identities prevalent in the region and how ethno-religious and cultural nationalisms have shaped and been shaped by constructed identities as well as by regional conflicts and invading distant powers since 1848. Indeed, some of the world’s most reviled rulers and dictators, including Dracula, Hitler and Stalin, left bloody and permanent marks on this entire region.Our theme of “Borders” explores how international and regional boundaries have been drawn and redrawn and how central Europe has served as a “borderland” between Christianity and Islam, Western and Eastern Christianity, the German, Austrian, Russian and Ottoman empires, NATO and the Soviet Union, and present-day Russia and the European Union. The revolution of 1989 and the demise of Communism, initiating a new chapter in the region’s history, will be a significant focus of our study. We will examine why the numerous ethnic, national, religious and political identities often “resolved” their differences by force and violence rather than by tolerance and acceptance.Historical, cultural, geographical, economic, gender, and environmental modes of analysis will enable us to examine both previous and contemporary issues in each country in this region. Such analysis will also permit us to offer regional angles that transcend state boundaries, a particularly exciting aspect of investigation since so many of the current nation-state borders have been drawn recently and, in many cases, artificially. Abundant literary works and films from each of the region's relevant countries will offer additional valuable insights.In fall quarter, we will examine the historical background chronologically, enhanced with a study of the geography and demography of this varied region. Winter quarter will focus on a variety of fascinating themes connecting the present to the past and the future. In both quarters, students will write papers and conduct research projects that link our themes over time and on a local, national and global scale. We will use lectures, images, readings, film critique, art, maps and literature as tools in our exploration.	international affairs, history, political science, geography, cultural anthropology and international business.	Patricia Krafcik Marta Botikova Robert Smurr Zoltan Grossman		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Book Torrent: Information Studies in the 21st Century Julianne Unsel history literature media studies Signature Required: Fall	SOS	SO–SRSophomore - Senior	16	16	Day and Evening	F 11 Fall	W 12Winter			What is the past and future of books in academic publishing and library collections today? How are human capacities altered by the use of books in comparison to other media and formats? What is the past and future of books as a medium for teaching and learning? How do print and electronic book formats compare in their utility and power for undergraduate scholarship and research? How do they compare in their capacities for the formation, presentation, and preservation of knowledge?This program will partner students with Evergreen library faculty and staff to engage these and related questions through organized academic coursework (theory) and through an in-program internship within the Evergreen library (practice). The academic component will include seminar classes and research options in the history of print media, electronic media, and the book form. Students and faculty will experiment with and test a range of state-of-the-art e-book formats and e-readers. All e-texts and e-readers will be provided for student use by the college.Internship work will provide opportunities for students to contribute to a two-year project by library faculty and staff which will begin in Fall. The project is for the modernization and reinvention of the library and its policies, procedures, and collections in context of the capacity for scholarly work with and across various information and communication media. Students will choose and design specific work assignments within current and ongoing library operations, planning activities for the immediate and long-term future of the library, and intellectual discussion and exploration of possible futures for academic libraries and learning more generally.The academic and in-program internship components of this program will maintain thematic emphasis on the place of the library in its direct support of the college curriculum, its role in shaping the interdisciplinary pedagogy of the college, and its own character as a coordinated studies teaching institution within the college.	education, history, library and information science, media studies	Julianne Unsel		Sophomore SO Junior JR Senior SR	Fall	Fall
Brain and Mind: East-West Insights Cindy Beck and Jamyang Tsultrim consciousness studies philosophy physiology psychology	Course	SO–SRSophomore - Senior	4	04	Weekend			S 12Spring		Interest in Eastern philosophy and the influence of contemplative practice on the body has been growing over the past few decades. This class will explore Eastern models of the theory of knowledge, particularly traditional epistemological models of cognition based on Indo-Tibetan studies. Class material will look at the effect these practices have on neurological function by studying neuroanatomy, brain plasticity, and the connections between sensory input and our emotions, thoughts, and actions. Students will learn to analyze constructive emotions and thoughts and their influence on mental stability. Students will also learn methodologies for influencing and improving mental development and function. Hands-on workshops, readings, and discussions will emphasize class concepts and help students learn to integrate Western science and Eastern philosophy.		Cindy Beck Jamyang Tsultrim	Sat	Sophomore SO Junior JR Senior SR	Spring	Spring
Bryophyte Taxonomy and Ecology Lalita Calabria botany ecology natural history	Program	JR–SRJunior - Senior	16	16	Day		W 12Winter			The Pacific Northwest supports one of the greatest diversities of bryophytes- mosses, hornworts and liverworts - in the world. These terrestrial, epiphytic, and rock-dwelling taxa perform critical ecological roles in our forests, prairies, and urban areas. They intercept and retain nutrients and moisture from rainwater and mist, provide habitat and nesting material for invertebrates and vertebrates, and are important bioindicators of ecosystem health and global climate change.This program focuses on bryophyte taxonomy, ecology and biology. Field trips will emphasize the recognition of ecological life forms and morphological growth forms of bryophytes as well as proper collection methods. Lab activities will involve identifying collected specimens using dichotomous keys and developing proficiency in techniques for the identification of mosses such as dissection, slide-making techniques and use of compound and dissecting microscopes. Lectures will focus on readings from a bryophyte ecology textbook as well as current topics in bryophyte biology and taxonomy. Seminar readings will include a variety of essays, books and scientific papers on the economic, medicinal and aesthetic value of bryophytes. Students will conduct quarter-long group research, which may include herbaria-based taxonomic studies, moss propagation experiments, field-based floristic studies or installation of moss rooftop teaching garden on campus. Students will also contribute to the ongoing curation and databasing of the Evergreen Herbarium Bryophyte Collection.		Lalita Calabria	Mon Tue Thu	Junior JR Senior SR	Winter	Winter
Buddhist Psychotherapy Ryo Imamura cultural studies philosophy psychology	Program	FR–SRFreshmen - Senior	8, 12	08 12	Evening and Weekend				Su 12Summer Session II	Western psychology’s neglect of the living mind, both in its everyday dynamics and its larger possibilities, has led to a tremendous upsurge of interest in the ancient wisdom of Buddhism which does not divorce the study of psychology from the concern with wisdom and human liberation. We will investigate the study of mind that has developed within the Buddhist tradition through lectures, readings, videos, workshops, and field trips. Students registering for 12 credits will attend a meditation retreat and complete a research paper on meditation.	Buddhist Studies, Asian psychology, consciousness studies, psychotherapy, social work	Ryo Imamura	Fri Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
Business, Finance and Statistics, Oh My! Glenn Landram and David Shaw business and management government	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		This program focuses on contemporary business issues, as well as introductions to personal finance and managerial finance. It also includes basic undergraduate statistics, which will serve as a foundation for further work in advanced social sciences in any graduate program (e.g., an MBA or MPA) requiring statistics. But fear not; this material is not only useful and practical but also learnable. The program will provide the quantitative basics for the conduct and understanding of business domestically and abroad, as well as examine the tension faced by smaller businesses caught between the forces of globalization on the one hand and a desire for greater localism on the other. There will be workshops, lectures, films, guest speakers and student led sessions. Readings such as the ; the ; ; ; and will focus on increasing student familiarity with current business topics, and developing the skills to organize and analyze business and economic data. Strategies for effectively presenting quantitative information will also be emphasized. Students will compete in an advanced business simulation in teams. The simulation will require substantial student research, including analysis of quantitative and qualitative data. Students will emerge from the simulation with improved teamwork skills, as well as a greater understanding of financial statement analysis, competitive strategy, marketing, operations, and business economics.	social science, business, management, and public administration.	Glenn Landram David Shaw	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Business Foundations Allen Jenkins business and management leadership studies	Program	FR–SRFreshmen - Senior	8	08	Evening	F 11 Fall	W 12Winter	S 12Spring		This program is an introduction to management, leadership, and the basic concepts of entrepreneurship (starting, financing, growing, and running a successful business). It provides theoretical and practical frameworks for the realities of starting and running a business in a global economy. Topics include business structure, financial management, financing operations, growth and leadership, business practices and protocol, and cultural aspects of doing business in today's world. The program will explore how organizations are defined, legally and financially, and advantages and disadvantages of each type. Using seminar, case studies, simulations, guest speakers, discussions, and assigned tasks, we will focus on strategic planning, organizational development, forecasting, budgeting, startup funding, and financial management. Students will build the foundations for a solid understanding of how businesses work and how to manage and lead. These foundations are essential for developing the confidence, objectivity, and vision necessary to make effective decisions both as an individual and as a leader. In fall, the program covers basic concepts and practices of entrepreneurship small business management, and leadership. Winter covers financial and managerial accounting, financial statement analysis, and internal control systems and the significant roles they have in making sound business decisions, and in the management of a business. Students will learn how to use QuickBooks accounting software. In spring, the program continues its quantitative focus covering financial statement and ratio analyses to access company performance and to find the real cost of raising money (cost of capital) in the debt equity (stock) markets. This program promotes financial intelligence and quantitative reasoning using case studies as a way to "look through" nicely ordered numbers for clues to potential problems and to interpret and convey financial data clearly, concisely, and accurately. Excel is used for assignments, so the complexities of calculation will not be an impediment to learning and will allow students to concentrate on analytical thinking.	business, management, marketing, entrepreneurship	Allen Jenkins	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Business in a Global Context Theresa Aragon business and management	Program	JR–SRJunior - Senior	8	08	Weekend			S 12Spring		The world as we know it has changed immeasurably over the past ten years. Our horizon has been expanded through quantum advances in communication and computer technology. We are now members of a global society and as such have an intellectual responsibility to attempt an understanding of globalization. Globalization has created both opportunities and challenges for international business and will serve as the organizing framework for our study of international business. We will inform our understanding through the perspective of politics, economics, social science, culture and history. Learning in this class will be interdependent and dynamic. It will require everyone’s best effort and full commitment. Credits will be given in globalization and international business.		Theresa Aragon	Sat Sun	Junior JR Senior SR	Spring	Spring
Business Law Natividad Valdez business and management law and public policy	Program	FR–SRFreshmen - Senior	8	08	Weekend				Su 12Summer Session I	The class will entail an overview of contracts, employer liability, intellectual property, antitrust, and benefits. The course will incorporate real-world business scenarios, and students will learn how to apply legal principles to those situations. Students will learn how to create a business and learn how to navigate prevalent legal issues. The class will include a guest speaker from the business community.		Natividad Valdez	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Calculus 2 and 3 Allen Mauney mathematics	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Session II	The first part of the curriculum will include approximating areas, the definite integral as a limit, anti-differentiation, the product/quotient/chain rules, integration by parts, trigonometric integrals, trigonometric substitutions, and a wide variety of applications of the integral. The program will end with various topics including Taylor polynomials, infinite series, power series, improper integrals, vectors, and multivariable calculus. Students will write exams, do homework, work collaboratively in class and present their results to their peers.		Allen Mauney	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Calculus I, II, III Vauhn Foster-Grahler mathematics	Course	FR–SRFreshmen - Senior	4	04	Day	F 11 Fall	W 12Winter	S 12Spring		This year-long sequence of courses will provide a rigorous treatment of the procedures, concepts, and applications of differential and integral calculus, multi-dimensional space, sequences, and series. This year-long sequence is appropriate for students who are planning to teach secondary mathematics or engage in further study in mathematics, science, or economics. In particular we will cover applications of differentiation including related rates and optimization and of integration including area, arc length, volume and distribution functions. We will gain a deep understanding of the analytical geometry of lines, surfaces and vectors in multi-dimensional space and engage in a rigorous treatment of sequences and series. Throughout the year, we will approach the mathematics algebraically, graphically, numerically, and verbally. Student-centered pedagogies will be used and collaborative learning will be emphasized. If you have questions about your readiness to take this class, please contact the faculty.		Vauhn Foster-Grahler	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Ceramics: Form and Function Aisha Harrison visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening		W 12Winter			In this class students will explore the sculptural and design potential of functional ceramic forms. Topics discussed will include elements of design, historical and cultural significances of functional forms, and integration of surface and form. Techniques will include wheel throwing, alteration of thrown forms, piecing parts to make complex or larger forms, and creating hand-built accoutrements.		Aisha Harrison	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Ceramics: Global Traditions, Contemporary Practice Aisha Harrison visual arts	Program	FR–SRFreshmen - Senior	8	08	Evening				Su 12Summer Full	In , students will study global ceramic traditions, look at artists whose work is in dialogue with tradition, and create a series of pieces drawing from traditional forms or ideas. An intensive studio practice will incorporate traditional methods, hand-building, throwing, and surface decoration, and will also explore how these methods are affected by cultural ideas. Students will discuss readings and complete a research paper focused on issues surrounding the use of traditional forms and ideas in contemporary art.		Aisha Harrison	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Ceramics: Introduction to Sculpture Aisha Harrison visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening	F 11 Fall				This is an introductory studio course in forming processes in ceramics, starting with handbuilding techniques and progressing to wheel-throwing techniques for altered cylindrical forms. Students will learn the handbuilding techniques of pinching, coil-building, slab-building, extruding, and an introduction to basic wheel-throwing. Students will be introduced to the use of slips and low-fire glazes. Emphasis will be on learning construction techniques, integrating the principles of three-dimensional design, and developing students’ individual sculptural concepts.		Aisha Harrison	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Ceramics: Sculpting the Human Form Aisha Harrison visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening			S 12Spring		In this class students will sharpen their observation skills by rendering the human form using a live model. Topics discussed will include the ethics of using the human form in art, determining if a figure is needed in a work, and the implications of using a partial or whole body. Skills covered include construction of armatures, sculpting around an armature with solid clay, hollowing and reconstruction, and techniques for sculpting problematic areas like heads, hands, and feet. A variety of surface options will also be covered including fired and room temperature glaze.		Aisha Harrison	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Chemistry for Everyone Peter Pessiki chemistry	Course	FR–SRFreshmen - Senior	2	02	Evening		W 12Winter			Through a series of learning experiences, this course will relate general chemistry to everyday life in a manner suited for those with no science background. Learning experiences will focus on inorganic molecules, acids and bases, and energy. Each learning experience will consist of a mix of lectures, workshops, presentations, labs, and discussions. All students will be given the opportunity to make physical measurements, handle chemicals and glassware, perform chemical reactions, and learn how to put a calculator to use.		Peter Pessiki	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Chemistry of the Body Rebecca Sunderman chemistry	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Session II	Your body is a chemical factory. In this program we will explore several of these chemical systems including biochemical families, vitamin uptake and storage, blood chemistry, and immunochemistry. No previous science courses are required, but do come ready to explore the amazing world of chemistry within the human body. This program also serves as a great review for MCAT preparation.	health-related fields, teaching, chemistry, nutrition	Rebecca Sunderman	Wed Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Children's Literature Jon Davies education	Course	FR–SRFreshmen - Senior	4	04	Day				Su 12Summer Session II	To understand children’s literature, participants will engage in readings, discussions, written analyses, and workshops that address literary and informational texts for children from birth to age 12. Topics include an examination of picture and chapter books, multicultural literature, literature in a variety of genres, and non-fiction texts across a range of subjects.		Jon Davies	Tue Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
Civic Intelligence and Collective Action Douglas Schuler and John Baldridge community studies sociology	Program	SO–SRSophomore - Senior	8, 12	08 12	Evening and Weekend		W 12Winter	S 12Spring		We are increasingly confronted with problems that cannot be solved by individuals acting alone—from world financial crises to global warming, from peak oil to toxins in neighborhoods. At the same time a host of cultural, political, material, and social barriers often stand in the way of working together. How can we act collectively to address these massive challenges? How can we develop and use the social capital we have to preserve and protect "the commons" and our shared future? How can we develop and nurture the "civic intelligence" that will help ensure our collective actions produce the best outcomes? In this two-quarter program, we will consider and critique cases of collective action as diverse as the ongoing wave of factory takeovers in Argentina, the Spanish/Basque worker cooperative movement, the use of GIS and GPS technologies during the 2010 Haiti earthquake, and the movement to "Occupy Wall Street." We will examine ongoing socio-environmental projects, problems, and current proposals for solutions—from the question of why an obese population still buys “French fries” to the demands for a greater public voice in shaping our economic systems, from the reintroduction of wolves in the American west to the massive proposed “geoengineering” of the earth itself (e.g. the dumping of millions of tons of iron into the ocean to recapture carbon dioxide). Through both quarters, we will use case studies to explore the nexus of the "natural" and the "human" and challenge the notion that these are separate concepts. We will gain a greater understanding of how environment and society interact. We will investigate ways to analyze, address, and act to change both society and environment. This approach to knowledge and action will require a re-examination of all-too-often oversimplified notions of "the commons," social capital, organized protest, and political discourse. Both winter and spring quarters will include theoretical readings and workshops. Spring quarter will also involve student projects with the goal of effecting real-world change. Students registering for 12 credits will work towards establishing and maintaining a Civic Intelligence Research Action Laboratory that supports ongoing community projects. There will be opportunities for students to serve in various roles on different projects. There will also be a student-led "think tank" group that produces white papers, case studies, and other resources for the projects.		Douglas Schuler John Baldridge	Wed Sat	Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Classics of World Cinema Greg Mullins media studies	Program	FR–SRFreshmen - Senior	8	08	Day, Evening and Weekend				Su 12Summer Session II	From the silent films of the 1920s to the French New Wave, in this course you will study classics of world cinema. We will watch films by directors such as Wiene, Eisenstein, Welles, Hitchcock, De Sica, Godard, and Kurosawa. We will focus on styles, movements, influences, and historical contexts. Please visit for more information.		Greg Mullins		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Communication and Power in Education Lester Krupp and Lori Blewett communications education	Program	SO–SRSophomore - Senior	12	12	Evening and Weekend			S 12Spring		This program will explore the role of power and authority in learning both inside and outside the classroom. We will look closely at the enactment of authority with particular attention to how communication and conflict patterns affect the experiences of children, teachers, parents, and administrators. How do individual persona and institutionalized identity intersect with systems of discipline and authority? How do communication practices shape power dynamics and influence learning? How can educators create collaborative learning environments in competitive contexts? How are classroom interactions linked to social relationships and expectations of society as a whole?Drawing upon published sources, students’ past educational experiences, and an examination of ongoing interactions and systemic challenges, students will investigate classroom practices that deepen interpersonal connections, define authority in developmentally healthy ways, and contribute to the formation of community.For a portion of the program, students will choose between three curricular options. One option will allow students to earn credits that may meet requirements for certain Washington State teaching endorsements. Students who choose this option will earn credits in one of the following areas: children’s literature, adolescent literature, multicultural literature, language skills/structure, civics, or Pacific Northwest History. (Please note that only those subjects with a minimum level of student interest will be offered.) As an alternative option, students can participate in a supervised group research project related to core themes of the program. The third option will be a field placement working in a local school. Each option will constitute a four-credit portion of the work for the program.This program will serve the needs of any student who is preparing for a career in education, as well as any student interested in thinking about communication and power in relation to learning.		Lester Krupp Lori Blewett	Wed Sat	Sophomore SO Junior JR Senior SR	Spring	Spring
Communication and Social Change in American History Lori Blewett and Trevor Griffey communications history media studies political economy	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter			Persuasive efforts have shaped American history. The past is full of moments when individual women and men have been persuaded by others to act for a common cause, sometimes at great personal sacrifice. In this program, the ideological mechanism of persuasion, in both public and private discourse, will be the primary lens through which we analyze American history. What persuasive strategies were employed by historic social change advocates? Why were some strategies more successful than others? To help answer these questions, we will read texts that draw upon communication studies, American history, cultural studies, political economy, and social change theory. Students will also conduct their own investigations using a variety of analytical tools to examine primary historical documents including speeches, letters, news articles, advertisements, and other artifacts of persuasion. In order to foster students' capacity to engage in public debate and enhance their rhetorical skills, we will experiment with communicating in a variety of public media. In addition to writing traditional papers, students will report on their research in the form of group radio and television programs, oral presentations, and electronic news articles. Training in essential skills associated with these forms of communication will be spread throughout both quarters. In the winter, students will have the opportunity to conduct oral history interviews with contemporary social activists. Since rhetoric alone is rarely the impetus for social change, we will ground our investigations in the material history of competing social, economic, and political forces. We will study a wide range of social change efforts from across the political spectrum in order to better understand the evolution of U.S. history and its influence on current ideological conflicts and relations of power. We will give special attention to the role of the media in shaping public debate: from social movement broadsheets such as William Lloyd Garrison's to the work of muckraking journalists like Ida Tarbell, up through the present influence of corporate media and do-it-yourself blogs. Because of the media's ability to amplify, minimize, redirect, and even spark social activism, and because of the media's essential role in democratic decision-making, media history and political economy will be key elements in our investigations.	communication, history, politics, rhetoric, social movement studies, journalism, and social advocacy.	Lori Blewett Trevor Griffey		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Community Connections: Living and Learning at Evergreen (A) Elizabeth Williamson and Jeff Antonelis-Lapp	Course	FR ONLYFreshmen Only	2	02	Day	F 11 Fall				This two-credit course is meant to be taken . It is designed for students who want extra academic support during the fall quarter but will not interfere with your ability to enroll in other courses or programs. Class meetings will take place during all-campus governance time on Wednesday afternoons. One of the most important things Evergreen can teach you is how to take responsibility for your own education. Community Connections is designed to facilitate the transition to college, and to Evergreen in particular, by helping first year students identify pathways for self-directed learning. This set of goals will be framed by the idea that every Evergreen student participates in multiple circles of community, both at the College and in the broader Olympia area, and that these circles of community are what sustain adventurous educational endeavors. Each student will have the opportunity to meet one-on-one with a peer mentor on a regular basis; these sessions, along with weekly group meetings, will help students begin to address their particular learning needs. Students will also be invited to participate in community-based learning activities. The primary focus, however, will be on identifying the student’s individual strengths and interests. This work will culminate in a detailed reflection essay outlining the student’s academic aspirations. For some students, this will mean finding out what it might look like to pursue a targeted career path at a non-traditional college; for others, it will mean articulating a broad set of principles and values. All students must complete this essay in order to earn full credit in the course.	self-directed learning.	Elizabeth Williamson Jeff Antonelis-Lapp	Wed	Freshmen FR	Fall	Fall
Community Connections: Living and Learning at Evergreen (B) Elizabeth Williamson and Jeff Antonelis-Lapp	Course	FR ONLYFreshmen Only	2	02	Day	F 11 Fall				This two-credit course is meant to be taken . It is designed for students who want extra academic support during the fall quarter but will not interfere with your ability to enroll in other courses or programs. Class meetings will take place during all-campus governance time on Wednesday afternoons. One of the most important things Evergreen can teach you is how to take responsibility for your own education. Community Connections is designed to facilitate the transition to college, and to Evergreen in particular, by helping first year students identify pathways for self-directed learning. This set of goals will be framed by the idea that every Evergreen student participates in multiple circles of community, both at the College and in the broader Olympia area, and that these circles of community are what sustain adventurous educational endeavors. Each student will have the opportunity to meet one-on-one with a peer mentor on a regular basis; these sessions, along with weekly group meetings, will help students begin to address their particular learning needs. Students will also be invited to participate in community-based learning activities. The primary focus, however, will be on identifying the student’s individual strengths and interests. This work will culminate in a detailed reflection essay outlining the student’s academic aspirations. For some students, this will mean finding out what it might look like to pursue a targeted career path at a non-traditional college; for others, it will mean articulating a broad set of principles and values. All students must complete this essay in order to earn full credit in the course.	self-directed learning.	Elizabeth Williamson Jeff Antonelis-Lapp	Wed	Freshmen FR	Fall	Fall
Computer Science Foundations Neal Nelson, Sheryl Shulman and Richard Weiss computer science mathematics Signature Required: Winter Spring	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter	S 12Spring		The goal of this program is for students to learn the intellectual concepts and skills that are essential for advanced work in computer science. Students will have the opportunity to achieve a deeper understanding of increasingly complex computing systems by acquiring knowledge and skills in mathematical abstraction, problem solving, and the organization and analysis of hardware and software systems. The program covers material such as algorithms, data structures, computer organization and architecture, logic, discrete mathematics and programming in the context of the liberal arts and compatible with the model curriculum developed by the Liberal Arts Computer Science Consortium (LACS). In all quarters the program content will be organized around four interwoven themes. The theme covers concepts and structures of computing systems from digital logic to operating systems. The theme concentrates on learning how to design and code programs to solve problems. The theme helps develop mathematical reasoning, theoretical abstractions and problem solving skills needed for computer scientists. A theme explores social, historical or philosophical topics related to science and technology.	computer science, education and mathematics.	Neal Nelson Sheryl Shulman Richard Weiss	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Computers and Cognition Ab Van Etten computer science consciousness studies	Program	FR–SRFreshmen - Senior	8	08	Evening			S 12Spring		What types of problems can be solved by computers? How do humans and computers differ in the types of problems they can solve? What is the future of computing, and will computers evolve an intelligence that includes what we would define as human thought? Can computers learn or create on their own? This program will explore the basics of computer science, how computers work, and their possibilities and limits. The program will include basic programming in Javascript, Web development, introductory computer electronics, and other computer science topics. We will contrast this with human cognition. We will then look at how computers will likely affect the way we live, work, and relate in the future. In seminar we will explore the issues surrounding machine vs human consciousness and strong artificial intelligence.		Ab Van Etten	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Consciousness: Pathways to the Self Donald Middendorf and Terry Setter consciousness studies philosophy of science psychology	Program	JR–SRJunior - Senior	16	16	Day	F 11 Fall	W 12Winter	S 12Spring		What is the relationship between our understanding of consciousness and our self understanding? This year-long, interdisciplinary program will provide an opportunity for students who are interested in doing intensive work in the nature of consciousness to cultivate self awareness through challenging readings, creative work in expressive arts, and self-reflection. We will examine our beliefs about the nature of reality as manifest in the expressive arts and physical reality from a variety of disciplinary viewpoints, including physics, music, psychology and philosophy. Prospective students should have a strong interest in the experiential study of the relationships between reality and consciousness as well as college-level skills in reading, writing and pursuing research topics. Effort and self-motivation will be essential for succeeding in this program.We will take an approach that welcomes the complexity of the many different views of consciousness that have been proposed by researchers, philosophers and spiritual leaders. We will use texts that cover many contemporary scientific models of consciousness and examine alternative areas of research, such as lucid dreaming and paranormal phenomena. Students will keep a structured journal of activities and practices that explores their developing understandings of the nature of consciousness. During winter and spring quarters, academic work and contemplative discipline will be integrated into our study as tools to help us understand our selves and the nature of consciousness through an in-depth study of dreams - including keeping a dream journal and a journal of experiences during contemplative practices. In spring, students will have the opportunity to pursue their interests in more individualized activities for a portion of their credits.This is an experiential and rigorous full-time program in which students will be expected to participate in all program activities, and to document 48 hours of work per week that are invested in program related activities. Students are strongly encouraged to commit to the year-long community learning process, to not work more than 15 hours per week outside of the program, and to take no more than 16 credits per quarter. Students are expected to take exams and to buy and bring the appropriate seminar books to each class.	consciousness studies, philosophy of modern physics, and psychology.	Donald Middendorf Terry Setter	Tue Wed Thu	Junior JR Senior SR	Fall	Fall Winter Spring
Content Area ELL Methods and Assessment Maribel Vilchez education	Course	JR–SRJunior - Senior	4	04	Evening			S 12Spring		Participants will be introduced to teaching and assessment strategies to assist English Language Learners (ELLs) in the development of academic language and content area knowledge relevant to the Washington endorsement and Teachers of English Speakers of Other Languages (TESOL) standards. Through curriculum design, teaching demonstrations, and the use of technology, participants will practice teaching strategies relevant to specific content areas across target grade levels.		Maribel Vilchez	Wed	Junior JR Senior SR	Spring	Spring
Core Ballet Jehrin Alexandria dance	Course	FR–SRFreshmen - Senior	2	02	Evening				Su 12Summer Session I	This class is for people new to ballet and movement for adept dancers. We will strengthen and explore the core body muscular system with a one hour floor barre followed by a standing barre and center work. This class is excellent for those with injuries and low back issues as the exercises are very theraputic in nature. Great for people who want greater flexibilty, core strength and balance. Ballet slippers are required; dress prepared to move.		Jehrin Alexandria	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Cornerstone Seminar Hirsh Diamant education	Course	FR–SRFreshmen - Senior	4	04	Evening	F 11 Fall				For beginning, continuing, and returning students, this class will reawaken the joy, adventure, and wonder of learning. Students will learn about human development, identify their educational goals, and create an academic plan of study. Students will explore the five foci of the Evergreen curriculum: personal engagement in learning, interdisciplinary study, collaboration with faculty and peers, bridging theory and practice, and learning across significant differences.		Hirsh Diamant	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Cornerstone Seminar Hirsh Diamant education	Course	FR–SRFreshmen - Senior	4	04	Evening		W 12Winter			For beginning, continuing, and returning students, this class will reawaken the joy, adventure, and wonder of learning. Students will learn about human development, identify their educational goals, and create an academic plan of study. Students will explore the five foci of the Evergreen curriculum: personal engagement in learning, interdisciplinary study, collaboration with faculty and peers, bridging theory and practice, and learning across significant differences. In winter quarter, students will participate in a 3-day Tai Ji workshop. Tai Ji is an ancient health, movement, meditation system of centering.		Hirsh Diamant	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Creating Community and Health Through Gardens Marja Eloheimo botany community studies health sustainability studies	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Session I	In this 8-credit summer program, we will explore ways in which various types of gardens can contribute to community and health. Each week, as we visit a medicinal, edible, community, or ethnobotanical garden or urban farm, we will interview gardeners, consider themes related to sustainability, identify plants, learn herbal and horticultural techniques, and develop nature drawing and journaling skills. We will have the opportunity to expand upon these topics through reading, lecture/discussions, and workshops as well as through independent community, garden, and herbal projects and research. This program is suitable for students interested in environmental education, community development, health studies, plant studies, sustainability, ethnobotany, and horticulture.		Marja Eloheimo	Mon Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Creating Dance Robert Esposito aesthetics dance	Program	FR–SRFreshmen - Senior	16	16	Day		W 12Winter			The central focus of this program is modern dance as a medium to explore the creative process. Students learn methods of conceiving and shaping original choreography. Studio workshops explore sensory, emotive, cognitive, and movement experience as motivations for kinetic design. The syllabus includes daily technique class, improvisation, weekly solo and group composition assignments, rehearsals and, text and media seminars. This program involves rigorous physical practice, intellectual engagement, reading, writing, and oral seminar. The syllabus integrates modern dance and several epistemological fields, including human development, somatic therapy, sociology, art history, and poetry.Progressively designed classes in the Nikolais/Louis technique support an active exploration of the theories of choreography. Each weekly premise builds upon preceding lessons. Full participation and consistent attendance is essential. Rigorous practice and kinesiological analysis become the theoretical ground for creative articulations of performance space, time, shape, and motion. In composition classes, students are encouraged to find and develop their own central movement patterns while exploring new creative pathways. Seminars are supported by multimedia work, including movement, drawing, poetry, and music. In seminar we engage each other in multifaceted analysis, situating texts, objects, and performance works in their historical and sociocultural contexts. The syllabus includes units on injury prevention, diet, conditioning, and somatic therapy.		Robert Esposito	Mon Mon Tue Tue Wed Wed Thu Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
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
Crime & Punishment (Online) Jose Gomez law and government policy law and public policy political science	Program	FR–SRFreshmen - Senior	12	12	Day, Evening and Weekend				Su 12Summer Full	This program will take a critical look at controversial issues in the criminal justice system, including police misconduct and interrogation, mandatory minimum sentencing, decriminalization of medical marijuana and prostitution, needle exchange programs, the insanity defense, children tried as adults, privatization of prisons, and physician-assisted suicide. It will be taught via the Internet through a virtual learning environment (Moodle), a chat room for live webinars, and e-mail. A one-time face-to-face orientation will take place 7:00 to 9:30 pm on Monday, June 25. Contact instructor for alternate arrangements for the orientation.		Jose Gomez		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
CSI: Redefining Crime Anthony Zaragoza economics government law and government policy law and public policy political science	Course	FR–SRFreshmen - Senior	4	04	Day				Su 12Summer Session II	In , we will examine together how crime is defined, who defines it, who is labeled a criminal, and who receives what punishment. We'll discuss meanings of "justice," social justice, and criminal justice. We will address questions about how justice is carried out and how it could be served. We will ask questions like: Why is there a disparity in investigation and incarceration between white-collar and blue-collar criminals? Is economic inequality a crime against democracy? Are environmental catastrophes crimes? Who are the criminals? We will research specific cases. And finally, we will explore the tools needed to indict such "criminals."		Anthony Zaragoza	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
Dance and Culture: Rituals of a Changing World Robert Esposito aesthetics art history cultural studies dance Signature Required: Spring	SOS	FR–SRFreshmen - Senior	16	16	Day and Evening			S 12Spring		This is a full-time, one-quarter program for students ready for intermediate to advanced work in the theory and practice of dance. Student cohorts investigate a variety of dance and theatre forms around themes of cultural empowerment, freedom, belonging, and wellness. Students research the practice, history, and sociocultural forms and functions of their chosen genre, including (but not limited to) modern dance, world dance, ballet, dance theatre, Middle Eastern, Butoh, etc., and create contemporary dance theatre rituals to be shared on a regular basis in studio forums. The content of scholarly research, scores, papers, readings, critiques, and seminars is determined in collaboration between faculty and students. Students design the syllabus for their research topics and choreographic projects in an open, but structured, learning community. Activities include classes in technique, improvisation, composition, learning new and extant modern choreography, field trips, lectures, and multimedia presentations.Expect to work on program assignments 20-30 hours per week outside of scheduled class meetings.		Robert Esposito	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Dangerous Work Sarah Ryan and Nancy Anderson community studies environmental studies health history law and government policy	Program	SO–SRSophomore - Senior	8, 12, 16	08 12 16	Evening and Weekend			S 12Spring		How have workers, employers, and policy makers dealt with dangerous work, historically and in the present? Why do we have laws and institutions designed to control hazardous and dangerous work and compensate workers who are injured, or their families when they're killed? This program will look at the history of occupational safety and health efforts in the U.S., focusing on the careers of two pathbreaking individuals: public heath doctor Alice Hamilton and labor leader Tony Mazzocchi. We will review the development of laws regulating occupational health and safety and study landmark cases and events that promoted legal protections for working people. We'll look into the systematic disparities and inequalities in exposure to dangerous work. We will consider the Washington State context, including the most common workplace-related health and safety concerns in our state. Students will learn basic techniques of data interpretation related to studies of occupational health and safety. Students registered for 12 credits will participate in the weekly symposium "The Occupy Movement: Uprisings at Home and Abroad". Topics and readings will address the national and regional Occupy movements; popular economics, the global debt crisis and neoliberalism; ecological sustainability; public and social health; communities of color and migrant labor; global solidarity from Egypt to Venezuela; the security state; cooperatives and food sovereignty; art and the Occupy movement. Students will complete some short related assignments.Students registered for 16 credits will devote at least 20 hours per week to an internship in the field of occupational safety and health.	public health, health-related fields, history, labor relations, management, environmental studies	Sarah Ryan Nancy Anderson	Sat	Sophomore SO Junior JR Senior SR	Spring	Spring
Dead People and their Things: Introduction to Archaeology Ulrike Krotscheck anthropology history	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Session II	This course examines the material culture remains of past civilizations, including architecture, art, mortuary remains, and written sources. Our investigation will take us to every corner of the globe and to many different periods in history, from the Mediterranean to Easter Island, and from the Neolithic Middle East to Colonial America. Primarily, we explore how the remains that archaeologists find give clues to help unlock the secrets of ancient societies. In addition, we will learn about the history of archaeological investigation and discuss archaeological methods and fieldwork techniques. This program has no prerequisites and assumes no prior knowledge of archaeology. It will be of interest to any student wishing to learn more about the ancient world, history, and/or who is interested in archaeological fieldwork. As part of this course, we will visit a local archaeological lab and excavation.		Ulrike Krotscheck	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
Democracy and Free Speech Jose Gomez law and government policy law and public policy political science	Program	JR–SRJunior - Senior	16	16	Day			S 12Spring		May racists burn crosses to express their supremacist views? May protesters burn flags to express their opposition to government policy? The First Amendment is most vulnerable to erosion when we fail to protect expression that some or many find unpopular, offensive, repugnant, indecent, subversive, unpatriotic, heretical, blasphemous, etc. This program will be a comprehensive and critical examination of the wide range of issues implicated by the protection and censorship of expression.We will use the case method to study every major free speech opinion issued by the courts. This intensive study necessarily focuses on the last 90 years, since it was not until well into the 20th century that the United States Supreme Court began to protect speech from governmental suppression. Our study of controversies will include the new challenges presented by hate speech, government-subsidized art, political campaign spending, and new technologies such as the Internet. Students will be expected to examine critically the formalist free speech paradigms that have evolved and to question the continuing viability of the "free marketplace of ideas" metaphor.Working in legal teams, students will develop appellate briefs on real free speech cases decided recently by the U.S. Court of Appeals and will present oral arguments before the "Evergreen Supreme Court." Students will also rotate as justices to read their peers' appellate briefs, hear arguments and render decisions. Reading for the course will include court opinions, Internet resources, and various books and journal articles on our subject. Study will be rigorous; the principal text will be a law school casebook.	social sciences, constitutional law, education, journalism, public policy, political theory, history and political science.	Jose Gomez		Junior JR Senior SR	Spring	Spring
Developing Management Skills Cynthia Kennedy business and management	Program	FR–SRFreshmen - Senior	4, 8	04 08	Evening and Weekend				Su 12Summer Full	This weekend-intensive program is designed for students who either are, or plan to be, in the position of managing their own work groups, heading up large companies, starting businesses that change society, managing the world's most important non-profits, or serving in government. The program will introduce basic language, concepts, tools, and problem-framing methodologies that are needed to develop management skills. The first half of the program focuses on motivating others, team-building, developing self-awareness, and communicating supportively. The second half of the program focuses on leadership, decision-making, understanding power and influence, and solving problems creatively. Students may attend either the first half, the second half, or both.		Cynthia Kennedy	Fri Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
The Developing Mind Richard McKinnon linguistics psychology	Course	FR–SRFreshmen - Senior	4	04	Evening	F 11 Fall				Humans are born with a wealth of information about how the world is structured, ready to develop that knowledge through experience with the environment. In this course, we'll investigate what babies know from birth and how that knowledge unfolds into mature systems such as vision, language, morality, and character. We will compare theories that emphasize the contribution of innate knowledge with those that emphasize the role of the environment.		Richard McKinnon	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Developmental Movement Therapy and The Emotional Body Jehrin Alexandria education health psychology	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Session I	This class is an in-depth study of movement and its role in the reorganization of the human brain as well as a look at contemporary works in the field of energy psychology. We will explore the emotional issues that can occur when such organization is not complete and various techniques to address them including The Work of Byron Katie and EFT. Students will learn to recognize normal neurological organization by studying specific developmental milestones as well as recognize gaps and abnormalities in brain development and how they impact growth, learning, and psychological well-being. This class will be deeply experiential as well as theoretical. Please wear comfortable clothing as there is basic movement in some classes.		Jehrin Alexandria	Mon Mon Tue Tue Wed Thu Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Digital Audio and Music Composition Arun Chandra aesthetics computer science media arts music	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Session I	This course will focus on using the computer to create and manipulate waveforms. Students will learn how to use the "C" programming language to synthesize waveforms, while learning about their mathematics. Students will create short compositions using FM, AM, granular, and other synthesis techniques. We will listen to contemporary and historical experiments in sound synthesis and composition, and students will be asked to write a short paper on synthesis techniques. Students will learn how to program in "C" under a Linux or OS X system. The overall emphasis of the class will be in learning how to address the computer in a spirit of play and experiment and find out what composition can become. There will be weekly readings in aesthetics, along with readings in synthesis techniques and programming. Students of all levels of experience are welcome.		Arun Chandra	Mon Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Discovering the Unknown Russia Elena Smith cultural studies history literature	Course	FR–SRFreshmen - Senior	4	04	Evening				Su 12Summer Session I	This is a fascinating course that attempts to inspire a better understanding of today's Russia and the people of Russia through a study of their history, art, and culture. Everyone who has an interest in exploring Russia beyond the stereotypes of mainstream headlines or history textbooks is welcome. The students will be introduced to certain dramatic events of Russian history through film, literature, and personal experiences of the Russian people. Besides the traditional academic activities, the students will have hands-on experience of Russian cuisine, song, and dance. Armed with an open mind and lead by a passionate native Russian professor, you should find Russia irresistibly attractive and learn to appreciate the similarities of American and Russian cultures.		Elena Smith	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Discrete Math Brian Walter mathematics	Course	SO–SRSophomore - Senior	4	04	Day				Su 12Summer Session I	In this course, we'll study standard topics in discrete mathematics including logic and proof; sets, relations, and functions; combinatorics; basic probability; and graph theory. Along the way, we'll focus on skills and techniques for problem-solving. This is an excellent course for teachers and future teachers, people wanting to broaden their mathematical experience beyond algebra, and students considering advanced study in mathematics and/or computer science.		Brian Walter	Mon Tue Wed Thu	Sophomore SO Junior JR Senior SR	Summer	Summer
Disturbance Ecology Peter Impara ecology environmental studies geography natural history	Program	JR–SRJunior - Senior	16	16	Day			S 12Spring		Most people think of a disturbance as disturbing--upsetting the natural balance, throwing into disorder, or interfering--yet disturbances are a common, regular characteristic of many eco systems. Disturbance is an important ecological process affecting ecosystems at multiple spatial and temporal scales. As disturbance plays such an important role in such processes as vegetation community patterns, successional trajectories, and other ecological patterns, understanding disturbance and its ecological influences is vital to developing a basic understanding of significant controls of ecosystem function and composition. In this program we will investigate the role of disturbance as it relates to existing, and historic, ecological conditions. We will examine how the principles of pattern – process interactions and scale are applied to the study and understanding of disturbance processes. We will also relate disturbance to historic and contemporary human resource and land use issues to study the interactions between humans and disturbance over time.Important questions for the study of disturbance include: what is the disturbance regime for a given disturbance? At what spatial and temporal scales do disturbances operate? How do disturbances affect ecological patterns and processes ? How do humans respond to, and try to control, disturbances? To address these questions we will explore disturbance by using field, class and lab approaches. We will visit several disturbance sites as well as learn methods to map and analyze disturbance patterns and the variables related to those processes. Lecture and seminars will address recent research and approaches to characterizing and studying disturbance. Students will be expected to carry out a project investigating a disturbance process and its influence on the local ecology as well as human responses to that disturbance type. Students interested in upper division science credit should be aware that upper division science credit will be awarded only for upper division work.		Peter Impara		Junior JR Senior SR	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 Marathon Shaw Osha (Flores) visual arts	Course	FR–SRFreshmen - Senior	4	04	Day				Su 12Summer Session I	This intensive drawing program runs for two weeks. Open to all levels, this immersive drawing class will address the importance of drawing as the basis of understanding one's experience in the world and as a language integral to all visual art. Primarily, we will study the figure as a structure in space and mark making as a process of investigation. There will be some reading and writing as well as critiques. The Drawing Marathon will push artists to a new level of working.		Shaw Osha (Flores)	Mon Tue Thu	Freshmen FR 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
Drawing Practices: Contemporary Applications Judith Baumann visual arts Signature Required: Spring	Course	FR–SRFreshmen - Senior	4	04	Evening			S 12Spring		Designed for intermediate to advanced drawing students, this course will focus on contemporary applications of traditional drawing practices. Building upon observational drawing skills, students will work with invented compositions and alternative materials, investigating mark making, collage methods, and color theory. Class time will be devoted to presentations, critiques, demonstrations, and in-class exercises. Students will be expected to work outside of designated class time to complete their work.		Judith Baumann	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Drawing Practices: Figurative Studies Judith Baumann visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening		W 12Winter			This course focuses on the traditional life-drawing practices of observing and drawing the human figure from live models. Students will use a variety of media ranging from graphite to pastels as they learn to correctly anatomically render the human form. Homework assignments will supplement in-class instruction and visual presentations. Several readings will also be given throughout the quarter. While previous drawing experience is not required, it is recommended.		Judith Baumann	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Drawing Practices: Foundations Judith Baumann visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening	F 11 Fall				This course is an introduction to principles and techniques in drawing. Students will gain a working knowledge of line, shape, perspective, proportion, volume, and composition. Using both wet and dry media, students will experiment with the traditions of hand-drawn imagery. Students will work toward the development of an informed, personal style, aided by research of various artistic movements and influential artists. Students will be required to keep a sketchbook throughout the quarter and complete drawing assignments outside of studio time. Presentations on the history and contemporary application of drawing will contextualize studio work. A final portfolio of completed assignments is due at the end of the quarter.		Judith Baumann	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Drawn from Life: Art for the Uninitiated Bob Haft art history visual arts	Program	FR ONLYFreshmen Only	16	16	Day			S 12Spring		This is an entry-level arts program for freshmen who are interested in exploring what it means to make art and to be an artist. It is designed for those to whom art is entirely foreign--but who are, nonetheless, interested in learning what it's all about--as well as for those who have already taken art courses and feel a strong affinity for it. The program will have three components: studio art, art history and literature. The studio component of the program will cover basic drawing skills, both of still lives and the human figure. Art history will consist of an introduction to Western art, and will have connections with the literature that we read. Our books may include by Kurt Vonnegut, by Chaim Potok, by Wassily Kandinsky, by John Berger, by Margaret Atwood, and by Robert Irwin.	visual arts and the humanities.	Bob Haft	Tue Tue Wed Thu Fri	Freshmen FR	Spring	Spring
East-West Psychology: Destructive/Afflictive Cognition/Emotion Jamyang Tsultrim philosophy psychology	Course	FR–SRFreshmen - Senior	4	04	Weekend		W 12Winter					Jamyang Tsultrim	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Ecological Agriculture: Crop Botany and Plant Genetics Martha Rosemeyer and Donald Morisato agriculture biology botany sustainability studies	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		How do seeds form? How do plants develop from seeds? How do plants adapt to particular environmental conditions? The modification of plant evolution by human selection has played a major role in the history of agriculture. Ecological agriculture is based on an understanding of plant biology, either through the grazing of livestock or the growing of food crops. This program focuses on the science of crop botany and genetics as a basis for propagation, seed-saving and plant breeding. In one strand, the basic life cycle, plant physiology and reproductive botany of crop members of the plant families most important for agriculture will be explored. This systematic survey will make connections to their center of diversity and origin. In a second strand, the principles of plant breeding will be presented through an introduction to Mendelian and quantitative genetics. Some of the agricultural methods of plant reproduction, by both sexual and vegetative propagation, will be considered. Readings may include Ashworth's , Deppe's , and Nabhan's . The adaptation of crop plants to specific environments, especially in this era of climate change, becomes increasingly critical for the future of sustainable agriculture. Laboratory and field experiments, as well as field trips to local farms and plant breeding centers, will provide an applied context for our inquiry.	agriculture, biology and plant breeding.	Martha Rosemeyer Donald Morisato		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Ecological Agriculture: Developing a Local, Sustainable Food System Martha Rosemeyer, Thomas Johnson and David Muehleisen agriculture biology ecology political economy sustainability studies Signature Required: Winter	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter			What is a food system? Why does it matter? A battle for the future of our food system is being waged between competing visions. On one side is the global, industrial-based system that provides large quantities of inexpensive food along with significant environmental and social impacts. The competing vision is a local, community-based system that produces higher quality, more expensive food while seeking to minimize environmental and social impacts. We will explore these competing visions from a critical perspective of social and ecological sustainability. Critical questions that will inform our inquiry include: Can a humane, socially just agricultural system that minimizes environmental degradation meet the food needs of the world? Can farmers be stewards of the soil, biodiversity and landscape? Can we grow high-quality food that is available to everyone? How did we get into this food system predicament anyway? Are local, sustainable food systems best?This program will provide a broad, interdisciplinary study of agriculture. We will emphasize developing "systems" thinking and skills associated with community work, expository writing, laboratory and library research, as well as quantitative reasoning skills. Lectures will focus on ecological principles applied to agroecosystems, soil science and fertility management, crop and livestock management, as well as local to global food system structure, socio-economic aspects of agriculture and agricultural history. Labs will provide a hands-on introduction to soil ecology and fertility. Students will identify needs, gather data and write a report of relevance to developing a sustainable local food system. Multi-day field trips will allow students to visit farms working toward sustainability, meet key players in food system change and attend meetings such as the Washington Tilth Producers conference and Eco-Farm conference in California. : The Agroecology portion of fall quarter will emphasize energy flow and biodiversity as applied to agricultural systems, using Steve Gliessman's textbook, second edition. A social science approach will focus on the role that ideas and institutions have played in shaping US agriculture. We will work toward assessing the needs of our local food system. Seminar books will support our inquiry. Field trips, as well as attending the Tilth Conference in Yakima are planned. : The agroecology portion will focus on soil science, soil ecology and nutrient cycling. We will work with civic engagement as a way to move us toward our vision. A policy workshop focusing both on local and national policy such as the 2012 Farm Bill is planned. Students will gather data and write a report on a particular aspect appropriate to developing a local food system in Thurston County. There will be an emphasis on lab exercises, critical analysis, library research and expository writing. Seminar books will again support our inquiry. A field trip to attend the Eco-Farm conference in California will be part of the curriculum. Students interested in continuing their studies of agriculture in spring quarter can continue with with Donald Morisato and Martha Rosemeyer or with Dave Muehleisen and Stephen Bramwell.	Farm, nursery and garden management; agriculture, food system and environmental consulting firms; state and county agricultural and natural resource agencies; and agricultural and food justice non-profit organizations.	Martha Rosemeyer Thomas Johnson David Muehleisen		Freshmen FR Sophomore SO Junior JR Senior SR	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
Ecology and the Built Environment Steven Abercrombie and Alvin Josephy architecture ecology economics environmental studies sustainability studies	Program	FR–SRFreshmen - Senior	8	08	Evening and Weekend			S 12Spring		An increasing understanding of our relationship with the natural environment is changing our ideas about the design and development of our human-built environment. More than 10,000 years ago we were creating living and working spaces that mimicked nature and our local environment. Since the beginning of the Industrial Age, this process has followed a "hard" path as developers have used electrical energy and man-made materials to solve design challenges. Over the past two hundred years the planning and execution of our built environment at all scales has had the effect of separating humans from their natural environment. Partly because of the impacts of our buildings on nature, we face the specter of huge changes to our natural environment during the twenty-first century. This program will explore the relationship between the natural world and the built environment by using an approach that moves from the theoretical to the practical. The first third of the program will focus on issues familiar in the study of ecology: systems, scale, interconnection and interdependencies, and energy and material flows. Students will be asked to define the elusive topic of sustainability; this investigation will be a key recurring theme of the program. The middle portion of the program will be focused on the practical side of seeking sustainability in the built environment, including discussions on codes and their impact/impediment on greener buildings, various assessment tools for buildings and how they are applied, and how these ideas are playing out in the development world. Finally, the program will drill down to the level of systems and practices including student presentations that will deal with means and methods at a functional level, investigating what makes a building product "green" and other issues. The program will include several quantitative exercises, a theme paper meant to allow the student to explore "sustainability," and a group project focused on materials for the built environment. Field trips to experience an array of projects are planned. The program is designed to encourage students to think of this process as being about cultural change, change in the way we build our spaces, and change in the way we use them, but above all change in the way we use our built environment to connect ourselves to nature once again.	architecture, construction management, infrastructure design, sustainability studies, building science	Steven Abercrombie Alvin Josephy	Tue Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
E-Communications and E-Government Larry Dzieza	Course	GR ONLYGraduate Only	4	04	Evening				Su 12Summer Session II	The course will focus on understanding the role and management of technology in the public sector. Information technology is increasingly "how organizations get things done" but using IT effectively has special challenges in the public sector. These challenges include how organizations, built for stability not speed, are adapting to the rapid pace of technological change, succeeding within a risk-averse political climate, and satisfying stakeholder's and the public's high-expectations for low-cost, convenience, transparency, and protection of privacy. Finally, we will consider the contribution a new generation of workers may bring to increasing public participation and transforming service delivery.		Larry Dzieza	Tue Thu	Graduate GR	Summer	Summer
Economics, Principles of Tomas Mosquera economics	Course	FR–SRFreshmen - Senior	4	04	Evening		W 12Winter			Presented in a non-technical and logical manner, this introductory course will introduce you to the essentials of economic theory and policy. We will explore the fundamentals of economic theory and practice and extend these concepts to real-world applications. This course will help you acquire an understanding of micro- and macro-economic terminology, concepts, and principles. Furthermore, this course will help you realize the important role that economics plays in our lives and will help you gain a greater understanding of economic policy as well as how decisions influence the success or failure of a business.		Tomas Mosquera	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Ecopsychology Susan Cummings psychology	Course	FR–SRFreshmen - Senior	2	02	Evening				Su 12Summer Session II	Mind and nature are inseparable. The natural world is not outside of us or separate from us, but it us. Ecopsychology is an exciting emerging perspective that explores the connection between psychological and ecological health. Many of our psychological ills and our addictions are directly related to our lack of awareness and our perceived disconnection from our natural origins. The very destruction of our habitat is an expression of this lack of connection to the ground of our being. There are many emerging approaches to deal with this, such as the greening of playgrounds, nature-based therapy, architecture that aims to connect us with a healthy habitat, and the exploration of our assumptions. We will explore the historical and cultural influences underlying and leading up to this perceived separation from nature, cultural differences in perspectives, assumptions in psychology, the connections between pathology and this perceived separateness from nature, and the role of connectedness with nature in child development.Students will review the literature, engage in experiential activities and projects, and brainstorm solutions.		Susan Cummings	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Education, Empowerment and Critical Pedagogy Leslie Flemmer education	Course	FR–SRFreshmen - Senior	4	04	Day				Su 12Summer Session II	This course introduces students to the theory and the practice of critical pedagogy, an approach to teaching and learning that moves instruction beyond the transmission of content. Critical pedagogy promotes the practice of freedom, collaboration, justice, and community. In this course, students will investigate theoretical perspectives around alternative, critical, and radical education through the writings of Paulo Freire, bell hooks, Henry Giroux, and Joan Wink. We will connect theoretical explorations with practical teaching applications from grades K-12. The course will operate as a learning community with all members embracing the role of both the teacher and learner. This class will include workshops, in-class teaching practices, research, and small-group work as well as critiques and presentations of the readings.		Leslie Flemmer	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Embodying The Book Marla Elliott and Steve Blakeslee literature theater	Program	FR–SRFreshmen - Senior	8	08	Evening	F 11 Fall	W 12Winter			What could be better than reading a wonderful book? Reading it aloud! In , students will cultivate their capacity to bring literature fully to life through the medium of voice. In a safe and supportive environment, students will approach the human voice as an instrument of expression, exploring such topics as effective sound production, enunciation, pacing, tone, emphasis, and rhythm. Then they will apply their new learning to a range of narrative, dramatic, and poetic texts, developing the nuanced intellectual and emotional understandings necessary to forging their own meaningful interpretations. Our ultimate goal is to deepen our connections to literature, language, and ourselves.	literature, teaching, performing, fields involving public speaking	Marla Elliott Steve Blakeslee	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Embracing Conflict Mark Harrison and Theresa Aragon business and management psychology visual arts	Program	SO–SRSophomore - Senior	8	08	Weekend	F 11 Fall	W 12Winter			Conflict is a fundamental dynamic of human experience and interaction. It is the necessary struggle to balance concern for self with connections to others. Because pain, suffering, and stress are deeply associated with our perception of conflict, we tend to regard conflict as a destructive or destabilizing force.Seen from another perspective, however, conflict is one of the most life-affirming forces in nature. Without conflict, children would not develop into normal human beings. Without conflict, literature and the performing arts would be dull and insignificant. Without conflict (and conflict resolution), we would live in a rather uneventful and humorless world. The challenge for all of us and the purpose of this program is to understand and experience conflict as an important, unavoidable, and generally useful lifeforce. In this two-quarter program, we will explore and analyze conflict from the perspective of the in the fall and in the winter. We will draw on a variety of sources—among them the arts, current events and politics, work and the business environment, forms of play—to learn about the nature of conflict and its role in society. The program format will include lectures, seminars (in class and online), as well as active learning in the form of workshops, exercises, group and individual presentations, and field trips to performances. We will focus on clarity in oral and written communication, critical analysis, and the ability to work across disciplines and significant differences.		Mark Harrison Theresa Aragon	Tue Sat Sun	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
The Empty Space: Movement, Dance, and Theatre Walter Grodzik and Cynthia Kennedy aesthetics consciousness studies cultural studies dance education media arts queer studies somatic studies theater Signature Required: Winter	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter			This program will explore the interior spaces where performances begin and the exterior spaces where performances are realized. Students will begin with movement and theatre exercises that center and focus the mind and body in order to open oneself to creative possibilities and performance. Students will also study movement/dance and theatre as a means of physical and psychological focus and flexibility that enables them to more fully utilize their bodies and emotional selves in creating theatrical performance.Through the understanding and embodiment of somatic concepts such as awareness, intention, centering, authenticity, and the interplay of mind and body, students will have the opportunity to explore creative imagination as it expresses itself from their own life processes, rather than from externally imposed images, standards and expectations. How does imagination respond to the emotional self, the physiology of the body, and the psychology of the mind? How can we become more expressive and responsive to our inner selves? Students will be invited to explore and enjoy the dance already going on inside their bodies, to learn to perceive, interpret and trust the natural intelligence of intrinsic bodily sensations. The class will use experiential techniques derived from several traditions of somatic philosophy.In seminar, students will read a broad variety of texts about creativity, movement and dance history, and performance, performance history, and Western theatre history and dramatic literature. In particular, students will read Greek tragedy and comedy, the playwrights of the Elizabethan theater, such as Marlowe and Shakespeare, and the feminist comedies of the Restoration. The realism of the Nineteenth century will be seen through the plays of Ibsen and Chekhov and other realists, and students will study, discuss and perform the multicultural theatre of the Twentieth and Twenty-First century, including theatre, drama and performance art as found in the work of Thornton Wilder, David Mamet, Tony Kushner, Caryl Churchill, Henry David Hwang and Anna Devere Smith. The discussion of dramatic literature will be framed from many viewpoints, including structuralist, feminist, Marxist, post colonial and queer.The program will include weekly seminars, workshops in movement/dance and theatre, and film screenings of various dance and theatre productions. This is an all-level program that welcomes students of all abilities that bring their excitement, commitment, discipline and creativity to the performing arts. Regular on-time attendance is fundamental to students' development and continuance in the program.	teaching, theatre, expressive arts, dance and movement theory.	Walter Grodzik Cynthia Kennedy		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Energy Policy Laurance Geri	Course	JR–GRJunior - Graduate	4	04	Weekend				Su 12Summer Session I	As we approach another Presidential election, US energy policy is more unsettled and more politicized than at any time since the oil shocks of the 1970s. This course will examine how public policy in the energy sector is crafted in the U.S. and other countries. We will also explore the many dimensions of energy including sources; technologies; the operation of energy markets; and the economic, social, national security, and environmental implications of energy use.		Laurance Geri	Sat Sun		Summer	Summer
Energy Systems and Climate Change EJ Zita agriculture environmental studies physics sustainability studies Signature Required: Winter	Program	SO–SRSophomore - Senior	16	16	Day	F 11 Fall	W 12Winter			How is energy created and harvested, stored and transformed, used or abused? This program is a two-quarter study of ways energy is produced and changed, by nature and humans. This is a good program for students interested in environmental science, physics and sustainability, both mathematical and applied. We start with skill building and background study, and finish with major research projects related to energy, climate and sustainability.We will study issues of energy generation and use in society and in the natural world. One goal is for students to gain a deeper understanding of issues involved in achieving a sustainable energy society. A primary goal is illustrate the power and beauty of physics and mathematics. We will examine climate change and global warming; energy science, technology, and policy; farming, environmental studies, and sustainability; and related topics.We will study alternative energy sources such as solar, wind, geothermal and biofuels, as well as conventional sources of energy such as hydro, nuclear, gas and coal. Fundamentals of energy generation will focus on the underlying physics. In seminar, we further explore social, political and/or economic aspects of energy production and use, such as environmental and food production concerns and policies, effects of the Sun on the Earth, energy needs of developing countries, etc. We will have a strong emphasis on sustainability studies.While calculus is a prerequisite, students who already know calculus can deepen their math skills by applying them to coursework or research projects. Students who do high quality calculus-based work may earn upper-division credit.Student research projects are a major part of this program. Students choose a research question that interests them, then design and carry out their research investigations, usually in small teams. Research projects involve quantitative analysis as well as hands-on investigations. For example, research might include field work, energy analysis of an existing system (natural or constructed), and/or design of a new small-scale energy system, possibly with community applications. Past projects have included solar systems, energy generation from waste products, water purification for boats or farm composters, efficiency of campus buildings, analysis of wind and water systems, and more. Students may apply for grants for practical projects on campus.Students interested in continuing good research projects into spring should discuss options with the faculty.	energy, physics, environment, climate, sustainability, teaching, farming, engineering and natural science.	EJ Zita		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Entrepreneurship and Economic Development John Filmer and Neil Delisanti business and management communications economics	Program	FR–SOFreshmen - Sophomore	16	16	Day	F 11 Fall	W 12Winter			Organizations, fail or succeed according to their ability to adapt to fluid legal, cultural, political and economic realities. Strong, competent management leads to strong successful organizations. This program will explore the essentials of for-profit and non-profit business development through the study of classical economics, economic development and basic business principles. Critical reasoning will be taught to facilitate an understanding of economics and its application to the business environment. You will be introduced to the tools, skills and concepts you need to develop strategies for navigating your organization in an ever-changing environment.Management is a highly interdisciplinary profession where generalized, connected knowledge plays a critical role. Knowledge of the liberal arts/humanities or of technological advances may be as vital as skill development in finance, law, organizational dynamics or the latest management theory. As an effective leader/manager you must develop the ability to read, comprehend, contextualize and interpret the flow of events impacting your organization. Communication skills, critical reasoning, quantitative analysis and the ability to research, sort out, comprehend and digest voluminous amounts of material separate the far-thinking and effective organizational leader/manager from the pedestrian administrator. Fall quarter will focus on these basic skills in preparation for projects and research during the winter. During winter quarter, you will engage in discussions with practitioners in businesses and various other private sector and government organizations. You will be actively involved in research and project work with some of these organizations and it will provide an opportunity to investigate and design exciting internships for the spring quarter. Class work both quarters will include lectures, book seminars, projects, case studies and field trips. Texts will include by Thomas Zimmerer by Thomas Sowell, by M. Neil Browne and Stuart Keeley, and by John A. Tracy. Evergreen's management graduates enjoy a reputation for integrity and for being bold and creative in their approaches to problem solving, mindful of the public interest and attentive to their responsibilities toward the environment and their employees, volunteers, customers, stockholders, stakeholders, and neighbors. Expect to read a lot, study hard and be challenged to think clearly, logically and often. Your competence as a manager is in the balance.	business, non-profit management, and economics.	John Filmer Neil Delisanti	Mon Wed Fri	Freshmen FR Sophomore SO	Fall	Fall
Environmental Challenges and Solutions Ted Whitesell environmental studies sustainability studies	Program	FR–SRFreshmen - Senior	12	12	Day				Su 12Summer Full	–	ecological restoration, sustainable agriculture, conservation, resource management, environmental health, climate impacts analysis, environmental justice, environmental advocacy, environmental education, and much more!	Ted Whitesell	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Environmental Health: Science, Policy and Social Justice Cheri Lucas-Jennings American studies Native American studies agriculture community studies cultural studies ecology economics environmental studies government health hydrology law and government policy law and public policy natural history philosophy sustainability studies	Program	SO–SRSophomore - Senior	16	16	Day	F 11 Fall				This program will explore the broad conditions that shape environmental health, both for humans and within the ecosystem context. We will be moving across and between questions of science, public policy (from municipal to international) and social justice: examining the workings of non-governmental organizations. With the use of regularly scheduled lecture, seminar, work shops and field trips, we will dedicate ourselves to bridging the understanding among scientific, policy and social perspectives. The program goals is to examine emerging strategies and solutions for ecological sustainability - from regional, community-based monitoring to UN negotiations. By means of a small group, quarter-long research project on a topical issue the chemical, biologic and physical risks of modern life will be considered, with an emphasis on industrial pollutants. We will examine models, evidence and debates about the sources, causal connections and impacts of environmental hazards. We will be learning about existing and emergent regulatory science in conjunction with evolving systems of law, regulation and a broad array of community response. This introductory, core program considers problems related to public and environmental health in a broader context of the key frameworks of population/consumption and sustainability. Throughout the program, students will learn from a range of learning approaches: computer-based analysis and collaboration with regional experts, officials and activists. : ? Website:	public policy; communications; political science; planning; public health; law; social welfare; environmental and natural resources	Cheri Lucas-Jennings	Tue Wed Fri	Sophomore SO Junior JR Senior SR	Fall	Fall
Equatorial Studies: Sound, Science and the Western Imagination Sean Williams, Heather Heying and Eric Stein anthropology cultural studies environmental studies geography international studies music natural history	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter			In addition to the landscape of the map, there are also landscapes of the mind. How humans conceptualize where and how they (and others) live is an elemental process that has started wars, led to new forms of cross-cultural communication, and given rise to hybridization of both populations and ideas. Our focus in this two-quarter program is to take a particular area of the world -- the equator -- and explore how various groups of people (local and foreign) have come to understand it over time. Through our work in science, the performing arts and anthropology, we will collectively engage the ways in which people connect to the natural world, the arts, and each other.Each quarter divides into sections in which we highlight a particular lens through which to view our work, or focus on ways in which our lenses overlap. For example, we will examine how anthropology and medicine have grappled with "The Tropics" as a space believed to be essentially different from "The West," raising questions about the construction of race, the body, and the category of the "primitive." We will also work with sound: playing and creating musical instruments, singing and listening to music. In an attempt to understand the relationship between humans and the world around them, we will investigate evolutionary processes that apply to plants and animals near the equator. While our studies are contextualized in regions such as Brazil and Indonesia and other equatorial locations, we will also work briefly with a few regions outside the equator by way of comparison.Weekly activities feature lectures, films and seminars. Other planned activities include field trips, workshops, collaborative presentations and guest lectures. Students are expected to focus on enhancing their college-level writing skills throughout the program; each quarter's major writing assignments will require students to revise their work and understand the process of revision. In fall quarter students will be introduced to important concepts about how to approach this material: issues of race, class and gender in a colonial context are important factors in deepening our understanding. As we move into winter quarter, students will have more chances to develop individual projects focusing on a particular area of interest.	anthropology, science and ethnomusicology.	Sean Williams Heather Heying Eric Stein	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Essentials of Energy: Economics, Politics, Ethics Howard Schwartz government sustainability studies	Course	FR–SRFreshmen - Senior	4	04	Evening			S 12Spring		Our interest in Essentials of Energy is learning about what it means to make the "right" energy choices. The first part of the course will cover the energy resources that are currently available. These include oil, natural gas, coal, nuclear, and many kinds of renewable energy. We will study the availability of each (How much is there? How is it obtained? What does it cost?), their advantages and disadvantages, and their environmental consequences. We will then be in position to study policy: what mix of energy resources should we have? While we will look at the policies of other countries and the international politics of energy, our focus will be on current US policies and how to evaluate options for change. Since policy is created and implemented through politics we will then spend much of the class looking at how political and governmental institutions (and the cultures they are embedded in) produce energy policies. For the United States, we will focus on climate change and proposed responses to it. Internationally, we will look at various examples of "petropolitics" and the "resource curse," why countries that are rich in oil find it hard to use that wealth to modernize their economies or raise their citizens out of poverty.		Howard Schwartz	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Ethics in the Workplace: Theory and Practice Stephen Beck and Joli Sandoz business and management leadership studies philosophy	Program	FR–SRFreshmen - Senior	8	08	Evening and Weekend	F 11 Fall				What's the right thing to do when as an employee you witness illegal actions? Whose interests should take priority in pricing and hiring decisions? What choices can you make when your supervisor tells you to ignore company policy? Employees sometimes face situations such as these that suggest a conflict between being a good employee and being a good person. We will study several approaches to ethical decision making and, through intensive writing and seminar discussions, use these approaches to clarify issues faced at work. The shared vocabulary and frameworks we develop will allow us to talk and think about ethical issues and write and share personal workplace ethical statements. Program work will also include reading several Washington State laws related to ethics and exploring issues, choice points, and the roles of moral reasoning and moral leadership at work.The program will meet on Wednesdays in conjunction with the course . (You may enroll either in for 8 credits or for 4 credits, but you may not enroll in both.) will meet additionally as a program on five Saturdays to deepen our understanding of ethical issues through writing, role-playing, playing and analyzing board games as framing ethical strategies, and other hands-on activities. In addition, we will focus part of each Saturday meeting on building and strengthening strong college-level writing skills to prepare students for more advanced work.Credit will be awarded in philosophy (ethics) and ethical decision making.	business, ethics	Stephen Beck Joli Sandoz	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Europe Since 1500 Stacey Davis history	Course	FR–SRFreshmen - Senior	4, 6, 8	04 06 08	Day				Su 12Summer Session II	This class surveys the social, cultural, political, intellectual, and religious history of Europe since 1500, including the Reformation, the Dutch Republic,18th-century Enlightenment and absolutism, the French Revolution, 19th-century imperialism and industrialization, the Russian Revolution, the two World Wars, and decolonization. Social, gender, and intellectual topics will be stressed. Credit possible in European history or world cultures/geography. Students enrolled for 6 credits will write several short essays; students taking 8 credits will complete a library research project. This is a companion class to "Art Since 1500."		Stacey Davis	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
European Philosophy in the 20th Century Joseph Tougas philosophy	Program	JR–SRJunior - Senior	16	16	Day			S 12Spring		This upper-division program will focus on philosophy of language and phenomenology, covering the work of Wittgenstein, Husserl, Arendt, Heidegger, Merleau-Ponty, Foucault, Derrida and other 20th century European thinkers. Students will be expected to have some familiarity with the European philosophical tradition, and some experience reading and analyzing dense philosophical texts. The activities of the program will include close reading and analysis of primary texts within the context of their composition and the writing of reflective, argumentative and synthetic essays in response to those texts. Students will be encouraged to explore connections between the theories developed in the program readings and their own social, political and personal concerns. Students will have the opportunity to participate in an optional field trip to the American Philosophical Association conference in Seattle, April 5-7.	philosophy, psychology, social sciences, culture studies, and literary theory.	Joseph Tougas	Mon Wed Thu	Junior JR Senior SR	Spring	Spring
The Evergreen Singers Marla Elliott music	Course	FR–SRFreshmen - Senior	2	02	Evening			S 12Spring		The Evergreen Singers is a continuing choral ensemble of The Evergreen State College community. No auditions are required. We will learn the basics of good voice production, and rehearse and perform songs from a range of musical idioms. Members of the Evergreen Singers need to be able to carry a tune, learn their parts, and sing their parts with their section. This class requires excellent attendance and basic musicianship skills.		Marla Elliott	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
The Evergreen Singers Marla Elliott music	Course	FR–SRFreshmen - Senior	2	02	Evening	F 11 Fall				The Evergreen Singers is a continuing choral ensemble of The Evergreen State College community. No auditions are required. We will learn the basics of good voice production, and rehearse and perform songs from a range of musical idioms. Members of the Evergreen Singers need to be able to carry a tune, learn their parts, and sing their parts with their section. This class requires excellent attendance and basic musicianship skills.		Marla Elliott	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
The Evergreen Singers Marla Elliott music	Course	FR–SRFreshmen - Senior	2	02	Evening		W 12Winter			The Evergreen Singers is a continuing choral ensemble of The Evergreen State College community. No auditions are required. We will learn the basics of good voice production, and rehearse and perform songs from a range of musical idioms. Members of the Evergreen Singers need to be able to carry a tune, learn their parts, and sing their parts with their section. This class requires excellent attendance and basic musicianship skills. In winter quarter, we will learn shape-note singing, an American folk choral tradition.		Marla Elliott	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Examining Education: A Journey Through the Personal to the Pedagogical Leslie Flemmer education	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter			The current system of public education is under profound national debate. What is at the heart of those debates? What creates such political, social and cultural differences? What should the future of education look like? Should education continue to be a universal good (free and open to all), a personal commodity (private and exclusive), or a hybrid of reforms? What is the role of teachers and students in this dynamic tension? Finally, what role does identity formation among students and teachers have to do with any of this? One common denominator among U.S. citizens is our access to and experience with free and compulsory K-12 public education that serves the wealthiest citizens to the poorest among us. And yet, that very system that has served so many for so long is frequently attacked by politicians, business leaders, the media, and even individuals like you and me. At the heart of our nation’s debate about public education and “effective” teaching practices are the ideological differences about its purpose and intent.In winter quarter, we will continue to ask questions: Who are our students? Why should they care about school? How do teachers create a culturally responsive, democratic learning community? What approaches do teachers take to create and implement student-centered curriculum and assessments? To answer these questions, we will build upon educational frameworks such as funds of knowledge, critical pedagogy, and constructivist teaching and include an examination of practical, historical inquiry-based methodology and curriculum. The first part of winter program will be designed to prepare students to research, teach and assess social studies content around inquiry-based approaches. Students will explore the State of Washington’s social science standards, the NCSS standards, and texts included (Levstik & Barton; 2005) and (Takaki; 2008).School field experience will continue winter quarter with site visits to local public schools. These classroom experiences will serve to help inform students’ thinking as they engage in the culminating project that will involve reading, research and participation in Problem Based Learning (PBL). Ultimately, this approach will contrast teacher-centered, top/down, high stakes testing and content standards with learning and knowledge construction that comes from purposeful, active student inquiry.		Leslie Flemmer		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Exclusion in America: Who Belongs? Liza Rognas cultural studies history law and public policy political science sociology	Program	FR–SRFreshmen - Senior	16	16	Day		W 12Winter			Democracy assumes individual inclusion as critical components of its success as a structure of government. This program examines the tension between social, political and economic exclusion in American history and the inclusive assumptions but exclusive realities of democratic processes. Students will investigate the historical origins of exclusion in contemporary society as part of individual and group research projects.The program offers opportunities for meaningful intellectual engagement in social and institutional histories explored through program texts, informed seminar discussions, films, lecture and field trips. Student research topics may include contemporary issues related to ethnicity and race; gender and sexuality; religion; immigration and citizenship; labor and work. By integrating program materials and information with independent research, students will learn to recognize current political and social processes of exclusion and their historical roots. A specific focus on issues of justice will engage students in learning about current groups and political processes that address exclusionary policies with progressive ideas and practices. Books will include ; and .		Liza Rognas	Mon Tue Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Experience Japan Tomoko Hirai Ulmer cultural studies	Program	FR–SRFreshmen - Senior	8	08	Day, Evening and Weekend				Su 12Summer Session I	The Experience Japan program is an intensive, in-country introduction to the language, culture, and society of contemporary Japan. During the three-week program, students will take Japanese language classes and will attend lectures on Japanese culture and society at the Department of Comparative Cultural Studies at Tamagawa University in Tokyo. The coursework also includes field trips to sites selected for their historic, cultural, or contemporary importance. Participants live with Japanese families for the length of the program. Admission is open to all Evergreen students regardless of language ability.Interested students must contact faculty via email (ulmert[at]evergreen.edu) and pay a deposit by April 20, 2012. Explanatory meetings will be held on Monday, April 9 (1:00-3:00) and Thursday, April 12 (3:00-5:00) at SEMII B3123.		Tomoko Hirai Ulmer		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Experimental Music Ben Kamen music	Program	SO–SRSophomore - Senior	8	08	Day	F 11 Fall	W 12Winter			The aesthetic and technological experiments of 20th century American composers and performers opened the door to new modes of thinking about music. Their explorations into silence, noise, extended techniques, and electronics contributed to a fertile area of research within the musical lexicon that continues among composers and performers to this day. In the fall quarter, students will examine the music and writing of experimental composers, perform their works, and respond through composition, performance, and writing. Students will explore the boundaries of musical materials through musicianship exercises and the investigation of notational systems. In the winter quarter, students will shift their attention to the history and application of electronics in experimental music. Students will explore sound collage, algorithmic composition, sound synthesis, and interactive music through the use of MaxMSP, a visual programming language. Composers considered will include John Cage, Pauline Oliveros, James Tenney, Alvin Lucier, Morton Feldman, Steve Reich, and David Tudor. Classes will feature in-house performances, listening, seminars, and workshops on electronic and experimental music practices. Students of all levels of musical experience are welcome. Students from fall and winter are encouraged to apply for the 16-credit interdisciplinary program "Projects in Experimental Media and Music" in the spring.		Ben Kamen	Thu Fri	Sophomore SO Junior JR Senior SR	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
Exploring Management Dariush Khaleghi business and management leadership studies	Course	FR–SRFreshmen - Senior	4	04	Evening and Weekend				Su 12Summer Session I	The primary goal of the Exploring Management course is to help build core management competencies for today's global and more complex workplace. We will use hands-on approaches such as case studies, exercises, and application workshops to study issues related to planning, controlling, leading, and organizing the workplace. The course has been designed to use conversational and interactive material to help students master fundamental management concepts. The ultimate objective of this course is to promote critical thinking and the ability to make sound business decisions using key managerial concepts, theories, and best practices.	supervision, management, leadership	Dariush Khaleghi	Fri Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Fabrication of Form in Metal Bob Woods visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening		W 12Winter			This studio course presents the opportunity for intermediate to advanced work in metal fabrication as applied to furniture, lighting, and sculptural design. Contemporary artists' work will be investigated. Students will do drawings, build models, and complete a final project of their own design.		Bob Woods	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
The Fates of Human Societies Dennis Hibbert geology natural history	Course	SO–SRSophomore - Senior	4	04	Weekend			S 12Spring		We will consider in depth the question "To what degree do environmental factors and human responses to them determine the fates of human societies?" We will work toward answering this question by drawing on archaeology, palaeoecology, palaeoethnobotany, palaeoclimatology, and zoology as we examine the past 100,000 years of the human story.		Dennis Hibbert	Sat	Sophomore SO Junior JR Senior SR	Spring	Spring
Field and Laboratory Biology in Southwestern Ecosystems Dylan Fischer and Clarissa Dirks biology botany ecology field studies zoology	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		The southwestern U.S. is unique in the diversity of habitats that can occur along with dramatic temperature and moisture gradients. Major advances in ecology have been made in these extreme environments, and important work in global change biology is currently being conducted in these systems. This program will use field sites in the Desert Southwest as living laboratories for investigating patterns in ecology, biology, microbiology and evolution. Students will learn about arid environments, plant ecology, field biology, and gain specialized training in microbiology or plant molecular genetics. Students will co-design field projects exploring ecological and co-evolutionary relationships at organism and molecular scales.We will use detailed studies of southwestern cottonwood trees and tardigrades (water-bears) as examples that will let us dive deeply into laboratory and field experiments. We will pair those investigations with broader exploration of southwestern environments to learn about multiple ecosystems and organisms. Early in the program, students will learn to conduct DNS analyses on plants and microscope-based identification of microscopic animals called tardigrades (water-bears). All students will participate in a mandatory two-week field ecology module where they will participate in a major research project examining the effects of desert-tree genetic diversity on ecosystems, learn to identify plant species of the Southwest, keep detailed field journals, conduct research projects, and survey isolated canyons for patterns related to evolutionary history. Along the way, we will visit environmental and culturally significant sites in the Southwest, from cactus forests to canyons and mountain peaks. Finally, at the end of the quarter all students will reconvene for a program conference where students will present their research over the quarter.Our reading list will include major natural history texts related to the Southwest and evolutionary relationships for the organisms we find there. We will emphasize active participation in the scientific process and communication skills. Because of the field component of this program, students should be prepared for extensive time living and working in the field, and should be committed to working through conflicts in group dynamics.	ecology, biology, botany, zoology, microbial ecology and environmental science.	Dylan Fischer Clarissa Dirks		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Film and Gender Elizabeth Williamson gender and women's studies media studies	Course	FR–SRFreshmen - Senior	4	04	Weekend				Su 12Summer Session II	This course examines film through the lens of gender studies. Both topics will be covered at an introductory level, with additional support provided to students with previous experience. We will focus primarily on female-identified performers, producers, and directors working within the American mainstream and talk about how their work responds to existing conventions and constraints. There will be one screening with lecture every week; students will watch additional films at home and post weekly screening reports. More advanced students may pursue a research or screenwriting project in lieu of weekly reports.		Elizabeth Williamson	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
The Formation of the North American State Jeanne Hahn history international studies political economy political science	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring			history, political economy, political science, secondary education, graduate school, and informed citizenship.	Jeanne Hahn		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Foundations of Health Science Benjamin Simon, Glenn Landram and Lydia McKinstry biochemistry biology business and management chemistry economics health mathematics physiology Signature Required: Winter Spring	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter	S 12Spring		This year-long, laboratory-based program will offer students a conceptual and methodological introduction to biology and chemistry with a focus on health and medicine. We will use organizing themes that link the science of human health with the economic, financial, ethical and legal issues associated with the demand and cost of medical research and public health care. Over the course of three quarters, we will study portions of general chemistry, organic chemistry, biochemistry, general biology, microbiology, anatomy and physiology, nutrition, statistics, economics and management, and human behavior. Students will use scientific processes, quantitative reasoning and hands-on experiences to develop problem-solving skills directed at understanding these subjects in the context of human health. This program is primarily designed for students contemplating work in medicine and allied health fields, including nursing, physical therapy, midwifery, athletic training, nutrition and others. This program is also appropriate for students interested in public health or public policy who want a solid foundation in biology and chemistry or students who wish to study rigorous science as part of a liberal arts education. Program activities will include lectures, laboratories, small-group problem-solving workshops, homework, field trips and seminars. Our readings and discussions will be concerned with the economic, ethical and scientific aspects of human health as they relate to the global community as well as individuals. Students will undertake assignments focused on interpreting and integrating the topics covered. During spring quarter, students will participate in small-group collaboration on a scientific investigation relevant to the program content. Project topics will be developed under the direction of the faculty and students will describe the results of this research through formal writing and public presentation. All program work will emphasize quantitative reasoning, critical thinking and development of proficiency in scientific writing and speaking skills. Upon completion of this program students will have gained some of the prerequisites necessary for careers in the allied health fields and public health administration. Students will also be prepared for further studies in upper division science. Students who master the biology and chemistry work in this program will be prepared to enroll in the Molecule to Organism program. Students preparing for medical school will likely need further coursework in inorganic or general chemistry to fulfill prerequisites for medical school. Overall, we expect students to end the program in the spring with a working knowledge of scientific, social and economic principles relating to human health and public health care. We also expect that they will have gained an ability to apply these principles to solving real world problems relating to natural science, disease and human health.	medicine and allied health fields, and public health administration.	Benjamin Simon Glenn Landram Lydia McKinstry		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
French, Beginning I, II, III Judith Gabriele language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 11 Fall	W 12Winter	S 12Spring		This year-long sequence of courses in French emphasizes mastery of basic skills through a solid study of grammatical structures and interactive oral activities. Students develop all four language skills: listening, speaking, reading and writing. Students will develop accurate pronunciation, build a useful vocabulary, and work regularly in small groups to develop conversational skills. The fall class is lively and fast-paced with a wide variety of fun and creative activities in music, poetry, videos, and work with Internet sites. By winter, the classes are conducted primarily in French. Work will focus on poetry and fables with additional themes including regional French traditions, cuisine, and contemporary issues in France and the Francophone world. In spring, students will view several Francophone films and read a book of short legends and tales from Francophone countries with basic discussions of them. Students will expand vocabulary proficiency and accurate pronunciation as they engage in oral reading, situational role-plays, and skits from the legends. Throughout the year, students use additional activities in the Community Language Laboratory to accelerate their skills. There is also a Mon/Wed section of the spring course available. See		Judith Gabriele	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
French, Beginning III (Mon/Wed) Judith Gabriele language studies	Course	FR–SRFreshmen - Senior	4	04	Evening			S 12Spring		This course covers the third quarter of first-year French and emphasizes mastery of basic skills through a solid study of grammatical structures and interactive oral activities. Students develop all four language skills: listening, speaking, reading and writing. Students will develop accurate pronunciation, build a useful vocabulary, and work regularly in small groups to develop conversational skills. Students will view several Francophone films and read a book of short legends and tales from Francophone countries with basic discussions of them. Students will expand vocabulary proficiency and accurate pronunciation as they engage in oral reading, situational role-plays, and skits from the legends. Students use additional activities in the Community Language Laboratory to accelerate their skills. There is also a Tue/Thu section of this course available. See .		Judith Gabriele	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
French, Intensive Marianne Bailey language studies	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Session II	This course is appropriate for beginners and for low and high intermediate students who wish to improve oral proficiency. All instruction is in French. Be prepared to work hard both in class and outside class, and to learn more French than you might imagine possible in a short five weeks.		Marianne Bailey	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
French, Intermediate I, II, III Judith Gabriele language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 11 Fall	W 12Winter	S 12Spring		This year-long sequence of courses in French is designed to reinforce, practice, and build upon previous skills. The class is fast paced, interactive, and focuses on continued review of grammatical structures, conversational skills with native speakers, discussion of video segments, music, poetry, Francophone themes, and Internet news clips. Students are expected to interact in French in discussions. Students will increase their reading and writing skills through study of selected literary excerpts or a short novel. Winter quarter will focus on theater with performances of short scenes. In spring, students will view a small selection of films and discuss questions of French identity, history, and culture while learning to analyse, compare, and appreciate certain aspects of film.		Judith Gabriele	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
From Fragmentation to Wholeness: Developing a Systems Perspective Kathy Kelly business and management community studies ecology economics psychology sustainability studies	Program	JR–SRJunior - Senior	8	08	Weekend		W 12Winter	S 12Spring		What is a system and how is it different from a pile of parts? What is a whole system? In what ways does understanding whole systems contribute to wisdom and well-being? This two-quarter program will introduce students to general systems theory. Students will learn basic characteristics of systems and explore systems across an array of disciplines—ecological, organizational, economic, and cosmological. Students will be introduced to tools and develop practices to help gain an understanding of complex systems and system dynamics.In winter quarter, students will work with cases from their professional or personal experience to observe and identify system dynamics and then imagine and anticipate possible interventions and consequent systemic effects. In the spring quarter, our study will extend to understanding ourselves in relation to the systems in which we are living as we explore the nearby Nisqually River watershed to see how ecological, economic, and civic systems are interconnected.Students will be introduced to ecological economics, an analytic tool that advances a systems perspective in service of environmental conservation and development in public policy making. Over both quarters, we will observe our class as a living system—a learning laboratory connecting theory to practice—as we develop ourselves as individuals, leaders, and participants in a learning community. Through reading, participatory exercises, reflection, writing, stories, and expressive arts, students will cultivate a systems perspective as a way of understanding complex systems. Students will be better able to design holistically and intervene wisely for greater well-being for themselves, their organizations, and communities.Learning Objectives:Class will meet five weekends per quarter, with online work between meetings.		Kathy Kelly	Sat Sun	Junior JR Senior SR	Winter	Winter Spring
The Fungal Kingdom Noelle Machnicki and Lalita Calabria biology ecology field studies natural history	Program	JR–SRJunior - Senior	16	16	Day	F 11 Fall				Fungi. What are they? Where are they and what are they doing there? How do they get their energy? What roles do they play in ecosystems? How do they grow? What do they taste like? How do they interact with other organisms? The central theme of this program is to answer these and other questions about fungi. Many people are familiar with green plants and their role in using solar energy to turn carbon dioxide, inorganic elements and water into sugars and other molecules. Fungi, which convert sugars and other organic molecules back into carbon dioxide, inorganic elements, water and energy, are less familiar. Nevertheless, fungi play pivotal roles in the various nutrient cycles within terrestrial ecosystems. They also form symbiotic relationships with plants to create mycorrhizae and have a different type of symbiotic relationship with algae to form lichens. In addition, fungi cause a wide variety of diseases that can be important in particular ecosystems as well as in agriculture and medicine. This program will focus on understanding these unique, ubiquitous and interesting organisms. We will cover fungal and lichen taxonomy, the ecology and biology of fungi and lichens, lab techniques for studying/identifying them, current research, as well as social and economic aspects. There will be an emphasis on work in the laboratory learning to classify fungi and lichens using chemical and microscopic techniques, along with a wide variety of taxonomic keys. These topics will be explored in the field, in the lab, and through lectures, workshops and student research project presentations. Students should expect to spend a minimum of 50 hours/week on program work. Students will be engaged in technical writing, library research, critical thinking and developing their oral presentation skills.	ecology, biology, natural history, education, and environmental studies.	Noelle Machnicki Lalita Calabria		Junior JR Senior SR	Fall	Fall
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
General Biology Clarissa Dirks biology	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Session II	Living systems will be studied on the molecular, cellular, and organismal level. Topics that will be covered include, but are not limited to, the scientific method, biomolecules, cell structure and function, Mendelian genetics, evolutionary biology, introduction to ecology, and plant and animal physiology. The lab component will reinforce concepts and ideas explored in lectures, readings, and workshops. This biology course is excellent preparation for students interested in taking more advanced life science courses or for future work in the areas of environmental science.		Clarissa Dirks	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
General Chemistry Peter Pessiki chemistry	Program	FR–SRFreshmen - Senior	8	08	Evening	F 11 Fall	W 12Winter	S 12Spring		This year-long program in general chemistry provides prerequisites for many studies in science, health, and medicine as well as basic laboratory science for students seeking a well-rounded liberal arts education. Emphasis in fall quarter will be placed on calculations involving conversions, molar quantities, and thermodynamics. Understanding atoms in terms of subatomic particles, chemical reactivity of inorganic compounds, and the gas laws will also be covered. We will end with an in-depth investigation of atomic structure and periodicity. In the laboratory, students will routinely utilize a variety of scientific glassware and equipment and be taught how to handle chemicals safely. Students will also learn to be observant of chemical changes and to make precise physical measurements. Relevant scientific literature is introduced and often used to retrieve needed physical data. Winter quarter will start with a thorough investigation of how atoms unite to form molecules with a focus on covalent bonding. Next we will focus on the role of intermolecular forces in liquids and solids. This will be followed by chemical kinetics and an in-depth investigation of equilibrium. We will end the quarter with an introduction to acid-base chemistry. Labs will include titrations, crystal growth, pH titrations, and absorption spectroscopy. An introduction to chemical instrumentation will be incorporated into lab exercises, and students will be required to utilize chemical drawing programs. Spring quarter will continue with acid-base chemistry, pH, and polyprotic acids. Next we will look at buffers and complex ion equilibria. We then will cover entropy and free energy followed by an introduction to electrochemistry and electrochemical cells. Our final few weeks will be spent investigating a wide range of topics including transition metals and the crystal field model, nuclear chemistry, and other selected topics. The lab portion of the class will include buffer making, electrochemical measurements, and the use of ion exchange columns. In addition, students will be expected to partake in the on-campus Science Carnival as well as attend a locally held science conference.	science, medicine	Peter Pessiki	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
General Chemistry I with Laboratory Dharshi Bopegedera chemistry	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Session I	We will begin the study of general chemistry by exploring the structure of the atom and the nature of the chemical bond and then proceed towards an understanding of molecular geometry. This will lead us to discussions of the periodic table, chemical reactions, stoichiometry, and properties of gases. Time permitting other topics such as thermochemistry and kinetics may be explored.In the laboratory we will work to develop the skills needed to be successful in a chemistry lab. In particular we will focus on measurements, preparing solutions, titrations, and spectroscopy.		Dharshi Bopegedera	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
General Chemistry II with Laboratory Lydia McKinstry chemistry	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Session II	This course is designed to offer the equivalent of the second half of a year-long course in general chemistry. The topics to be presented will include thermochemistry, properties and physical changes of matter, solution chemistry, kinetics, thermodynamics, chemical equilibrium, acid-base chemistry, and aqueous equilibria. Additional topics in electrochemistry, nuclear chemistry, and coordination chemistry may be presented if time permits. Course activities will include lectures, small-group problem-solving workshops, and laboratories. Laboratory work will build upon the skills learned in General Chemistry I, and provide hands-on experience with additional methods relevant to the topics presented in lecture.		Lydia McKinstry	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Geographic Information Systems Intern Dylan Fischer and Rip Heminway computer science ecology environmental studies geography Signature Required: Fall Winter Spring	Contract	JR–SRJunior - Senior	16	16	Day	F 11 Fall	W 12Winter	S 12Spring		The GIS internship, based in the Computer Applications Lab, is focused on developing advanced knowledge and skills in spatial data management and analysis through development of campus GIS data, database administration, and the support of research projects such as the Evergreen Ecological Observation Network (EEON) project. Through this internship students will gain advanced understanding of working with GIS software, and specifically in using GIS for natural resource applications. Specific opportunities include working in detail with LiDAR data, high quality aerial images, assessing forest canopy structure, and identifying forest canopy type using GIS software and data. This intern will also build instructional and support skills by assisting in the instruction of GIS workshops and curricular programs.	GIS, environmental studies, and computer science.	Dylan Fischer Rip Heminway		Junior JR Senior SR	Fall	Fall Winter Spring
Geological Processes: A History of Earth Abir Biswas and Christopher Coughenour environmental studies field studies geography geology natural history sustainability studies	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		What are the origins of the Earth? What processes have shaped the planet’s structure over the past 4.6 billion years? Through lab and lecture, students will become familiar with how fundamental Earth materials (minerals and rocks) form and are altered by the persistent physical, chemical, and biological processes at work on our planet's surface. In this program students will study the mechanisms of changes in terrestrial and marine Earth systems and interpret geologic evidence in order to understand Earth system processes. Our approach will integrate topics in chemistry, physics, and evolutionary biology with in-depth studies of physical and historical geology. Quantitative skill development will be fundamental to this approach.After a period of on-campus skill and content building, students will participate in approximately two weeks of rigorous field work. Some students will embark on a 16-day river trip through the Grand Canyon, giving those students the opportunity to visit one of the geologic wonders of the world, access to over 1 billion years of geologic history, and study the processes currently shaping the Canyon. Other students will participate in multiple hands-on field excursions across the Pacific Northwest, studying some of the incredibly diverse landscapes and applying their knowledge about Earth system process in the field.This field-based program requires significant commitment from students, given the cost, rigors, and time away from campus. All students in the program will participate in field work though only approximately 14 students will be able to participate in the Grand Canyon river trip. The program will integrate physical geology, historical geology, quantitative skills for the earth sciences, and a field project. Students who successfully complete this program will gain a solid scientific basis for future work in all aspects of earth sciences and environmental studies.		Abir Biswas Christopher Coughenour		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Geometry Neal Nelson education mathematics	Course	FR–SRFreshmen - Senior	4	04	Day				Su 12Summer Session I	This class is an introduction to both Euclidean and non-Euclidean geometry suitable for teachers or others interested in gaining a deeper understanding of mathematics, mathematical proof, and the historical and conceptual evolution of geometrical ideas. The course will concentrate on problem solving and the development of mathematical skills, particularly proofs, with the goal of understanding the major conceptual developments in the history of geometry. Class activities will be primarily reading, problem solving, and discussion with lectures as needed.		Neal Nelson	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Geometry: Measuring Worlds Allen Mauney mathematics	Course	FR–SRFreshmen - Senior	4	04	Evening	F 11 Fall				Classical geometry is an organized attempt to describe, with certainty, the physical reality of our world. Students will make observations, formulate hypotheses, and compare their experience with formal geometrical statements. After rigorously applying logic to solve concrete problems, students will consider the nature and limitations of purely rational methods to describe reality. Theorems will be used to analyze architectural elements and the Declaration of Independence. This class is designed for students with all levels of prior mathematical preparation.	natural sciences, law, medicine, teaching mathematics at all levels	Allen Mauney	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
German, Beginning I, II, III Marianne Hoepli language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 11 Fall	W 12Winter	S 12Spring		Komm und lern Deutsch! This year-long sequence of courses for beginning German students will cover basic grammatical concepts, vocabulary, and conversation. Students will develop basic skills in speaking, reading, translating, and writing standard high German. Students will also learn about culture, traditions, and customs of the German people, new and old. Through involvement in children’s stories, music, and activities in the language laboratory, students will also become familiar with idiomatic expressions. By the end of the year, students will improve their oral skills to the point of discussing short films and modern short stories and learning how to write a formal letter, a resumé, or a job application. Classes will use a communicative method and will move quickly toward being conducted primarily in German.		Marianne Hoepli	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Giving Psychology Away Mark Hurst psychology Signature Required: Fall Winter Spring	Program	SO–SRSophomore - Senior	8	08	Evening and Weekend	F 11 Fall	W 12Winter	S 12Spring		Psychology is making a significant difference in peoples' lives, both in a broad manner as well as in specific application. In this year-long program, students will: 1) examine basic empirical research, from psychology’s history to the present, that has led to creative application of the findings in individual, group, and community endeavors; 2) learn the general and specific methodology and strategies that influence individual lives as well as interpersonal interactions in public and private settings; 3) develop a personal theoretical orientation for influencing change; and 4) create a conceptual instructional module regarding a specific life domain (relationships, work, parenting, health, leisure, etc.) for implementation in a setting relevant to their future goals or careers (education, social services, business, government, criminal justice, medicine, economics, etc.). This program is designed to foster advanced comprehension and analysis of the material, enhance critical thinking, and build a skill base that can be applied for the social good. Each quarter builds on previous material, so the intention is for students to continue through the year, culminating in a final spring project. We will use a variety of instructional strategies such as small and large group seminars, lectures, workshops, films, role-playing, field trips, guest lectures, and videoconferences with prominent contemporary psychologists. The material covered in this program is relevant to daily living as well as preparatory for careers and future studies across all disciplines.	psychology, education, health care, criminal justice, political science, management	Mark Hurst	Fri Sat Sun	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Global Business Tools for Sustainable Ventures David Shaw and Zoe Van Schyndel business and management economics history international studies political science sustainability studies	Program	JR–SRJunior - Senior	16	16	Day	F 11 Fall	W 12Winter			This program is designed for junior and senior students who want to build a strong foundation in sustainable business. Students in this program will explore what it means to go beyond the traditional profit-centered approach to business. We will look at the concept of systems thinking and sustainability within an entrepreneurial process, and investigate how this concept is applicable to any discipline of business such as management, marketing and finance. We will look at sustainable entrepreneurs around the world in both the non-profit and for-profit sectors. We will learn from their experiences about opportunities and activities connected to social and environmental topics. This two-quarter program includes students designing, completing and reporting on a very substantial research project that will include conducting several weeks of research, either locally off-campus or anywhere in the U.S. During fall quarter students will build a strong foundation in research methods, finance, entrepreneurship, marketing, sustainability, and management. The final assignment for the fall quarter will be a research proposal for conducting off-campus research about a sustainable business during winter quarter.For winter quarter, students will visit a sustainable business, organization or industry in the U.S. to conduct their research. Students should expect to work eight weeks of the quarter off-campus at the organization and to remain in close virtual communication with the faculty who will be providing weekly feedback. Week 1 will be used to make final preparations for the off campus research and week 10 for presenting preliminary research findings to the class.	sustainability, globalization, international business and trade, entrepreneurship, economic development, competitive advantage of nations and regions, business history, political economy of natural resources, eco-tourism and sustainable agriculture.	David Shaw Zoe Van Schyndel		Junior JR Senior SR	Fall	Fall
Global Health: Inequalities and Ethics Carolyn Prouty anthropology biology health international studies philosophy of science physiology	Course	FR–SRFreshmen - Senior	6	06	Day				Su 12Summer Session I	This course draws from public health, epidemiology, bioethics, and human rights philosophy to consider health and disease in a global context. What are the social, economic, and epidemiological forces that have led to vast inequalities in health outcomes globally? As we investigate how Western ideas apply in non-Western countries, we will explore ethical dilemmas that researchers, healthcare providers, and policy makers encounter in resource-poor environments. Finally, we will examine the epidemiology, physiology, and pathology of specific conditions including HIV/AIDS, malaria, tuberculosis, maternal morbidity and mortality, nutritional deficiencies, and parasitic diseases, paying particular attention to connections between infections and inequalities, malnutrition, and human rights.		Carolyn Prouty	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
Grant Writing Essentials Sylvie McGee	Course	JR–GRJunior - Graduate	4	04	Evening and Weekend				Su 12Summer Full	Use hands-on practice to learn to write successful grants! We will start with an introduction to grants and their place in the development of nonprofit organizations and learn the sound planning skills needed for strong proposals. Students will write a grant for a nonprofit organization, getting feedback on each section as it is developed. A list of organizations seeking grant writing assistance will be provided. Using interactive learning and assigned tasks, we will focus on planning, research, evaluation techniques, budgeting and how to effectively communicate issues and needs in a clear and concise manner. NOTE: If you have a non-profit or government agency you wish to write for, you MUST contact me in advance of the first day of class, so that I can send a form to be filled out by the agency and review their readiness.		Sylvie McGee	Fri Sat Sun		Summer	Summer
The Graphic Novel Steve Blakeslee literature visual arts	Course	FR–SRFreshmen - Senior	4, 8	04 08	Evening				Su 12Summer Session I	Over the past 30 years, the graphic novel has won numerous readers with its bold topics, innovative forms, and vivid artwork. We will explore the origins, development, and unique workings of these sequential narratives, from the socially conscious woodcut novels of the 1930s (e.g., Lynd Ward’s ) to the global adventures of Hergé’s to Alan Moore and Dave Gibbons' 1980s game-changer, . Other works will include Scott McCloud's and recent graphic memoirs. Our overall goal is to develop an informed and critical perspective on this powerful medium. Students registered for 8 credits will research a particular author-artist, genre, or theme, or develop graphic narratives of their own.		Steve Blakeslee	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
Health vs. Wealth Mary Dean health sustainability studies	Course	FR–SRFreshmen - Senior	4	04	Evening			S 12Spring		We will explore the intersection where valued health care meets paid health care. In the health care arena, good intent is plagued by paradox and can yield under-funding and a mismatch with initial intent. Paradoxes and costs haunting prevention, access, and treatment will be reviewed. The books and aid our journey as will the video series, "Remaking American Medicine", "Sick Around the World," and "Sick Around America". We will consider the path of unintended consequences where piles of dollars are not the full answer to identified need.		Mary Dean	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
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
History and Systems in Psychology Susan Cummings psychology	Course	SO–SRSophomore - Senior	4	04	Evening	F 11 Fall				The purpose of this course is to provide an overall view of the emergence of psychology as a field, its historical roots, its evolution within a broader sociocultural context, and philosophical currents running throughout this evolution. Attention will be paid to the interaction of theory development and the social milieu, the cultural biases within theory, and the effect of personal history on theoretical claims. This course is a core course, required for pursuit of graduate studies in psychology.		Susan Cummings	Mon	Sophomore SO Junior JR Senior SR	Fall	Fall
Human Anatomy and Physiology Cindy Beck biology health	Program	FR–SRFreshmen - Senior	6, 12	06 12	Evening				Su 12Summer Full	Students will study the anatomy and physiology of the human body using a systems approach while exploring the interrelationship of health and disease in the human body. Each body system will be covered utilizing a traditional lecture and laboratory format. This course meets prerequisites for nursing and graduate programs in health sciences.	health and medicine	Cindy Beck	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Human Geography: Cultural Interactions with the Physical Landscape Michael Vavrus geography history sustainability studies	Course	FR–SRFreshmen - Senior	4	04	Day, Evening and Weekend				Su 12Summer Full	This course focuses on geography as a cultural encounter. We will study patterns and processes that have shaped human interaction with various environments. The course encompasses human, political, cultural, social, and economic aspects of geography. Central guiding questions we will be addressing in this course:This survey of human geography introduces broad concepts that are the focus of contemporary studies in geography. These concepts include		Michael Vavrus	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Human Resource Management Theresa Aragon, Cary Randow and Natividad Valdez business and management leadership studies Signature Required: Winter	Program	FR–SRFreshmen - Senior	8	08	Evening and Weekend	F 11 Fall	W 12Winter			This program is designed to provide a detailed overview of five specific areas of human resource management: All areas of the program are designed to provide conceptual understanding through readings and case analyses while developing skills through practice, role plays, and simulations. Students who successfully complete the coursework in all five areas will be given a certificate of completion and should be prepared to pursue employment and professional certification in human resource management. Fall quarter focuses on the first two areas. We will cover the basics of human resource management including strategic planning, recruitment, orientation, retention, job design, and organizational development. We will also review aspects of labor law including the National Labor Relations Act (NLRA) and major employment discrimination laws including sexual harassment, disability, family leave, wage standards, and the Employee Retirement Income Security Act. Students will learn how to apply these major laws to 'real-work' situations and will have a very good understanding of the major provisions. Winter quarter will focus on human resource development and training, performance management, and total compensation. We will cover a number of training and development topics including needs analysis and instructional design and evaluation while distinguishing between leadership development and skills development. We will also examine the components of a total compensation program: salary, benefits, and workplace environment. Specific topics will include pay philosophies, determining job value, and strategic approaches to communication. Students who have completed Evergreen HR management courses in previous years may register for and attend the modules they have not already completed by contacting Theresa Aragon for a faculty signature.	human resources	Theresa Aragon Cary Randow Natividad Valdez	Fri Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Human Resource Management Dariush Khaleghi, Cary Randow and Natividad Valdez business and management leadership studies Signature Required: Spring	Program	FR–SRFreshmen - Senior	8	08	Evening and Weekend		W 12Winter	S 12Spring		This program is designed to provide a detailed overview of five specific areas of human resource management: All areas of the program are designed to provide conceptual understanding through readings and case analyses while developing skills through practice, role plays, and simulations. Students who successfully complete the coursework in all five areas will be given a certificate of completion and should be prepared to pursue employment and professional certification in human resource management. Winter quarter focuses on the first two areas. We will cover the basics of human resource management including strategic planning, recruitment, orientation, retention, job design, and organizational development. We will also review aspects of labor law including the National Labor Relations Act (NLRA) and major employment discrimination laws including sexual harassment, disability, family leave, wage standards, and the Employee Retirement Income Security Act. Students will learn how to apply these major laws to 'real-work' situations and will have a very good understanding of the major provisions. Spring quarter will focus on human resource development and training, performance management, and total compensation. We will cover a number of training and development topics including needs analysis and instructional design and evaluation while distinguishing between leadership development and skills development. We will also examine the components of a total compensation program: salary, benefits, and workplace environment. Specific topics will include pay philosophies, determining job value, and strategic approaches to communication. Students who have completed Evergreen HR management courses in previous years may register for and attend the modules they have not already completed by contacting Dariush Khaleghi for a faculty signature.	human resources	Dariush Khaleghi Cary Randow Natividad Valdez	Wed Fri Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Human Rights and Wrongs Greg Mullins cultural studies literature media studies	Program	SO–SRSophomore - Senior	16	16	Day	F 11 Fall	W 12Winter			Human rights law is encoded in the spare language of treaties, but human rights practice comes alive in the materiality of daily life. After a quick tour of human rights law, we will devote our energies in this program toward understanding how human rights accrue force and meaning insofar as they are embedded in cultural practice, and specifically in cultural practices of representation. Our inquiry will be guided by these questions: How do human rights frameworks prevent or redress human wrongs (including atrocities such as torture and genocide)? What leads some people to abuse human rights, and other people to respect them? How are human rights struggles pursued using modes of visual and textual representation? What role do cultural forms such as film, literature, and public memorials play in either fostering or hindering respect for human rights? In the fall quarter, our mode of inquiry will be primarily textual. Even as we study film, photography, new media, public monuments and memory projects, that study will be accomplished by reading theoretical accounts of rights and representation. We will also read historical accounts of the rise of human rights frameworks, and we will consider a variety of critiques of human rights. Students will build a strong foundation in the theory of human rights, as well as in theories of visual and textual representation. A typical week's work will include a film screening, lecture, and seminars. Students will write two long essays, several shorter pieces, and a prospectus for a winter quarter project. In the winter quarter, we will continue to read and seminar as a group as we expand our focus to include literature. We will read Arendt by way of concentrating our inquiry around questions of judgement, we will read Dawes by way of focusing on problems of narrative, and we will take up the case study of the Guantanamo Bay detention facility on the tenth anniversary of its opening. Students will also pursue projects. Depending on student background and interests, these projects could result in a traditional research paper or in a more practical implementation of the theory they've learned (for example, a new media project).	human rights, politics, philosophy, literature, film and media studies.	Greg Mullins	Mon Tue Wed	Sophomore SO Junior JR Senior SR	Fall	Fall
Hybrid Music I, II, III Peter Randlette music Signature Required: Fall Winter Spring	Course	SO–SRSophomore - Senior	4	04	Evening	F 11 Fall	W 12Winter	S 12Spring		This year-long series of courses is intended for the musician interested in exploring compositional experimentation with analog and digital synthesis technology and computer applications. In fall, the course will focus on analog synthesis techniques, studio production, and the creation of musical pieces with a focus on new options presented by this compositional environment. Winter will focus on building pieces from techniques of synthesis introduced in fall quarter and learning new digital synthesis techniques, different controllers and sequencers, signal processing, and surround 5.1 production skills. Techniques will include use of percussion controllers, synthesizer voice editing, sample based applications, and plug-in signal processing. In spring, students will develop pieces based on design problems using combinations of computer-based and analog resources covered in prior quarters. New material will include acoustic/electronic sound source integration, mastering techniques, object-oriented voice construction, and advanced production methods. Each quarter, students will complete projects, attend weekly seminar/lecture/critique sessions, use weekly studio times, and maintain production journals.		Peter Randlette	Tue	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
I Hear America Singing: 19th Century American Literature and Culture Susan Preciso and Marla Elliott American studies literature music	Program	FR–SRFreshmen - Senior	8	08	Evening and Weekend			S 12Spring		In this one-quarter program, students will read classics in American literature, learn about American music, and explore American culture as it was shaped in the vibrant, chaotic years that frame the Civil War. Herman Melville, Stephen Foster, Emily Dickinson, Walt Whitman, Harriet Beecher Stowe, and B.F. White are some of the authors and composers we will study. Students will learn and participate in our exploration of American music by learning shape note singing, an American folk choral tradition. Exploring ante and post-bellum beliefs about race and the politics of slavery will be central to our study. Students should expect to be active participants in all program activities, which will include seminar, workshops, lectures, and films. We will also meet for one full Saturday this quarter, which may be a field trip or other program enrichment.	teaching, American studies	Susan Preciso Marla Elliott	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Image and Form: Myth, Ritual, and Story Susan Aurand and Evan Blackwell aesthetics art history cultural studies visual arts Signature Required: Winter	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter			Throughout history, art has given physical form to our beliefs about our origins and nature, and to our efforts to correctly position ourselves in the cosmos. This program will examine how art embodies our cultural and individual myths, rituals and stories. We will study this historical function of art and explore it in our own lives through intensive studio work in painting and ceramics. In the fall, students will develop technical skills in painting (using watercolor, acrylics and oils), in sculptural ceramics, and in mixed media sculpture. Students will be introduced to a variety of ceramic construction processes, clay and glaze materials, firing processes, and use of studio equipment. The class will consider the characteristics and allusions of clay in all its states as a sculptural and expressive medium. Students will advance their technical skills through weekly skill workshops and assignments. In addition, each student will create a series of two-dimensional and/or three-dimensional artworks exploring a personal theme related to myth, ritual or story. In winter, the class will further develop and build on much of the work we started in the fall. We will continue to study myths, rituals and stories and examine how cultural context affects meaning in different forms of expression. Students will expand the conceptual basis of their work as they continue to explore and build skills in both painting and ceramics. Nonconventional approaches and methods of manufacture and installation in both painting and ceramic sculpture will be encouraged. Winter quarter will culminate with individual theme projects and presentation of student work. Students entering the program must have a solid background in representational drawing (including perspective, shading, and preferably some prior experience in figure drawing), but no prior experience in ceramics or painting is required. The program is designed for students who have a strong work ethic and self-discipline. The program will function as a working community of artists. Students will be expected to work intensively in the campus studios and to be engaged and supportive of their peers.	studio arts, arts education, art history, arts management, and writing for the arts.	Susan Aurand Evan Blackwell		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
In Our Image Lisa Sweet, Andrew Reece and Rita Pougiales anthropology art history community studies literature philosophy religious studies visual arts	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter			Making meaning of our lives and the world we inhabit is the essence of being human. Through knowledge, stories and images, we manifest what it is we hold most sacred and essential in our lives. Religion, through its liturgy, music and imagery, reflects what a people hold to be essentially human. Our work will address questions like the following: What are the fundamental mysteries humans address through religious practice and expression? What are the stories being told through artistic and written material? What is the experience of the artist creating sacred images? What are the meanings that have endured over centuries? How is it that sacred images and texts provide direction for us? Our inquiry into meaning-making will center on Christianity, one religious tradition that has been a wellspring for expressions of spiritual and moral meaning, as well as a source of insight and understanding that has inspired magnificent artistic creations and sacred texts. In fall and winter, we focus on the first thirteen centuries of the tradition, from the life of Christ to the end of the Medieval period, during which the story of Christ's life, death and resurrection helped transform the Roman Empire into Europe and "the West." During this time, Christians, like Muslims and Jews a "people of the Book," gave the world some of its most inspired, and inspiring, books: the New Testament, the works of Anselm and Augustine, Dante's , and others, which will form part of our curriculum. The role of images in religious practice will form another part of our study. We'll consider the functions of icons, reliquaries, church architecture and devotional images, created solely to express and link us to the sacred. We'll consider the strategies image-makers employed to interpret scripture and early theology, as well as the anxieties and iconoclasms provoked by images that attempt to depict God. Through readings, seminars and lectures, we'll explore the history of images and objects made before the the concept of "Art" as we understand it today was established.In spring, the focus on the history and culture of Christianity through the 14th century will be directed toward more focused topics addressing meaning-making and Christianity. Students will have the option of continuing in the program in one of the following focused, full-time disciplines or themes: recent developments in theology and philosophy (Andrew), communities of faith (Rita), or studio-practice in printmaking (Lisa). Spring components of the program will be open to both continuing and newly enrolled students.	medieval history, religious studies, art history and community studies.	Lisa Sweet Andrew Reece Rita Pougiales		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
In Our Image: Communities of Faith Rita Pougiales American studies anthropology cultural studies religious studies	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		“Communities of faith” are those groups of people who are dedicated to one another and to seeking the good. We will approach “faith” as a commitment to a good that can be illusive and hard to grasp, yet represents what Paul Tillich describes as an “ultimate concern.” Faith, as such, is a matter of trust in the process of seeking that ultimate concern. Faith, understood in this way, cuts across all dimensions of our society including those committed to political, environmental, educational, and spiritual ends.We are particularly interested in the means by which members of religious communities embody their faith and beliefs. Our study will be largely ethnographic, looking in depth at the rituals, devotions, and practices of faith communities. In particular, we will focus on those practices that depend on the body for expression, movement and sound. Such practices are not only reflections of faith, they also expand its experience and meaning. We will look at the cultural practices, experiences and shared expectations of members of communities of faith, and attempt to understand what is meaningful for them. We will be guided in our study of “faith” by Tillich’s and additional readings by authors Karen Armstrong and Richard Niebuhr. We will delve into the nature of communities through ethnographic and historical case studies including a medieval religious community led by Hildegard of Bingen, Orthodox fire-walking communities in rural Greece and Maine, and a contemporary Catholic convent in Mexico. In addition to these studies, each student will conduct her or his own research on a particular community of faith.	religious studies and community studies.	Rita Pougiales		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
In Our Image: Printmaking Lisa Sweet art history religious studies visual arts	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		This program continues work from fall and winter. This quarter we will examine the production and function of printed images in early modern Christian religious culture through readings, seminars, and developing skills with basic woodcut printmaking techniques. Linking theory to our artistic practice, we’ll address issues including, iconoclasm, the relationship between text and images in religious practice, image makers’ roles as translators and interpreters of scripture and religious tradition, the human desire for and anxiety about religious imagery, and we’ll explore the paradox of visually depicting that which is invisible and inexpressible. Students should expect to spend about 70% of their time working in the printmaking studio on assignments, and 30% of their time studying assigned texts. The program will include a significant writing component synthesizing and integrating ideas covered in . Because this program is a continuation of the fall and winter themes addressed in , . New students are welcome, but should have some existing familiarity with academic studies of Christian theology, history and/or medieval art appreciation in order to thrive in the program.		Lisa Sweet	Mon Tue Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
In Our Image: Readings in the Philosophy of Religion Andrew Reece philosophy religious studies	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		Can we know God? Or, for that matter, does such a being exist, and, if so, how do we relate to it (or Her, or Him)? What is the distinction between faith and reason? Between philosophy and theology? Morality and religion? How can one live a life of intellectual and moral integrity and a life of faith? Do the two imply one another, or are they in conflict? These are the central questions of this program, and in our inquiry we will raise many more, about belief, dogma, doubt, divinity, language, ritual, and meaning-making. Our ability to raise, refine, and resolve these questions will be strengthened by our study of classic texts in the philosophy of religion from authors including Anselm, Aquinas, Descartes, Spinoza, Kant, Hegel, Kierkegaard, Martin Buber, and Paul Tillich. This program was originally planned as the third quarter of the program, which was a study of the Christian movement from its origins in Judaism and Greco-Roman culture to the time of Dante. Partly for that reason, the authors selected are Christian and Jewish; however, this is a study not of apologetic theology but of philosophy of religion. That is, the theories we will encounter do not necessarily defend a particular religious perspective, nor do they demand from readers extensive familiarity with scripture. The points of view they share are not limited to those who share their faiths. Reading, discussion, and writing will be our sole modes of inquiry, and we will go about them with a level of seriousness and intensity that cannot be understated. Students will participate in book seminars and writing seminars on every text, and they will respond to every text in essays. Peer review and revision will also be a significant component of our work together.		Andrew Reece	Mon Tue Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
In the Presence of Beauty Robert Knapp, Suzanne Simons and Helena Meyer-Knapp architecture cultural studies education history music visual arts	Program	FR–SRFreshmen - Senior	12, 16	12 16	Day, Evening and Weekend			S 12Spring		This program will explore the idea and the experience of beauty. Our thesis is that the sense of beauty has many facets, which different cultures recognize and value differently. Individual preferences also differ, always under the influence of powerful, shared traditions of beauty. We will dramatize and investigate this by paying extensive attention to three traditions in which the faculty have professional expertise—Iran, Japan and Britain. Significant differences between these traditions and between individual student and faculty experiences in the American context will be a major occasion of collaborative and individual learning.Most class meetings will put students in the presence of beautiful art, writing, film, architecture or music; readings and seminars in criticism and cultural history and analytical and expressive writing assignments will help students develop authentic ways to articulate their descriptions and judgments. The work will lead to a major concluding project on an individually chosen instance of beauty. Students will acquire both a fuller understanding of the variety of ways one can encounter beauty, and of ways to document, appreciate and evaluate the experiences of beauty that occur.The program has two levels of enrollment: all students will meet one night per week and every Saturday for a coordinated program of lectures, seminars, films and workshops. 16-unit students will also prepare for and take two two-day visits to cultural cultural resources in Northwest cities, to be in the immediate presence of beautiful things which can come only second-hand to campus.	design, art history, cultural studies, education, world history, architecture and visual arts.	Robert Knapp Suzanne Simons Helena Meyer-Knapp	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
India Through Literature and Film Karen Gaul cultural studies media studies	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Session I	India holds a fascination for many of us. Yet, whatever we may think we know about this region, the South Asian subcontinent is one of the most rapidly changing areas of the world.Novels and films offer rich windows into particular realities of life in India. In this program, we will read novels and short stories by some leading South Asian writers such as Salman Rushdie, Arundhati Roy, Rohinton Mistry, Aravind Ardiga, and others. We will also view a variety of commercial as well as ethnographic films made by Indian filmmakers.We will use ethnographic approaches to analyze these literary and filmic portrayals of Indian culture, examining gender, class and caste relations, religious conflict, and political struggle in urban and rural settings. Case studies of particular urban and rural areas will enable us to narrow our focus and gain a more specific understanding of cultural dynamics at play.We will examine the narratives of these materials as both potential sources of and rebuttals to stereotypes about Indian culture. And we will consider the media themselves, examining issues of representation, translation, interpretation, and voice. This program will be a great introduction to contemporary and historical India through the lenses of ethnography, literature, and film.		Karen Gaul	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Individual Study: American Studies Nancy Koppelman American studies history literature philosophy	Contract	JR–SRJunior - Senior	16	16	Day		W 12Winter			Individual study offers the advanced, highly disciplined student the opportunity to pursue a self-directed and self-constructed syllabus. The work may be completely academic in nature, or may be combined with an internship. Students interested in pursuing such work in American Studies are invited to contact me. I specialize in American history before 1920, particularly social history, industrialization, economic history, American literature, popular culture, pragmatism, and the history of technology, and how all these topics intersect with ethical concerns of the modern era. I am interested in working with students who want to study American history and culture in an effort to understand contemporary social, cultural, and political concerns. (Students interested in this offering are also encouraged to consider enrolling in , where they can pursue a major independent project as part of an ongoing learning community.) Students with a lively sense of self-direction, discipline, and intellectual curiosity are encouraged to contact me via e-mail at koppelmn@evergreen.edu.		Nancy Koppelman		Junior JR Senior SR	Winter	Winter
Individual Study : Experimental and Electronic Music Ben Kamen music Signature Required: Spring	Contract	SO–SRSophomore - Senior	16	16	Day			S 12Spring		Students interested in advanced independent work in experimental music, electronic music, interactive/mechatronic art, and music composition may contact the faculty with proposals for spring contracts. Students should have prior college level experience in the area they wish to explore. Contract proposals should include both creative and research components.		Ben Kamen		Sophomore SO Junior JR Senior SR	Spring	Spring
Individual Study: Anthropology and History Eric Stein anthropology history Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day		W 12Winter			Individual Studies offers opportunities for intermediate to advanced students to create their own course of study and research. Eric will sponsor student research, reading, and internships in anthropology and history, especially work related to Southeast Asia, medical anthropology, medical history, material culture, museum studies, nationalism, colonialism, gender, power, or immigration.		Eric Stein		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Applied Mathematics and Theoretical Physics David McAvity mathematics physics Signature Required: Winter	Contract	SO–SRSophomore - Senior	8	08	Day		W 12Winter					David McAvity		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Coastal Geology Christopher Coughenour environmental studies field studies geography geology marine science Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day		W 12Winter			Coasts are among the most dynamic geological regimes on our planet. A wide array of physical and biological processes shape the interface where seas meet continents. In this contract offering, students will have the opportunity to explore several of the important physical processes of their choosing that are responsible for phenomena such as gravity waves, tides, estuarine circulation, sediment kinematics and dynamics, and the role of antecedent geology in shaping marginal marine systems. The ultimate goal of the contract is to provide familiarity with the vocabulary and methods of the science and to foster an understanding of some of the fundamental processes that define coasts around the Pacific Northwest and the world. This work may also incorporate a field research component, upon discussion with faculty.		Christopher Coughenour		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Environmental Studies Erik Thuesen biology ecology environmental studies marine science zoology Signature Required: Fall	Contract	SO–SRSophomore - Senior	16	16	Day	F 11 Fall						Erik Thuesen		Sophomore SO Junior JR Senior SR	Fall	Fall
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: Expressive Arts Andrew Buchman cultural studies dance music theater visual arts Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day		W 12Winter			Please send me a preliminary proposal via email and I'll help you shape it. I often recommend projects that combine some research (on an artist or style) with some creative work (a thematic portfolio or series of songs), with some technical practice (on an instrument or in a medium or style). Internships and travel/study projects are also welcome. I'm especially interested in students who work in more than one artistic discipline intensively; for instance, music and visual art. Drafting academic statements and investigating careers--vital parts of designing your own education--can also be credit-bearing activities.		Andrew Buchman		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: Genetics, Developmental Biology Donald Morisato biochemistry biology Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day		W 12Winter			Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, and to focus on unique combinations of interesting topics. Students are invited to submit a proposal if they are interested in investigating one of the following areas in genetics and developmental biology: molecular mechanisms of axis determination, pattern formation, embryogenesis, stem cells, gene regulation, and epigenetic inheritance. In order to be successful, students should have a solid background in the principles of molecular biology and be able to work independently.		Donald Morisato		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Geography and Social Movements Zoltan Grossman American studies Native American studies geography international studies Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day and Weekend		W 12Winter			Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unique combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Students interested in a self-directed project, research or internship in Geography (including World Geography), Native American and World Indigenous Peoples Studies, or social movements should contact the faculty by email at .		Zoltan Grossman		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Geology, Earth Science Abir Biswas environmental studies field studies geology hydrology Signature Required: Fall	Contract	SO–SRSophomore - Senior	16	16	Day	F 11 Fall	W 12Winter			In the fields of geology, geochemistry, earth science, hydrology, GIS, and biogeochemistry, Abir Biswas offers opportunities for 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 time-line with expected deadlines, and 4) proposed deliverables. Areas of study other than those listed will be considered on a case-by-case basis.Self-directed and disciplined students with intellectual curiosity are strongly encouraged to apply.		Abir Biswas		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Individual Study: History, Cultural Studies Robert Smurr cultural studies history Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day		W 12Winter			Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unique combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Students interested in a self-directed project, research or internship in the fields of European history or cultural studies should present a well conceived contract proposal to Rob Smurr.Students with a lively sense of self-direction, discipline, and intellectual curiosity are strongly encouraged to apply.		Robert Smurr		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: History of Science, Medicine, and Environment Kevin Francis environmental studies history philosophy of science Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day		W 12Winter			Students may propose internships or individual learning contracts in history of science, history of medicine, ecology and evolutionary biology, or environmental studies. Note that successful 16-credit contracts involve significant reading (200-400 pages, depending on the type of material) and writing (5 pages minimum) each week; contracts for fewer credits will have proportionate expectations.		Kevin Francis		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Interdisciplinary and Consciousness Studies Ariel Goldberger aesthetics art history community studies consciousness studies cultural studies media arts queer studies somatic studies study abroad theater visual arts Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day and Weekend		W 12Winter			Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unique combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Students interested in a self-directed project, research or internship in the humanities, consciousness studies, or projects that include arts, travel or interdisciplinary pursuits are invited to present a proposal to Ariel Goldberger. Students with a lively sense of self-direction, discipline, and intellectual curiosity are strongly encouraged to apply.	humanities, arts, social sciences, interdisciplinary fields, and consciousness studies.	Ariel Goldberger		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Japanese Culture, Literature, Film, Society and Study Abroad Harumi Moruzzi cultural studies history international studies language studies literature moving image Signature Required: Spring	Contract	FR–SRFreshmen - Senior	12, 16	12 16	Day			S 12Spring		This Individual Study offers opportunities for students who are interested in creating their own courses of study and research, including internship and study abroad. Possible areas of study are Japanese studies, cultural studies, literature, art and film. Interested students should first contact the faculty via e-mail (moruzzih@evergreen.edu) before the Academic Fair for spring quarter.	Japanese studies, cultural studies, international studies, literature and film studies.	Harumi Moruzzi		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Individual Study: Landscape Ecology Peter Impara ecology geography Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day		W 12Winter			Landscape ecology approaches ecological patterns and processes at broad spatial and temporal scales. Students interested in broad-scale spatial analysis of ecosystems as a contract option should have some experience in field data collection, spatial analysis, GIS, and ecological research. A previously determined area of study or focus is recommended.Students interested in spatial analysis of ecological and environmental patterns and processes at landscape scales for winter quarter should contact me in late fall quarter. Contracts should include a mix of research, data collection, spatial analysis and GIS, and a summary of results in a written report. Internships will be sponsored as long as the internship is focused on broad-scale ecological work and the supervisor is able to oversee work in spatial analysis.		Peter Impara		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Mathematics, Computer Science Brian Walter computer science mathematics Signature Required: Fall	Contract	SO–SRSophomore - Senior	4	04	Day	F 11 Fall				Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, and/or to learn how to learn technical material outside of the classroom. Students interested in a self-directed project, research, or course of study in Mathematics or Computer Science are invited to present a proposal to Brian Walter.Students with a lively sense of self-direction, discipline, and intellectual curiosity are strongly encouraged to apply.	mathematics, computer science	Brian Walter		Sophomore SO Junior JR Senior SR	Fall	Fall
Individual Study: Mathematics, Computer Science Brian Walter computer science mathematics Signature Required: Spring	Contract	SO–SRSophomore - Senior	4	04	Day			S 12Spring		Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, and/or to learn how to learn technical material outside of the classroom. Students interested in a self-directed project, research, or course of study in Mathematics or Computer Science are invited to present a proposal to Brian Walter.Students with a lively sense of self-direction, discipline, and intellectual curiosity are strongly encouraged to apply.	mathematics, computer science	Brian Walter		Sophomore SO Junior JR Senior SR	Spring	Spring
Individual Study: Mathematics, Theoretical Linguistics Rachel Hastings linguistics mathematics Signature Required: Fall	Contract	SO–SRSophomore - Senior	4	04	Day	F 11 Fall				Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, and/or to learn how to learn technical material outside of the classroom. Students interested in a self-directed project or course of study in Mathematics or theoretical Linguistics are invited to present a proposal to Rachel Hastings.Students will need to have background appropriate to their goals and be able to work very independently. Contracts in upper-division mathematics or in areas of linguistic theory such as syntax, semantics, or phonetics will be considered. Group contracts are encouraged.		Rachel Hastings		Sophomore SO Junior JR Senior SR	Fall	Fall
Individual Study: Media Studies, Community Studies Anne Fischel community studies media studies moving image Signature Required: Spring	Contract	SO–SRSophomore - Senior	16	16	Day			S 12Spring		The faculty is prepared to support student learning in media theory, community studies, documentary work, or work with organizations and groups, either on a project or through internships. Proposals to work on nonfiction media projects will also be considered if you have prior coursework and/or production experience.	media, journalism, community education, community organizing	Anne Fischel		Sophomore SO Junior JR Senior SR	Spring	Spring
Individual Study: Native American Studies Frances V. Rains Native American studies environmental studies history Signature Required: Spring	Program	SO–SRSophomore - Senior	16	16	Day			S 12Spring		Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unique combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Students interested in a self-directed project or research in Native American History, Native American Sovereignty, Climate Change or Environmental Studies related to Native Americans, First Nations or Indigenous Peoples should contact the faculty by email at .		Frances V. Rains		Sophomore SO Junior JR Senior SR	Spring	Spring
Individual Study: Native American Studies Kristina Ackley Native American studies Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day		W 12Winter			Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unique combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Students interested in a self-directed project, research or internship in Native American Studies should contact the faculty by email at ackleyk@evergreen.edu.		Kristina Ackley		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Native American Studies Kristina Ackley Native American studies Signature Required: Spring	Contract	SO–SRSophomore - Senior	16	16	Day			S 12Spring		Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unique combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Students interested in a self-directed project, research or internship in Native American Studies should contact the faculty by email at ackleyk@evergreen.edu.		Kristina Ackley		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: Political Economy Anthony Zaragoza Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day, Evening and Weekend		W 12Winter			especially including political economy of racism, technology, and sports.		Anthony Zaragoza		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Political Economy, Globalization, Contemporary India Jeanne Hahn geography government history international studies law and government policy political science study abroad Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day		W 12Winter			Individual Studies offers opportunities for advanced students to create their own course of study and research. Prior to the beginning of the quarter, interested individual students must consult with Jeanne about their proposed projects. The project is then described in an Independent Learning Contract. She will sponsor student research and reading in political economy, U.S. history (especially the "Founding Period"), various topics in globalization, historical capitalism and contemporary India.	political economy, U.S. history (esp. the "Founding Period"), topics on globalization, historical capitalism and contemporary India.	Jeanne Hahn		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Political Economy, Social Movements, Alternate Economic Systems Peter Bohmer economics international studies political economy sociology Signature Required: Spring	Contract	SO–SRSophomore - Senior	16	16	Day			S 12Spring		This is an opportunity for advanced students to create their own course of study and research in political economy, social movements or related subjects. The faculty sponsor will suppport students in carrying out studies in social movements, national or global; alternate economic systems, the 1930's, the 1960's, Latin American studies, Greece, political economy, radical and revolutionary theory; the contemporary economic crisis, poverty, racism and anti-racism, labor studies and labor history, U.S. foreign policy, Cuba, history of economic thought, the economics of inequalithy, immigration, or 20th and 21st century U.S. history.		Peter Bohmer		Sophomore SO Junior JR Senior SR	Spring	Spring
Individual Study: Psychology Heesoon Jun psychology Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day and Evening		W 12Winter			Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unique combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. This is an opportunity for students interested in a self-directed project, research or internship in psychology. Students with a lively sense of self-direction, discipline, and intellectual curiosity are strongly encouraged to apply.		Heesoon Jun		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Psychology Heesoon Jun psychology Signature Required: Spring	Contract	SO–SRSophomore - Senior	16	16	Day and Evening			S 12Spring		Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unique combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. This is an opportunity for students interested in a self-directed project, research or internship in psychology. Students with a lively sense of self-direction, discipline, and intellectual curiosity are strongly encouraged to apply.		Heesoon Jun		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
Individual Study: Russian/Slavic Literatures; Russian and Slavic Folklore; Eastern/Western Christianity Studies; Music Studies Patricia Krafcik Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day		W 12Winter			Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unique combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Students interested in exploring topics among the faculty sponsor's areas of knowledge (Russian/Slavic literatures and folklore, Christianity studies, and music) are invited to contact the faculty with proposals for individual learning contracts.		Patricia Krafcik		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Theatre and China Studies Rose Jang cultural studies theater	Contract	SO–SRSophomore - Senior	16	16	Day		W 12Winter			Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unique combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Students interested in a self-directed project, research or internship in the fields of theatre or China studies, students with a lively sense of self-direction, discipline, and intellectual curiosity are strongly encouraged to apply.		Rose Jang		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Travel, Interdisciplinary Projects, Arts, and Humanities Ariel Goldberger aesthetics art history community studies consciousness studies cultural studies field studies media arts queer studies somatic studies study abroad theater visual arts Signature Required: Spring	Contract	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unique combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Students interested in a self-directed project, research or internship in the humanities, consciousness studies, or projects that include arts, travel or interdisciplinary pursuits are invited to present a proposal to Ariel Goldberger.Students with a lively sense of self-direction, discipline, and intellectual curiosity are strongly encouraged to apply.		Ariel Goldberger		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Individual Study: Urban Planning and Community Development Jennifer Gerend American studies architecture community studies cultural studies environmental studies government history law and public policy sustainability studies Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day		W 12Winter			Individual Studies offers opportunities for advanced students to create their own course of study and research. Prior to the beginning of the quarter, interested individual students may consult with faculty about their proposed projects or internships. The project is then described in an Independent Learning Contract. Students interested in urban planning, community and economic development, historic preservation, urban design, and urban history are encouraged to apply.		Jennifer Gerend		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Urban Planning and Community Development Jennifer Gerend American studies architecture community studies cultural studies environmental studies government history law and public policy sustainability studies Signature Required: Spring	Contract	SO–SRSophomore - Senior	16	16	Day			S 12Spring		Individual Studies offers opportunities for advanced students to create their own course of study and research. Prior to the beginning of the quarter, interested individual students may consult with faculty about their proposed projects or internships. The project is then described in an Independent Learning Contract. Students interested in urban planning, community and economic development, historic preservation, urban design, and urban history are encouraged to apply.		Jennifer Gerend		Sophomore SO Junior JR Senior SR	Spring	Spring
Individual Study/Internships: Business, Management, Non-Profits, Seaport & Maritime Studies, International Trade John Filmer business and management economics maritime studies Signature Required: Spring	Contract	SO–SRSophomore - Senior	16	16	Day			S 12Spring		This is not a course! There is no classroom!Individual Learning Contracts require students to take full responsibility for their learning, including a bibliography, the design of the syllabus, and learning schedule. The faculty sponsor merely acts as an educational manager and not as a tutor.Individual Learning Contracts traditionally offer students an opportunity to do advanced study in areas that are not usually possible through regular programs or courses at Evergreen and in which they already have established skills and/or background. Internships provide a different opportunity to apply prior learning but in this case, with the intent of developing applicational skills and people skills rather than focusing solely on advanced study or research.John welcomes the opportunity to work with students interested in maritime studies including history, geography, sociology, literature and navigation and the technology of sailing vessels. He also can prove of great value to students interested in business and non-profit development, organizational management, project management, international business, financial analysis, international trade, maritime commerce, economics, intermodal transportation and seaport management. John also sponsors business and non-profit internships, legislative internships and internships with state and federal government agencies, port authorities, maritime and merchant marine firms, freight forwarders and other private sector organizations, including banks and financial houses.	agency administration, business, economics, leadership, management, maritime and seaport studies, and U.S. history.	John Filmer		Sophomore SO Junior JR Senior SR	Spring	Spring
Individual Study/Internships: Sociology and Gender Studies Toska Olson gender and women's studies sociology Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day		W 12Winter			Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unique combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Students interested in a self-directed project, research or internship in sociology or gender studies are encouraged to apply. Successful students will be self-motivated, disciplined, and eager to engage in rigorous independent study.		Toska Olson	Wed	Sophomore SO Junior JR Senior SR	Winter	Winter
Innovation EJ Zita and Mark Harrison literature media arts moving image philosophy of science physics theater	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		What motivates and facilitates creativity, discovery, and invention, in arts and in sciences? To what extent do scientists and artists work within traditional practices or bodies of knowledge, and how do they move beyond and expand standard models or forms to achieve true innovation?What are the roles of community, genius, luck, plain hard work, and being in the right place in the right time in history? Are certain resources prerequisite, or is creativity truly democratic? Can any patterns be discerned in revolutions in science? In art? What qualifies as a revolution or innovation? We will explore questions such as these by reading (and sometimes staging) plays, fiction, philosophy, and nonfiction about arts and sciences. We will learn about the advent and development of the moving image. Students may, individually or in teams, explore and present special cases of particular interest to them, as research projects. Students will write short, thoughtful essays and responses to peers’ essays. We will learn some classical and modern physics (from dynamics to quantum mechanics and/or cosmology) using mostly conceptual methods.	physics, performing and visual arts, teaching, sciences, and philosophy of science.	EJ Zita Mark Harrison	Mon Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Inside Language Diego de Acosta communications language studies linguistics	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter			This two-quarter program explores the fascinating world of languages. What do you know when you know a language? How do you get that knowledge? Are there properties that all languages share? How do languages change over time? Why are half of the world's languages now under threat of extinction? How are communities held together or torn apart by the languages they speak? How does the way we classify the world through words circumscribe our relationships with others? We will consider these questions and others through the lens of linguistics. Topics to be examined include: phonetics and phonology, language change, the history of English and English dialects, language and gender, orality and literacy, wordplay, and swearing. We will look at well-known languages and lesser-known languages and discover why they matter in our lives today. Through the course of the program students will learn a variety of conceptual and empirical techniques, from analyzing speech sounds to interpreting the rationale behind current language policy. This program will be an intensive examination of topics requiring a significant amount of reading as well as regular problem sets and essays. You will be expected to spend at least 40 hours per week on the program.	linguistics, communication, and education.	Diego de Acosta		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Inside Language Diego de Acosta communications language studies linguistics	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		What do you know when you know a language, and how do you get that knowledge? Are there properties that all languages share? How do languages change over time? Why are half of the world’s languages now under threat of extinction? How are communities held together or torn apart by the languages they speak?This one-quarter program explores the fascinating world of languages through the lens of linguistics. Topics for the quarter include: the structure of languages (phonology, morphology, and syntax); the history of English and English dialects; language attitudes and language policy in monolingual and multilingual communities; and methods for documenting languages. We will look at well-known languages and lesser-known languages and discover why they matter in our lives today. Through the course of the program, we will develop a variety of conceptual and empirical techniques, from analyzing speech sounds to interpreting the rationale behind current language legislation. This program will be an intensive examination of topics requiring a significant amount of reading as well as regular problem sets and essays. Students who took in fall-winter may not enroll in this program.		Diego de Acosta		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Inside Passages: Northwest Rivers and Seas Robert Smurr and Ted Whitesell environmental studies field studies geography history sustainability studies	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		This is a place-based program centered on the Salish Sea and the major watersheds of Washington State. Students will learn about our region of North America through the lenses of environmental history and cultural geography, examining changing human/environment relations over time. We will study aspects of Native culture, non-Native settlement, and modern challenges to sustainability and justice throughout the region. Particular attention will be paid to exploring our local corner of the Salish Sea region, so that students can understand their place at Evergreen within the context of broad, historical changes and the possibilities for constructing sustainable communities for the future. Multiple field trips will develop firsthand knowledge of the region's people and environments, where rivers and seas are surrounded by such diverse ecosystems as rain forests, arid basins, high mountain ranges, and wetlands. Field trips will include a canoe trip on the Columbia River, a visit to the largest dam removal project in history (in-progress on the Olympic Peninsula), and visits to inspiring restoration projects along both rural and urban shorelines and rivers. Students will be challenged to identify unifying features as well as variations in our region's environmental history and geography.		Robert Smurr Ted Whitesell	Tue Tue Wed Fri Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Instructional Methods in Literacy Jon Davies education	Course	FR–SRFreshmen - Senior	4	04	Day				Su 12Summer Session I	To prepare for a reading endorsement or to understand more about literacy development and instruction, participants will engage in readings, discussions, written analyses, and workshops that address research-based instructional practices for the teaching of reading and writing. Topics include reading, writing, and oral language strategies to support student learning, including strategies to support English language learners. Successful completion of this course may be applied toward requirements for a reading endorsement.		Jon Davies	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Integrated East-West Psychology Jamyang Tsultrim psychology	Program	FR–SRFreshmen - Senior	8	08	Day and Weekend				Su 12Summer Session I	This class explores similarities and differences between Eastern and Western psychology and examines possibilities for creating an integrated approach to help to alleviate the psychological suffering of others while maintaining emotional balance and professional ethics. Through the integrated practice of clinical East-West counseling skills such as intentional listening/reflection, personal practice/role-play, and cultivation of insight and positive emotions, students will develop knowledge and aptitude to differentiate and apply effective counseling methods in the helping professions.	counseling psychology, East-West psychology	Jamyang Tsultrim	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Interactive Sound and Video Ben Kamen computer science media arts music	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Session I	In this program, students will learn to use the Max/MSP/Jitter visual programming environment to examine the control and expression of sound and video through numbers, simple mathematics, and logic. Students will learn to operate audio and video recording equipment and develop techniques for playing back and modifying materials through algorithmic processes. Students will develop strategies for interacting with source materials in real time, using sensory data from the Arduino micro-controller platform. Creative projects, guided by reading and collaborative activities, will the be primary goal of the technical work.		Ben Kamen	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Intermediate Economics: A Heterodox Approach Tom Womeldorff economics Signature Required: Fall	Program	SO–SRSophomore - Senior	16	16	Day	F 11 Fall				This program is designed for students who are interested in critically studying economics beyond the introductory level. We will complete the equivalent of textbook intermediate microeconomics while critically assessing the boundaries of its usefulness and its ideological role in legitimating market solutions to complex social problems. We will survey two additional schools of economic thought: Marxist political economy and institutional economics. Our goal is not to choose the "right" school of thought. Instead, we will be guided by the belief that complex and diverse questions require diverse tools; no one school of thought will be sufficient. In the process, we will learn to be self-critical scholars, always asking of each approach: What does it illuminate and what does it obfuscate?	economics, political economy, history, public administration, and business.	Tom Womeldorff	Tue Wed Fri	Sophomore SO Junior JR Senior SR	Fall	Fall
Intermediate Macroeconomics Tom Womeldorff economics government political economy Signature Required: Winter	Program	SO–SRSophomore - Senior	16	16	Day		W 12Winter			This program is designed for students who are interested in critically studying economics beyond the introductory level. In the mornings, we will complete the equivalent of textbook intermediate macroeconomics which focuses primarily on the determinants of economic growth, employment rates, inflation and income distribution. We will assess the "appropriate" roles for the federal government in the economy (e.g., determining the right fiscal and monetary policy mix, setting exchange rates and eliminating/creating trade barriers). A standard intermediate macroeconomics textbook and workbook will be used. While there is no specific math prerequisite, extending our math skills will be an objective of the program. In the process, we will critically assess the limits of macroeconomic theory. For example, does the theory adequately consider income distribution effects of policy options? Do macroeconomic prescriptions contribute to gender inequalities? To what extent do ideological predispositions intersect with the science of economics, influencing prescriptions about the size of the money supply or the judged appropriateness of tax cuts?In afternoon seminars, we will survey areas of applied macroeconomics and gain a familiarity with the various schools of thought (i.e., Keynesian, Post-Keynesian, Monetarist, Austrian and Marxian approaches). Our readings will be chosen from literature written by economists for other economists as represented in academic journals such as the . Students will be involved in selecting some of the readings.Program activities will include lectures, workshops, exams, short research papers, and seminar.		Tom Womeldorff		Sophomore SO Junior JR Senior SR	Winter	Winter
Interrogating Emotions Laura Citrin and Anne de Marcken (Forbes) American studies gender and women's studies psychology sociology	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall				Jean-Paul Sartre (1948) What are emotions, sentiments, and feelings? From whence do emotions come? What functions do they serve, both for the individual and for society? In this full-time psychology program, we will examine the ways that emotions -emotional experience and expression- are connected with cultural ideologies and assumptions. We'll cover the "big five" emotions: anger, sadness, happiness, disgust, and fear, as well as the socio-moral emotions like embarrassment, contempt, shame, and pride. We will also discuss the field of positive psychology and its analysis of the positive emotions (e.g., joy, hope, interest, love) and the role they play in what positive psychologists refer to as "the good life." We will study the ways emotions are expressed, avoided, embraced, and rejected according to complex display rules that vary across culture and within culture based on gendered, raced, and classed social norms. Underlying all of this discussion will be an analysis of the ways that power operates on and through us to get under our skin and into what feels like our most personal possessions -our emotions. The interrogation of emotions in this program will occur via readings, lectures, films, workshops, and twice-weekly, student-led seminars. Students will also engage in the process of primary data collection for a research project centered on an emotion that is of particular interest to them. Conducting research will enable students to participate first-hand in knowledge production within the interdisciplinary domain of affect studies. Readings will be selected to provoke thought and incite debate and discussion. Possible texts include Larissa Tiedens & Colin Leach (Eds.), ; Melissa Gregg & Gregory Seigworth (Eds.), ; Sara Ahmed, ; William Miller, Tom Lutz, ; and Barbara Fredrickson,	psychology, sociology, mental health, and cultural studies.	Laura Citrin Anne de Marcken (Forbes)		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Introduction to Electronic Music I, II Ben Kamen music Signature Required: Winter	Course	SO–SRSophomore - Senior	4	04	Evening	F 11 Fall	W 12Winter			In this two quarter sequence, students will explore the creative use of the music technology labs. Original compositions will be the primary goal of the course work, with clear technical learning objectives for each assignment. Reading and listening will provide a historical and theoretical context for the creative work. Fall quarter will focus on the operation of mixers, tape machines, and analog synthesizers, looking to the work of early electroacoustic composers for inspiration. In the winter, students will begin working with the computer as a compositional tool, creating sound collages and compositions using MIDI to control hardware and software instruments.		Ben Kamen	Tue	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Introduction to Natural Science Martin Beagle and Erin Martin biology chemistry Signature Required: Winter	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter			This program offers an integrated study of biology and chemistry that serves as an introduction to the concepts, theories, and structures which underlie all the natural sciences. Students in this program will develop foundational scientific skills and an appreciation for the human dimensions of science. Emphasis will be placed on developing ways of thinking and methods of analysis. Further details about specific themes and topics will be added in the coming weeks. In fall quarter, we will structure our weekly learning around coordinated sequences of core modules that include lectures, workshops, laboratory and/or field work, and seminar. Much of the time will be spent in workshops where students are expected to collaborate in small groups, solving problems and discussing concepts to acquire confidence in their knowledge and real facility with scientific principles. Laboratory work that closely parallels and amplifies the core material will be an integral part of the program. Seminar will enable us to apply our growing understanding of scientific principles and methodology to societal issues, such as the impact of geoduck aquaculture on water quality and aquatic communities; the debate over unpasteurized dairy products for public consumption; and the commercial pursuit of genetically modified organisms. We will emphasize analysis of the issues through reading, discussion, and writing. All students are expected to take part in all of these core activities, but students may participate more intensively in areas of special interest through additional lab work or readings. We will continue with this format in winter quarter. In addition, students will work in small groups on a research project that allows them to pursue questions sparked by their curiosity about the natural world and provides hands-on experience in scientific method. Students who successfully complete the program will have a solid background in general biology and general chemistry. They will have also practical experience in scientific method and improved abilities to reason critically. Students who successfully complete this program will be prepared for more advanced study in science programs such as Molecule to Organism or Environmental Analysis. The main prerequisite is an eagerness to work hard and to explore the “real life” applications of the scientific method. Students should also be competent in high school algebra.	biology, chemistry, environmental studies, geology, and health professions.	Martin Beagle Erin Martin		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Introduction to Public Health Nancy Anderson health law and public policy sociology	Program	FR–SRFreshmen - Senior	8	08	Weekend		W 12Winter			The program will provide an introduction to the scope and tools of public health. Students will work individually and in groups to understand milestones in the history of public health, the basic tools of public health research, and the challenges to successful health promotion projects. The learning community will work in small groups to identify a significant public health problem, develop a health promotion/intervention, and consider methodology for evaluation of impact. The program will focus on public health issues in the United States but will also draw on international examples of successful interventions.		Nancy Anderson	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Irish Language and Song Sean Williams language studies music	Course	FR–SRFreshmen - Senior	4	04	Day				Su 12Summer Session I			Sean Williams	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Issues in Clinical and Counseling Psychology George Freeman psychology	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Session II	This program will explore the central personality theories from a traditional perspective as well as a nontraditional perspective. We will examine the relationship of personality theories to abnormal behavior and develop an understanding of the DSM classification system and other diagnostic methods. We will use an on-line Moodle site to facilitate discussions of the texts and other pertinent issues. We will use segments of films to reinforce the theoretical and practical concepts we’re learning.		George Freeman	Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Japan Today: Japanese History, Literature, Cinema, Culture, Society and Language Harumi Moruzzi and Tomoko Hirai Ulmer cultural studies history international studies language studies literature moving image Signature Required: Winter	Program	FR–SRFreshmen - Senior	16	16	Day and Evening	F 11 Fall	W 12Winter			Japan is a vital, energetic and dynamic society that is constantly reinventing itself even while struggling to maintain a semblance of cultural and social continuity from the long lost past. Meanwhile, the conception and image of Japan, both in Japan and the West, has varied widely over time mostly due to Japan’s changing political and economic situation in the world. In the late 19th century when Japan re-emerged into Western consciousness, Lafcadio Hearn, the Greek-Irish-American writer who later became a Japanese citizen, thought of Japanese society and its people as quaintly charming and adorable, whereas Americans in the 1940s viewed Japan as frighteningly militaristic and irrational. While the French semiotician Roland Barthes was bewitched and liberated by Japan’s charmingly mystifying otherness during his visit to Japan in 1966, when Japan began to show its first sign of recovery from the devastation of WWII, the Dutch journalist Karel Van Wolferen was disturbed by the intractable and irresponsible system of Japanese power in 1989, when Japanese economic power was viewed as threatening to existing international power relations. As is clear from these examples of how Japan was viewed by Westerners in the past, the idea and image of Japan is highly dependant on the point of view that an observer assumes. This is a full-time interdisciplinary program devoted to understanding contemporary Japan, its culture and its people, from a balanced point of view. This program combines the study of Japanese history, literature, cinema, culture and society through lectures, books, films, seminars and workshops, with a study of Japanese language, which is embedded in the program. Three levels of language study (1st, 2nd, and 3rd-year Japanese) will be offered for 4 credits each during the fall and winter quarters. The language component is offered by Tomoko Ulmer in the evening. In fall quarter we will study Japan up to the end of American occupation. We will emphasize cultural legacies of the historical past. In winter quarter, we will examine Japan after 1952. Special emphasis will be placed on the examination of contemporary Japanese popular culture and its influence on globalization. Although this program ends officially at the end of winter quarter, students who are interested in experiencing Japan in person can take Japanese language classes in Tokyo through Harumi Moruzzi’s Individual Study: Japanese Culture, Literature, Film, Society and Study Abroad in spring quarter.	Japanese literature and culture, film studies, cultural studies and international relations.	Harumi Moruzzi Tomoko Hirai Ulmer		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Japanese, Advanced Beginning I, II, III Tomoko Hirai Ulmer language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 11 Fall	W 12Winter	S 12Spring		This yearlong sequence covers the second year of Japanese language studies. Students must be familiar with basic verb forms and elementary kanji letters. Students will build on previous skills and learn new grammar and vocabulary so they can function in a variety of situations. Classroom activities include presentations, watching film and TV clips, and discussion. Students will continue their kanji studies at their own levels in small groups. Japanese culture and life will be discussed throughout the course. The class is conducted primarily in Japanese.		Tomoko Hirai Ulmer	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Japanese Anime Tomoko Hirai Ulmer cultural studies history	Course	FR–SRFreshmen - Senior	4	04	Evening			S 12Spring		Why is anime popular? What does anime reveal about Japanese life and people? We will study Japanese history and society, and learn to understand cultural references in anime. We will also learn elementary Japanese including reading and writing.		Tomoko Hirai Ulmer	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Japanese, Beginning I, II, III Tomoko Hirai Ulmer language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 11 Fall	W 12Winter	S 12Spring		This yearlong sequence covers the first year of Japanese language studies. Students will learn how to function in Japanese in everyday situations by learning useful expressions and basic sentence structures. Both hiragana and katakana letters as well as elementary kanji characters will be introduced. Japanese culture and life will be discussed throughout the course.		Tomoko Hirai Ulmer	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Japanese, Third Year I, II Tomoko Hirai Ulmer language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 11 Fall	W 12Winter			This course is for students who have taken two years of college-level Japanese. Students will review important grammar, increase their vocabulary and strengthen their reading and writing skills. The class is ideal for students who are preparing for the Japanese Language Proficiency Test. Students will improve their overall proficiency through a variety of activities such as watching film/TV clips, discussion, and presentations. Japanese culture and life will be discussed throughout the course. The class is conducted primarily in Japanese.		Tomoko Hirai Ulmer	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Jazz Dance Kabby Mitchell African American studies cultural studies dance history music	Course	FR–SRFreshmen - Senior	2, 4	02 04	Evening				Su 12Summer Full	In this course, students will learn jazz dance basics by exploring the historical aspects of the African Diaspora through movement and lectures. Students will gain greater physical flexibility and coordination. In addition, we will do fun yet challenging combinations, and students will write a synthesis paper at the end of the quarter. No previous experience needed.		Kabby Mitchell	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
Jewish Lives and Literatures Richard Benton cultural studies history religious studies	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall				In this all-level program, we will ask the following questions: How have writing and interpretation determined and reflected what Jews and Judaism(s) are? What makes someone Jewish? What is Judaism? Is there just one, or are there multiple Judaisms? How have Jews interacted with polytheists? Christians? Muslims? How has traditional Jewish thought answered persistent questions about the existence and nature of G-d and the existence of evil? What do the traditional texts tell us in the face of new ethical challenges?For three thousand years, Jews have witnessed history through writing. Life under and alongside the empires of Egyptians, Babylonians, Persians, Greeks, Romans, Byzantines, Muslims, and Northern Europeans provided the context for Jews’ deep and consistent written reflections over the nature of G-d and of humans, and the relationship between the two.Jewish writings connect ethics with literature, religion, and historical reality. They constantly interpret historical experience through the lens of G-d and Torah (Hebrew Bible), bringing ancient literature to bear on current ethical and philosophical problems, as well as on the problem of how to live everyday life.We will read and interpret the Hebrew Bible to develop literary and philosophical sensitivities that shed light on interpretations of historical experience. The Bible lies at the basis of all classical Jewish thought. Knowledge of and ability to interpret the Bible will provide the foundation for interpreting later writings. We will also read a range of Jewish commentaries, which will develop students’ abilities to follow arguments and understand writers’ presuppositions. We will explore the major genres of Jewish works—Midrash (biblical interpretation), Talmud (legal texts), Maimonides (medieval philosopher), and (medieval mysticism)—and learn the idiosyncrasies of each genre. We will examine how individuals have understood their historical circumstances with reference to Jewish writing and look at Jewish life in a number of historical contexts. Each student will develop a research project on a topic that involves Jewish culture and writing.Previous work in history, literature, ethics, religion, and/or other related fields is suggested.	history, literature, sociology, community organizing, education, and law.	Richard Benton		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
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
Knowing Place: Living in the Flux and Flow of our Surroundings Kathy Kelly ecology economics environmental studies political science	Program	FR–SRFreshmen - Senior	8	08	Evening and Weekend				Su 12Summer Session I	The purpose of this program is to expand and deepen students' understanding of systems theory, especially living systems. Students will use critical and technical skills, research and field experience, and reflective practices to understand, integrate, and interpret their environment.Following a brief (re-)introduction to systems theory, we will examine the dynamics of the Nisqually watershed that includes the Olympia area. Students will become familiar with efforts for ecosystem protection and restoration and consider the implications of greater systems thinking in public policy-making. We will use an ecological economics framework that identifies nature's services and places an economic value on those services, a tool that is useful for conservation and development planning.The program engages experiential as well as cognitive learning as students participate in exercises to raise awareness of ways of being present in and perceiving the place we live. Students will develop map reading skills and practice journaling in both narrative and field journal styles as a means of recording, reflecting upon, integrating, and presenting knowledge. Readings, coupled with these exercises, will fuel discoveries about how our surroundings shape our thoughts, emotions, and actions.Field trips include a series of visits to sites within the watershed, including sensitive natural areas and places of local historic significance.		Kathy Kelly	Fri Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Landforms and Lifeforms Christopher Coughenour and Peter Impara ecology environmental studies field studies geology hydrology mathematics	Program	JR–SRJunior - Senior	16	16	Day	F 11 Fall	W 12Winter			This program will merge the fields of geomorphology and ecology to provide students with a broad understanding of both how landscapes form and function and how lifeforms (microbial, plant and animal)organize themselves across this earth template. The many processes and steps in the geological evolution of an area profoundly influence the ever-changing physical environment (e.g. the soils, nutrient transport, surface and ground waters, climate, among others when taken together) and, thus, the organisms and ecosystems that so intimately interact with these environments. How species are distributed, how communities are structured, and how ecosystems function are all dependent upon interactions with the physical environment.We will cover major topics in geomorphology: plate tectonics and the large scale evolution of Earth's surface, weathering and sediment transport in the continental and marine realms, climate, and environmental controls on the physical and chemical evolution of landscapes. We will also cover important concepts in ecology and biogeography: evolution, ecosystem ecology, community ecology, population ecology, and landscape ecology. Topics that will be particularly informed by the synergy of ecology and geomorphology are early Earth evolution, climate change, extremophiles, ecological succession, and paleoecology. Students will be exposed to a variety of environments through local and overnight field trips. One multi-day field trip will involve a visit to the Death Valley National Park to observe extreme environments, geologic processes, and extremophile biology. Group research projects will focus on studying the biology and environments of extremophiles, including but not limited to microorganisms, fungi, invertebrates, plants, and vertebrates. Seminar readings will familiarize students with topics in environmental studies as related to ecology and/or geology. Students will be evaluated on attendance, assignments, scientific writing,field and lab work, and exams.	geology, field ecology, environmental science, land management, geography, and conservation biology.	Christopher Coughenour Peter Impara		Junior JR Senior SR	Fall	Fall Winter
Language Acquisition and Identity Formation Grace Huerta education language studies linguistics	Program	JR–SRJunior - Senior	8	08	Evening	F 11 Fall	W 12Winter			In this program, we will explore the role of family and community in language acquisition and identity formation among English language learners (ELLs). We will examine how such factors as history, political climate, school policies, and curriculum impact the education of language learners from adults to students in grades K-12. We will also examine curricular designs and implementation of theory to instructional practices relevant to the Washington state English language and TESOL (Teachers of English to Speakers of Other Language) standards. These ELL concepts will be analyzed through readings, group collaboration, workshops, lectures, multimedia, and seminars. Students will lead discussions, complete reflective writing activities, conduct teaching demonstrations, and complete a community ethnography project. Writing and research workshops will also be a focus of this program. In the fall, the program will survey the history of second language education in the United States while introducing the central issues in language acquisition research. We will also discuss how knowledge of English language learners' lived experiences and community can inform school policies, curriculum, and instruction. In the winter, the program will focus on the study of language as a system with an emphasis on linguistic, literacy, and content-area instructional strategies. Among the topics addressed will be English phonology, morphology, and syntax as well as implications for teaching the four language skills: listening, speaking, reading, and writing. We will also examine teaching strategies for the instruction of academic language and content.	education, linguistics, teaching English	Grace Huerta	Mon Wed	Junior JR Senior SR	Fall	Fall Winter
Language and Species Richard McKinnon linguistics	Course	FR–SRFreshmen - Senior	4	04	Evening		W 12Winter			Humans often claim distinction as unique among the animals of the world. This course examines this hypothesis from the perspective of communication. What are the parameters that describe communication systems of all species? What does it mean when bees dance, frogs croak, and humans speak? What kinds of messages do members of various species communicate to each other? Is human language qualitatively different from other forms of animal communication? If so, how did it evolve to be so different and what does that mean about humans as a species? We will employ the tools of linguistics, psychology, ethology, and anthropology to find answers to these questions.		Richard McKinnon	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Language and the Evolution of Mind Kevin Francis, David Paulsen and Rachel Hastings anthropology biology consciousness studies linguistics philosophy	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		What does our ability to speak and understand language reveal about the human mind? How much of our knowledge of language can be attributed to an innate language capacity and how much is dependent on individual experience? How are children able to develop a detailed and abstract understanding of their native language at a very young age? And how did human language evolve in the first place? In this program we will study theories of cognition, brain structure, and consciousness as they relate to the complex phenomena of language evolution, acquisition and use.We will explore diverse kinds of evidence that shed light on the evolution of language, including recent work in evolutionary biology, animal behavior, neurobiology, cognitive neuroscience, and the evolutionary genetics of language. To understand the nature of linguistic processing we will look at the structure of language and ask what capacities must be present within human cognition in order for us to produce and understand human languages. We will study the ideas of Noam Chomsky and others who argue for a "universal grammar" as an explanation of rapid language acquisition and similarity among languages. We will also examine the parallels between human language and communication in other animals. Finally, we will reflect on the strategies adopted by scientists to reconstruct events in the deep past.Program activities will include seminar, lectures and workshops. We will devote significant time to providing background material in linguistics, evolutionary biology, and cognitive neuroscience that pertains to the evolution of language. We will read scientific and philosophical material that addresses fundamental questions about consciousness, the relationship between mind and brain, and the relation between cognition and the human capacity for language. As part of this program, students should expect to participate actively in seminar, write several essays, and complete a final research project.	biology, cognitive science, linguistics, philosophy and psychology.	Kevin Francis David Paulsen Rachel Hastings		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Language Lifecycle: Genesis, Expansion, and Loss Richard McKinnon linguistics	Course	FR–SRFreshmen - Senior	4	04	Evening			S 12Spring		Languages are not static systems, but exhibit a life cycle just as living organisms do. They are brought into being through pidginization and creolization, grow and change as their function changes and they attain status, and they disappear (presently at an alarming rate). In this course, we'll examine these stages in some detail, acquiring a tool set along the way that will allow participants to understand the cultural, economic, and linguistic factors involved and to appreciate the policy issues in play.		Richard McKinnon	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Latino USA Arleen Sandifer American studies cultural studies	Course	FR–SRFreshmen - Senior	4	04	Weekend		W 12Winter			Currently, one in every five students in elementary school in the U.S. comes from a home where Spanish is the most-spoken language. Already Latinos constitute the largest ethnic minority in several of the largest U.S. states. What are some of the ways that this demographic shift is affecting U.S. culture? How are Latino cultures affected/changed by their presence in the U.S.? What are some of the issues that we need to face and resolve together as we undergo this transition? These questions will be some of the guiding questions in this course as we study Latino culture as it exists in the U.S. while exploring how current and historical issues are framing the debates around education and immigration and what it means to be "Latino" in the U.S. A basic knowledge of Spanish will be helpful, but not necessary.		Arleen Sandifer	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
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
Leader as Internal Consultant Marcella Benson-Quaziena business and management psychology	Program	JR–SRJunior - Senior	8	08	Weekend	F 11 Fall				Organizations and individuals who lead them are dynamic systems that continue to change over their life spans. This program is designed for students who wish to develop or enhance their leadership knowledge and skills through the lens of an internal consultant. Students will examine the role of leaders as facilitators of change within organizations. The program will concentrate on the personal and interpersonal skills essential for effective leadership and consultation. The program will emphasize the concepts of motivation, interpersonal relationships, leadership, and organization culture. The program will take a systemic approach to understand Self as a system, to examine purpose as an organizing force, and to explore how we can use an understanding of the connections between human systems and organizational structures to create change. Students will be introduced to the field and practice of organizational development and use organizational theory and systems thinking to provide the context for understanding diverse organizations and for assessing leadership competency within an organizational context. The program assumes a willingness to accept necessary changes in behavior, to practice, to apply skills, and to evaluate skill development through assessment of practice. Credits will be awarded in leadership development and organizational psychology.		Marcella Benson-Quaziena	Sat Sun	Junior JR Senior SR	Fall	Fall
Leadership for the Common Good Dariush Khaleghi and Steven Johnson business and management	Course	SO–SRSophomore - Senior	4	04	Evening and Weekend		W 12Winter			Today’s leadership challenges are vastly different from the past. The most notable difference is that society seeks leaders who not only strive to meet their business obligation but also take action to benefit the society and promote the common good. In response to such a paradigm shift, there is a need for a new generation of leaders whose personal and professional values, in addition to their compelling vision for a just and sustainable world, fuels their passion to become change agents and transformational leaders. This course is designed for students who are interested in developing themselves as effective leaders whose mission is to serve the common good.		Dariush Khaleghi Steven Johnson	Fri Sat Sun	Sophomore SO Junior JR Senior SR	Winter	Winter
Lifespan Developmental Psychology Carrie Margolin psychology	Course	FR–SRFreshmen - Senior	4	04	Evening				Su 12Summer Session II	This course will focus on milestones of human development from conception through death. We will consider the nature of physical, cognitive, and psychosocial development throughout the lifespan, addressing major theories and current research that explain how and why developmental change occurs. Some practical topics to be explored will include child rearing, learning disorders, adolescent rebellion, adult midlife crisis, and care giving for elderly parents. This course serves as a prerequisite for upper-division work and graduate school admission in psychology, education, and health care.	psychology, social services, health care, education	Carrie Margolin	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Light Step: Designing for a Sustainable World Karen Gaul and Anthony Tindill anthropology architecture consciousness studies cultural studies environmental studies field studies international studies sustainability studies Signature Required: Winter	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter	S 12Spring		The lessons we need for sustainable and just living already exist among many indigenous, rural and urban peoples around the world. How people construct the structure and feeling of home, or shape and contain that which is significant in their lives varies from culture to culture. In this program we will explore practices of current and past cultures in terms of construction, energy use, technological development, subsistence practices, and equity to understand how people have lived relatively sustainably in various environments. We will consider the impact of increased technological complexity, resource extraction, production and waste streams of the industrial revolution. We will also investigate ways contemporary cultures around the world are responding by resuming, reclaiming or reinventing low-tech lifeways of the past, and/or embracing high-tech solutions of the future.The program will offer hands-on projects and theoretical perspectives in sustainable design in order to apply sustainable solutions in real-world situations. Students will have an opportunity to work with local communities to help meet design needs. Project possibilities may involve sustainable solutions on campus or in the greater South Sound community. Design projects will be developed within a context of community-defined needs. Through intensive studio time, students will learn drawing and design techniques, fundamentals of building, and skills in using a variety of tools.We will read ethnographic accounts of various cultures to understand the sustainability and justice implications of their practices. Students will have the opportunity to conduct their own ethnographic studies. An introduction to ethnographic research methods and an inquiry into critical questions in the field will help equip students to shape their own field research (in local or distant communities).Fall quarter will include the beginning of an anthropological journey to study various cultural expressions of sustainable and just living. We will learn ethnographic methods and begin to set up ethnographic projects exploring examples of sustainable solutions locally and in more distant settings. Basic approaches to sustainable design will be introduced, and projects will be formulated. Winter quarter will include implementation of design projects and community projects, and launching of ethnographic research. Spring quarter will be a period of data analysis in ethnographic projects, and completion of design projects. The program will also include experiments in sustainable living on a variety of levels.	sustainable design, anthropology and community development.	Karen Gaul Anthony Tindill		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Lights Out Bret Weinstein agriculture anthropology botany consciousness studies field studies outdoor leadership and education physics physiology somatic studies sustainability studies zoology	Program	SO–SRSophomore - Senior	16	16	Day			S 12Spring		Complex systems can fail catastrophically. Resent catastrophic failures (such as the global financial collapse of 2008, the Gulf oil spill of 2010 and the Fukushima nuclear disaster of 2011) hint at the overall fragility of the systems on which civilization presently depends. Many have wondered if the larger system might be equally vulnerable to a major disruption.This program proceeds from a thought experiment: What if the lights went out and didn’t come back on? What if the gas stations ran dry and no one came to refill them? What if the store shelves went bare and stayed that way?The immediate effect would be unavoidably chaotic, disastrous and tragic. But from the chaos would likely emerge groups of people who had figured out how to provide for themselves.How would those groups be organized? What would they understand? What technologies of the past would they have resurrected, and in what form? What newer technologies would they work to retain? How would they use the rubble of modernity to enhance their lives. What would they eat and drink? How would they stay warm and fed in the winter? Would large-scale social organization arise organically, from the bottom up? How would the answers to these question differ by region?This program will not happen at the front of the room. The faculty will not present answers to these questions. The learning community will confront them together, with analytical rigor proportional to the scenario under consideration. As much as possible, we will attempt to prototype answers in the physical world, and let our successes and failures guide us toward a toolkit for survival.This program is not for passive students, or for those that prefer to stay in the abstract or metaphorical layers. It will require students to be both hard workers and careful thinkers. Students must be bold, collaborative and willing to rise to a serious challenge.		Bret Weinstein		Sophomore SO Junior JR Senior SR	Spring	Spring
Linguistics for Teachers and Writers Richard McKinnon linguistics	Course	FR–SRFreshmen - Senior	4	04	Evening				Su 12Summer Full	Do you work intimately with language every day but would like to have a better understanding of the nuts and bolts? This course will take you under the hood and give you the foundation you'll need to learn, teach, or create language. We'll also look at the process of reading and its relationship to spoken language.		Richard McKinnon	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Listening to the Land Ted Whitesell and Frances V. Rains Native American studies environmental studies geography history sustainability studies	Program	FR–SRFreshmen - Senior	16	16	Day		W 12Winter			Modern development controls and reshapes landscapes and their natural communities in many ways. Our natural shorelines have been covered with asphalt and buildings, our rivers have been dammed, our forests have been turned into timber plantations, our wetlands have been drained, our arid basins are endless fields of intensive agribusiness, and our scenic areas have turned into tourist meccas full of roads, buildings, and fun seekers. Is there a future for at least some landscapes where humans would behave as respectful members of diverse natural communities; where we would listen to what the land is telling us? Many Native Americans and non-Natives have been fighting for generations to promote the wellbeing of places that are special to them, and to recover many areas that have been "developed." This program will look at important approaches to this challenge, allowing students to discover what a sustainable and just landscape looks like -- particularly in the places that we know and love -- and how, exactly, we can help some places remain free of "progress," as commonly defined. We will approach this topic by looking at the tensions behind the major approaches to interacting with and protecting the land by Native and non-Native peoples, investigating practices that have been called "conservation," "wilderness preservation," and "stewardship," and examining the different meanings associated with these terms. We will look at both historic and contemporary efforts to mitigate the tensions between different approaches and competing interests and viewpoints, including interests and viewpoints grounded in race, class, gender, and culture. A number of regional case studies of Native and non-Native practices will be used to ground our work, showing how some lands have been safeguarded, some ecosystems have been restored, and some cultural practices might be evolving in both Native and non-Native communities, leading toward sustainability, justice, and the autonomy of natural systems. It is essential for any society that intends to be sustainable to foresee the consequences of its treatment of the natural communities where they live. Therefore, a central concern will be that students learn from past experience how to foster a future society characterized by humility, respect, and reverence toward natural communities.Learning will take place through writing, readings, seminars, lectures, and films. Students will improve their research skills through document review, landscape observations, critical analysis, and written assignments. Each student will research and report on one on-going case that represents a hopeful path forward toward autonomous and just landscapes.		Ted Whitesell Frances V. Rains	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
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
Managing for High Performance Dariush Khaleghi and Steven Johnson business and management	Course	SO–SRSophomore - Senior	4	04	Evening and Weekend			S 12Spring		In today's rapidly changing business climate, managers are held accountable for the success of their organizations. Furthermore, they are being asked and even mandated to report their progress using hard data on regular basis. Building high performance organizations to drive long-term success requires employee and team engagement, commitment, and productivity. In this course students will be introduced to the performance management discipline and organizational behavior as the foundations of high performing individuals, groups, and organizations.		Dariush Khaleghi Steven Johnson	Fri Sat Sun	Sophomore SO Junior JR Senior SR	Spring	Spring
Mapping for Change John Baldridge geography	Course	FR–SRFreshmen - Senior	4	04	Evening			S 12Spring				John Baldridge	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Mapping for Change John Baldridge geography	Course	FR–SRFreshmen - Senior	4	04	Evening		W 12Winter					John Baldridge	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Marine Biology of the Pacific Northwest Gerardo Chin-Leo and Erik Thuesen biology marine science	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Session II	This program introduces principles of marine biology focusing on the marine life and marine habitats of the Pacific Northwest coast. We will study the environment, taxonomy, adaptations, and ecology of marine organisms as well as the major oceanographic features of the northwest coast. There will be various field trips including a camping trip to the Olympic Peninsula and possibly a sailboat trip.		Gerardo Chin-Leo Erik Thuesen	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Marine Life: Marine Organisms and Their Environments Erik Thuesen and Trisha Towanda environmental studies field studies marine science	Program	JR–SRJunior - Senior	16	16	Day		W 12Winter	S 12Spring		This program focuses on marine organisms, the sea as a habitat, relationships between the organisms and the physical/chemical properties of their environments, and their adaptations to those environments. Students will study marine organisms, elements of biological, chemical and physical oceanography, field sampling methods with associated statistics and laboratory techniques. Throughout the program, students will focus on the identification of marine organisms and aspects of the ecology of selected species. Physiological adaptations to diverse marine environments will be also be emphasized. We will study physical features of marine waters, nutrients, biological productivity and regional topics in marine science. Concepts will be applied via faculty-designed experiments and student-designed research projects. Data analysis will be facilitated through the use of Excel spreadsheets and elementary statistics. Seminars will analyze appropriate primary literature on topics from lectures and research projects.The faculty will facilitate identification of student research projects, which may range from studies of trace metals in local organisms and sediments to ecological investigations of local estuarine animals. Students will design their research projects during winter quarter and write a research proposal that will undergo class-wide peer review. The research projects will then be carried out during spring quarter. The scientific process is completed when results of the research projects are documented in written papers and students give oral presentations during the last week of spring quarter.	marine science, environmental science and other life sciences.	Erik Thuesen Trisha Towanda		Junior JR Senior SR	Winter	Winter
Marketing Authenticity: Craft, Commodity and Culture Tom Womeldorff, Alice Nelson and Jean Mandeberg cultural studies economics literature visual arts	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		A tourist travels from the United States to a folk festival in the Andean highlands and decides to buy a tapestry from an indigenous woman. What, exactly, is being bought and sold? From the buyer's perspective, perhaps the object serves as a memento of the trip or offers functionality as décor back home, or perhaps it represents something else: a sense of connection with the "other" a way to "help" a person in need, an "authentic" representation of a seemingly timeless culture. From the seller's perspective, the object may well express a craft tradition, often adapted to the demands of the tourist market, a way to make a living or to serve some other purpose. Whatever the case, both the buyer and the seller are enmeshed in contexts larger than themselves as individuals: cultural belief systems shaping their viewpoints and values (moral, political, and aesthetic), global capitalist pressures, and the legacies of colonialism. We will explore the intersections of cultural studies, economics, and the arts, focusing on various cases of craft production, their connections to systems of power, and the ways competing notions of "authenticity" are expressed in them. We will examine the factors shaping artistic production in each case: who or what decides the form a given craft may take, its relationship to "tradition" and who profits from its sales. We will look at the larger economic contexts shaping arts and crafts globally, such as the rise of mass-produced craft replicas and the lack of access to alternative forms of development. We will explore the links between craft and story, including the ways that literary and film representations raise pointed questions about cultural expectations and intercultural exchange. During the quarter, we will undertake two or three small projects connecting the theory and practice of aesthetic design to marketing within specific cultural contexts. Ultimately, we will ask: given all the challenges, how might specific groups use art and craftsmanship to improve their own lives?	the arts, business, cultural studies, economics and international studies.	Tom Womeldorff Alice Nelson Jean Mandeberg		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Marvelous Machines (Metal): Building Leonardo's Inventions Bob Woods visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening				Su 12Summer Session I	Artist, anatomist, architect, and engineer, Leonardo da Vinci is considered the embodiment of the Renaissance Man. Though best known as a painter, the bulk of his work was devoted to imagining and engineering complex machines made of wood and metal. Students in this course and the complimentary course will engage in the study and construction of one or more of those marvelous machines. In this course focusing on metal, students can expect to learn basic processes of metal fabrication.		Bob Woods	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Marvelous Machines (Wood): Building Leonardo's Inventions Daryl Morgan visual arts	Program	FR–SRFreshmen - Senior	4, 8	04 08	Evening				Su 12Summer Full	Artist, anatomist, architect, and engineer, Leonardo da Vinci is considered the embodiment of the Renaissance Man. Though best known as a painter, the bulk of his work was devoted to imagining and engineering complex machines made of wood and metal. Students in this course and the complimentary course will engage in the study and construction of one or more of those marvelous machines. In this course focusing on wood, students can expect to learn basic processes of design and fabrication in wood.		Daryl Morgan	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Marxist Theory Lawrence Mosqueda history philosophy political economy political science sociology Signature Required: Spring	Program	JR–SRJunior - Senior	16	16	Day			S 12Spring		"I am not a Marxist." -Karl Marx "The history of all hitherto existing society is the history of class struggles." -Karl Marx "Sit down and read. Educate yourself for the coming conflicts." -Mary Harris (Mother) Jones If one believes the current mass media, one would believe that Marxism is dead and that the "end of history" is upon us. As Mark Twain is reported to have said upon news accounts of his demise, "The reports of my death are greatly exaggerated." The same, of course, is true for Marxist Theory. Few Americans have read more than , if that. Very few "educated" people have a clear understanding of Marx's concept of alienation, the dialectic, historical materialism, or his analysis of labor or revolutionary change. In this course we will examine the development of Marx's thought and Marxist Theory. We will read and discuss some of Marx's early and later writings as well as writings of Lenin and others. We will also explore concrete examples of how "dialectics" and "materialism" can be applied to race and gender issues. At the end of the program, students should have a solid foundation for the further study of Marxist analysis.	social science and law, and education.	Lawrence Mosqueda	Tue Thu	Junior JR Senior SR	Spring	Spring
Masquerade and Metaphor Ann Storey and Joli Sandoz art history gender and women's studies literature visual arts	Program	SO–SRSophomore - Senior	8	08	Evening		W 12Winter			Using masquerade as our primary metaphor, we will take an in-depth, interdisciplinary, and multicultural approach to the study of 20th-century history, art, and literary writing by women. Cultures construct gender expectations, in part through “scripts” of femininity in ways that serve a myriad of purposes; where people identifying as girls and women reject those preconceptions but also act within them, masquerade – the adoption of pretense or disguise – becomes an inevitable part of female lives.Our work will center on studying women’s creative expression in both art and literature. We will also work with the medium of collage, make masks and use them in performance art pieces, and design and play gender-themed board games in class. The final project will be a research paper and presentation.Guiding questions: How have people identifying as girls and women expressed, defied, and transformed constructions of femininity through their art and writing? What role does masquerade play not only in women’s survival, but their flourishing? How does women’s resistance help us transform ourselves?	fine arts, education, writing, history, sociology, museum work	Ann Storey Joli Sandoz	Tue Thu	Sophomore SO Junior JR Senior SR	Winter	Winter
Math for Elementary Teachers Sheryl Shulman education mathematics	Program	FR–SRFreshmen - Senior	4, 8	04 08	Day				Su 12Summer Full	This 8-week program is for individuals interested in learning the mathematics required for an elementary education teaching certificate. We will cover topics in problem solving, sets, fractions, algebra, statistics, mathematical reasoning and proof, geometry, number and operation, mathematical representation, and mathematical communication. Students registering for 4 credits will study geometry and statistics.	mathematics, teaching	Sheryl Shulman	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Mathematical Fiction Brian Walter literature mathematics	Course	SO–SRSophomore - Senior	4	04	Day			S 12Spring		Mathematical principles can provide the basis for creative writing, from plot structures to themes, content, and even style. Jorge Luis Borges’s stories provide numerous examples. In “The Aleph,” the narrator attempts to describe a location from which all places can be seen simultaneously: "Mystics, faced with the same problem, fall back on symbols: to signify the godhead, one Persian speaks of a bird that somehow is all birds; Alanus De Insulis, of a sphere whose center is everywhere and circumference is nowhere; Ezekiel, of a four-faced angel, who at one and the same time moves east and west, north and south." Works like “The Aleph” not only reflect mathematical concepts but also give them flesh, rendering those abstractions poetic and tangible.The overarching question of this course, which we'll stay focused on as we read the assigned texts, is: What are the ways in which mathematical ideas can guide or influence works of fiction? We’ll see that there are a number of very different ways in which this can happen. By paying attention to this issue we’ll learn more about both literature and the nature of mathematics. This course is also the seminar portion of the program. Students who do not have some solid background in mathematics, or at least a healthy, inquisitive attitude toward mathematics, are not encouraged to take this course. Come prepared to read closely and carefully, and to think actively about mathematics and literature as part of one unified intellectual endeavor.		Brian Walter		Sophomore SO Junior JR Senior SR	Spring	Spring
Mathematical Systems Brian Walter and Rachel Hastings mathematics philosophy of science Signature Required: Winter Spring	Program	JR–SRJunior - Senior	16	16	Day	F 11 Fall	W 12Winter	S 12Spring		This program is built around intensive study of several fundamental areas of pure mathematics. Covered topics are likely to include Abstract Algebra, Real Analysis, Set Theory, and Combinatorics.The work in this advanced-level mathematics program is likely to differ from students' previous work in mathematics, including calculus, in a number of ways. We will emphasize the careful understanding of the definitions of mathematical terms and the statements and proofs of the theorems that capture the main conceptual landmarks in the areas we study. Hence the largest portion of our work will involve the reading and writing of rigorous proofs in axiomatic systems. These skills are valuable not only for continued study of mathematics but also in many areas of thought in which arguments are set forth according to strict criteria of logical deduction. Students will gain experience in articulating their evidence for claims and in expressing their ideas with precise and transparent reasoning.In addition to work in core areas of advanced mathematics, we will devote seminar time to looking at our studies in a broader historical and philosophical context, working toward answers to critical questions such as: Are mathematical systems discovered or created? Do mathematical objects actually exist? How did the current mode of mathematical thinking come to be developed? What is current mathematical practice? What are the connections between mathematics and culture?This program is designed for students who intend to pursue graduate studies or teach in mathematics and the sciences, as well as for those who want to know more about mathematical thinking.	mathematics, physics, mathematics education, philosophy of mathematics, and history of science.	Brian Walter Rachel Hastings	Mon Tue Wed Thu	Junior JR Senior SR	Fall	Fall Winter Spring
Matter and Motion David McAvity and Rebecca Sunderman chemistry mathematics physics Signature Required: Winter Spring	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter	S 12Spring		Careful observation of the natural world reveals an underlying order, which scientists try to understand and explain through model building and experimentation. Physical scientists seek to reveal the fundamental nature of matter, its composition, and its interactions. This program lays the foundation for doing this work. Students will study a full year of general chemistry, calculus and calculus-based physics through lectures, small group workshops, labs, seminars and field trips. The material will be closely integrated thematically. In fall the focus will be on motion and energetics. In winter we'll explore the interactions of science, technology and society. Spring quarter will further delve into topics in modern physics and mathematical modeling.	chemistry, engineering, mathematics, medical fields, physics and teaching.	David McAvity Rebecca Sunderman		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
The Meaning of Difference John Gates Native American studies cultural studies law and government policy	Program	JR–SRJunior - Senior	8	08	Evening		W 12Winter			In this half-time program, we will explore cultural, social, and legal issues related to defined "differences" in contemporary American society including race and ethnicity, social class, sexual orientation, gender, and disability. We will also explore specific issues related to sovereignty in contemporary America from the perspective of Native American activists and scholars as well as Native Hawai'ian sovereignty proponents who envision political independence from the United States of America. Grounding for our explorations will come from the texts by Karen E. Roseblum and Toni-Michelle C. Travis and by Walter Echo-Hawk. Readings will examine intercultural, cross-cultural, historical, and interdisciplinary themes that are a part of the authors’ constructions of difference. These texts will be supplemented with additional readings, U.S. Supreme Court decisions, lectures, videos, and music.		John Gates	Mon Wed	Junior JR Senior SR	Winter	Winter
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
Media Internships Naima Lowe and Julia Zay media arts media studies moving image Signature Required: Fall	Contract	JR–SRJunior - Senior	16	16	Day	F 11 Fall	W 12Winter	S 12Spring		The Electronic Media internships provide opportunities for in-depth learning of a variety of media skills and concepts. They require a year-long commitment for fall, winter and spring quarters. Interns enroll for 12-16 credits per quarter with room for a 4-credit part-time class or other academic components. Interns work 30 to 40 hours a week and are paid 15 to 19 hours a week, depending on credit distribution. The intern's primary responsibilities are focused on supporting instruction, maintenance and administration for specific labs, facilities, and production needs under the supervision of the staff. The interns meet weekly as a group to share skills, collaborate on projects, and to facilitate working together on productions and cross training between areas. All interns will be working in the new Center for Creative and Applied Media, the rebuilt HD video and 5.1 surround audio production studios. For specific descriptions of the internships, please refer to .	media production, professional studio management, and computer applications in media art.	Naima Lowe Julia Zay	Mon Tue Wed Thu Fri	Junior JR Senior SR	Fall	Fall
Media Production: Soup to Nuts David Cramton media arts moving image	Program	FR–SRFreshmen - Senior	12	12	Day and Evening				Su 12Summer Full	In 10 weeks, we will learn what it takes to take an idea and turn it into a fully realized, finished, and delivered media production utilizing field and studio techniques. We will learn scripting, budgeting, scheduling, casting, locating, shooting, editing, and finishing video productions. In addition to lecture and seminar, we will do hands-on exercises in the field and in the Center for Creative and Applied Media, Evergreen’s state of the art media studio. We will bring in guest lecturers who are working professionals and experts in their fields to share tips, tricks, and techniques to aid us in the pursuit of storytelling power, and we will take field trips to see how it is done in the big leagues. The capstone of the program will be when the entire class forms the crew of a short film, entirely written, planned, directed, edited, and finished by students. The goals of the class are several: 1) to expose the student to the collaborative, team nature of larger scale production, 2) to empower the student with the skills and knowledge to produce their own media productions at a larger scale, and 3) for the student to experience part of the breadth of media production techniques and understand when and how to apply them in their own practice.		David Cramton	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Mediaworks Julia Zay and Naima Lowe media arts media studies moving image Signature Required: Fall	Program	SO–SRSophomore - Senior	16	16	Day	F 11 Fall	W 12Winter			What does it mean to make moving images in an age described as digital, informational, postmodern and even post-postmodern? How do we critically engage with the history and traditions of media practices while testing the boundaries of established forms? What responsibilities do media artists and producers have to their subjects and audiences? In this program, students will engage with these and other questions as they gain skills in film/video history and theory, critical analysis, media production, collaboration and critique.This is an intensive full-time, two-quarter program linking media theory with practice. We will explore a variety of media modes and communication strategies, emphasizing documentary and experimental forms the material properties of sound and moving image media, and the strategies artists and media producers have employed to challenge mainstream media forms. We will experiment with alternative approaches to production, including non-fiction, abstract film, video art, alternative scripting techniques, autobiography, essay films, installations and performance. Additionally students will develop skills in analysis and criticism through screenings, readings, seminars, research and critical writing. We will also spend significant time in critique sessions discussing our creative and critical work. This, like all program activities, is designed to emphasize the importance of collaboration in the production of media. In fall quarter students should expect to complete both short skill-building exercises and short projects. These exercises and projects will have thematic and technical guidelines that are consistent with the program curriculum, and students should expect to work collaboratively on most of them. In winter quarter students will continue to work on skill-building exercises and will complete both collaborative and solo short projects, again with guidelines that are consistent with the program curriculum.	media arts, visual arts, communications, and education.	Julia Zay Naima Lowe		Sophomore SO Junior JR Senior SR	Fall	Fall
Medical Assisting, A Practical Approach Barbara Krulich and Elizabeth McHugh Signature Required: Fall	Course	SO–SRSophomore - Senior	2, 4	02 04	Day and Evening	F 11 Fall	W 12Winter	S 12Spring		This nine-month pre-medical practicum designed for students who are interested in careers in health and medical care allows students to work closely with health care professionals in a clinical setting. During the academic year, students will receive the credits and training necessary to become licensed in the state of Washington as health care assistants. See for more information.		Barbara Krulich Elizabeth McHugh		Sophomore SO Junior JR Senior SR	Fall	Fall
The Medicalization of America Cindy Beck and Wenhong Wang health sociology	Program	SO–SRSophomore - Senior	8	08	Evening	F 11 Fall	W 12Winter			Have you ever questioned why some natural occurrences such as childbirth need routine medical intervention? Many normal processes and many pathologies have evolved into a multibillion-dollar industry. What are the social forces behind the medical establishment in American society? How did we get to a place where one of the largest issues raised on a federal level is health care? How do we decide both as a society and an individual if someone is truly ill or well? Fall quarter we will begin our exploration by looking at the conceptualization of illness and wellness, patient-health professional relationship, and the many roles assumed by each. How do different treatment paradigms fit into the American medical model, and how does each segment of American culture fit in? Winter quarter, building upon the concepts and theories covered in fall, we will continue to explore practical issues in health, including the unequal access to health related resources, health care reform, and ethical issues such as right to life and death, etc. Through readings, discussions, and continued questioning, this program will start to dissect the many issues that contribute to the medicalization of America. Human biology and basic pathology will be integrated into the curriculum to enhance students’ awareness of the medical model and how to navigate the health care system. By examining social institutions and their influence on health and medical systems we will explore how illness is interpreted from both biological and sociological perspectives.	social sciences, health sciences	Cindy Beck Wenhong Wang	Mon Wed	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Medicinal Botany: An Introduction Marja Eloheimo botany cultural studies environmental studies health	Course	FR–SRFreshmen - Senior	6	06	Weekend		W 12Winter			In this 6-credit course, students will gain an introduction to medicinal plants with a focus on plant identification and morphology (botany), medicinal concepts and practices (botanical medicine), botanical art, and working with plants in the Longhouse Ethnobotanical Garden. Students will also explore selected topics such as cultural approaches to herbalism, experience/research, medicine making, body systems, seasonal health, and ethnobotanical garden care. Activities include lectures, workshops, reading, seminar, and projects. This course is appropriate for students with interests in botany, environmental studies, health, cultural studies and botanical medicine.	botany and botanical medicine, education, environmental studies, cultural studies, health-related fields	Marja Eloheimo	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Medicinal Botany: An Introduction Marja Eloheimo botany cultural studies environmental studies health	Course	FR–SRFreshmen - Senior	6	06	Weekend	F 11 Fall				In this 6-credit course, students will gain an introduction to medicinal plants with a focus on plant identification and morphology (botany), medicinal concepts and practices (botanical medicine), botanical art, and working with plants in the Longhouse Ethnobotanical Garden. Students will also explore selected topics such as cultural approaches to herbalism, experience/research, medicine making, body systems, seasonal health, and ethnobotanical garden care. Activities include lectures, workshops, reading, seminar, and projects. This course is appropriate for students with interests in botany, environmental studies, health, cultural studies and botanical medicine.	botany and botanical medicine, education, environmental studies, cultural studies, health-related fields	Marja Eloheimo	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Medicinal Botany in Spring Marja Eloheimo botany cultural studies environmental studies health Signature Required: Spring	Course	FR–SRFreshmen - Senior	6	06	Weekend			S 12Spring		In this 6-credit course designed to follow “Medicinal Botany: An Introduction,” students will explore medicinal plants in spring with a focus on spring plant identification and flower morphology (botany), medicinal concepts and practices (botanical medicine), botanical drawing and nature journaling (art), and working with plants in the Longhouse Ethnobotanical Garden. Students will also examine selected topics such as community herbalism, creating informative plant art, medicine making, the digestive system, cultural perspectives on health in spring, and ethnobotanical garden care. Activities include lectures, workshops, reading, seminar, and projects. This course is designed for students with background and interests in at least one of the following: botany, environmental studies, health, cultural studies and botanical medicine.	This course is appropriate for students with interests in botany, environmental studies, health, cultural studies and botanical medicine.	Marja Eloheimo	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
The Medieval Book Nancy Bishop art history history visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening				Su 12Summer Session II	The focus of this course is the medieval manuscript and its relationship to medieval culture. Using a broadly chronological framework, we will examine different types of books produced in Europe in the Middle Ages, from Gospel books to secular romances. This study will include the text, decoration, context, and the physical book itself including some paleography and/or calligraphy. A basic understanding of history and art would be sufficient preparation. Knowledge of Latin would be helpful but is not required.Readings from reserve materials will be assigned, and it is expected that students will come to class prepared. Attendance, class participation, and mastery of concepts and vocabulary will be the basis for student evaluation.Course Goals:		Nancy Bishop	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Metal Casting Bob Woods visual arts	Course	FR–SRFreshmen - Senior	4	04	Day				Su 12Summer Session I	In this program, participants will learn about the production of sculpture as well as everyday objects through the process of casting. Students will design and construct models in plaster, clay, and wax. We will experience the process of sand casting in aluminum. We will do plaster molding, wax fabrication, and investing for (the ultimate) lost wax casting in bronze. After the work of de-gating and chasing, we will experiment with various patina applications for final presentation. This is a process-intensive studio class where we turn ideas into bronze. Beginners are welcome.		Bob Woods	Wed Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Metalworking Bob Woods visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening		W 12Winter			This course is an introduction to the tools and processes of metal fabrication. Students will practice sheet-metal construction, forming, forging, and welding, among other techniques, while accomplishing a series of projects that encourage student-centered design.		Bob Woods	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Metalworking Bob Woods visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening			S 12Spring		This course is an introduction to the tools and processes of metal fabrication. Students will practice sheet-metal construction, forming, forging, and welding, among other techniques, while accomplishing a series of projects that encourage student-centered design.		Bob Woods	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Metalworking (A) Bob Woods visual arts	Course	FR–SOFreshmen - Sophomore	4	04	Evening	F 11 Fall				This course is an introduction to the tools and processes of metal fabrication. Students will practice sheet-metal construction, forming, forging, and welding, among other techniques, while accomplishing a series of projects that encourage student-centered design.		Bob Woods	Tue	Freshmen FR Sophomore SO	Fall	Fall
Metalworking (B) Bob Woods visual arts	Course	JR–SRJunior - Senior	4	04	Evening	F 11 Fall				This course is an introduction to the tools and processes of metal fabrication. Students will practice sheet-metal construction, forming, forging, and welding, among other techniques, while accomplishing a series of projects that encourage student-centered design.		Bob Woods	Thu	Junior JR Senior SR	Fall	Fall
Mindfulness Psychology: Contemplative Clinical Science Jamyang Tsultrim philosophy psychology	Course	FR–SRFreshmen - Senior	4	04	Weekend	F 11 Fall				This course will emphasize mindfulness psychology as a clinical tool as well as a method of professional self-care. Recent research has proven the effectiveness of mindfulness training to treat conditions such as stress and pain, addictions, chronic depression, anxiety, eating disorders, and other health conditions. Students will explore the similarities and differences between various mindfulness clinical approaches and gain practical skills to help alleviate the psychological suffering of others while maintaining emotional balance and professional ethics. Students will have opportunities for personal practice, observational learning, and the development of counseling skills through role-play, reading, and discussion.		Jamyang Tsultrim	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Models in Biology Karen Hogan biochemistry biology ecology environmental studies physiology sustainability studies	Program	SO–SRSophomore - Senior	12	12	Evening and Weekend	F 11 Fall				Models allow us to test our understanding of particular systems and, if the models are good, to make predictions. Types of models include conceptual, graphical, mathematical, and systems simulation models. In biology, processes that can be modeled range from Michaelis-Menten analysis of enzyme kinetics, to diffusion of carbon dioxide and water into and out of a leaf, to population dynamics of plant and animal species, to global climate models. This program will look at a range of approaches to modeling different levels of biological processes. After an introduction to modeling concepts and techniques, students will work in groups to construct models of biological processes of their own choosing. A high level of engagement and initiative is expected in this program; upper-division credit is possible. Students willing to share their expertise in some area of mathematics or computing are encouraged to participate.		Karen Hogan	Wed Sat	Sophomore SO Junior JR Senior SR	Fall	Fall
Molecule to Organism James Neitzel, Steven Verhey and Michael Paros biochemistry biology chemistry health physiology	Program	SO–SRSophomore - Senior	16	16	Day	F 11 Fall	W 12Winter	S 12Spring			biology, chemistry, education, medicine, pharmacy and health science.	James Neitzel Steven Verhey Michael Paros	Mon Tue Wed Thu Fri	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Multicultural Counseling Mukti Khanna health psychology Signature Required: Fall	Program	JR–SRJunior - Senior	16	16	Day	F 11 Fall	W 12Winter	S 12Spring		This program will engage in the study of Multicultural Counseling from theory, practice and application. Practice of counseling, applied cultural competency skills and evolving one's skills as a counselor will be developed throughout the yearlong program. Learning goals include acquiring a theoretical and applied understanding of psychological theory and practice from developmental, biological, cultural, emotional and social contextual perspectives. Expressive arts therapy practice and experience will be integrated in the program throughout the year. We will incorporate diverse pedagogical strategies including lecture, discussion, dialogue, seminar, films, videotaping and expressive arts therapy laboratories.During fall quarter, students will study personality theory and explore the relationship between personality theory and applied counseling skills. In winter, students will explore how research is informing evidence-based practice, as well as study the field of abnormal psychology and its interface with diverse populations. In spring, students will learn ethics in the helping professions. Social justice, multicultural counseling theory, mindfulness-based practice, integrative health and emerging therapy paradigms will be explored throughout the yearlong inquiry.In both winter and spring quarters, students will be required to complete 6-credit internships in local counseling/mental health settings, providing opportunities to integrate theory and practice. Carl Rogers (1902-1987)	psychology, health, counseling, social and human services.	Mukti Khanna		Junior JR Senior SR	Fall	Fall
Multitrack Audio Production Terry Setter media arts music	Program	FR–SRFreshmen - Senior	16	16	Day				Su 12Summer Full	This program provides instruction in the use of digital and analog recording studio equipment, microphone design and placement techniques, mixing console design, signal flow, monitoring techniques, room acoustics, and signal processing. There will be written assignments based upon readings in Huber's , and students will present research on topics related to audio production. Students will do at least 40 hours of recording and familiarization work in teams of two in addition to the in-class activities. We will record local musicians and produce finished mixes of the sessions.		Terry Setter	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Museum or Mausoleum? The Framing of Art, Culture and Neuroplasticity Lara Evans and Sarah Williams Native American studies anthropology art history consciousness studies cultural studies field studies gender and women's studies literature media arts media studies somatic studies visual arts Signature Required: Winter Spring	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter	S 12Spring		Do museums transform living, changing cultural objects into fixed, preserved, inviolate collections? What stories do museums tell? What stories do objects embody? And what stories do we, visitors, tell ourselves? How do objects housed in museums affect our sense of self-identity? What does it take to become aware of how stories we tell both frame and are framed by objects? Is it possible to heal culture and the self through the interactions of narratives and objects? What happens to historical ideas about human consciousness when we explore the mausoleum-like exhibitions of what this consciousness has exhibited as other? What happens to consciousness when it is framed by neuroscience or to the self when it encounters thinking as an evolutionary internalization of movement?We'll explore the power of narrative objects in a variety of exhibition spaces: museums, galleries, shopping malls, book/web pages. We'll identify curiosities about the relationship between art objects and self-representation, particularly shifts in cultural influences and identities as they relate to shifts between the museological and mausoleum-like aspects of exhibition spaces. A triptych is a narrative object that uses three pictorial panels to convey movement in time, space, and states of being. A triptych, of sorts, is the focus of our fall quarter work and the model for our winter field studies. Consider our left panel: in the lives and other virtual realities of William Gibson's , the effects of narrative objects range from creative to preservative to destructive. Equally significant is how these effects are framed in movements between exhibition spaces experienced as "bird-cages of the muses" and those encountered in computer generated Joseph Cornell-like bird boxes. In the center panel is the narrative power of an artwork in Sheri Tepper's science fiction novel, . Here, alien races experience the consequences when a fresco at the heart of their cultural identity has been violently misinterpreted for a millennium. Now, the right panel. Here, in Catherine Malabou's texts the shifting movement or adaptability of self is called neuroplasticity. Her analysis of Claude Levi-Strauss' fascination with two sides--graphic and plastic--of masks illustrates her definition of neuroplasticity. We'll read this post-Derridean theory of self and do fieldwork with masks available for viewing in collections in this region. During winter quarter faculty and students will explore narrative objects and self-representation through six weeks of fieldwork in museums of their choice. Museums can be exhibitions of art, history or science; even zoos and botanical gardens can be considered museums. Students will document their research on their museum and will return to compile a multi-media presentation of their research project. In studios and workshops during fall and winter quarters students can expect to learn audio recording, digital photography, drawing with color pastels, ethnographic fieldwork, mindfulness practices (yoga, meditation), creative non-fiction writing, blogging and public speaking. During spring quarter students will have the opportunity to integrate individual and peer-group projects into a core all-program curriculum. That is, in addition to the 8-credit all-program activities of seminar, lecture, visiting artists' lecture and film series, a retreat week, and related assignments (e.g., weekly seminar response essays, a theory as evocative object chapter, a mindmap and 3D triptych, and mid-term and final reflective and evaluative writing), each student will design an in-program individual or peer group project for 8 credits. These projects may include (but are not limited to) the curation and/or installation of an exhibition or collection, an internship, a studio-based artistic or technical practice, community-based learning in support of Paddle to Squaxin 2012 ( ; ), or a field-based museum-related study. Partially funded by TESC's Noosphere Award, week 7 retreat week activities will include a range of contemplative practices: 5 rhythm dance; yoga nidra; lectures with Seattle University philosopher and Zen priest, Dr. Jason Wirth; and a retreat day at SU's St. Ignatius Chapel. Students will document their individual or peer-based learning and create a multi-media presentation for week 10.	art history, art, cultural studies, writing, anthropology, feminist theory and contemplative education.	Lara Evans Sarah Williams	Mon Tue Tue Tue Wed Wed Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Musicianship Marla Elliott music	Course	FR–SRFreshmen - Senior	2	02	Evening			S 12Spring		This class will help students develop free, healthy singing voices and learn fundamentals of music literacy and piano technique. Students will develop musical skills through the use of self-paced interactive software as well as classroom instruction. At the end of each quarter, students will perform both vocally and on piano for other class participants and invited family and friends. This class requires excellent attendance and a commitment to practice every day; credit will be awarded in musicianship.		Marla Elliott	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Musicianship Marla Elliott music	Course	FR–SRFreshmen - Senior	2	02	Evening	F 11 Fall				This class will help students develop free, healthy singing voices and learn fundamentals of music literacy and piano technique. Students will develop musical skills through the use of self-paced interactive software as well as classroom instruction. At the end of each quarter, students will perform both vocally and on piano for other class participants and invited family and friends. This class requires excellent attendance and a commitment to practice every day; credit will be awarded in musicianship.		Marla Elliott	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
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
Native City: Histories, Policies and Images Jennifer Gerend and Kristina Ackley Native American studies community studies history literature political science Signature Required: Spring	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter	S 12Spring		How have indigenous homelands been eroded by development and how have they endured? In what ways do Native people make urban places their own? Our program will explore the linkages between American cities and Native Americans, framing our discussion around themes of environmental and economic sustainability, social justice and education, and popular culture. Diverse concepts of "native" will be examined involving not only people but also native landscapes and species.We will consider the perceptions, realities, and shared experiences of Native, non-Native, and recent immigrants in American cities, using the lens of history, urban studies, public policy and cultural studies. We will look at alliances in areas such as environmental restoration projects, contemporary art, economic development and local governance.During the fall and winter quarters we will examine the forces that formed the cities of Seattle, Chicago and New York - and how Native life and landscapes changed as a result. Attention will be paid to both immediately apparent and curiously intertwined events and periods in history, such as Native displacement, industrialization, World's Fairs, the rise of urban planning, tourism, and the arts. Changes in the political life of Native groups will be addressed through a study of legislation and legal cases, tribal casinos, land development, environmental justice, and contemporary art. We will question how Native people are portrayed in museum environments, case studies, films, and texts.From mid-winter to mid-spring, the program will continue to deepen its exploration of these issues. Students will engage in their own qualitative work by utilizing case study methodology to carry out a project on an urban area of their choice. Workshops will develop skills in GIS (Geographic Information Systems), demographic analysis using the U.S. census, community development, policy research, film critique, interviewing and oral history. Students will use these skills to become stronger writers and researchers, and importantly, community members. We will require extensive reading and writing on these topics and students will assist in the facilitation of weekly seminars. Guest presenters, documentary films, museum exhibits, and field trips to tribal museums and urban community organizations will support our analysis throughout the year.	the humanities, land use planning, government, community development, law, environmental policy, elementary and secondary education and mass media.	Jennifer Gerend Kristina Ackley		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Nature and Value of Life Stephen Beck and Karen Hogan ecology philosophy	Program	FR–SRFreshmen - Senior	12	12	Evening and Weekend		W 12Winter	S 12Spring		In this program we'll explore the connections between human evolutionary biology and ethics. What are our ethical or moral values, and where do they come from? Is it correct, as evolutionary psychologists would argue, that our fundamental ethical values are innate and function to facilitate social interactions? In what sense, if any, are ethical claims correct or incorrect; and if they are, how can we justify them? Are we evolutionarily unique among Earth’s species and, if so, does that uniqueness give us special moral obligations towards other species? We will study the fundamentals of biological evolution, and we’ll read and discuss classic and modern works on moral and ethical philosophy. Credit will be awarded in biology and ethical philosophy.		Stephen Beck Karen Hogan	Tue Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Nature Writing, Environmental History, and Place Matthew Smith environmental studies history natural history political science	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		As we move into the second decade of the 21st century, environmental issues are in the mainstream. Everything from the food we eat to climate change, from the philosophy of nature to the nature of our communities, from economic policy to our understanding of earth and human history, is being rethought. It wasn't always so. Fifty years ago one would search hard to find mention of these issues in the daily press. Thirty years ago, environmental issues were not understood as demanding systemic economic, philosophical, technological and social transformation. Today that has changed. This program examines that change by looking at nature writing, environmental history and the concept of place. Our goal will be to develop through our conversation, reading and writing a complex understanding of current environmental issues and the forces that will significantly impinge upon our lives in the coming decades.Nature writing deals with the big popular questions such as: what do we mean by nature? How can and should we value nature? How should we organize ourselves in relation to preservation and restoration of the natural world? We will investigate serious, but popular, writers who are using essays, fictions, and creative nonfiction forms to help shape a broad reflection on humans' place in nature. In the first two weeks we will take a quick look backward to Emerson, Thoreau, and Aldo Leopold. Then we will jump forward to read texts and essays by such authors as William Cronon, Donald Worster, T.C. Boyle, Terry Tempest Williams, Patty Limerick, Seamus McGraw, Louis Warren, Michael Pollan, David Abram, David Sackman, John Vaillant and others. Our work together is to explore these authors and others to see how they understand critical issues around place, around human and animal interaction, around the growing recognition of human-driven environmental forces--most notably with respect to water and climate change. Throughout the quarter we will share in leading presentation of materials to the program. We will develop short research essays (8-12 pages) that will draw upon our readings, essays, and library work. We will use two shorter essays to help develop our thoughts about specific aspects of the author's work.Environmental history has established itself as a legitimate piece of the history profession, a significant element in the debate over environmental policy, and a major factor in the simultaneously growing recognition of globalism, regionalism and localism as critical dimensions for understanding environmental phenomena. As environmental history has become more complex, it has challenged history based fundamentally on political units and created a map that provides important underpinning of contemporary popular discussions of place-based work and action, and global concern and policy. We will explore place as a concept that brings together the complexity of the intersection of diverse factors to produce lived experience in human and natural communities.The program offers opportunities for serious conversation, focused research, and reflection on personal and collective understandings of environmental ethics and action. Each student should anticipate becoming the resident expert in the work of at least one of our authors or one major issue.	social sciences and environmental history, literature, public policy and management.	Matthew Smith		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
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
Neon: Shaping Light (1st session) Douglas Hitch visual arts	Course	FR–SRFreshmen - Senior	4	04	Day				Su 12Summer Session I	This course introduces students to the basic skills in the fabrication of neon. Each student will learn to heat, bend, weld, and anneal glass tubing using a ribbon burner, cannon fire, and tipping torch. Students will learn the bending process for the four basic bends. Students will learn to blow bubbles and make twists in glass tubes. They will use these techniques to fabricate a self contained PVC tube-based lighting project while learning to safely attach and handle high-voltage transformers to energize their neon project.This class runs for two weeks during first session. A second section of the same class is available for two weeks in second session.		Douglas Hitch	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Neon: Shaping Light (2nd session) Douglas Hitch visual arts	Course	FR–SRFreshmen - Senior	4	04	Day				Su 12Summer Session II	This course introduces students to the basic skills in the fabrication of neon. Each student will learn to heat, bend, weld, and anneal glass tubing using a ribbon burner, cannon fire, and tipping torch. Students will learn the bending process for the four basic bends. Students will learn to blow bubbles and make twists in glass tubes. They will use these techniques to fabricate a self contained PVC tube-based lighting project while learning to safely attach and handle high-voltage transformers to energize their neon project.This class runs for two weeks during second session. Another section of the same class is available for two weeks in first session.		Douglas Hitch	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Neon: Shaping Light (A) Douglas Hitch visual arts	Course	JR–SRJunior - Senior	2	02	Day			S 12Spring		This course introduces students to the basic skills in the fabrication of neon. Each student will learn to heat, bend, weld, and anneal glass tubing using a ribbon burner, cannon fire, and tipping torch. Students will learn the bending process for the four basic bends: 90 degree right angle, double back, "U" and "O" loop. Students will learn to blow bubbles in a tube. They will use these techniques to fabricate several creations of their own design. Students will be guided through the processes of bombarding and wiring of their individual projects to safely attach and handle high-voltage transformers to energize their neon. Instruction in the mounting and display of the neon projects concludes the course. Section A is for juniors and seniors. Section B is for freshmen and sophomores.		Douglas Hitch	Fri	Junior JR Senior SR	Spring	Spring
Neon: Shaping Light (A) Douglas Hitch visual arts	Course	JR–SRJunior - Senior	2	02	Day		W 12Winter			This course introduces students to the basic skills in the fabrication of neon. Each student will learn to heat, bend, weld, and anneal glass tubing using a ribbon burner, cannon fire, and tipping torch. Students will learn the bending process for the four basic bends: 90 degree right angle, double back, "U" and "O" loop. Students will learn to blow bubbles in a tube. They will use these techniques to fabricate several creations of their own design. Students will be guided through the processes of bombarding and wiring of their individual projects to safely attach and handle high-voltage transformers to energize their neon. Instruction in the mounting and display of the neon projects concludes the course. Section A is for juniors and seniors. Section B is for freshmen and sophomores.		Douglas Hitch	Fri	Junior JR Senior SR	Winter	Winter
Neon: Shaping Light (B) Douglas Hitch visual arts	Course	FR–SOFreshmen - Sophomore	2	02	Day			S 12Spring		This course introduces students to the basic skills in the fabrication of neon. Each student will learn to heat, bend, weld, and anneal glass tubing using a ribbon burner, cannon fire, and tipping torch. Students will learn the bending process for the four basic bends: 90 degree right angle, double back, "U" and "O" loop. Students will learn to blow bubbles in a tube. They will use these techniques to fabricate several creations of their own design. Students will be guided through the processes of bombarding and wiring of their individual projects to safely attach and handle high-voltage transformers to energize their neon. Instruction in the mounting and display of the neon projects concludes the course. Section A is for juniors and seniors. Section B is for freshmen and sophomores.		Douglas Hitch	Fri	Freshmen FR Sophomore SO	Spring	Spring
Neon: Shaping Light (B) Douglas Hitch visual arts	Course	FR–SOFreshmen - Sophomore	2	02	Day		W 12Winter			This course introduces students to the basic skills in the fabrication of neon. Each student will learn to heat, bend, weld, and anneal glass tubing using a ribbon burner, cannon fire, and tipping torch. Students will learn the bending process for the four basic bends: 90 degree right angle, double back, "U" and "O" loop. Students will learn to blow bubbles in a tube. They will use these techniques to fabricate several creations of their own design. Students will be guided through the processes of bombarding and wiring of their individual projects to safely attach and handle high-voltage transformers to energize their neon. Instruction in the mounting and display of the neon projects concludes the course. Section A is for juniors and seniors. Section B is for freshmen and sophomores.		Douglas Hitch	Fri	Freshmen FR Sophomore SO	Winter	Winter
Nutrition Cindy Beck health	Course	FR–SRFreshmen - Senior	6	06	Evening			S 12Spring		Americans daily face conflicting information related to health and nutrition. Students will analyze the many issues consumers face when purchasing food, investigate how diet and lifestyle impact health, and learn about the role of major nutrients and phytonutrients. Different dietary philosophies as well as the political and financial influences of food will be discussed. Students will maintain and learn to analyze personal diet diaries as a tool to understand class material.		Cindy Beck	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Odissi: Dance and Culture Jamie Colley dance	Course	FR–SRFreshmen - Senior	4	04	Evening		W 12Winter			Odissi, one of the major classical dance styles of India, combines both rhythmic movement and expressive mime. This class will be devoted to the principles of Odissi dance: the synthesis of foot, wrist, hand, and face movement in a lyrical flow to express the philosophy of yoga. Throughout the quarter we will study tala (rhythm). Students will keep a journal of class notes, discuss the readings, and have cross-cultural dialogues.		Jamie Colley	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Odissi: Dance and Culture Jamie Colley dance	Course	FR–SRFreshmen - Senior	4	04	Evening			S 12Spring		Odissi, one of the major classical dance styles of India, combines both rhythmic movement and expressive mime. This class will be devoted to the principles of Odissi dance: the synthesis of foot, wrist, hand, and face movement in a lyrical flow to express the philosophy of yoga. Throughout the quarter we will study tala (rhythm). Students will keep a journal of class notes, discuss the readings, and have cross-cultural dialogues.		Jamie Colley	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Odissi: Dance and Culture Jamie Colley dance	Course	FR–SRFreshmen - Senior	4	04	Evening	F 11 Fall				Odissi, one of the major classical dance styles of India, combines both rhythmic movement and expressive mime. This class will be devoted to the principles of Odissi dance: the synthesis of foot, wrist, hand, and face movement in a lyrical flow to express the philosophy of yoga. Throughout the quarter we will study tala (rhythm). Students will keep a journal of class notes, discuss the readings, and have cross-cultural dialogues.		Jamie Colley	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
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
Operating Systems Lab Intern Rip Heminway and Sheryl Shulman computer science mathematics Signature Required: Fall Winter Spring	Contract	JR–SRJunior - Senior	8	08	Day	F 11 Fall	W 12Winter	S 12Spring		The Computer Science Intern develops skills in advanced topics of Computer Science through the coordination of the Operating Systems Lab (OSL). This intern develops advanced skills in operating systems, cluster computing, system administration and network topology design. The intern assists with lab coordination, hardware and software upgrades, creating instructional materials and lab documentation, and provides users with technical assistance	computer science and technology.	Rip Heminway Sheryl Shulman		Junior JR Senior SR	Fall	Fall Winter Spring
Organic Chemistry Peter Pessiki chemistry	Program	FR–SRFreshmen - Senior	8, 12	08 12	Day				Su 12Summer Full	This upper-division program provides 8 credits of lecture and 4 credits of lab. Lectures will begin with an overview of the chemical bonding theories relevant to organic molecules. Reactivity, preparation, and physical properties of organic compounds will be the bulk of the lecture material that follows, with an emphasis on functional groups that are relevant to biological systems. Organic reagents, reaction mechanisms, acid-base chemistry, and stereochemistry will also be covered. The theory of NMR, IR, and absorption spectroscopy will be incorporated into lectureIn lab, students will perform experiments utilizing techniques such as pH dependent extractions, fractional and steam distillations, and column chromatography. Opportunity to operate refractometers and GC instrumentation interfaced with computers will be made available. Natural product isolation and some synthesis will be performed. An introduction to the scientific literature/resources and LD-50 values will be incorporated into the lab and a lab notebook will be expected. Advanced natural product isolation is possible.Students registering for 12 credits will attend lecture and lab. Students may register for 8 credits to only attend lecture.	chemisty, medicine, physical sciences, education	Peter Pessiki	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Organizational Conflict Management Theresa Aragon business and management	Course	SO–SRSophomore - Senior	4	04	Weekend			S 12Spring		This course is based on the premise that conflict is both “inevitable and beneficial” in successful organizations. We will provide a foundation for our work through a brief overview of conflict resolution theory and practice. We will examine interpersonal conflict, the role of organizational culture in conflict resolution and the impact of diversity on conflict. Skill development in conflict management and resolution will be based on a collaborative approach involving team- work, case analysis, role-play, and theatric expression. Readings will be drawn from relevant journals and books will include works on both organizational conflict and diversity.		Theresa Aragon	Sat Sun	Sophomore SO Junior JR Senior SR	Spring	Spring
Orthodoxies and Apostasies: Judaism, Christianity, Islam Richard Benton community studies cultural studies literature philosophy religious studies	Program	FR–SRFreshmen - Senior	16	16	Day		W 12Winter			For two thousand years Jews and Christians agree on some issues and disagree on others. For 1300 years, Muslims have entered into this discussion. What issues do these monotheistic religions agree on? What do they differ about? How do they identify the “orthodox” believer of their own faith, in contrast to the “unbeliever” of another faith? In this program, we will ask the following questions: What makes someone Jewish? Christian? Muslim? How have they interacted? Often these religions ask the same questions; their answers separate them from each other.Each religion depends on writing as the divine expression of belief. Jews depend on Written Torah and Oral Torah. Christians hold the Written Torah, or Old Testament, as inspired, as well as the New Testament. Muslims proclaim the superior status of the Qur’an, while the Bible (Torah and Gospel) lie subordinate to it. Yet all of these writings refer to the other works. Moreover, each religion has produced a body of interpretation. Jews read Midrash, Christians, commentaries, and Muslims, the Hadith. These interpretations further develop the lines that distinguish the community of “true believers” from the “unbelievers” or “apostates.”We will read and interpret the above sacred texts and their interpretations to develop literary and philosophical sensitivities. These texts lie at the basis of all the religious thought of these groups. Knowledge of and ability to interpret sacred texts provide the foundation of grasping the interactions of later periods. Students will also acquire knowledge and develop appreciation for how individuals understand their historical circumstances. We will read secondary literature that describes religious life in various historical contexts. Each student will develop a research project in which they learn how to interpret a religious text from the inside—from the point of view of the text—and learn how to distinguish text from personal interpretation.		Richard Benton		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Orthodoxies and Apostasies: Judaism, Christianity, Islam Richard Benton community studies cultural studies literature philosophy religious studies	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		This is a repeat of the winter quarter program; students who took in winter may not enroll in this program.For two thousand years Jews and Christians agree on some issues and disagree on others. For 1300 years, Muslims have entered into this discussion. What issues do these monotheistic religions agree on? What do they differ about? How do they identify the “orthodox” believer of their own faith, in contrast to the “unbeliever” of another faith? In this program, we will ask the following questions: What makes someone Jewish? Christian? Muslim? How have they interacted? Often these religions ask the same questions; their answers separate them from each other.Each religion depends on writing as the divine expression of belief. Jews depend on Written Torah and Oral Torah. Christians hold the Written Torah, or Old Testament, as inspired, as well as the New Testament. Muslims proclaim the superior status of the Qur’an, while the Bible (Torah and Gospel) lie subordinate to it. Yet all of these writings refer to the other works. Moreover, each religion has produced a body of interpretation. Jews read Midrash, Christians, commentaries, and Muslims, the Hadith. These interpretations further develop the lines that distinguish the community of “true believers” from the “unbelievers” or “apostates.”We will read and interpret the above sacred texts and their interpretations to develop literary and philosophical sensitivities. These texts lie at the basis of all the religious thought of these groups. Knowledge of and ability to interpret sacred texts provide the foundation of grasping the interactions of later periods. Students will also acquire knowledge and develop appreciation for how individuals understand their historical circumstances. We will read secondary literature that describes religious life in various historical contexts. Each student will develop a research project in which they learn how to interpret a religious text from the inside—from the point of view of the text—and learn how to distinguish text from personal interpretation.		Richard Benton		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Pacific Northwest History: Multicultural Perspectives Michael Vavrus history	Course	FR–SRFreshmen - Senior	4	04	Day				Su 12Summer Session I	Pacific Northwest History introduces multicultural aspects of historical developments of this region. A primary learning objective is for students to be able to articulate through concrete historical examples how liberty and justice has been interpreted and applied in the Northwest. With texts that provide accessible historical accounts, students will be exposed to Native American Indian perspectives on the eventual occupation of their lands by European imperialists, the origins and outcomes of competition among Europeans for the Pacific Northwest, and challenges placed on non-European ethnic groups – such as Chinese Americans, African Americans, Mexican Americans, Japanese Americans – during the 19th and 20th centuries. Attention to the experiences of women in making this history is included. The local historical development of Tacoma is used to highlight the role of capitalism in creating governing bodies and class differences among white European Americans who collectively discriminated against the aspirations of people of color.		Michael Vavrus	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Patterns of Intelligence: Beyond the Individual Douglas Schuler community studies sociology	Program	SO–SRSophomore - Senior	8	08	Evening and Weekend	F 11 Fall				Since the early 20th Century, there have been many attempts to judge and measure intelligence in individuals; but teams, seminar groups, companies, and countless other groups of people can also be intelligent. The ability of groups to act intelligently for the common good will be critical to our future, so we must attempt to understand patterns of intelligence for groups.The program will explore a variety of research questions related to intelligence. In what ways are a collection of individuals intelligent? What can be done to help groups act more intelligently? How can you tell if a community is acting intelligently, and what could you try to do to change it if it isn't? How can an educational institution promote this type of civic intelligence? What would a "research / action laboratory" with this focus look like at Evergreen?At the same time, this program will investigate the nature of some of the problems we would like intelligent groups to solve. Some problems, for example, can be answered with facts while others require extensive deliberation and action and even then won't be "solved" like a problem in mathematics can be said to be solved. Some problems are urgent while others may go away, more or less on their own.Our studies will make use of concepts from sociology and other relevant fields such as social capital, networks, framing, mental models, and participatory design. We will see a variety of films and TED talks and read texts from a variety of disciplines including sociology, geography, political science, media studies, and cognitive science.This program is designed to lead into the winter program Patterns of Intelligence: Civic Intelligence and the spring program Patterns of Intelligence: Collective Action. Work in those future programs will be more project-based as we form partnerships and collaborate with real-world communities and organizations locally and across the region and the globe.		Douglas Schuler	Wed Sat	Sophomore SO Junior JR Senior SR	Fall	Fall
Performance in Process: Examining Performance as an Opportunity for Personal and Social Change Andrea Gullickson aesthetics communications dance music theater	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		Martha Graham What role do performances play for the performer? For the audience?Performances are often structured as culminating events to an intensive period of study with a primary purpose of offering an opportunity for individuals or groups to publicly demonstrate skills developed and knowledge attained. This program is designed to provide students an opportunity to challenge the notion of performance being solely a public display of skill and knowledge. We will explore the role of performance as part of the learning process. We will consider the many opportunities for personal growth as well as the possibilities for significant social impact that performance opportunities provide.Performances types to be explored will include speeches, presentations and stage productions of all kinds but our main focus will be on music recitals and concerts. We will examine the process of performance from its preparatory stages to its aftermath, and will address the psychological and physiological components that are present. We will consider the paradoxical role of ego throughout the process, the importance of mastery of craft, the physical and mental stamina demands, and the critical role of intentionality. We will also examine performance as a powerful tool for social change as well as personal growth. As a central component to our work, students will be asked to regularly consider and deconstruct the social pressures and human tendencies to seek qualities and find measures for the purpose of identifying ourselves or our group as superior to others. We will contrast this perspective with an examination of powerful performances that emphasize connections across perceived boundaries. We will explore how these performances communicated ideas that significantly impacted the direction of social and political movements throughout the 20 and into the 21 century. Our work throughout the quarter will include exploration of a variety of learning theories, skill building workshops, academic/reflective/reflexive writing activities, examination of approaches to physical and mental conditioning, ensemble coaching and performance workshops. Regular performance opportunities throughout the program will give students the opportunity to experience all of this from the inside as we continue to emphasize the value of considering each performance as an important step in the learning process rather than as the end game. Through each of the course activities as well as course readings, students will be offered the opportunity to (further) develop their awareness of the possibilities for personal growth through regular and thoughtful consideration of what connects us as humans.		Andrea Gullickson		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Personal Finance and Investing Glenn Landram economics	Course	SO–SRSophomore - Senior	2	02	Evening				Su 12Summer Session II	Personal finance and investing can sometimes be daunting to initiate. Yet long-term investing in equities can yield significant results with relatively low risk. We will examine the benefits of investing and how to initiate a low-cost, long-term investment plan. We will work from the critically acclaimed by Burton G. Malkiel. This class is for those that have some understanding of finance and would like to learn more as well as the novice that would like to take charge of their own lifetime savings.		Glenn Landram	Tue	Sophomore SO Junior JR Senior SR	Summer	Summer
Philosophy of Math Brian Walter and Rachel Hastings mathematics philosophy philosophy of science	Course	SO–SRSophomore - Senior	4	04	Day	F 11 Fall				Mathematicians seek deep truths about a purely formal world, one that may or may not have much to do with the physical world we inhabit. Through our readings, seminar discussions, and writing assignments, we’ll explore that connection, the existential status of mathematical objects (What is mathematics? Do mathematical objects actually exist, and if so, where? Are mathematical systems discovered or created?), and surrounding issues as we learn more about modern mathematical practice.This course coincides with the seminar portion of the Mathematical Systems program, so students in this course will share seminars with students in that program.	mathematics, philosophy, philosophy of science	Brian Walter Rachel Hastings	Tue	Sophomore SO Junior JR Senior SR	Fall	Fall
Photography: Advanced Projects Steve Davis communications media arts visual arts Signature Required: Spring	SOS	JR–SRJunior - Senior	16	16	Day and Evening			S 12Spring		This is an intentionally small, full time program intended for advanced and motivated photography students. Class sessions are expected to include workshops, lectures, field trips, and above all, rigorous critiques. Students will be expected to write and present at least one indepth research paper, present in-process work regularly, and finally, create a finished body of work, publicly exhibited.	photography, art	Steve Davis	Tue Thu	Junior JR Senior SR	Spring	Spring
Photography, Beginning Hugh Lentz media arts visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening	F 11 Fall				This course emphasizes beginning-level skill development in camera function, exposure, and black-and-white film development and printing as well as an introduction to digital imaging. We will focus on photography's role in issues of the arts, cultural representation, and mass media. Students will have assignments, critiques, collaborations, and viewing of work by other photographers. Each student will complete a final project for the end of the quarter.		Hugh Lentz	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Photography, Beginning Steve Davis media arts visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening		W 12Winter			This course emphasizes beginning-level skill development in camera use, lighting, exposure, b/w film and print processing. We will also briefly explore basic color printing and digital photography techniques. The essential elements of the class will include assignments, critiques and surveys of images by other photographers. Students of this class will develop a basic understanding of the language of photography, as a communications tool and a means for personal expression. Students must invest ample time outside of class to complete assignments.		Steve Davis	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Photography, Beginning Color Hugh Lentz visual arts	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Session I	In this beginning color photography class, we'll emphasize skill development in camera function, film exposure, and working in a darkroom learning to print from color negatives. We’ll have workshops in color darkroom mechanics and metering for ambient light and electronic flash. Using assignments, critiques, and slide viewing of historical and contemporary artists, students will develop the tools to pursue their own projects. In addition, students can continue to pursue their work through independent study or as part of a group contract for the second session.		Hugh Lentz	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Photography, Color and Lighting Hugh Lentz media arts visual arts Signature Required: Winter	Course	FR–SRFreshmen - Senior	4	04	Evening		W 12Winter			In this course we'll be learning to print from color negatives, work with medium format cameras, photograph with electronic flash, and work in the studio environment. There will be assignments, critiques, and viewing the work of other photographers. All assignments and all work for this class will be in the studio with lighting set-ups. In addition to assignments, each student will be expected to produce a final project of their own choosing and turn in a portfolio at the end of the quarter.		Hugh Lentz	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Photography, Digital Steve Davis media arts visual arts Signature Required: Fall	Course	SO–SRSophomore - Senior	4	04	Evening	F 11 Fall				This course will introduce students to photographic practice through digital means. Building from students' existing photographic skills and vocabulary, we will explore image-making with both digital and film cameras and work with computers, scanners and inkjet printers. Students will create work as exhibition-quality prints, and also create a photographic portfolio for the Web.		Steve Davis	Tue Thu	Sophomore SO Junior JR Senior SR	Fall	Fall
Photography, Introduction to Digital Steve Davis media arts visual arts	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Session II	This class is an introduction to photographic expression using digital cameras, computers, and printers. Image-making will take the forms of digital prints and online portfolios. A brief introduction digital video, HD panoramas, and the black-and-white darkroom will also be included. You will have full access to the Digital Imaging Studio and to our darkroom facilities. Digital cameras are available. Class requirements include scheduled assignments and a final project consisting of new, photographically-derived, digital work.		Steve Davis	Mon Tue Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Photography Techniques Hugh Lentz media arts visual arts Signature Required: Spring	Course	SO–SRSophomore - Senior	4	04	Evening			S 12Spring		This is an intermediate to advanced photography class where students will be using older methods and techniques of the medium. We’ll be spending a significant part of this class learning about and using 4x5 cameras. Additionally, we'll be working with UV printing, lith films, pinhole cameras, and more. There will be assignments based in these processes, and each student will produce a final project. We’ll also look at the work of contemporary and historical artists using these methods.		Hugh Lentz	Mon Wed	Sophomore SO Junior JR Senior SR	Spring	Spring
Physics Christopher Coughenour physics	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Full			Christopher Coughenour	Tue Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Physics and Calculus: Finding Order in the Physical World Mario Gadea mathematics physics	Program	SO–SRSophomore - Senior	8	08	Evening	F 11 Fall	W 12Winter	S 12Spring		Physics is concerned with the basic principles of the universe. It is the foundation on which engineering, technology, and other sciences are based. The science of physics has developed out of the efforts of men and women to explain our physical environment. These efforts have been so successful that the laws of physics now encompass a remarkable variety of phenomena. One of the exciting features of physics is its capacity for predicting how nature will behave in one situation on the basis of experimental data obtained in another situation. In this program we will begin the process of understanding the underlying order of the physical world by modeling physical systems using both the analytical tools of calculus and the numerical tools provided by digital computers. We will also have significant hands-on laboratory experience to make predictions and explore some of these models. In this thematically-integrated program, students will cover a full year of calculus and algebra-based physics through small-group discussions, interactive lectures, and hands-on laboratory investigations. In physics, we will learn about motion, energy, models, and the process for constructing them. Through our study of calculus, we will learn how to analyze these models mathematically. We will study some of Galileo's significant contributions to classical mechanics, Kepler's astronomical observations, Newton's work on calculus and laws of motion, Euler's applications of calculus to the study of real-life problems in physics (magnetism, optics and acoustics), Maxwell's development of the unified theory of magnetism, Einstein’s relativity, and many others. This program will cover many of the traditional topics of both a first-year calculus sequence and a first-year physics sequence. Covering these topics together allows for the many connections between them to be reinforced while helping make clear the value of each.	mathematics, physics, engineering, energy systems, education	Mario Gadea	Tue Thu	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Plant Biology Lalita Calabria biology botany field studies natural history	Course	FR–SRFreshmen - Senior	6	06	Evening and Weekend				Su 12Summer Session I	This course is designed to increase your awareness and appreciation of the biological, cultural, and economic importance of plants. Through this awareness and appreciation of plants you can begin to develop a "Botanical Sense of Place". We will begin by reflecting on your personal experiences with plants from youth to the present in the form of a creative nonfiction-style essay. These experiences are the foundation of your botanical knowledge, and they will serve as tool for connecting the major concepts we learn in class with your real-life experience of plants. In lectures, we will survey the major groups of the Plant Kingdom including bryophytes, seedless vascular plants, gymnosperms, and angiosperms. We will also draw on contemporary scientific journals articles to help you gain in-depth understanding of certain biological concepts and to apply this understanding to current events. In labs, students will gain hands-on experience studying plants with microscopes as we examine the form and function of plant structures in the context of their evolutionary history. On field trips, students will learn to recognize and identify the common native plants of the Pacific Northwest.		Lalita Calabria	Tue Thu Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Plants: Nature's Chemical Factories Lalita Calabria and Peter Pessiki botany chemistry	Program	FR–SRFreshmen - Senior	8	08	Evening and Weekend			S 12Spring		Plants produce an outstanding number of chemical compounds that function as protection against pests, as colorings, as scent attractants, as hormones, and more. Many of these compounds have proven to be important for human survival and are utilized by humans for food, medicine, poison, and spiritual ceremony. This program will explore plants and the chemicals produced by these plants that humans find useful. We will utilize lectures, labs, and fieldwork to focus on the botany and chemistry of these productive plants. The chemistry lectures will be based on classes of chemical constituents, and the botany lectures will outline the taxonomy, ethnobotany, and chemical ecology of the major groups of plants as it relates to their chemistry (chemotaxonomy). Labs will focus on learning how to isolate plant chemicals using techniques such as soxhlet extraction, column chromatography, and distillation. The fieldwork component will take advantage of our unique campus setting and may include wildcrafting, some kitchen-based labs, and utilizing the many gardens on campus in a variety of ways.		Lalita Calabria Peter Pessiki	Mon Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
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
Political Economy and Social Movements: Local, National and Global Transformations Anthony Zaragoza and Jeanne Hahn African American studies American studies agriculture community studies cultural studies economics education gender and women's studies geography history international studies law and government policy law and public policy political economy political science	Program	SO–SRSophomore - Senior	16	16	Day	F 11 Fall	W 12Winter			The world is undergoing profound change at the global, state and local levels. This program will introduce students to the major political-economic concepts and historical developments necessary for a deep and usable understanding of these changes. It is intended to provide a foundation for advanced work in political economy and the social sciences as well as enable students to become effective citizens and social agents. We will examine the historical construction and interrelated nature of the U.S. political economy, including its place in the larger world system and its operation at the local level. We will also consider the role social movements have played and examine possibilities for social justice, self-determination and equality.The nature, development and concrete workings of modern capitalism will be a major focus. This means our study will draw on a range of social science disciplines, including history, political science, economic history, sociology and cultural studies to develop a multidisciplinary, multilevel understanding of the concepts, historical periods and social movements which will form our curriculum.In fall, we will study the U.S. political-economic trajectory from the early national period to the current manifestation, neoliberalism. There will be a particular focus on key events, processes and periods such as migrations, social movements, economic crises, privatization, and industrialization, deindustrialization and automation. Throughout we will attempt to include a global and local context. Our studies of transformation will examine the relationship between building movement (ongoing changing conditions) and movement building (responses to these conditions) and constructions of race, class and gender relations in the context of these transformations.The winter will continue to focus on the interrelationships among the globalization process, the U.S. political economy, and changes at the local level. We will study the causes and consequences of the deepening globalization and technologizing of capital and its effects on daily lives. We will pay attention to the human consequences of imperialist globalization and resistance to it. Beginning in the fall but focused in the winter students will engage in a research project in which they examine the political economy of their own hometowns over the last several decades.Films will be shown throughout the program. There will be a substantial amount of reading in a variety of genres, which will be discussed in seminars. Workshops and role-playing exercises in economics, globalization, writing and organizing for social change will be used. Students will write a series of analytical essays, and learn about popular education, participatory research, and academic methodologies.	education, labor, community and global justice, social services, history, law, nonprofit work, political economy and informed civic participation.	Anthony Zaragoza Jeanne Hahn		Sophomore SO Junior JR Senior SR	Fall	Fall
Politics and The Nature of Leadership Amy Gould American studies government leadership studies political science	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter			Harold Lasswell stated, "politics is about who gets what, when, where, and how." Therefore, we need leaders who can access the underpinnings of politics and the consequences of political ideologies. In the fall, students will learn to be actively engaged in politics by first understanding where politics come from and the myriad of ideologies in practice globally. In the winter, students will focus on how they can hone their own leadership style. We will explore how engagement in politics can test our character regularly. To this end, Bill George stated, "successful leadership takes conscious development and requires being true to your life story." Throughout both quarters, as members of a learning community and society, we will endeavor to excavate the nature of leadership and the relational space of politics via classic and contemporary readings, guest speakers, seminar, debate, lecture, workshops and local field trips. We will seek to understand the dynamics of politics by applying leadership techniques for decision-making through program analyses, policy briefs, and legislative testimony. We will also pursue an understanding of philosophical foundations of Western political thought, the history of the U.S. Constitution and Constitutions of regional Tribal Nations, and concepts of political "otherness." In this pursuit we will define multiple political ideologies internationally and assess the nexus of leadership and politics. Students will have the opportunity to develop leadership skills of active listening, analytical thinking, scholarly dialog, effective communication, and writing for public administrators.	public administration, public service, non-profit management or political office.	Amy Gould		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Politics, Leadership, and the Policies they Create Amy Gould	Course	JR–GRJunior - Graduate	4	04	Evening and Weekend				Su 12Summer Session II	Harold Lasswell stated, "politics is about who gets what, when, where, and how." Therefore, we need leaders who can access the underpinnings of politics and the consequences of political ideologies. Students will be actively engaged in politics by first understanding where politics come from and the myriad of ideologies in practice. Further, students will focus on how they can hone their own leadership style. We will explore how engagement in politics can test our character regularly. To this end, Bill George stated, "successful leadership takes conscious development and requires being true to your life story." As members of a learning community and society, we will endeavor to excavate the nature of leadership and the relational space of politics via classic and contemporary readings, guest speakers, seminar, debate, lecture, and workshops. We will seek to understand the dynamics of politics by applying leadership techniques for decision-making through field journals, policy analysis, and legislative testimony. We will also pursue an understanding of philosophical foundations of Western political thought, the history of the U.S. Constitution and constitutions of regional Tribal Nations, and concepts of political "otherness" that come about in designing public policies. In this pursuit we will define multiple political ideologies and assess the nexus of leadership and politics. In sum, we will dig in to what many talk about but few really understand: politics, leadership, and the policies they create. Students will have the opportunity to develop leadership skills of active listening, analytical thinking, scholarly dialog, effective communication, and writing for public administrators.		Amy Gould	Wed Sat Sun		Summer	Summer
Power In American Society Lawrence Mosqueda American studies history political economy political science sociology	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall				This program focuses on the issue of power in American society. In the analysis we will investigate the nature of economic, political, social, military, ideological and interpersonal power. The interrelationship of these dimensions will be a primary area of study. We will explore these themes through lectures, films, seminars, a journal and short papers. The analysis will be guided by the following questions, as well as others that may emerge from the discussions: What is meant by the term "power"? Are there different kinds of power and how are they interrelated? Who has power in American society? Who is relatively powerless? Why? How is power accumulated? What resources are involved? How is power utilized and with what impact on various sectors of the population? What characterizes the struggle for power? How does domestic power relate to international power? How is international power used? How are people affected by the current power structure? What responsibilities do citizens have to alter the structure of power? What alternative structures are possible, probable, necessary or desirable? In this time of war and economic, social and political crisis, a good deal of the program will focus on international relations in a systematic and intellectual manner. This is a serious class for serious people. Please be prepared to work hard and to challenge your and others' previous thinking.	social sciences, law and education.	Lawrence Mosqueda	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
The Practice of Sustainable Agriculture: Fall Stephen Bramwell agriculture botany ecology environmental studies sustainability studies Signature Required: Fall	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall				The schedule for The Practice of Sustainable Agriculture has been shifted to the agricultural calendar. This is the third quarter of a three-quarter sequence that started in last spring quarter. This program integrates theoretical and practical aspects of small-scale organic farming in the Pacific Northwest and requires serious commitment from students—we start at 8 AM Monday, Tuesday, Wednesday and Thursday and all students will work on the farm, which may include early mornings before class. Each week of the program there will be eight hours of classroom instruction and twenty hours of practicum work at Evergreen's Organic Farm.The program's academic classroom portion will cover a variety of topics related to practical farm management, including annual and perennial plant propagation, entomology and pest management, plant pathology and disease management, weed biology and management, soil quality and soil management, crop botany, animal husbandry/physiology, polycultures, integration of crops and livestock, orchard management, appropriate technology, weather forecasting, and climatology. As part of their training, students will be required to develop and write farm management and business plans. On a weekly basis, students can expect to complete seminar readings and reflective writings, work through assigned textbooks, and write technical reports to demonstrate an integration of theoretical concepts and practice gained through the farm practicum.The academic practicum on Evergreen's organic farm will include hands-on instruction on a range of farm-related topics including greenhouse management and season extension techniques, farm-scale composting and vermiculture, seed saving, irrigation systems, mushroom cultivation, farm recordkeeping, tool use and care, farm equipment operation and maintenance, and techniques for adding value to farm and garden products. Students will also have the opportunity to explore their personal interests related to agriculture, homesteading, and developing communal farms/ecovillages through research projects. Each quarter we will visit farms that represent the ecological, social and economic diversity of agriculture in the Pacific Northwest. Students will also attend and participate in key sustainable and organic farming conferences within the region. After completing this program, students will have an understanding of a holistic approach to managing a small-scale sustainable farm operation in the Pacific Northwest.	agriculture, farm and garden management, and applied horticulture.	Stephen Bramwell		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
The Practice of Sustainable Agriculture: Spring David Muehleisen and Stephen Bramwell agriculture biology botany ecology environmental studies field studies sustainability studies zoology Signature Required: Spring	Program	SO–SRSophomore - Senior	16	16	Day			S 12Spring		What does it take to start up and run a small-scale agricultural business? Do you know how to grow organic food? Are you interested in contributing to the success of the campus Organic Farm? Join us on the farm for hard work and a wide-ranging examination of these and other questions.In this three-quarter program which begins spring quarter, we will integrate the theoretical and practical aspects of organic small-scale direct market farming in the Pacific Northwest by working on the Evergreen Organic Farm through an entire growing season (spring, summer and fall quarters). All students will work on the farm a minimum of 20 hours per week. The program is rigorous both physically and academically and requires a willingness to work outside in adverse weather on a schedule determined by the needs of crops and animals.Our exploration of critical agricultural topics will occur through a curriculum that is intricately tied to what is happening in the fields as the growing season progresses. The major focus of the program will be developing the knowledge and skills needed to start up and operate a small-scale agricultural operation based on a sound understanding of the underlying science and business principles. At the same time, hands-on farm work will provide the context for developing applied biology, chemistry and math skills.Each quarter, we will cover a variety of seasonally appropriate topics needed to operate a sustainable farm business. In the spring, we will focus on soil science and nutrient management, annual and perennial plant propagation, greenhouse management, crop botany, composting, vermiculture, and market planning. In the summer our focus will be on entomology and pest management, plant pathology weed biology and management, water management and irrigation system design, animal husbandry, maximizing market and value-added opportunities and regulatory issues. The fall quarter's focus will be on season extension techniques, production and business planning, the use and management of green and animal manures, cover crops, and crop storage techniques and physiology.Additional topics will include record keeping for organic production systems, alternative crop production systems, apiculture, aquaponics, urban agriculture, small-scale grain-raising, mushroom cultivation, and techniques for adding value to farm and garden products. Students will learn how to use and maintain farm equipment, ranging from hand tools to tractors and implements. Students will have the opportunity to develop their personal agricultural interests through research projects. Topics will be explored through on-farm workshops, seminars, lectures, laboratory exercises, farm management groups, guest lectures, field experimentation and field trips to regional agricultural operations. Books typically used in the program include by Gershuny, by Mohler and Johnson (eds.), by Wiswall, by Ekarius, by Altieri, and by Coleman. If you are a student with a disability and would like to request accommodations, please contact the instructor or the office of Access Services prior to the start of the quarter. Access Services, Library Bldg. Rm. 2153. Contact Program Coordinator Steve Schmidt, PH: 360.867.6348; TTY 360.867.6834; E-mail: schmidts@evergreen.edu. If you require accessible transportation for field trips, please contact the instructor well in advance of the field trip dates to allow time to arrange this.Students planning to take this program who are receiving financial aid should contact financial aid early in fall quarter 2011 to develop a financial aid plan that includes summer quarter 2012.	farm and garden management; working with non-profit organizations focusing on food, land use and agriculture; State and County Extension; and State and Federal regulatory agencies.	David Muehleisen Stephen Bramwell		Sophomore SO Junior JR Senior SR	Spring	Spring
The Practice of Sustainable Agriculture: Summer Stephen Bramwell and David Muehleisen agriculture biology botany ecology environmental studies field studies sustainability studies Signature Required: Summer	Program	SO–SRSophomore - Senior	16	16	Day				Su 12Summer Full	This is a spring, summer, fall program and is open only to students continuing from the spring. For the full program description, see .		Stephen Bramwell David Muehleisen		Sophomore SO Junior JR Senior SR	Summer	Summer
Precalculus and Calculus 1 Allen Mauney mathematics	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Session I	The program will begin with an intensive preparation for the calculus curriculum. The main topics will be polynomial, rational, exponential, logarithmic, and trigonometric functions. Topics will be selected based on their direct relevance to calculus so students who have taken pre-calculus will still benefit from the material. The calculus curriculum will include approximations, limits, the derivative as a limit, the derivative function, the rules of differentiation, and applications of the derivative, especially optimization.		Allen Mauney	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Precalculus I, II Vauhn Foster-Grahler mathematics	Course	FR–SRFreshmen - Senior	4	04	Day	F 11 Fall	W 12Winter			This two-quarter sequence of courses will prepare students for calculus and more advanced mathematics. It is a good course for students who have recently had a college-level math class or at least three years of high school math. Students should enter the class with a good knowledge of supporting algebra. Fall quarter will include an in-depth study of linear, quadratic, exponential, and logarithmic functions. Winter will include an in-depth study of trigonometric and rational functions in addition to parametric equations, polar coordinates, and operations on functions. Collaborative learning, data analysis and approaching problems from multiple perspectives (algebraically, numerically, graphically, and verbally) will be emphasized.		Vauhn Foster-Grahler	Mon Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Preparing for Study Abroad Chris Ciancetta cultural studies	Course	FR–SRFreshmen - Senior	2	02	Day		W 12Winter			This course is designed to acquaint students with cultural adjustment theory, cross-cultural communication, and analytical journal writing prior to study abroad. Students explore the meaning of culture, examine our own cultural assumptions, learn effective methods for gathering information in a different culture, and consider the challenges associated with the cultural adjustment process. Course work culminates with constructing and presenting a plan for project work abroad.		Chris Ciancetta	Tue Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Printmaking: Intaglio Techniques Judith Baumann visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening	F 11 Fall				The art of incising lines and printing from copper plates dates back to the early 1400s. Students will learn to create rich, tonal, vibrant images using traditional techniques honed over the centuries. Monotypes, drypoint, engraving, etching, aquatint, stage biting, chine collé and a la poupée methods, and multiple-plate printing will be demonstrated throughout the quarter. Students will work toward developing a technical portfolio highlighting both craft and concept. Basic drawing skills are recommended.		Judith Baumann	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Printmaking: Introduction to Serigraphy Judith Baumann visual arts	Course	FR–SRFreshmen - Senior	4	04	Day				Su 12Summer Session I	This course is an introduction to the fine art of serigraphy or screen-printing. Working only on paper, students will learn to create both hand-drawn and computer generated stencils for use with photoemulsion-based printing techniques. Students will work toward developing a conceptual body of work with an emphasis on professional editioning practices. A final portfolio of student work is due upon completion of the course.		Judith Baumann	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Printmaking: Letterpress and Artists' Books Judith Baumann visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening			S 12Spring		This course will focus on the history of typography and the study of typesetting and letterpress within a contemporary book-arts context. Students will learn how to hand set and handle 50 - 100 year-old type, how to properly print and proof blocks of text using Vandercook and Platen Presses, and how to use color theory principles in their work. In addition, students will learn basic bookmaking techniques and begin to integrate letterpress into artists' books. Students are expected to work outside of class time approximately six hours a week in order to complete all coursework.		Judith Baumann	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Printmaking: Photo-Based Processes Judith Baumann visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening		W 12Winter			Traditional printmaking processes and photographic techniques combine in this comprehensive overview of photo-based intaglio, serigraphy, and photolithography. Using computer-generated, digital positives as films, students will prepare and expose light-sensitive copper plates, screens, and aluminum plates to create distinctive hand-printed imagery. Throughout the course, students will also study the history and contemporary applications of the medium. While introductory, this course is highly process-based and technical in nature. Students are expected to have prior digital image editing experience. Experience in printmaking and/or photography would also be beneficial.		Judith Baumann	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Producing and Sequencing Music Peter Randlette computer science media arts music	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Session I	Computers are a common tool for creative arts and music. This 5-week program will familiarize members with the use of sequencing and audio production software and synthesizers and will cover some of the technical 'mysteries' which are critical to comprehending use. This program is mostly about exploring the musical production process and finding ways to explore personal musical experimentation. The only prerequisites are interest in music, some keyboard and/or guitar skill, and curiosity. The class structure will consist of lecture/workshop sessions, individual studio times for trying the different functions of the software, and playback times to share work with other classmates. Members will be expected to spend a minimum of two 4-hour blocks in the studio per week. Consulting times will be scheduled to permit members to meet for individual or small group assistance in the studio.		Peter Randlette	Tue Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Programming in Python and Robotics Richard Weiss	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Session II	We will explore programming, image processing, and AI through robotics. The robot we will use is the Scribbler by Parallax. Students will work on a project in groups after learning the basics about the robot. They will also learn the fundamentals of programming in Python, which is a powerful scripting language. This is ideal for students who have programmed in another language. Students will develop an understanding of the object-oriented programming paradigm, program design, and problem solving. Python also interfaces with C, and they will learn how to write simple C programs to interface with Python.		Richard Weiss	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Projects in Experimental Media and Music Naima Lowe and Ben Kamen media arts media studies moving image music Signature Required: Spring	Program	SO–SRSophomore - Senior	16	16	Day			S 12Spring		As an extension of the , and Programs (taught in Fall and Winter 2011 by Naima Lowe and Ben Kamen), students will have the opportunity to explore the shared histories, theories and practices of post-modern, conceptual, and experimental media and music. Our work will complicate the commonly perceived relationships between music and moving image (the music video or the movie soundtrack) by focusing on collaboration, interactivity, installation and performance. Thematically, we will also address issues of the how the development of particular technologies have influenced experimental media and music. The program will have three key components: 1) The execution of weekly collaborative group assignments that enhance and develop skills in media and music production, performance, installation, and interactivity. 2) The development of a quarter long independent project that combines concepts and practices from experimental media and music. This project will also include a research paper on an artist or art practice that relates to the creative work. 3) A weekly seminar will include readings and screenings oriented towards approaches to contemporary experimental music and media including performance, installation, collaboration, collectivism, and abstraction, while also studying the histories of media and musical technologies that have influenced work in these fields. We will also take occasional short field trips to local and regional venues showcasing experimental music and media. Program Applications will be available by February 2012.	Media production, electronic music, visual arts.	Naima Lowe Ben Kamen		Sophomore SO Junior JR Senior SR	Spring	Spring
Psychology: Child and Family Development Candace Vogler psychology	Course	SO–SRSophomore - Senior	4	04	Evening			S 12Spring		In this advanced class we will focus on attachment theory and family systems theory as lenses into understanding the complexity of working with children and families in many settings: education, mental health, psychology etc. We will use psychological texts, fiction, films and personal histories to understand the interplay between biological endowment, early attachment and family development as well as the external constraints families and children face, including poverty, out-of-home placement, schools and trauma. Work in class will include seminars, role-plays, some lecturing. Students will journal regularly, write 4 short response papers. and one longer paper. Self and faculty evaluations are required.		Candace Vogler	Wed	Sophomore SO Junior JR Senior SR	Spring	Spring
Psychology: Clinical Interviewing Candace Vogler psychology	Course	SO–SRSophomore - Senior	4	04	Evening		W 12Winter			This course is intended for students interested in careers involving interpersonal relationships including counseling, teaching, social work, and psychology. Studies in basic developmental theory will supplement class work focused on developing skills in intentional interviewing and how these skills connect to family systems concepts. Students will explore how their own history reflects and shapes their work with others, as a foundation for further learning, academic training, and experience. Students must use their own audio tape and playback equipment or equipment available through media loan to transcribe and analyze in-class interviews and role plays as they develop skills in understanding the role of the observer in gathering clinical, personal, and ethnographic information. Self and faculty evaluations are required.		Candace Vogler	Wed	Sophomore SO Junior JR Senior SR	Winter	Winter
Public Speaking Marla Elliott	Course	JR–GRJunior - Graduate	2	02	Evening and Weekend				Su 12Summer Session I			Marla Elliott	Fri Sat Sun		Summer	Summer
Public Speaking Intensive Lori Blewett communications	Course	FR–SRFreshmen - Senior	4	04	Evening and Weekend				Su 12Summer Session I	This weekend-intensive course focuses on the fundamentals of public speaking. It is aimed at enhancing students' confidence and ability regardless of their current level of experience. Students will learn to control speech anxiety, compose persuasive and informative speeches, use visual aids appropriately, and develop performance skills for effective public presentations. All students will receive individualized feedback and coaching.		Lori Blewett	Mon Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Queer Genders; Query and Theory Talcott Broadhead cultural studies gender and women's studies queer studies sociology	Program	SO–SRSophomore - Senior	8	08	Day and Evening				Su 12Summer Full	In this Transgender Studies, trans* and queer-affirmative course we will examine current voices and theories on gender identity and gender difference from queer and transgender perspectives. We will investigate how gender is defined, interpreted, and distinguished all around us. We will critically explore contemporary theoretical and cultural works and consider how they inform and challenge our understanding of sex, gender, sexuality, and the body. Noticing the tensions as well as convergence between transgender, queer, and feminist perspectives, we will explore how these different communities may engage with each other and build productive alliances.This course will investigate the legal restrictions, systems of oppression, and administrative violence that informs the systematic disenfranchisement and pathologization of trans* identities. We will consider voices and movements that promote informed consent access to trans* healthcare, transformative justice and radical social transformation.As most of the theoretical and historical writings that we will explore are by North American authors, we will examine the limitations of these pieces across intersecting identities. The course will also be informed by film, music, and guest lectures by various trans, queer, and feminist authors, activists, and allies. Course discussions may center on representation and self-presentation, silence and voice, transgender/gender non conforming history, feminist theory, visibility, invisibility, empowerment, ally-ship, and anti-oppression work. Together we will engage in un-learning the binary and work to define and shift the behaviors that have created a climate of systematic gender injustice.	social work, social services, counseling, advocacy, health-related services	Talcott Broadhead	Tue Wed	Sophomore SO Junior JR Senior SR	Summer	Summer
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
Ready Camera One: We're Live Sally Cloninger communications gender and women's studies media arts media studies	Program	SO–SRSophomore - Senior	16	16	Day			S 12Spring		This program is designed primarily for students interested in exploring visual literacy, television production, performance and media criticism. Students will be introduced to both media deconstruction and media production skills through a series of lecture/screenings, workshops and design problems that focus primarily on collaborative multi-camera studio production. No prior media production experience is required. We will take a critical, performative and historical approach as we examine and even emulate the production style and lessons from the early history of 20th century live television. Students will be expected to perform in front of as well as behind the camera and will explore the logistics and aesthetics of multi-camera direction and design. We will investigate the aesthetics and implications of live performance and multi-camera production for new media as well. This program will also examine the politics of representation, i.e., who gets the camera, who appears on the screen, and who has the power. Therefore, students who choose to enroll should be vitally and sincerely interested in the issues and ideas concerning the representation of gender, race, ethnicity, class and sexual orientation in the media. Activities will include training in the CCAM, a multi-camera TV studio facility, instruction in basic performance and writing for television, and a survey of visual design principles. In addition to a series of studio exercises, students will complete a collaborative final project that combines media analysis, research, performance and production about broadcast content and ideology.	media arts, humanities, social sciences and mass communications.	Sally Cloninger	Wed Thu Fri	Sophomore SO Junior JR Senior SR	Spring	Spring
Recycled Bikes Bob Woods visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening			S 12Spring		Students will resurrect junkyard bikes and transform them into alternative ideas of pedal powered transport. While researching design sources and experiencing take-a-part mechanics, participants will practice appropriate fundamentals of bicycle cut and fit fabrication through the construction of a simple Kick Bike. Using this experience, each person will then build a bike-ish design of their choice and ride in parade at quarter’s end.		Bob Woods	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Re-Interpreting Liberation: Third World Movements and Migration Therese Saliba, Alice Nelson and Savvina Chowdhury cultural studies economics gender and women's studies history literature Signature Required: Winter Spring	Program	SO–SRSophomore - Senior	16	16	Day	F 11 Fall	W 12Winter	S 12Spring		For centuries, shouts of liberation have echoed through the streets, from Kolkata, India, to Caracas, Venezuela. Today, new movements are afoot, inviting us to re-visit the question, "What does independence mean in the cultural, historical, political and economic context of the global South?" Third World liberation movements that arose in the aftermath of World War II did so not only as organized resistance to colonial forms of oppression and domination, but also as attempts to reconceptualize an alternative, anti-imperial and anti-racist world view. While gaining some measure of political independence, nations such as India, Egypt, Algeria, Mexico and Nicaragua found that they remained enmeshed in neo-colonial relations of exploitation vis-à-vis the former colonial masters. Their post-colonial experience with nation-building bears witness to the actuality that political liberation remains inseparable from economic independence.Through the disciplinary lenses of literature, cultural studies, political economy and feminist theory, this program will explore how various ideas of liberation (sometimes complementary, sometimes contradictory) have emerged and changed over time, in the contexts of Latin America, the Middle East and the Indian subcontinent. We will explore religious, national, gender, ethnic and cultural identities that shape narratives of liberation through the discourses of colonialism, neocolonialism, religious traditions and other mythic constructions of the past. We will examine how deep structural inequalities have produced the occupation and partitioning of land, and migrations, both forced and "chosen."With emphasis on a variety of texts, we will examine the ways in which authors revisit their histories of European and U.S. colonialism and imperialism, question the ways stories have been written, and seek to tell another story, re-interpreting liberation. In fall, we will explore several historical models of liberation and critique dominant representations of Third World nations. We will focus especially on India's path to independence, the Algerian and Cuban revolutions, Egypt/Arab Nationalism, the Chilean Road to Socialism, and connect resistance in Chile under Pinochet to Lebanon in the 1980s. In winter, we will move forward chronologically, and our cases will include: Iran and Nicaragua in the late 1970s and 1980s (with emphasis on theologies of liberation and the Iran-Contra affair), the Palestinian/Israeli conflict, the indigenous, post-nationalist resistance movements in Chiapas and India, the state-led Bolivarian Revolution in Venezuela, the Green Movement in Iran today, and opposition to U.S.-led wars in Afghanistan and Iraq. We will look at feminist involvement in each of these contexts, as well as the role of U.S. foreign and economic policy in suppressing liberatory movements.In spring quarter, we will focus on migration as a legacy of colonial relations, now reconstituted through neoliberal structural adjustment, combined with heightened militarization and corporate control. We will examine the day-to-day realities of dislocation through the literature of various diasporas, and the quest for community, sovereignty and economic security in the post 9-11 era.One aspect of this program includes participation in the campus Spring Symposium, "The Occupy Movement: Uprisings at Home and Abroad" to be held Thursday evenings 6-9pm.	education, international studies, community advocacy and foreign service.	Therese Saliba Alice Nelson Savvina Chowdhury		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Reproduction, Birth, and Power Laura Citrin and Carolyn Prouty biology gender and women's studies health history physiology psychology sociology	Program	FR–SRFreshmen - Senior	16	16	Day		W 12Winter			Why is the rate of caesarian section births rising? What are the ethical implications when parents choose for certain traits in embryo selection? How do our ideas of masculinity and femininity shape male and female reproductive health? How is infertility, abortion, and maternal mortality experienced differently across race and class? This program will explore the sociological, psychological, historical, political, and ethical issues related to reproduction and childbirth, mainly in the US, but we look at the global manifestations of these issues as well. We will learn basic female and male reproductive anatomy and physiology in humans, including the physical processes involved in birth.Through lecture, seminar, film, reading and discussion stimulated by multiple guest speakers from the community, students will examine such topics as conception, pregnancy, birth and the postpartum period; ethical issues in fertility (including infertility) and obstetrics; power and hierarchy in reproductive health care; and breakthroughs in the technologies of reproduction. Students can expect to read and analyze primary scientific and social science literature, academic and popular texts, and to learn to recognize and think critically about their own evolving perspectives surrounding reproduction and birth.		Laura Citrin Carolyn Prouty	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Research Methods in Environmental Studies Martha Henderson environmental studies geography	Course	JR–GRJunior - Graduate	4	04	Evening				Su 12Summer Session II	Research at the graduate level in environmental studies is an important step for students working towards undergraduate and masters degrees. The sum total of the research work requires thoughtful definition of a problem, identification of theoretical and appropriate methods for data collection, use of standard tools of data analysis, and a desired logical conclusion. This class will help students articulate good research questions, determine methods of analysis with special emphasis on qualitative methods, and assist students in developing a reasonable research agenda. Students engaged in individual research projects or beginning work on their masters’ theses are welcome. We will collaborate and develop research strategies that will be effective in the pursuit of major individual research projects.The class will be a one week intensive class meeting in the evenings from 6-10pm. We will also meet on the last Saturday of the week. Reading materials will be assigned at the beginning of the second summer session by email. Assignments will be due at the end of the second summer session.		Martha Henderson	Mon Tue Wed Thu Fri Sat		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
River Reciprocity Lucia Harrison ecology environmental studies natural history visual arts	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		The study of stream ecology and visual art will provide the framework and tools to examine, observe, record, and know a place. We will explore the role of art and science in helping people develop a deep and reciprocal relationship with a watershed. Designed for beginning students in art and ecology, we will study the characteristics of local streams and make drawings that are inspired by a connection to a specific stream. The Nisqually River Watershed will be the focus for our collective work while the numerous local streams will serve as individual focal points for student projects throughout the quarter.Through reading, lectures and field study, students will learn the history of the watershed, study concepts in stream ecology, learn to identify native plants in the watershed and learn about current conservation efforts. They will develop beginning drawing skills and practice techniques for keeping an illustrated field journal. Students will work in charcoal, chalk pastel, watercolor, and colored pencil. Students will explore strategies for using notes and sketches to inspire more finished artworks. Students will study artists whose work is inspired by their deep connection to a place. Each student will visit a local stream regularly, keep a field journal, and in the second half of the quarter, students will create a series of artworks or an environmental education project that gives something back to their watershed.		Lucia Harrison		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Roji: Japanese Design I, II Daryl Morgan visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening		W 12Winter	S 12Spring		The Tea House () and the Tea Garden () that surrounds it form a single entity. Modest in size and scale, intentionally simple and rustic, they nonetheless employ abstract concepts of form, space, pattern, harmony, and order in such a way as to create a place which transcends the ordinary world. Students enrolled in this two-quarter course will develop a master plan for such a place, a proposed Japanese Tea Garden and Tea House to be built on the campus of The Evergreen State College. The project will require planning not only for the garden and tea house, but for a number of additional structures including gates, pathways, benches, bridges, and walls/fences typically found in a 17th century Zen garden. Students in the course will directly engage the entire planning, design, and schedule-development process, from initial drafting of a scope statement through site analysis and selection, conceptual garden and structures design, materials analysis and acquisition, function of specifications, construction planning and scheduling, and formal planning approval.		Daryl Morgan	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Roots of China: Culture, Art and Poetics Andrew Buchman, Wenhong Wang, Rose Jang and Mingxia Li cultural studies history language studies literature music study abroad theater Signature Required: Winter	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter	S 12Spring		We'll study Chinese history, poetry, visual art, theatre and music in fall and winter, then spend an optional month at the National Academy of Chinese Theatre Arts in Beijing in the spring. Extra financial aid is available for this study abroad program for qualified students. We'll study Chinese civilization from ancient to contemporary times, comparing it with Western cultural models. As Ai Weiwei's case demonstrates, artists continue to be agents of social change in Chinese society today. We'll look at artists' lives as well as their work throughout China's history. To appreciate the central Chinese artistic tradition of depictions of and meditations on nature, we'll study the natural history of China, a country the size of the U.S. with remaining wilderness, despite its large population and burgeoning economy.Workshops on mythology, poetry, folk songs, martial arts, theatrical movement, ritual and secular music, and calligraphy will bring cultural legacies alive for us. In lively, interactive Chinese language lessons, students will create new works of poetry, music, and theatre inspired by Chinese model. We will study Chinese language in order to approach the Chinese world, since, as Heidegger put it, it is from language that "we receive the soundness of our roots" – that is, become intimate with the linguistic idioms, shapes, and sounds that color Chinese culture. Students will study language at their own levels and their own pace, as part of a holistic, supportive, inspiring curriculum.Although there are no prerequisites in performance, arts, Chinese language or aesthetics, interests or previous study in any of these fields will be useful. Expect plenty of reading and writing, creative workshops featuring small group work, and independent research and creative projects that will increase in size as the year progresses. Students will have ample opportunities to develop their individual artistic and academic interests.During fall quarter, we will survey the poetry and art of pre-modern China, from ancient texts and excavated musical instruments to recurrent images in Chinese folklore. We'll address the mythological and philosophical subtexts of these works as well, such as aspect of gender and class. We'll focus on works that continue to be enacted and reinterpreted by contemporary poets, performers and artists. We'll examine vital controversies around competing approaches to the tradition.Winter quarter will take us into the modern era. We will study important writers, poets, musicians, performers, visual artists and filmmakers from the late 19th and 20th centuries, including some from the Chinese global diaspora who helped to create and shape a new vision of China as a republic. We will analyze how processes of cultural transformation and modernization within the last century are reflected in departures, in content and form, from classical models and traditions. Students will finish a research paper and teach the rest of the program what they've learned through individual or group presentations.In spring quarter, we'll get to know some prominent contemporary Chinese artists and literary figures, and explore the blossoming artistic scenes in many Chinese cities. During the second half of the quarter, interested students will have the opportunity to go to Beijing to study Chinese language and culture first-hand. These students will also study and practice the beauty of Chinese theatre arts with professional teachers in small, intimate workshops. Students who elect not to study abroad will pursue a major research project, and/or ethnographic fieldwork in an Asian community in the United States, and/or pursue internship opportunities. Update on Scholarships for Study in China: Students who receive the Federal Pell Grant should apply for a Gilman Scholarship by the October 4, 2011 deadline. For more information, go to "http://www.iie.org/en/Programs/Gilman-Scholarship-Program", or contact Michael Clifthorne on campus at 360-867-6421.	Chinese-American joint ventures, arts-related fields, English teaching in Asia, travel and tourism, and cultural studies.	Andrew Buchman Wenhong Wang Rose Jang Mingxia Li		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
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
Russian, Beginning I, II, III Elena Smith language studies	Course	FR–SRFreshmen - Senior	4	04	Day	F 11 Fall	W 12Winter	S 12Spring		In this year-long sequence of courses you will learn how to decipher the mysterious-looking Cyrillic alphabet; read, write, and construct sentences; and eventually express yourself in Russian. Constant exposure to the authentic Russian language, literature, history and culture will enable you to better understand Russian grammar, develop vocabulary, and improve your communication skills. By spring quarter, you will have been exposed to advanced structures, grammar patterns, and vocabulary as well as various Russian idioms. A variety of activities including staging skits, acting out true-to-life situations, viewing Russian films, and listening to a variety of Russian music will help you strengthen your comprehension skills and build the necessary confidence in using Russian.		Elena Smith	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Russian, Intermediate I, II, III Elena Smith language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 11 Fall	W 12Winter	S 12Spring		This year-long sequence of courses in second-year Russian will help students move forward in their mastery of Russian pronunciation, grammar, and vocabulary. Class is conducted largely in Russian. Students will continue strengthening their language skills through intensive work on grammar, reading short stories and newspaper articles, and engaging in conversation and comprehension exercises. They will also memorize Russian poetry, learn songs, act out true-to-life situations, and participate in thematic discussions to strengthen their comprehension and speaking skills and build the necessary confidence in using Russian. Students will deepen their knowledge of Russian culture by watching the best of Russian films, reading authentic Russian stories, and listening to a variety of Russian music critical for understanding the mystery of the Russian soul.		Elena Smith	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Salish Sea and the Pacific Northwest: Lives and Landscapes Nancy Anderson, Frances V. Rains and John Baldridge Native American studies cultural studies ecology environmental studies geography health natural history	Program	FR–SRFreshmen - Senior	8, 12, 16	08 12 16	Day and Evening	F 11 Fall				How much do you really know about the Salish Sea/Puget Sound region, its peoples, its landscapes, and its natural inhabitants? Come join us as we explore the intersection of place, culture, and health and how these factors reflect inequity in access to—and degradation of—resources in and around the Salish Sea. Central elements of this thematically based program will include the history of colonization and decolonization of Native peoples of the Salish Sea that accompanied European settlement, Indigenous rights, a critique of current policies and practices that have not promoted the achievement of social or health equity, the effect of industrialization on the health of the Salish Sea and non-human life forms, and the public health policies that may intervene to improve overall health and wellness in the surrounding communities. Both quarters will examine these themes through multiple lenses including political ecology, political economy, public health, and Native Studies. Our readings will include current case studies, empirical research, and counter-narratives.The learning community will work on understanding the consequences of privilege on an individual basis—how our individual behavior contributes to environmental degradation and social injustice, specifically the attempted genocide of Native Peoples. Students will learn about the fundamental relationships between our focus themes, as well as strategies that may more successfully address social justice and environmental issues. Learning will take place through writing, readings, seminars, lectures, films, art, and guest speakers. Students will improve their research skills through document review, observations, critical analysis, and written assignments. Oral speaking skills will be improved through small group and whole class seminar discussions and through individual final project presentations. Options for the final project will be discussed in the syllabus and in class with proposals that aim to improve community health, the sustainability of the Salish Sea, and for Native Communities many of whom have lived at its edge for thousands of years before European settlement.This program is a combined offering of Evening and Weekend Studies and the full-time, daytime curriculum. All students will meet in the evenings on Tuesdays and Thursdays. Students registering for 12 credits will complete a 4-credit in-program internship (10 hours per week). Students registering for 16 credits will meet in both the afternoons and evenings on Tuesdays and Thursdays.		Nancy Anderson Frances V. Rains John Baldridge	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
The Science Behind the Headlines: What's the Truth? Paula Schofield and Andrew Brabban biology chemistry environmental studies field studies	Program	FR ONLYFreshmen Only	16	16	Day	F 11 Fall	W 12Winter			Are you curious about the world around you? Would you like to really understand "buzz terms" the media uses such as sustainability, green materials, climate change, the water crisis, the energy debate, genetic engineering, DNA fingerprinting and cloning? How can we believe what we are being told? What is the evidence? How is scientific data actually collected, and what analytical methods and instrumentation are being used? Are the correct conclusions being drawn? As responsible citizens we should know the answers to these questions.In this two-quarter program we will use various themes to demystify the hype surrounding popular myths, critically examine the data, and use scientific reasoning and experimental design to come to our own conclusions. In fall quarter we will study "water" and "energy" as themes to examine our environment, considering local, nationwide and global water issues. We will also examine current energy use and demand, critically assessing various sources of energy: fossil fuels, nuclear, hydropower, etc. We will begin the program on , one week before the regularly scheduled start of fall quarter (during Orientation Week). This will enable us to prepare for an extended field trip the following week by beginning our study of energy, and to establish our learning community. The field trip, to Eastern Washington, will be a unique opportunity to visit Hanford Nuclear Facilty and Grand Coulee Dam. Personalized tours at each will include the B-Reactor at Hanford, the world's first full-scale nuclear reactor which produced the plutonium used in the "Fat Man" bomb dropped over Nagasaki, Japan, in August of 1945, and at Grand Coulee, the largest hydropower producer in the United States. On this trip we will also learn key field science techniques: how to take measurements in the field, collect samples for laboratory analysis, and identify and precisely determine the concentrations of nutrients and pollutants. In winter quarter we will use "natural and synthetic materials" as a theme to study petrochemical plastics, biodegradable plastics and other sustainable materials, biomedical polymers, as well as key biological materials such as proteins and DNA. We will carefully examine the properties of these materials in the laboratory and study their role in the real world. "Forensics" will be our final theme, learning techniques such as DNA fingerprinting, blood spatter analysis and ballistics, as well as other modern forensic procedures. We will gather our own data from mock crime scenes to practice these techniques. Winter quarter will culminate in a student-originated and designed research project.In this field- and lab-based program, scientific analysis—rather than conjecture or gut-feeling—will be the foundation of our work. Throughout our studies we will use and apply state-of-the-art scientific instrumentation. Other class activities will include small group problem-solving workshops, seminars and lectures.	environmental and laboratory sciences, the liberal arts and education.	Paula Schofield Andrew Brabban	Mon Tue Wed Thu	Freshmen FR	Fall	Fall Winter
Science Seminar in Energy Systems and Climate Change EJ Zita agriculture environmental studies physics sustainability studies	Program	SO–SRSophomore - Senior	8	08	Day		W 12Winter			How is energy created and harvested, stored and transformed, used or abused? What effects do human energy systems have on Earth’s climate? What are consequences for human societies? What can we learn from the past? How can we live more sustainably? Energy Systems & Climate Change (ES&CC) investigates questions such as these, as a learning community seeking deeper knowledge and wisdom together. One of our primary means of inquiry is seminar: small teams pre-seminar on weekly readings in advance, we all seminar together twice a week (in person), and we share essays and peer responses online. 20 good students are invited to join our ES&CC seminar for 8 credits. SciSem students interact with ES&CC students in seminar. We share our understanding, insights, and questions about readings, and our ideas and wonder about the future. SciSem students will write three essays and many peer responses individually and will post pre-seminar assignments with teams. Learning goals include deeper understanding of sustainability and climate change, science and scientific methods, and improved skills in writing, teamwork, and communication. See program details, including text list, at		EJ Zita	Tue Thu	Sophomore SO Junior JR Senior SR	Winter	Winter
Second World War: History and Film Thomas Rainey history	Course	FR–SRFreshmen - Senior	4	04	Evening				Su 12Summer Session II	This class will explore the causes, course, and consequences of the Second World War. It will focus largely on the war in Europe, 1939-1945, but give some consideration as well to the conflict in the Pacific between the Allied Powers and the Empire of Japan. Participants can expect to read historical texts and personal accounts of the war. Critical screenings of documentaries and feature (combat) films will provide visual representations of major battles and key developments in this global conflict. Special attention will be given to the titanic struggle on the Eastern Front between the forces of the Third Reich and the Soviet Union.		Thomas Rainey	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
Senior Seminar: Reflections on Becoming Educated Gillies Malnarich education	Course	SR ONLYSenior Only	4	04	Evening			S 12Spring		If you are completing your Evergreen undergraduate work, wondering what comes next, and thinking about how you got where you are now, this course will give you time to reflect on your education. We will think about the connections between our academic work and its context, both to us as individuals and to our communities. We will meet to discuss common reading, to share reflections, and to write. Be prepared to share your “best work” with others, to comment on especially influential books, and to write multiple drafts of a summative self-evaluation. The final project will be a polished piece of reflective writing that may be included in your transcript.		Gillies Malnarich	Tue	Senior SR	Spring	Spring
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
Shakespeare's America David Marr	Program	JR–SRJunior - Senior	16	16	Day	F 11 Fall				To be, or not to be; that is the bare bodkin That makes calamity of so long life; For who would fardels bear, till Birnam Wood do come to Dunsinane... -Mark Twain William Shakespeare's plays were forms of popular entertainment in nineteenth century America. American audiences--farmers and mechanics no less than Boston Brahmins--knew much Shakespeare by heart. They held theatrical performances to a high standard, and they took great delight in outrageous parodies, such as the passage above from . But to his American audiences Shakespeare's power to entertain was inseparable from his power to dramatize vital truths of the human condition. Shakespeare was, in Herman Melville's memorable phrase, a master of the Great Art of Telling the Truth. Shakespeare's America takes the Bard's wide (at times wild) popularity in nineteenth century America as one of its three points of departure, the other two being the reflections on Shakespeare by Ralph Waldo Emerson and Herman Melville. Emerson declared that Shakespeare "read the hearts of men and women" like no other poet and was "inconceivably wise," whereas all other great authors were only "conceivably" wise. To Melville, twenty-five years old when he returned from the sea to take up writing as a vocation, Shakespeare became a lifelong source of inspiration because his plays craftily probe "the very axis of reality." This will be a seminar devoted to the close, analytical reading of Shakespeare's plays and masterpieces of American literature. We will read , , , and , among other plays. American works will include , essays by Emerson, Hawthorne's Tales, and . Seminar discussions will consider the interplay of form and meaning, figurative language, illusion and truth, varieties of interpretation, and logical uses of textual evidence. The motto of our seminar will be Henry James' advice to young writers: "Try to be one of the people on whom nothing is lost!"	the humanities, law and education.	David Marr	Mon Mon Wed Thu Thu	Junior JR Senior SR	Fall	Fall
Ships of Wisdom: Ancient Trade Routes and the Diffusion of Ideas Joseph Tougas and Ulrike Krotscheck classics history maritime studies philosophy	Program	FR–SOFreshmen - Sophomore	16	16	Day	F 11 Fall	W 12Winter			In this full-time lower-division program, we will investigate how and why humans, throughout history, have taken to the sea to explore the limits of their known world. What were the motives and the consequences of these, often dangerous, ventures? We will focus on some specific case studies (the ancient Mediterranean, the Pacific Northwest, the Chinese empire, the Polynesian islanders, and the Atlantic during the age of sail), and learn about some theories of economic and cultural exchange over long distances. Some of the questions we’ll be addressing include: How did humans figure out the navigational and boatbuilding technologies needed for overseas exploration? What were the prime motivators for overseas exploration? What new kinds of knowledge were gained through this travel, and what is the relationship between the material goods and the ideas and ideologies that were traded? How do modern archaeologists and historians go about piecing together answers to questions like these? We will read texts on archaeology, ancient history and philosophy, anthropology, and marine studies. In addition to historical and scientific accounts, we’ll read works of literature, seeking an understanding of the age-old connections between human cultures and the sea. We will consider the religious, philosophical, and scientific practices that grew out of those connections—practices that are the common heritage of coast-dwelling peoples around the globe. We will also work on reading, writing, and critical thinking skills which will facilitate students' transition into advanced college-level work. In order to test our theories in practice, we will have opportunities to become familiar with the local coastal environment and its rich cultural history. This will take the form of a three-day field trip to the Makah Museum and other sites of historical and archaeological interest on the Washington coast.	history, archaeology, philosophy, and the humanities.	Joseph Tougas Ulrike Krotscheck		Freshmen FR Sophomore SO	Fall	Fall Winter
Singing Rounds Marla Elliott music	Course	FR–SRFreshmen - Senior	2	02	Evening				Su 12Summer Session I	“Summer is a-coming in, loudly sing!” is the opening lyric to the oldest known round in English, from a manuscript dated 1260. We’ll start simple and work our way up to that one and beyond. Singing rounds is a wonderful way to enjoy group singing while improving your music literacy and confidence. Students will also develop their vocal tone and blending skills. All voices and skill levels are welcome. Repertoire will be assembled from a wide variety of sources and distributed in class. At the end of the term, we will perform the songs we’ve learned for an invited audience of family and friends.		Marla Elliott	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Slavic and Celtic Folklore: Heroic, Spiritual, Practical Sean Williams and Patricia Krafcik anthropology cultural studies history literature music theater	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		This program will explore the folklore of the Slavic and Celtic peoples from epic times to the present in a cross-cultural study of two of Eurasia's oldest ethnic groups. Both groups are dispersed: the Slavic regions across eastern and southeastern Europe and into Eurasia, and the Celtic regions across the islands and peninsulas of the West. Both are renowned for their abundant folklore traditions, which have deep roots in a remote past and have served as a valuable source of inspiration for writers, composers and dramatists from the 19th century through the present. What characteristics do both traditions share? What distinguishes the two cultural traditions? What essential historical, linguistic and spiritual elements permeate the hearts and minds of local people in these regions? What do their folklore practices reveal?We begin the quarter with regional epic narratives and explore the histories and belief systems of the two regions. We follow this foundational work with an exploration of folklore practices (customs, rituals, beliefs), examine 19th-century cultural nationalist movements in music and literature, and conclude with how it all plays out in contemporary life, both rural and urban. This program may serve as a springboard for further study of the Celtic and Slavic peoples, of folklore, and of the material elements of culture.Each week includes lectures, films, seminars, and possible workshops, collaborative presentations, and guest performers or presenters. Students will be expected to write short essays, as requested, and to complete a significant essay at the end of the quarter that examines the role, use and appropriation of folklore materials in a particular Slavic or Celtic region.	folklore, anthropology, ethnomusicology, history and literature.	Sean Williams Patricia Krafcik	Mon Tue Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
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
So You Want to be a Psychologist Carrie Margolin psychology	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		Students will investigate theories and practices of psychologists to enhance their understanding of counseling, social services and the science of psychology. We will cover history and systems of psychology. Students will read original source literature from the major divisions of the field, including both classic and contemporary journal articles and books by well-known psychologists. Students will explore careers in psychology and the academic preparations necessary for these career choices. We will cover the typical activities of psychologists who work in academia, schools, counseling and clinical settings, social work agencies and applied research settings. Among our studies will be ethical quandaries in psychology, including the ethics of human and animal experimentation. Library research skills, in particular the use of PsycInfo and Science and Social Science Citation Indexes, will be emphasized. Students will gain expertise in the technical writing style of the American Psychological Association (APA). The class format will include lectures, guest speakers, workshops, discussions, films and an optional field trip. There's no better way to explore the range of activities and topics that psychology offers, and to learn of cutting edge research in the field, than to attend and participate in a convention of psychology professionals and students. To that end, students have the option of attending the annual convention of the Western Psychological Association, which is the western regional arm of the APA. This year's convention will be held in San Francisco (Burlingame), California on April 26-29, 2012.	psychology, education and social work.	Carrie Margolin	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
The Social Animal Laura Citrin gender and women's studies psychology sociology	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		Eliot Aronson, , 2012 In this full-time program, we will explore the fundamentals of social psychology, the field that bridges psychology and sociology, to examine how people think, feel, and behave because of the real (or imagined) presence of social others. This program starts with the premise that human beings are inherently beings informed, influenced, and constituted by the social world. Using this perspective as a launching off point, we will investigate everyday life--from the mundane to the extraordinary--as it is lived and experienced by individuals involved in an intricate web of social relationships. This social psychological view of the self explores the ways that individuals are enmeshed and embodied within the social context both in the moment and the long-term, ever constructing who we are, how we present ourselves to the world, and how we are perceived by others. Through lecture, workshop, twice-weekly seminar, film, reading, writing and research assignments, we will cover most of the fundamental topics within the field including: conformity, emotions and sentiments, persuasion and propaganda, obedience to authority, social cognition, attitudes, aggression, attraction, and desire. We will also discuss epistemology (the branch of philosophy concerned with how we know what we know) as we learn about and practice social psychological research methods. A final project will be to conduct primary and secondary research on a social psychological phenomenon of students’ own interest, and to use one’s findings to create a segment for a podcast in a style similar to NPR’s “This American Life” radio show.		Laura Citrin	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Social Entrepreneurship and Sustainable Business Management Thuy Vu business and management communications community studies economics international studies sustainability studies	Program	FR–SRFreshmen - Senior	8	08	Weekend	F 11 Fall	W 12Winter	S 12Spring		Social enterprises, commonly known as non-profit organizations, are growth engines for social transformation and community building. This program aims to develop business competencies to operate social enterprises in a manner that is economically, financially, and socially sustainable. Specifically, the program will focus on organizational and financial development in fall quarter, moving to human resource management and quantitative business analysis in winter, and covering communications, marketing, and international business competencies in spring. This program is for students with strong interest in business economics, organization development, human resource management, leadership, and community-building.	business management, community development, organization development	Thuy Vu	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Sound Design for Film Zenaida Vergara media arts	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Session II	This program will cover the fundamental elements of producing, recording, designing, and editing sound for film. Students will learn the basics of multi-track sound design specifically for the moving image. Topics to be covered include microphone techniques, field and studio recording, and Foley techniques. Students will collaborate in creating and performing music compositions, sync sound effects, and sync sound dialogue recording. We will also be studying historical and present-day techniques in sync sound production.		Zenaida Vergara	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Spanish, Beginning I Joseph Alonso language studies	Course	FR–SRFreshmen - Senior	4	04	Day				Su 12Summer Session I	This course covers the first quarter of the first year of Spanish. Students will gain a basic foundation in Spanish vocabulary and grammar and will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. The course is taught primarily in Spanish and involves work in small groups. Many aspects of Latino and Spanish culture will be presented throughout. Some homework activities require Internet access. Courses to complete the first-year of Spanish will be available throughout the following academic year.		Joseph Alonso	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Spanish, Beginning I Arleen Sandifer language studies	Course	FR–SRFreshmen - Senior	4	04	Evening			S 12Spring		This course covers the first quarter of the first year of Spanish. Students will gain a basic foundation in Spanish vocabulary and grammar and will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. The course is taught primarily in Spanish and involves work in small groups. Many aspects of Latino and Spanish culture will be presented throughout. Some homework activities require Internet access. Courses to complete the first-year of Spanish will be available throughout the following academic year.		Arleen Sandifer	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Spanish, Beginning I (C) Arleen Sandifer language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 11 Fall				This course covers the first quarter of the first year of Spanish. Students will gain a basic foundation in Spanish vocabulary and grammar and will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. The course is taught primarily in Spanish and involves work in small groups. Many aspects of Latino and Spanish culture will be presented throughout. Some homework activities require Internet access. Students from this section will need to join section A or B to continue learning first-year Spanish in winter and spring quarters.		Arleen Sandifer	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Spanish, Beginning I, II Dawn Williams language studies	Course	FR–SRFreshmen - Senior	4	04	Evening		W 12Winter	S 12Spring		This two-quarter sequence of courses covers two-thirds of the first year of Spanish. Students will gain a basic foundation in Spanish vocabulary and grammar and will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. The course is taught primarily in Spanish and involves work in small groups. Many aspects of Latino and Spanish culture will be presented throughout. Some homework activities require Internet access. The final quarter of first-year Spanish will be available in fall quarter and may be offered during summer quarter.		Dawn Williams	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Spanish, Beginning I, II, III (A) Sheila Gilkey language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 11 Fall	W 12Winter	S 12Spring		This year-long sequence of courses covers the first year of Spanish. Students will gain a basic foundation in Spanish vocabulary and grammar and will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. The course is taught primarily in Spanish and involves work in small groups. Many aspects of Latino and Spanish culture will be presented throughout. Some homework activities require Internet access.		Sheila Gilkey	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Spanish, Beginning I, II, III (B) David Phillips and Scott Saunders language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 11 Fall	W 12Winter	S 12Spring		This year-long sequence of courses covers the first year of Spanish. Students will gain a basic foundation in Spanish vocabulary and grammar and will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. The course is taught primarily in Spanish and involves work in small groups. Many aspects of Latino and Spanish culture will be presented throughout. Some homework activities require Internet access.		David Phillips Scott Saunders	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Spanish, Beginning II, III Joseph Alonso language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 11 Fall	W 12Winter			This two-quarter sequence completes the first year of Spanish language study. Students will gain a basic foundation in Spanish vocabulary and grammar and will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. The course is taught primarily in Spanish and involves work in small groups. Many aspects of Latino and Spanish culture will be presented throughout. Some homework activities require Internet access. Students seeking to continue in second-year Spanish after this sequence will have to wait until summer or the following fall to begin the intermediate Spanish sequence.		Joseph Alonso	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Spanish, Beginning II or III Scott Saunders language studies	Course	FR–SRFreshmen - Senior	4	04	Day				Su 12Summer Session II	This course allows beginning Spanish students to extend their skills. The course is taught primarily in Spanish and involves work in small groups. The course work will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. Many aspects of Latino and Spanish culture will be presented throughout. Student access to internet is required; activities, assignments, and practices will be posted on-line throughout the quarter. Students entering the course with two quarters of college-level Spanish should be ready for Intermediate Spanish I by the end of the summer.		Scott Saunders	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Spanish, Beginning III David Phillips language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 11 Fall				This course covers the final quarter of the first year of Spanish. Students will build on their foundation of Spanish vocabulary and grammar and will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. The course is taught primarily in Spanish and involves work in small groups. Many aspects of Latino and Spanish culture will be presented throughout. Some homework activities require Internet access. Successful completion of this course serves as preparation to take Intermediate Spanish I in winter quarter.		David Phillips	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Spanish, Intermediate I David Phillips language studies	Course	FR–SRFreshmen - Senior	4	04	Evening		W 12Winter			This course is designed for students who have developed conversational Spanish language skills. Communication in class takes place entirely in Spanish. These courses build upon previous work to strengthen communication skills and fluency in Spanish. Coursework focuses on intensive conversation, reading, and writing, as well as practice of grammatical structures. Group conversations and written work will focus on practical themes as well as on many topics related to Latin American societies and Hispanic cultures. After completing this course, students may move on to work with Hugo Flores in the spring course titled Spanish, Intermediate II and III.		David Phillips	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Spanish, Intermediate I, II, III Hugo Flores language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 11 Fall	W 12Winter	S 12Spring		This year-long sequence of courses is designed for students who have developed conversational Spanish language skills. Communication in class takes place entirely in Spanish. These courses build upon previous work to strengthen communication skills and fluency in Spanish. Coursework focuses on intensive conversation, reading, and writing, as well as practice of grammatical structures. Group conversations and written work will focus on practical themes as well as on many topics related to Latin American societies and Hispanic cultures. By spring, students will be working with complex and abstract ideas in their reading of selected short stories and current news from different sources and in their writing of papers based on specific questions.In spring, students in this course meet concurrently with students in Spanish, Intermediate II.		Hugo Flores	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Spanish, Intermediate II Hugo Flores language studies	Course	FR–SRFreshmen - Senior	4	04	Evening			S 12Spring		This course is designed for students who have developed conversational Spanish language skills. Communication in class takes place entirely in Spanish. These courses build upon previous work to strengthen communication skills and fluency in Spanish. Coursework focuses on intensive conversation, reading, and writing, as well as practice of grammatical structures. Group conversations and written work will focus on practical themes as well as on many topics related to Latin American societies and Hispanic cultures. Students will be working with complex and abstract ideas in their reading of selected short stories and current news from different sources and in their writing of papers based on specific questions.Students in this course meet concurrently with students in Spanish, Intermediate III.		Hugo Flores	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
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
Statistics and Research Design, Introduction Ralph Murphy environmental studies mathematics	Course	FR–SRFreshmen - Senior	4	04	Evening				Su 12Summer Session I	This class covers introductory statistical concepts at the conceptual and computational level with an emphasis on how statistics is used in research in natural and social sciences. Key elements of research design are covered in the class. Descriptive and inferential statistical tests are covered including scales of data, measures of central tendency, normal distributions, probability, chi square, correlation and linear regression, tests of hypothesis, and Type I and Type II errors. Students will develop a clear understanding of introductory statistics and the ability to correctly interpret findings in journals, newspapers, and books. Meets the statistics prerequisite for MES and MPA programs at Evergreen and other graduate schools with a statistics prerequisite.		Ralph Murphy	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Statistics and Research Methods for Psychology and Other Social Sciences Carrie Margolin mathematics psychology	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Session I	This course provides a concentrated overview of the statistics and research methodology required for the GRE and prerequisites for graduate schools in psychology, education, and other social sciences. We emphasize hands-on, intuitive knowledge and approach statistics as a language rather than as math alone; thus this course is gentle on "math phobics." No computer skills are required. You will become an informed and savvy consumer of information, from the classroom to the workplace. We will cover descriptive and inferential statistics, research methodology and ethics.	psychology, social services, health care, education	Carrie Margolin	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Statistics for Public Administration Doreen Swetkis mathematics Signature Required: Summer	Course	JR–SRJunior - Senior	4	04	Evening				Su 12Summer Session I	This course is designed to help students understand statistical concepts including sampling, variability, distribution, association, causation, estimation, confidence, and significance. Students will be asked to interpret and communicate results from statistical analysis. Successful completion of this course will fulfill the statistics prerequisite requirement for admission into the Master of Public Administration program at Evergreen.		Doreen Swetkis	Mon Wed	Junior JR Senior SR	Summer	Summer
Statistics I Allen Mauney mathematics	Course	FR–SRFreshmen - Senior	4	04	Evening			S 12Spring		This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Allen Mauney	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Statistics I Alvin Josephy mathematics	Course	FR–SRFreshmen - Senior	4	04	Evening				Su 12Summer Session I	This course is intended as an introduction to statistics. It is understood that the student has little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process—data collection, ways of organizing data—and provide an introduction to data analysis and an opportunity to learn how practitioners present their findings. We will consider several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Alvin Josephy	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Statistics I (A) Alvin Josephy mathematics	Course	FR–SRFreshmen - Senior	4	04	Evening		W 12Winter			This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Alvin Josephy	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Statistics I (A) Alvin Josephy mathematics	Course	FR–SRFreshmen - Senior	4	04	Evening	F 11 Fall				This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Alvin Josephy	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Statistics I (B) Allen Mauney mathematics	Course	FR–SRFreshmen - Senior	4	04	Evening		W 12Winter			This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Allen Mauney	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Statistics I (B) Alvin Josephy mathematics	Course	FR–SRFreshmen - Senior	4	04	Evening	F 11 Fall				This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Alvin Josephy	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Statistics II Alvin Josephy mathematics	Course	FR–SRFreshmen - Senior	4	04	Evening		W 12Winter			In this class we will explore the concepts of inferential statistics. This class assumes that the student has a prior background in descriptive statistics. The class will discuss probability, especially in terms of probability distributions, and move on to hypothesis testing. In this context, the class will work with several distributions, such as t, chi square, F as well as the normal distribution, and work with ANOVA and multiple regression. The class will finish with an introduction to non-parametric statistics. In addition, the students will consider journal articles and research concepts, and will prepare a small presentation using the concepts from the class.		Alvin Josephy	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Statistics II Alvin Josephy mathematics	Course	FR–SRFreshmen - Senior	4	04	Evening			S 12Spring		In this class we will explore the concepts of inferential statistics. This class assumes that the student has a prior background in descriptive statistics. The class will discuss probability, especially in terms of probability distributions, and move on to hypothesis testing. In this context, the class will work with several distributions, such as t, chi square, F as well as the normal distribution, and work with ANOVA and multiple regression. The class will finish with an introduction to non-parametric statistics. In addition, the students will consider journal articles and research concepts, and will prepare a small presentation using the concepts from the class.		Alvin Josephy	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Student Orginated Software Neal Nelson, Richard Weiss and Sheryl Shulman computer science mathematics Signature Required: Winter	Program	SO–SRSophomore - Senior	16	16	Day	F 11 Fall	W 12Winter	S 12Spring		The successful completion of large software systems requires strong technical skills, good design and competent management. Unfortunately, unlike hardware, software systems have proven to be notoriously difficult to build on-time, in-budget, and reliable, despite the best efforts of many very smart people over the last 50 years. This is an upper-division program intended to help students gain the technical knowledge required to understand, analyze, modify and build software in application domains. We will concentrate on learning the organization and complexity of large software systems that we do understand, and gaining practical experience in order to achieve a deeper understanding of the art, science, collaboration and multi-disciplinary skills required to develop computing solutions in real-world application domains. The technical topics will be selected from data structures, algorithm analysis, operating systems, newworks, information security, object oriented design and analysis, and verification techniques. The program seminar will focus on various technical topics or the history, ethics or culture of the software industry. Students will have an opportunity to engage in a substantial computing project through all the development phases of proposal, requirements, specification, design and implementation. This program is for advanced computer science students who satisfy all the prerequisites. We also expect students to have the intellectual maturity and self-motivation to identify their project topics, organize project teams and resources, and complete advanced work independently.	computer science, software engineering, and technology use and development in an application area.	Neal Nelson Richard Weiss Sheryl Shulman	Mon Tue Wed Thu	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Student Originated Studies: The French Revolution Stacey Davis history philosophy political science	SOS	FR–SRFreshmen - Senior	4, 6, 8	04 06 08	Day				Su 12Summer Session II	Students will work independently, studying the social, political, gender, and intellectual trajectories of the French Revolution from 1789 through the Terror and the Napoleonic Empire. To understand the origins of the Revolution, students will read philosophy and political theory from Enlightenment authors like Voltaire, Rousseau, and Montesquieu. Students will share a reading list in common and have the option to meet periodically for book discussions as a group and with the faculty member. Students enrolled for more than 4 credits will complete a library research paper on one aspect of the Enlightenment or the French Revolution.		Stacey Davis		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Student-Originated Studies: Art, Culture, Education, and Human Development Hirsh Diamant education religious studies visual arts	SOS	SO–SRSophomore - Senior	V	V	Evening and Weekend			S 12Spring		This SOS is ideal for students who want to deepen their studies in art, culture, education, and human development and to apply these studies in the community. In the first week of the quarter, each student will submit, on-line, their project proposal as an individual study contract (via my.evergreen.edu) and then complete that project during the quarter. This proposal will be designed with input from the faculty member.All students enrolled in the program will also participate in two credits of readings, classes and on-line assignments in collaboration with other students. A weekly class meeting will include seminars, workshops organized by staff, faculty, and students, and opportunities to share learning and project work. Weekly on-line posts will highlight students' progress and learning. Students must attend and participate in all weekly sessions.		Hirsh Diamant	Wed	Sophomore SO Junior JR Senior SR	Spring	Spring
Student-Originated Studies: Botany Frederica Bowcutt botany field studies natural history sustainability studies Signature Required: Spring	SOS	JR–SRJunior - Senior	16	16	Day			S 12Spring		This program offers opportunities for well-prepared students to create their own course of study in botany. Priority will be given to students with introductory coursework in botany and a desire to contribute to at lease one of two ongoing efforts: the Puget Prairie Flora project or the Evergreen Teaching Gardens. Proposals are particularly encouraged from students who want to do one or more of the following:Students will attend weekly research group meetings/seminars, plant identification labs, and as needed computer workshops to support student research. The labs will be dedicated primarily to learning how to identify vascular plants using a technical dichotomous key. Students will also hone their polant family recognition skills. To practice their identification skills, students will attend several day-long field trips to local prairies.While this program is primarily aimed at juniors and seniors, first-year students and sophomores may be admitted if they can demonstrate through the signature process that they are ready for the work.	field botany, floristics, environmental education and horticulture.	Frederica Bowcutt	Mon Tue	Junior JR Senior SR	Spring	Spring
Student-Originated Studies: Center for Community-Based Learning and Action Stephanie Kozick architecture community studies cultural studies education environmental studies field studies health history media arts outdoor leadership and education psychology sociology sustainability studies	SOS	FR–SRFreshmen - Senior	16	16	Day		W 12Winter			This SOS is intended for: individual students who have designed a learning project focused on community development; groups of students interested in working together on a community based project; and students who have an interest in working as an intern in a community agency, organization, or school setting. Interested students should attend the Academic Fair on to meet the faculty, Stephanie Kozick and the Director of the Center of Community Based Learning and Action, Ellen Shortt Sanchez. Stephanie Kozick can also be contacted through her e-mail ( ). Project proposal form can be obtained at the Academic Fair, or an electronic copy found at . Student Originated Studies (S.O.S.): Community Based Learning and Action is a component of Evergreen's Center for Community Based Learning and Action (CCBLA), which supports learning about, engaging with, and contributing to community life in the region. As such, this S.O.S. offers the opportunity for goal oriented, responsible, and self-motivated students to design a project, research study, or community internship or apprenticeship that furthers their understanding of the concept of “community.” The range of academic and community work in the program includes: working with one or several community members to learn about a special line of work or skill that enriches the community as a whole— elders, mentors , artists, teachers, skilled laborers, community organizers all contribute uniquely to the broader community; working in an official capacity as an intern with defined duties at a community agency, organization, or school; or designing a community action plan aimed at problem solving particular community needs. Prior to the beginning of winter quarter, interested students or student groups must have a draft plan in place. Projects will then be further developed with input from the faculty. Students will meet in a weekly seminar setting to share progress reports, discuss the larger context of their projects in terms of community asset building and wellbeing, and discuss readings selected by program students that illuminate the essence of their projects. Small interest groups will meet with the faculty to discuss issues related to their group projects.		Stephanie Kozick		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Student-Originated Studies: Individual Music Instruction Arun Chandra music Signature Required: Fall Winter Spring	SOS	FR–SRFreshmen - Senior	2	02	Day	F 11 Fall	W 12Winter	S 12Spring		This is an opportunity for individual instruction on a musical instrument with a qualified instructor from the Olympia area. I can help you find an appropriate instructor, assuming one is available.Each student will be expected to bear the cost of the individual lessons. Lessons will most likely occur off-campus, at the instructor's discretion. The instructor will provide a 1-paragraph evaluation of the student's work at the end of the quarter.Each student will be expected to have one lesson a week, of a duration to be determined by the student and the instructor. At the end of the quarter, each student will be expected to perform one or two pieces (demonstrating what they have learned) in a collective, public recital on the Evergreen campus. From observing the performance, I will add my evaluation to the instructor's evaluation.The level of the instruction (beginner, intermediate, advanced) is dependent on the entry level of the student. Intermediate and advanced students will be given preference.	performing on a musical instrument is helpful for the mental discipline of many professions.	Arun Chandra		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Student-Originated Studies: Occupy Movement Peter Bohmer community studies political economy sociology Signature Required: Spring	SOS	SO–SRSophomore - Senior	10	10	Day and Evening			S 12Spring		Students will participate in and study topics related to the Occupy Movement. As part of their SOS program, students will participate in the weekly Occupy Symposium. We will aanalyze and examine diverse strategies and perspectives within the Occupy Movement, and develop skills valuable for building the occupy movement. The focus of one's study and participation can be the Occupy Movement in Olympia or in other locales. Studying similar movements in other countries such as "the Indignados" in Spain is also acceptable. In addition to the Occupy Symposium, we will meet once a week as a group. Most of the work and credit will be based on participation and reflection in the Occupy and related social movements, although there will be some common readings.		Peter Bohmer	Mon Thu	Sophomore SO Junior JR Senior SR	Spring	Spring
Student-Originated Studies: Performing Arts Kabby Mitchell cultural studies dance media arts media studies music theater visual arts	SOS	SO–SRSophomore - Senior	16	16	Day	F 11 Fall	W 12Winter			This is an opportunity for well-prepared students to do authentic, significant, independent work in dance, theatre, music or film production. Students enrolling in this program should have one or more potential project ideas before the start of fall quarter. Please contact the faculty with any questions regarding your specific ideas. Participants will meet weekly to discuss their projects and to collaboratively work in small groups. Students will be expected to give progress updates, outline challenges, and share ideas for increasing the quality of the work that they are doing throughout the quarter. Specific descriptions of learning goals and activities will be developed individually between the student and faculty to insure quality work. At the end of the quarter students will present their projects to their peers in the most suitable manner for their particular project.	performance art, dance, theater, music, and cultural studies.	Kabby Mitchell	Wed Wed	Sophomore SO Junior JR Senior SR	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: Public Policy in Washington State Cheri Lucas-Jennings business and management communications community studies cultural studies economics field studies government health law and government policy law and public policy leadership studies media studies sociology sustainability studies Signature Required: Spring	SOS	JR–SRJunior - Senior	16	16	Day			S 12Spring		This program is designed to support students interested in internships with public agencies or non-governmental organizations (NGOs) involved in public policy issues. Internship possibilities include but are not limited to: Department of Natural Resources, Department of Transportation, Department of Ecology, City of Olympia, a Water Resources agency or a Growth Management Board. There are also numerous local NGOs (e.g. Capital Land Trust, various fisheries commissions) that are focused on a variety of public policy.In addition to internship work, students will complete an extensive independent research project focused on a public issue that is related to the internship work. Research topics could include public policy, environmental, land-use, health, education, welfare or other similar issues issues. Program work will include weekly meetings, peer-review groups, research, writing and presentation of the final paper. Final research papers will also be distributed to the relevant organizations or agencies.		Cheri Lucas-Jennings		Junior JR Senior SR	Spring	Spring
Student-Originated Studies: Revitalizing Community Zoltan Grossman Native American studies geography sustainability studies Signature Required: Spring	SOS	SO–SRSophomore - Senior	16	16	Day			S 12Spring		This program is open to students doing internships and community-based volunteer projects, in collaboration with the Center for Community-Based Learning and Action (CCBLA) at Evergreen. Priority will be given to students registering for internships, particularly if they form groups around particular issues.Students will engage in service learning with self-organized communities that are emerging from historical trauma, and building social and cultural solidarity for a more positive future. One example would be support for the Squaxin Island Tribe in its preparations for hosting the 2012 Tribal Canoe Journey, a key part of Native cultural revitalization in the Pacific Northwest (PaddleToSquaxin2012.org). The Tribe has requested volunteers for craft/giftmaking and environmental sustainability for the late-July event. Another example would be work with Coffee Strong, the veteran-run G.I. coffeehouse outside Joint Base Lewis-McChord, which provides information and resources to soldiers and their families (CoffeeStrong.org). Other students may organize themselves around other internship or volunteer opportunities.The CCBLA can help students explore community and organizational needs (http://www.evergreen.edu/communitybasedlearning). On my.evergreen.edu, students can propose internships with community organizations by filling out an Internship Learning Contract, or propose a service-learning volunteer project by filling out an Individual Learning Contract, with detailed learning objectives, and proposed readings. Students can receive faculty feedback by releasing the draft contract. All students would participate in orientations to the issue background and working respectfully with communities and organizations. Participation in this program means practicing accountability to other communities, interacting as a respectful guest with other cultures, and engaging in constant communication with your own learning community of faculty and fellow students. For more information, please contact Dr. Zoltan Grossman at or (360) 867-6153.		Zoltan Grossman		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
Student-Originated Studies: Visual and Critical Studies in the Arts Evan Blackwell aesthetics art history education visual arts Signature Required: Spring	SOS	SR ONLYSenior Only	16	16	Day			S 12Spring		This program is designed for seniors who are ready for concentrated studies pertaining to the visual arts and visual culture. Students will work closely with faculty and each other to design their own visual art projects as well as related research. The group will meet together weekly for student lectures on research topics, guest artist talks and critiques. Beyond art making and critical studies, this program will provide opportunities for intensive professional development related to the visual arts.	visual arts, museum studies, arts administration, public art, arts organizations, art education and design.	Evan Blackwell		Senior SR	Spring	Spring
Student-Originated Studies: Visual Arts Shaw Osha (Flores) aesthetics art history visual arts Signature Required: Fall Winter	SOS	JR–SRJunior - Senior	16	16	Day	F 11 Fall	W 12Winter			This is an intensive full-time, two-quarter program designed for students ready for intermediate to advanced work in theory and practice in the visual arts. Students should be ready to work independently in the studio and in their research, but must also be interested in the learning community that a classroom provides. The academic content, lectures, and instruction are a collaboration between the faculty and the students enrolled. Credits are earned through your project and research related to your project and program activities such as seminars, the Artist Lecture Series, field trips, and research presentations.Students will design their own projects including proposed materials and theoretical research, they will write papers, share their research through presentations, work intensively in the studio together, produce a significant thematic body of work, and participate in demanding critiques.Expect to work on program assignments 20 - 30 hours per week outside of class meetings.In the fall, students will begin working on their proposed projects with the understanding that the outcome is not an a priori deal but will come through the process of experimenting and taking risks both materially and intellectually. In winter, students will seminar on art history readings, research and write weekly synthesis papers, work intensively in the studio together, attend the Artist Lecture Series, participate in demanding critiques, and produce a significant thematic body of work for a final exhibition and artist talk.	visual art, education, art history, museum studies, aesthetics and humanities.	Shaw Osha (Flores)		Junior JR Senior SR	Fall	Fall Winter
Student-Originated Studies: Visual Arts Joe Feddersen aesthetics art history visual arts Signature Required: Spring	SOS	JR–SRJunior - Senior	16	16	Day			S 12Spring		This is an intensive full-time, one-quarter program designed for students ready for intermediate to advanced work in theory and practice in the visual arts. Students should be ready to work independently in the studio and in their research, but must also be interested in the learning community of a classroom. The academic content, lectures, and instruction are collaborations between the faculty and the students enrolled. Credits are earned through your project and research related to your project and program activities such as seminars, the , field trips, and research presentations. Students will work intensively on their proposed projects. They will produce a solid body of work, write papers, present their research to the program, work intensively in the studio together, produce a solid body of work, and participate in critiques. They should expect to work 20 - 30 hours per week outside of class meetings.		Joe Feddersen		Junior JR Senior SR	Spring	Spring
Student-Originated Studies: Working with the Land Steven Scheuerell agriculture ecology environmental studies field studies geography outdoor leadership and education sustainability studies Signature Required: Spring	SOS	SO–SRSophomore - Senior	16	16	Day			S 12Spring		This program is designed for students who have the independent drive to deepen their existing knowledge and/or work experience in a profession that works directly with the land. Students will do their independent learning by working with faculty to develop an individual course of study or by completing a previously arranged internship with an organization, agency, or business. This program will support a wide range of student learning goals from land-based professions such as farming, ranching, forestry, tideland aquaculture, landscape architecture, land-use planning, environmental/ecological/natural history studies, parks and conservation area management, and outdoor education and recreation.Students will be expected to participate in weekly forums (both online and in person, depending on student project location) to share their experiences and compare the knowledge and skills needed to succeed in their chosen profession. Students present their independent learning and work collectively during a final multi-day symposium that will focus on the common issues and social values of working with the land given the different student learning experiences.Student work over the quarter will include a written study proposal, submitting weekly learning progress reports, forum participation, self-evaluation of learning, final presentation and symposium participation.	natural resource management, agriculture, forestry, land use planning, parks and recreation, and wilderness education.	Steven Scheuerell		Sophomore SO Junior JR Senior SR	Spring	Spring
Student-Originated Studies: Working with the Land Steven Scheuerell agriculture ecology environmental studies field studies geography outdoor leadership and education sustainability studies Signature Required: Fall	SOS	SO–SRSophomore - Senior	16	16	Day	F 11 Fall				This program is designed for students who have the independent drive to deepen their existing knowledge and/or work experience in a profession that works directly with the land. Students will do their independent learning by working with faculty to develop an individual course of study or by completing a previously arranged internship with an organization, agency, or business. This program will support a wide range of student learning goals from land-based professions such as farming, ranching, forestry, tideland aquaculture, landscape architecture, land-use planning, environmental/ecological/natural history studies, parks and conservation area management, and outdoor education and recreation. Students will be expected to participate in weekly forums (both online and in person, depending on student project location) to share their experiences and compare the knowledge and skills needed to succeed in their chosen profession. Students present their independent learning and work collectively during a final multi-day symposium that will focus on the common issues and social values of working with the land given the different student learning experiences. Student work over the quarter will include a written study proposal, submitting weekly learning progress reports, forum participation, self-evaluation of learning, final presentation and symposium participation.	natural resource management, agriculture, forestry, land use planning, parks and recreation, and wilderness education.	Steven Scheuerell		Sophomore SO Junior JR Senior SR	Fall	Fall
Study Abroad Consortium Partnerships Michael Clifthorne study abroad Signature Required: Fall Winter Spring	Program	SO–SRSophomore - Senior	V	V	Day	F 11 Fall	W 12Winter	S 12Spring		Consortium is a formal relationship with other institutions to increase travel abroad opportunities for Evergreen students. More than 300 destination programs are offered through consortium, and financial aid can be used to pay for approved program costs. Evergreen students pay the consortium's tuition and fees; they do not pay Evergreen tuition or fees when enrolled in consortium. Enrollment is recorded at both the consortium and at Evergreen; Evergreen students register at Evergreen with a special Course Record Number created specifically for the designated consortium and retain their student status. The Alliance for Global Education offers interdisciplinary study programs in India and China. In India students can focus on issues of public health, Indian studies, development or the environment, in programs located in Manipal, Pune, and Varanasi. In China students can focus on issues of globalization, development, business, politics, social change and Chinese language, in programs located in Xi'an, Beijing, or Shanghai. Internship opportunities are available in both countries. Full semester and summer options. Students earn 15 semester credits (22 quarter credits). The American University in Cairo is a premier, full-service, English-language university founded in Cairo, Egypt in 1919. Students can focus on a wide range of disciplinary studies through the semester or summer options as study abroad, non-degree students, or they can focus on intensive Arabic language through the Intensive Arabic Program. Credits will vary by individual enrollment, but typically range from 15 to 18 semester credits (22 to 27 quarter credits). The Center for Ecological Living and Learning offers programs in Iceland, Nicaragua, Costa Rica, Honduras, and Kenya that focus on sustainability, environmental issues, experiential learning and close connection to local communities. Students earn 15 semester credits (22 quarter credits) The Center for Global Exchange provides a set of interdisciplinary study abroad programs sponsored by Augsburg College in Minneapolis, MN. Students can focus on issues of gender and social change, international business, migration, globalization, or social work in Mexico; sustainable development and social change in Central America; or nation building, globalization, and decolonization in Namibia. Language study and internships, as part of or in addition to the programs, are available. Students earn 16 semester credits (24 quarter credits). CIMAS Ecuador is a collaboration between several Washington state universities and colleges and the CIMAS Foundation in Quito, Ecuador. Students can focus on Spanish language and Andean cultural studies (all quarters), ecology and conservation (fall quarter), public health (winter quarter), or community development issues (spring quarter). Follow-up internships are also available. Students earn 16 quarter credits. The Council for International Educational Exchange provides study abroad programs in conjunction with multiple university sites in Africa, the Middle East, Europe, Asia, Latin America, the Caribbean, and Australia. Students can choose from a wide variety of disciplines, with programs taught either in English or the local language or both. Students earn 15-18 semester credits (22-27 quarter credits) The Danish Institute for Study Abroad offers 14 coordinated programs in Architecture and Design, Biomedicine, Child Diversity and Development, Communication & Mass Media, European Culture & History, European Politics and Society, Global Economics, International Business, Justice & Human Rights, Medical Practice & Policy, Migration & Identity/Conflict, Pre-Architecture, Psychology, Public Health, and Sustainability in Europe. All programs and courses are taught in English, with the exception of Danish language and culture studies. Students earn 15-18 semester credits (22-27 quarter credits). Education Programs Abroad arranges internship placements in several European countries: England, Scotland, Germany, Belgium, and Spain. Students typically intern 30-35 hours per week, with one or two supplemental classes. Adequate fluency in the language is often, but not always, required. Students earn 16 quarter credits, with options to earn more through special coursework with the University of Rochester and at additional cost. The Institute for Study Abroad, operated through Butler University in Indiana, connects students with multiple university sites in England, Scotland, Wales, Ireland, Australia, New Zealand, Argentina, Chile, Costa Rica, Mexico, and Peru. Students enroll in regular university course offerings, with opportunities for internships as well. Fluency in Spanish is required for most Latin American studies programs, with some options for students with lower level Spanish skills. Students earn 15-18 semester credits (22-27 quarter credits). Summer programs also available. The Jackson School for International Studies at the University of Washington, Seattle, offers Evergreen juniors and seniors a chance to spend one year in the program, focusing on one of 14 regional study areas: Africa, Canada, China, Comparative Religion, European, International, Japan, Jewish Studies, Korea, Latin America and Caribbean, Middle East, Russia-Eastern Europe-Central Asia, South Asia and Southeast Asia studies. Students earn 12-18 quarter credits each quarter, depending on class selection. Evergreen can only recommend a small number of students to this program, so it is competitive, with applications due each March for the following year. Lexia International provides area studies programs in Berlin, Budapest, Buenos Aires, Istanbul, Paris, and Rome. These programs combine language study, area studies seminars, and independent project work at each location, with students earning 14-16 semester credits (21-24 quarter credits). Programs take place at host institutions and universities, and several have strong emphasis on film (Paris), architecture and visual arts (Berlin), and classics (Rome). Living Routes Ecovillages provide interdisciplinary instruction in the areas of sustainability, environmental issues, green design and technology, permaculture studies, organic agriculture, fair trade, women's empowerment, bioregional studies, and other issues. Semester programs are offered in Costa Rica, India, Israel, and Scotland with January and summer programs in India, Mexico, Australia, Brazil, and Peru. Living Routes US-based programs are not available for consortium credit. Students earn 15-18 semester credits (22-27 quarter credits) through the University of Massachusetts - Amherst. International Partnership for Service Learning offers programs that combine language, area studies, and community service placements in a number of countries: Australia, Ecuador, France, Ghana, India, Italy, Jamaica, Mexico, Scotland, Spain, and Thailand. Students gain valuable experience serving in a variety of community organizations. Semester and summer programs available. 15-17 semester credits (22-25 quarter credits). The School for International Training offers a wide variety of interdisciplinary programs in Africa, Asia, Europe, Latin America, and the Middle East that focus on the arts, cultural expression, global health, identity and globalization, environmental issues, post-conflict transformation, social movements, human rights, and sustainable development. Programs entail language, thematic studies, and independent study projects and close connection to local communities. Students earn 16 semester credits (24 quarter credits). Summer programs are also available. The School for Russian and Asian Studies offers programs throughout the European, Central Asian, and Siberian regions of the former Soviet Union on a wide variety of topics: Central Asian Studies, Acting in Russia, Russian Studies Abroad, Translation Abroad, Art in Russia, The Russian Far East, The Russian Psyche, Museums and Art Restoration, Kyrgyz Adventure, Politics and International Relations, Internships and more. Students earn 15-18 semester credits (22-27 quarter credits). SEA Education Association offers programs that focus on ocean exploration, documenting change in the Caribbean, oceans and climate, sustainability in Polynesian island cultures and ecosystems, and energy and the ocean environment. Student spend the first part of the semester in Woods Hole, MA preparing for the second part of the semester when they embark on tall-masted sailing ships to continue studies at sea and among island communities. The program offers both Atlantic and Pacific routes. Students earn 16 semester credits (24 quarter credits). Options for upper level credits are available. Summer programs offered as well. Studio Arts Centers International in Florence, Italy offers undergraduate options for study in over 20 studio art and design programs, art history, art conservation, and Italian language and culture. Graduate level studies are also available. Students earn 15-18 semester credits (22-27 quarter credits). The University of Arizona - Russia program offers the opportunity to study Russian language and culture in Moscow during the academic year, with summer options in St. Petersburg. Students receive between 20-30 hours of instruction per week depending on their level placement. The program takes place at the GRINT Language Center at the Moscow Humanities University. Options for internship placement in Moscow also exist. Students earn 15 semester credits (22 quarter credits). Wildlands Studies offers programs through a number of environmental field projects in several countries: Australia, Belize, Chile, China, Costa Rica, El Salvador, Fiji, India, Mexico, New Zealand, Peru, South Africa, Thailand, and Zambia. Wildlands' domestic US programs are not eligible for consortium status. Students are engaged in field studies for seven-week periods typically, and many include cultural studies since communities are part of local environmental systems. Student earn 12 semester credits of upper level science (300 level), (or 18 quarter credits), issued through California State University at Monterrey Bay.		Michael Clifthorne		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Suburban Nation? Sarah Ryan and Nancy Parkes community studies cultural studies environmental studies history law and public policy literature sustainability studies	Program	FR–SRFreshmen - Senior	8, 12, 16	08 12 16	Evening and Weekend	F 11 Fall	W 12Winter			Is the United States a “suburban nation?” Why do we have a unique pattern of urban/suburban development that contrasts with that of other nations? What do we need to know, and what do we need to do, in order to create more sustainable, equitable, and livable communities? This program will look critically at historical, sociological, and environmental aspects of suburbs, including the role of the federal government and financial institutions in structuring our landscape and living environments. Our work during both quarters will be centered in the historical study of suburbanization. During fall, we will look at the critique New Urbanists make of the configuration of suburban space and evaluate local areas as examples of problems or solutions. We will also acquaint ourselves with quantitative analysis through evaluating the story that census data tells. During winter, our focus will move toward the way suburbia is reflected in literature and film, and how this shapes us individually and collectively. During both quarters, students will continually have opportunities to consider proposed solutions as suburbs shift and change that will better meet challenges for housing, social equality, and both social and ecological sustainability. Our goals include an immersion in the historical roots of policies that resulted in suburbanization and an examination of the economics, class, race, and gender systems that underlie many urban/suburban problems. We will strive to understand how current suburban configurations shape popular culture, political power bases, transportation policies, ecological consequences, families, and educational opportunities. We will investigate successful alternatives to current suburban developmental norms and consider obstacles that inhibit individuals and communities from adopting more sustainable and socially just practices. We will examine whether suburbs establish islands of privilege that reject urban complexity and diversity and whether the laws and policies encouraging home ownership still meet the needs of individuals and communities. Our program will include a rich mixture of readings, interactive workshops, and lectures by both faculty and guests as well as opportunities to explore suburbanization in our own and nearby communities. Students will also have opportunities to strengthen their research, collaborative, and writing skills. Students registering for 12 credits will take on an individual project, connected to a group study of a specific suburban community, that will involve substantial historical, sociological, or geographical research, writing, and an interactive presentation. 12-credit students should expect to spend an additional 10 hours per week on this work. Students registered for 12 credits will also meet Mondays from 6-8 p.m.Students registering for 16 credits must have at least 20 daytime hours per week available to devote to an internship in land use planning or community development, in addition to the 20 hours per week for required for class and study time. The faculty have arranged some internships with local municipal government bodies that require references, referrals, and conferences with sponsors. Students are also welcome to arrange their own 20-hour internships in planning and community development in collaboration with faculty. Faculty signature is required for this registration option; please contact the faculty if you are interested or would like more information.	history, literature, environmental studies, planning, government, public policy	Sarah Ryan Nancy Parkes	Mon Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
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
Summer Ornithology: Birds in the Hand Steven G. Herman environmental studies field studies	Program	FR–SRFreshmen - Senior	8	08	Day, Evening and Weekend				Su 12Summer Session II	Summer Ornithology is a three week bird-banding course taught entirely in the field. We leave campus on the first day, travel through some of the best birding country in Oregon, then over the next few days find and set up camp in a place where we can net, process, and band a sufficient number of birds to provide all students with appropriate experience. We spend the next two weeks netting, processing, banding, and releasing several hundred birds of about 25 species. We focus on aspects of banding protocol, including net placement, removing birds from nets, identification, sexing, ageing, and record-keeping. We balance the in-hand work with field identification and behavioral observations, and during the last week we tour Steens Mountain and the Malheur area. This course has been taught for 27 years, and more than 22,000 birds have been banded during that time. Lower or upper-division credit is awarded depending of the level of academic achievement demonstrated. A photo essay on this program is available through and a slide show is available through .		Steven G. Herman	Mon Tue Wed Thu Fri Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Surveillance as a Mode of Governance Trevor Griffey American studies government history law and government policy media studies political science	Program	FR–SRFreshmen - Senior	8	08	Day				Su 12Summer Session I	This program will study surveillance as a mode of governance by exploring the portrayal of the surveillance state in literature, film, social science literature, and U.S. history from World War I to the War on Terror. The primary work of the program will involve different kinds of close readings of texts. Each week, students will collectively analyze government surveillance documents, watch and discuss a film, and write a review essay on a book they read. The final week of the program will be devoted to student individual or group projects in surveillance studies broadly defined.		Trevor Griffey	Mon Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Taking Things Apart: A Scientific and Artistic Exploration Bob Haft and Donald Morisato biology literature philosophy of science visual arts Signature Required: Winter	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter			Both science and art take things apart. In some instances--like the evisceration of a frog or an overly-analytical critique of a poem --the process can result in the loss of the vital force. In the best scenario, carefully isolating and understanding individual parts actually reconstitutes the original object of study, bringing appreciation for the whole that is greater than the parts. Sometimes taking things apart results in a paradigm shift: suddenly, the ordinary becomes extraordinary.In one strand of this program, we will use a biologist's tool kit to explore how living organisms function. We will learn how biology takes apart and studies life in different ways. In fall, we will focus on visual perception, beginning with anatomy, proceeding onto the logic of visual processing, and concluding with an examination of the specialized neurons and molecules involved in phototransduction. In winter quarter, we will play with the idea of mutation, exploring how genetics can be used to dissect complex processes, in addition to providing an entry point for the molecular understanding of inheritance at the level of DNA.Another strand takes visual art as its point of departure. Here, we will combine what we learn about the anatomy and physiology of the eye with a study of how to use sight to apprehend and appreciate the world around us. We will work with different tools--charcoal pencils and camera, for example--both to take things apart, and to construct new things. During fall quarter, we will learn the basics of drawing. In winter, we will switch to using black-and-white photography as a means of studying life at a more macroscopic level than in the biology lab. Ultimately, our goal here is the same as that of the scientist: to reconstitute and reanimate the world around us.There are ideas for which literature provides a more sophisticated and satisfying approach than either science or the visual arts. Thus, in a third strand, we will examine how literature depicts and takes apart the emotional and behavioral interactions that we call "love." Authors that we may read include Shakespeare, Stendhal, Henry James, Virginia Woolf, James Baldwin, John Berger, Haruki Murakami and Louise Gluck.Our goal is to weave these strands together, to produce an understanding about the world that is informed by both cognition and intuition. Throughout our inquiry, we will be investigating the philosophical issue of objectivity. This is a rigorous program that will involve lectures, workshops, seminars, studio art and laboratory science work. Student learning will be assessed by weekly seminar writing assignments, lab reports, art portfolios and exams.	biology, visual arts, sciences and the humanities.	Bob Haft Donald Morisato		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
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
Temperate Rainforests: Ecology and Biogeochemistry Paul Butler and Dylan Fischer biology chemistry ecology environmental studies geology	Program	JR–SRJunior - Senior	16	16	Day	F 11 Fall				Temperate rainforests are poorly understood and highly valued ecosystems of the Pacific Northwest and other coastal landscapes around the world. This type of ecosystem supports complex interactions among constituents of the atmosphere, the forest and the underlying geology. By focusing on the biogeochemistry and nutrient cycling of the forest, we will understand the interplay between the biotic and abiotic components of these ecosystems. We will examine the pools and fluxes of organic and inorganic nutrients as well as the processes that link them. We will examine forest ecosystem science in temperate rainforests worldwide, and our lectures and field labs will emphasize the temperate rainforests of the Olympic Peninsula, with a three-day field trip at the beginning of the quarter. Students will gain field experience with group independent studies on campus and at remote sites. Students will acquire experience with various sampling techniques that are used measure nitrogen, water, and carbon in forested ecosystems in a single, intensive, multiple-week lab exercise on forest biogeochemistry. Weekly seminars will focus on reading a major forest-ecology textbook and and understanding scientific articles from the primary literature. Each student will develop a scientific research proposal throughout the quarter that requires the development of research and quantitative skills. Finally, controversy over forest management is an integral component of human interactions with modern temperate rainforests. We will explore current and past controversies in forest ecology related to old-growth forests, spotted owls and other endangered species, sustainable forestry, and biofuels. We will also visit local second growth forests to examine the impacts of sustainable forest management on temperate rainforest ecosystems. Readings and guest lectures will introduce students to major ecological issues for temperate rainforests.	forest ecology, chemistry, geology and field research.	Paul Butler Dylan Fischer		Junior JR Senior SR	Fall	Fall
Theater of Business/Business of Theater Bill Bruner and Walter Grodzik business and management theater	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		Many playwrights have produced works about business -- Arthur Miller's , Eugene O'Neill's , Henrik Ibsen's and more recently Caryl Churchill's and Lucy Prebble's are just a few examples. These plays tell us something about business and how business is viewed by playwrights and probably by much of society. At the same time, theater is business; it employs the techniques of business management to raise revenues to support its productions. This introductory one-quarter program is designed to creatively integrate theater performance and arts management. We will read and perform plays about business and business-related topics. We will examine these plays for what they tell us about business and how they relate to introductory business theories, concepts and practices. The program will include lectures, seminars, reading and analysis, viewing plays and films, writing and performance workshops. Workshops will include the study of theatre games, acting, directing, design, and puppet and shadow theatre. We will also consider arts management as a means of supporting theater performances. In lectures and workshops we will cover such topics as writing vision and mission statements, setting goals and objectives, organizing, legal forms of organization, governance structures including boards of directors, and preparing budgets for both productions and for the theater organization as a whole. Students will prepare comprehensive management plans for theater companies and select an entire season of plays.	performing arts, theater, business and management.	Bill Bruner Walter Grodzik		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Theories of Personality Susan Cummings psychology	Course	SO–SRSophomore - Senior	4	04	Evening		W 12Winter			The major personality theorists will be presented sequentially within their cultural and historical contexts. This will provide the students with a broader understanding of the evolution of ideas concerning human nature. Exploration of theories will be limited to those that apply specifically to the practice of counseling. Attention will be paid to the interaction of the individual with the social milieu, the cultural biases within theory, and the effect of personal history on theoretical claims. This upper-division course provides prerequisites for many graduate programs in psychology.		Susan Cummings	Mon	Sophomore SO Junior JR Senior SR	Winter	Winter
Thinking it Through: Ethics at Work Stephen Beck and Joli Sandoz business and management leadership studies philosophy	Course	FR–SRFreshmen - Senior	4	04	Evening	F 11 Fall				What's the right thing to do when as an employee you witness illegal actions? Whose interests should take priority in pricing and hiring decisions? What choices can you make when your supervisor tells you to ignore company policy? Employees sometimes face situations such as these that suggest a conflict between being a good employee and being a good person. We will study several approaches to ethical decision making in conjunction with the Washington State Ethics law, case studies, films, and short fiction in order to clarify issues faced at work. This course meets in conjunction with the program . (You may enroll either in for 8 credits or for 4 credits, but you may not enroll in both.)	business, ethics	Stephen Beck Joli Sandoz	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Thinking Through Craft: Metal Jean Mandeberg visual arts Signature Required: Winter	Program	SO–SRSophomore - Senior	16	16	Day	F 11 Fall	W 12Winter			What if we acknowledge the recent historical status of craft as "inferior" to fine art and then seek out the potential of that unique vantage point? What if contemporary craft is used as a subversive strategy to question issues such as function, materiality, skill, and the role of the amateur in our culture? The direction of this program is based on Glenn Adamson's book of the same title, a text that treats craft as an idea that transcends discipline. Students in this program will be working side by side with woodworkers in the program Thinking Through Craft: Wood. There will be collaborative assignments and joint seminars, as well as separate lectures, studio and design assignments. What if fine metalworking is seen as a particularly effective way of challenging ideas about such things as personal security, architectural ornamentation and family identity? This program will explore questions and skills through a studio practice in fine metalworking and mixed media. Studio work will focus on the use of non ferrous metals (copper, brass, bronze, sterling silver) as well as a wide variety of mixed materials and found objects, all able to be formed, joined, finished and re-defined using the well equipped fine metals studio facility on campus. The tools, materials and rich history of fine metalworking will provide a backdrop for appreciating this studio practice and moving it forward. Readings may include: , Glenn Adamson; , Gaston Bachelard; , George Kubler; , Sandra Alfondy. Many visual artists today are interested in the meaning of workmanship and the physical experience of manipulating and interacting with three-dimensional forms. This program will be an opportunity to participate in the redefinition of craft. Eschewing the well-worn "craft vs. art" arguments, we hope to investigate the potential of craft as a vital subject in contemporary art and design.	the arts and humanities.	Jean Mandeberg		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Thinking Through Craft: Wood Robert Leverich visual arts Signature Required: Winter	Program	SO–SRSophomore - Senior	16	16	Day	F 11 Fall	W 12Winter			What if we acknowledge the recent historical status of craft as "inferior" to fine art and then seek out the potential of that unique vantage point? What if contemporary craft is used as a subversive strategy to question issues such as function, materiality, skill, and the role of the amateur in our culture? The direction of this program is based on Glenn Adamson's book of the same title, a text that treats craft as an idea that transcends discipline. Students in this program will be working side by side with metal workers in the program Thinking Through Craft: Metal. There will be collaborative assignments and joint seminars, as well as separate lectures, studio and design assignments.Fine woodworking readily addresses issues of function, structure, ornament and comfort, but might be particularly effective at challenging ideas about such things as power and personal space, privileged resources, the uses of discomfort, or the limits of utility. This program will explore questions and skills through a studio practice in fine woodworking and mixed media. Studio work will focus on the use of wood, wood composites and substitutes, as well as a wide variety of mixed and recycled materials and found objects, all able to be formed, joined, finished and re-defined using the well equipped wood studio facility on campus. The tools, materials and rich history of woodworking will provide a backdrop for both appreciating this studio practice and moving it forward. Readings may include: , Glenn Adamson; , Gaston Bachelard; , George Kubler; , Sandra Alfondy; , Galen Cranz. Many visual artists today are interested in the meaning of workmanship and the physical experience of manipulating and interacting with three-dimensional forms. This program will be an opportunity to participate in the redefinition of craft today. Eschewing the well-worn "craft vs. art" arguments, we hope to investigate the potential of craft as a vital subject in contemporary art and design.	arts and humanities, craft studies, woodworking and furniture design.	Robert Leverich		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
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
Tropical Rainforests Dina Roberts and David Phillips botany ecology environmental studies field studies international studies language studies mathematics natural history study abroad zoology Signature Required: Winter	Program	JR–SRJunior - Senior	16	16	Day		W 12Winter			The tropics are the cradle of the world's biodiversity. This program will focus on Costa Rica, emphasizing biological richness, field ecology, the physical environment, statistical analysis of field data, conservation biology and Latin American culture. The first seven weeks of the program will be held on the Evergreen campus, followed by a three-week field trip to Costa Rica. The on-campus portion will include lectures and labs on global patterns of biological diversity, quantification and analysis of ecological diversity, an overview of major taxa of Neotropical plants, insects and vertebrates, and discussions of the physical environment of tropical regions. This material will be integrated with classes in introductory statistics and conversational Spanish.During the Costa Rica field trip, we will visit four major field sites, including coastal habitats, tropical dry forest, cloud forest and lowland rain forest. Students will learn about common plants and animals in each area, dominant landforms and ecological processes, conservation issues and current biological research activities. Students will also learn techniques of field research by participating in quantitative field labs, both faculty and student led. In the evenings there will be a series of guest lectures by research scientists. The field trip will require rigorous hiking and backpacking in remote locations.	environmental studies, ecology, conservation biology, evolutionary biology and Latin American studies.	Dina Roberts David Phillips		Junior JR Senior SR	Winter	Winter
Turning Eastward: Explorations in East/West Psychology Ryo Imamura consciousness studies cultural studies philosophy psychology religious studies Signature Required: Winter	Program	SO–SRSophomore - Senior	16	16	Day	F 11 Fall	W 12Winter			Western psychology has so far failed to provide us with a satisfactory understanding of the full range of human experience. It has largely overlooked the core of human understanding--our everyday mind, our immediate awareness of being with all of its felt complexity and sensitive attunement to the vast network of interconnectedness with the universe around us. Instead, Western psychology has chosen to analyze the mind as though it were an object independent of the analyzer, consisting of hypothetical structures and mechanisms that cannot be directly experienced. Western psychology's neglect of the living mind--both in its everyday dynamics and its larger possibilities--has led to a tremendous upsurge of interest in the ancient wisdom of Asia, particularly Buddhism, which does not divorce the study of psychology from the concern with wisdom and human liberation. In contrast to Western psychology, Eastern psychology shuns any impersonal attempt to objectify human life from the viewpoint of an external observer, instead studying consciousness as a living reality which shapes individual and collective perception and action. The primary tool for directly exploring the mind is meditation or mindfulness, an experiential process in which one becomes an attentive participant-observer in the unfolding of moment-to-moment consciousness. Learning mainly from lectures, readings, videos, workshops, seminar discussions, individual and group research projects, and field trips, in fall quarter we will take a critical look at the basic assumptions and tenets of the major currents in traditional Western psychology, the concept of mental illness, and the distinctions drawn between normal and abnormal thought and behavior. In winter quarter, we will then investigate the Eastern study of mind that has developed within spiritual traditions, particularly within the Buddhist tradition. In doing so, we will take special care to avoid the common pitfall of most Western interpretations of Eastern thought--the attempt to fit Eastern ideas and practices into unexamined Western assumptions and traditional intellectual categories. Lastly, we will address the encounter between Eastern and Western psychology as possibly having important ramifications for the human sciences in the future, potentially leading to new perspectives on the whole range of human experience and life concerns.	psychology, counseling, social work, education, Asian-American studies, Asian studies and religious studies.	Ryo Imamura	Tue Thu	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Tutoring Math and Science Across Significant Differences Vauhn Foster-Grahler mathematics	Course	FR–SRFreshmen - Senior	2	02	Day			S 12Spring		Tutoring Math and Science Across Significant Differences will include an examination of some of the current research on the teaching and learning of math and science in higher education and will focus this knowledge on its implications for and applications to diverse groups of learners and social justice. Students will experience and evaluate a variety of tutoring strategies as a student and as a facilitator. This class is strongly suggested for students who are planning on teaching math and/or science or who would like to tutor in Evergreen's Quantitative and Symbolic Reasoning Center.		Vauhn Foster-Grahler	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Undergraduate Research: Herbarium Studies of Fungi, Lichen and Bryophytes Lalita Calabria botany natural history Signature Required: Summer	Research	JR–SRJunior - Senior	6	06	Day and Weekend				Su 12Summer Full	In this course students will organize into research groups based on interest in either fungi, lichen, or bryophytes and design herbarium-based research projects on these taxa. The instructor will provide guidance with using technical key for identifying unknown fungi and lichen and/bryophytes as well as collection and curation methods. In addition, students will choose from a list of topics relating to taxonomy, ecology, and biology of these taxa for the instructor to lecture on throughout the quarter. Students will spend time in the field and laboratory discussing diagnostic characters of these groups and will learn how to sight recognize common species to our region. A field trip to the UW herbarium and botanical gardens will give students an opportunity to visit a larger regional herbarium and see unusual and rare taxa of fungi, lichens, and bryophytes.		Lalita Calabria	Mon Tue Thu	Junior JR Senior SR	Summer	Summer
Undergraduate Research in Civic Intelligence with John Baldridge or Douglas Schuler Douglas Schuler and John Baldridge community studies sociology Signature Required: Spring	Research	SO–SRSophomore - Senior	V	V	Evening and Weekend			S 12Spring		Civic intelligence attempts to understand how "smart" a society is in addressing the issues before it and to think about – and initiate – practices that improve this capacity. It is a cross-cutting area of inquiry that includes the sciences – social and otherwise – as well as the humanities. Visual art, music, and stories, are as critical to our enterprise as the ability to analyze and theorize about social and environmental issues.This independent learning opportunity is designed to allow students of various knowledge and skill levels to work with students, faculty, and others inside and beyond Evergreen who are engaged in real-world research and action in actual and potential projects. The program will help students develop important skills in organizational and workshop design, collaboration, analysis and interpretation, written and oral communication, and critical thinking skills. We also expect to focus on the development of online services, information, and tools, including civic engagement games and online deliberation.Although there are many ways to engage in this research, all work will directly or indirectly support the work of the Civic Intelligence Research and Action Laboratory. These opportunities will generally fall under the heading of "home office" or "field" work. The home office work will generally focus on developing the capacities of the CIRAL lab and/or the CCBLA or engaging in research, media work, or tech development that will support the community partnerships. The field work component will consist of direct collaboration outside the classroom, often on an ongoing basis. Students working within this learning opportunity will generally work with one or two of the clusters of topics and activities developed by previous and current students. The first content clusters that were developed were (1) CIRAL vs. homelessness; (2) environment and energy; and (3) food. In addition to a general home office focus cluster on institutionalizing CIRAL, another focused on media and online support.We are also hoping to support students who are interested in the development of online support for civic intelligence, particularly CIRAL. This includes the development of ongoing projects such as e-Liberate, a web-based tool that supports online meetings using Roberts Rules of Order, and Activist Mirror, a civic engagement game, as well as the requirements gathering and development of new capabilities for information interchange and collaboration.		Douglas Schuler John Baldridge	Wed	Sophomore SO Junior JR Senior SR	Spring	Spring
Undergraduate Research in Environmental Studies with A. Styring Alison Styring ecology environmental studies field studies Signature Required: Fall Winter Spring	Research	JR–SRJunior - Senior	V	V	Day	F 11 Fall	W 12Winter	S 12Spring				Alison Styring		Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Environmental Studies with D. Fischer Dylan Fischer ecology environmental studies field studies Signature Required: Fall Winter Spring	Research	JR–SRJunior - Senior	V	V	Day	F 11 Fall	W 12Winter	S 12Spring			plant ecology and physiology, field ecology, restoration ecology	Dylan Fischer		Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Environmental Studies with E. Thuesen Erik Thuesen marine science zoology Signature Required: Fall Winter Spring	Research	JR–SRJunior - Senior	V	V	Day	F 11 Fall	W 12Winter	S 12Spring				Erik Thuesen		Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Environmental Studies with G. Chin-Leo Gerardo Chin-Leo environmental studies marine science Signature Required: Fall Winter Spring	Research	JR–SRJunior - Senior	V	V	Day	F 11 Fall	W 12Winter	S 12Spring				Gerardo Chin-Leo		Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Environmental Studies with L. Nelson Lin Nelson community studies environmental studies health Signature Required: Fall Winter Spring	Research	JR–SRJunior - Senior	V	V	Day	F 11 Fall	W 12Winter	S 12Spring				Lin Nelson		Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Environmental Studies with M. Henderson Martha Henderson community studies environmental studies geography Signature Required: Fall Winter Spring	Research	JR–SRJunior - Senior	V	V	Day	F 11 Fall	W 12Winter	S 12Spring			geography, community studies and other field-based social sciences	Martha Henderson		Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with A. Biswas Abir Biswas geology Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 11 Fall	W 12Winter	S 12Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (geology, earth science) studies in nutrient and toxic trace metal cycles in terrestrial and coastal ecosystems. Potential projects could include studies of mineral weathering, wildfires and mercury cycling in ecosystems. Students could pursue these interests at the laboratory-scale or through field-scale biogeochemistry studies taking advantage of the Evergreen Ecological Observation Network (EEON), a long-term ecological study area. Students with backgrounds in a combination of geology, biology, or chemistry could gain skills in soil, vegetation, and water collection and learn methods of sample preparation and analysis for major and trace elements.	geology and earth sciences.	Abir Biswas		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with A. Brabban Andrew Brabban biology Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 11 Fall	W 12Winter	S 12Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (biotechnology) studies microbiology and biotechnology, focusing particularly on bacteriophages as model organisms in molecular genetics, as major players in microbial ecology and as therapeutically important antimicrobials. His research (in collaboration with phage biologist Elizabeth Kutter) involves approximately 12 students each year who explore bacterial metabolism and the infection process under a variety of environmental conditions, phage ecology and genomics, and the application of phages as antibacterial agents targeting human and animal problems. Current projects include the development of phage treatments to control O157:H7 in the guts of livestock and infections of both humans and dogs. Studies of such infections under anaerobic and stationary-phase conditions and in biofilms are under way, as are studies of phage interactions in cocktails and the sequencing/genomics of phages. Students who commit at least a full year to the research project, enrolling for 4 to 16 credits each quarter, will learn a broad range of microbiology and molecular techniques, with opportunities for internships at the USDA and elsewhere, and to present data at national and international conferences.	biology, biotechnology, health sciences.	Andrew Brabban		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with B. Simon Benjamin Simon biology Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 11 Fall	W 12Winter	S 12Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (biology) is interested in immunology, bacterial and viral pathogenesis, vaccine development, and gene therapy applications. Recent focus has been on developing novel methods for vaccine delivery and immune enhancement in finfish. Students with a background in biology and chemistry will gain experience in laboratory research methods, including microbiological techniques, tissue culture, and recombinant DNA technology.		Benjamin Simon		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with C. Barlow Clyde Barlow biology chemistry physics Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 11 Fall	W 12Winter	S 12Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (chemistry) works with biophysical applications of spectroscopy to study physiological processes at the organ level, with direct applications to health problems. Students with backgrounds in biology, chemistry, physics, mathematics or computer science can obtain practical experience in applying their backgrounds to biomedical research problems in an interdisciplinary laboratory environment.		Clyde Barlow		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with C. Dirks Clarissa Dirks biology Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 11 Fall	W 12Winter	S 12Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (biology) aims to better understand the evolutionary principles that underlie the emergence, spread, and containment of infectious disease by studying the co-evolution of retroviruses and their primate hosts. Studying how host characteristics and ecological changes influence virus transmission in lemurs will enable us to address the complex spatial and temporal factors that impact emerging diseases. Students with a background in biology and chemistry will gain experience in molecular biology techniques, including tissue culture and the use of viral vectors.		Clarissa Dirks		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with D. Bopegedera Dharshi Bopegedera chemistry education Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 11 Fall	W 12Winter	S 12Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (chemistry) would like to engage students in two projects: 1) quantitative determination of metals in the stalactites formed in aging concrete using ICP-MS and 2) science and education. Students who are interested in learning about the ICP-MS technique and using it for quantitative analysis will find the first project interesting. Students who have an interest in teaching science and who have completed general chemistry with laboratory would be ideal for the second project. We will work with local teachers to develop lab activities that enhance the science curriculum in local schools.		Dharshi Bopegedera		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with D. McAvity David McAvity biology computer science mathematics Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 11 Fall	W 12Winter	S 12Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (mathematics) is interested in problems in mathematical biology associated with population and evolutionary dynamics. Students working with him will help create computer simulations using agent-based modeling and cellular automata and analyzing non-linear models for the evolution of cooperative behavior in strategic multiplayer evolutionary games. Students should have a strong mathematics or computer science background	theoretical biology, computer science, mathematics.	David McAvity		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with D. Morisato Donald Morisato biology Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 11 Fall	W 12Winter	S 12Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (biology) is interested in the developmental biology of the Drosophila embryo, a model system for analyzing how patterning occurs. Maternally encoded signaling pathways establish the anterior-posterior and dorsal-ventral axes. Individual student projects will use a combination of genetic, molecular biological and biochemical approaches to investigate the spatial regulation of this complex process.	biology, health sciences.	Donald Morisato		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with E. Zita EJ Zita astronomy physics Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 11 Fall	W 12Winter	S 12Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (physics) studies the Sun and other magnetized plasmas. Do solar changes affect Earth over decades (e.g. Solar Max) to millennia (e.g. climate changes)? Why does the Sun shine a bit more brightly when it is more magnetically active, even though sunspots are dark? Why does the Sun's magnetic field flip every 11 years? Why is the temperature of the Sun’s outer atmosphere millions of degrees higher than that of its surface? We investigate such solar mysteries by analyzing data from solar observatories, and with theory and computer modeling. Students can study solar physics and plasma physics, use simple optical and radio telescopes to observe the Sun from Olympia, and analyze new solar data from telescopes on satellites. Strong research students may be invited to join our summer research team in Olympia and/or Palo Alto, Calif.	astronomy, physics, climate studies.	EJ Zita		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with J. Cushing Judith Cushing computer science Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 11 Fall	W 12Winter	S 12Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (computer science) studies how scientists might better use information technology in their research. She would like to work with students who have a background in computer science or one of the sciences (e.g., ecology, biology, chemistry or physics), and who are motivated to explore how new computing paradigms, such as object-oriented systems and new database technologies, can be harnessed to improve the individual and collaborative work of scientists.		Judith Cushing		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with J. Neitzel James Neitzel biochemistry Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 11 Fall	W 12Winter	S 12Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (biochemistry) uses methods from organic and analytical chemistry to study biologically interesting molecules. A major focus of his current work is on fatty acids; in particular, finding spectroscopic and chromatographic methods to identify fatty acids in complex mixtures and to detect changes that occur in fats during processing or storage. This has relevance both for foods as well as in biodiesel production. The other major area of interest is in plant natural products, such as salicylates. Work is in process screening local plants for the presence of these molecules, which are important plant defense signals. Work is also supported in determining the nutritional value of indigenous plants. Students with a background and interest in organic, analytical, or biochemistry could contribute to this work.	biochemistry, alternative energy, health sciences.	James Neitzel		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with K. Chowdary Krishna Chowdary computer science mathematics physics Signature Required: Fall	Research	SO–SRSophomore - Senior	V	V	Day	F 11 Fall	W 12Winter	S 12Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for pursuing a graduate degree or entering the job market. Faculty offering undergraduate research opportunities are listed below. Contact them directly if you are interestedKrishna Chowdary (physics, materials science) is interested in the synthesis, fundamental properties, and applications of magnetic nanoparticles and ferrofluids. The current goal is building a magnetic nanoparticles research laboratory, specifically focused on constructing a vibrating sample magnetometer along with general research lab infrastructure. Students with background in physics, engineering, or computer science and with an interest in hands-on work applied to instrumentation will be able to contribute to this project. (physics, materials science) is interested in the synthesis, fundamental properties, and applications of magnetic nanoparticles and ferrofluids. The current goal is building a magnetic nanoparticles research laboratory, specifically focused on constructing a vibrating sample magnetometer along with general research lab infrastructure. Students with background in physics, engineering, or computer science and with an interest in hands-on work applied to instrumentation will be able to contribute to this project.		Krishna Chowdary		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with L. McKinstry Lydia McKinstry chemistry Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 11 Fall	W 12Winter	S 12Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (organic chemistry) is interested in organic synthesis research, including asymmetric synthesis methodology, chemical reaction dynamics and small molecule synthesis. One specific study involves the design and synthesis of enzyme inhibitor molecules to be used as effective laboratory tools with which to study the mechanistic steps of programmed cell death (e.g. in cancer cells). Students with a background in organic chemistry and biology will gain experience with the laboratory techniques of organic synthesis as well as the techniques of spectroscopy.	chemistry, health sciences.	Lydia McKinstry		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with M. Paros Michael Paros biology Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 11 Fall	W 12Winter	S 12Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (biology, veterinary medicine) is interested in animal health and diseases that affect the animal agriculture industry. Currently funded research includes the development of bacteriophage therapy for dairy cattle uterine infections, calf salmonellosis, and mastitis. A number of hands-on laboratory projects are available to students interested in pursuing careers in science.	biology and veterinary medicine.	Michael Paros		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with N. Nelson Neal Nelson computer science Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 11 Fall	W 12Winter	S 12Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (computer science)is interested in working with advanced computer topics and current problems in the application of computing to the sciences. His areas of interest include simulations of advanced architectures for distributed computing, advanced programming languages and compilers, programming languages for concurrent and parallel computing, and hardware modeling languages.		Neal Nelson		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with P. Schofield Paula Schofield chemistry Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 11 Fall	W 12Winter	S 12Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (organic, polymer, materials chemistry) is interested in the interdisciplinary fields of biodegradable plastics and biomedical polymers. Research in the field of biodegradable plastics is becoming increasingly important to replace current petroleum-derived materials, and to reduce the environmental impact of plastic wastes. Modification of starch through copolymerization and use of bacterial polyesters show promise in this endeavor. Specific projects within biomedical polymers involve the synthesis of poly (lactic acid) copolymers that have potential for use in tissue engineering. Students with a background in chemistry and biology will gain experience in the synthesis and characterization of these novel polymer materials. Students will present their work at American Chemical Society (ACS) conferences.		Paula Schofield		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with R. Sunderman Rebecca Sunderman chemistry Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 11 Fall	W 12Winter	S 12Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (inorganic/materials chemistry and physical chemistry) is interested in the synthesis and property characterization of new bismuth-containing materials. These compounds have been characterized as electronic conductors, attractive activators for luminescent materials, second harmonic generators and oxidation catalysts for several organic compounds. Traditional solid-state synthesis methods will be utilized to prepare new complex bismuth oxides. Once synthesized, powder x-ray diffraction patterns will be obtained and material properties such as conductivity, melting point, biocidal tendency, coherent light production and magnetic behavior will be examined when appropriate.		Rebecca Sunderman		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with R. Weiss Richard Weiss computer science mathematics physics Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 11 Fall	W 12Winter	S 12Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (computer science and mathematics) has several ongoing projects in computer architecture, vision, robotics, artificial intelligence and security. One of his projects in computer vision is recovering three-dimensional information from multiple images. He is also interested in applying machine learning to visual recognition problems, including facial expressions. One of the computer architecture problems that he has worked on is the simulation of hardware faults and techniques for fault correction. In addition, he is open to working with students who have their own ideas for projects in these and related areas.		Richard Weiss		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with S. Shulman Sheryl Shulman computer science Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 11 Fall	W 12Winter	S 12Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (computer science) isinterested in working with advanced computer topics and current problems in the application of computing to the sciences. Her areas of interest include simulations of advanced architectures for distributed computing, advanced programming languages and compilers, programming languages for concurrent and parallel computing, and hardware modeling languages.		Sheryl Shulman		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research: Organic Chemistry Lydia McKinstry chemistry Signature Required: Summer	Research	SO–SRSophomore - Senior	V	V	Day, Evening and Weekend				Su 12Summer Full	This program is intended for students with a solid foundation and interest in organic chemistry. The overall goal is to offer a research opportunity where students can gain real, hands-on experience with advanced chemical research techniques and methods. Students will develop their skills in the theory and practice of advanced organic synthesis by working in apprenticeship with chemistry faculty on an ongoing faculty-designed research project or on a student-designed research project. This laboratory-based work may involve complex reaction techniques including the handling of air- and moisture-sensitive reagents, chromatography, and application of instrumental analysis techniques in the characterization of synthesized compounds. The analytical instrumentation used may include the gas chromatograph-mass spectrometer (GC-MS), the infrared (FT-IR) spectrometer and the nuclear magnetic resonance (FT-NMR) spectrometer.		Lydia McKinstry		Sophomore SO Junior JR Senior SR	Summer	Summer
Understanding the Economic Crisis Alan Nasser economics	Course	FR–SRFreshmen - Senior	4	04	Evening				Su 12Summer Session II	The financial crisis is a turning point for American society and world history. It marks the beginning of what economists now call "the new normal". Understanding it can help in making sense of the world and planning for the future. This class helps students to understand where the crisis came from and where it is likely to lead. Clear explanations will be given for terms like securitization, derivatives, credit default swaps, and financial vs. real economy. The implications of the crisis for both private and public sector workers will be examined. Implications for income and job growth, and for students burdened with debt, will also be studied.		Alan Nasser	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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
U.S. Foreign Policy and the Roots of Terrorism Steven Niva history international studies political science	Program	FR ONLYFreshmen Only	16	16	Day			S 12Spring		This intensive spring quarter program will examine debates over the nature and causes of terrorism, particularly against the United States from the Middle East, and the contending policy options concerning how best to respond to it. The program will focus primarily on debates in the United States since the terror attacks of 9/11 by exploring different theories of terrorism, political violence and counter-terrorism offered by various scholars and military strategists. The program will examine the strategies adopted in the current "war on terror" and in the wars in Iraq and Afghanistan, the history of U.S. foreign policy in the Middle East, the rise of Al-Qaida and Jihadist terrorism and the changing nature of warfare in the 21 st century. To meet the learning goals of this program, students will have to obtain a thorough knowledge of current events; develop a thorough understanding of the history of United States foreign policy in the Middle East; learn how to assess and compare competing theories of terrorism and counter-terrorism strategies; understand the diversity of political, cultural and religious beliefs within the Middle East; engage in critical thinking; and develop informed opinions regarding all of these topics.The program will be organized around a series of texts, exercises and assignments, including several in-class presentations, role-plays and several analytical papers. We will watch films and documentaries to supplement our learning. A serious commitment by students to all of the work within the program is necessary.	politics and public policy, international politics, and Middle East studies.	Steven Niva		Freshmen FR	Spring	Spring
Venezuela: Building Economic and Social Justice Anne Fischel, Yul Gamboa, David Phillips and Peter Bohmer community studies economics media arts political science study abroad Signature Required: Fall	Program	SO–SRSophomore - Senior	16	16	Day	F 11 Fall	W 12Winter	S 12Spring		Venezuela is spearheading a movement to create alternatives to the neo-liberal model of development and representative democracy championed by the U.S. Venezuela's president, Hugo Chávez, has called for "socialism for the 21st century." This process affects every aspect of Venezuelan life, including health care, media, education, housing, governance, land ownership and agriculture. Venezuela is exploring alternative economic structures, including worker-owned factories, cooperatives, nationalized industries, and regional economic planning and trade. Calling for a "multi-polar world" Venezuela is also creating new alliances to redistribute global power and influence.Our program will learn from and about Venezuela's political and economic transformation. Working with perspectives from political economy, community studies and popular education, we will study and document both national policies and the experiences of ordinary people participating in a popular movement to redistribute power and wealth. We will develop in-depth understanding of efforts to construct a system that meets peoples' needs for food, health, shelter, education, employment and political participation. We will learn about struggles for indigenous rights and racial and gender equality, and consider advantages and contradictions of Venezuela's reliance on oil. Finally, we will study the colonization and neo-colonization of Latin America, and anti-colonial struggles, historically and today. Possible texts include: Galeano's Wilpert's , Harnecker's Martinez, Fox and Farrell's and Freire and Horton's We Questions we will address are: What are the political, economic and environmental implications of Venezuela's model of development? What are its strengths and weaknesses? Is it creating popular participation, power and prosperity? Is this model applicable to other nations? In fall we will study Advanced Beginning or Intermediate Spanish, political economy of Latin America (international political economy, comparative social systems), and Venezuelan history and politics. We will learn about popular education and collaborative approaches to community work. We will study Venezuela's struggle for political and economic independence, culminating in the election of Hugo Chávez. We will also develop documentation skills using writing, video and audio recording.Students will choose a research focus--Venezuelan agriculture, education, the economy, culture, cooperatives, media, gender, youth and health are possible areas. Students will practice video and audio skills by documenting a local organization; this work will be shared with our Venezuelan partners.In winter most of us will go to Venezuela for 8-9 weeks. We'll travel to the states of Lara or Merida to visit organizations and communities, work with cooperatives, community centers and schools, and live with families. There may be opportunities for language exchange or Spanish instruction. Students who don't travel to Venezuela can rejoin the program in spring.In spring we will return to Evergreen to continue our studies of Venezuela and Spanish and develop educational presentations for the community.One project we hope to produce is a documentary video about our experiences.Admission to the winter travel component requires successful completion of all fall quarter work. Students who travel to Venezuela are expected to remain in the program in spring and participate in our collective project of educating our local community.	Latin American studies, community education or organizing, non-governmental or non-profit organization, journalism and media.	Anne Fischel Yul Gamboa David Phillips Peter Bohmer	Tue Wed Fri	Sophomore SO Junior JR Senior SR	Fall	Fall
Veteran Educational Transition Strategies (VETS) Daryl Morgan communications community studies education	Course	FR–SRFreshmen - Senior	4	04	Day	F 11 Fall				The Veterans Education Transition Strategies (VETS) course is designed for active duty military, veterans, and dependents who are beginning their college lives at Evergreen. Course goals include an academic exploration of the historical and current experiences of veterans as well as an orientation to Evergreen and a focus on the transition from deployment to post-deployment life. We will explore skills for success in academics and other settings while reflecting on theories and skills related to community-building and interpersonal relations. Course activities will include discussions of readings and films, workshops, and both analytical and reflective writing.		Daryl Morgan	Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
The Victorian World Susan Preciso and Thomas Rainey geography history literature Signature Required: Winter	Program	FR–SRFreshmen - Senior	8, 12	08 12	Evening	F 11 Fall	W 12Winter			Victorian Britons believed in the idea of progress. They believed that a nation, a culture, could “improve” itself; and indeed, Victorian England led the western world in the development of new ideas in science, economics, industrialization, technology, suffrage, and religious tolerance. At the same time, Britain “appeared as a colossus astride the world,” with the most powerful army and navy of the time. British imperialists bragged that “the sun never set on the Union Jack,” and London became the capital, the very heart of this economic political, and scientific-technical giant. During fall quarter, our focus is on the Industrial Revolution and its social, economic, and cultural consequences. In winter quarter, students will continue their exploration of Victoria’s century, pushing the focus to the tensions emerging from British economic and imperial hegemony. We will see how some Victorians questioned the progress so hailed by others. Moving from the apex of British power and influence, we will study ways Britons struggled with an empire grown too big to control, challenges to traditional thinking in religion and science, and calls for reform and change. British novels, in particular, often deal with the consequences of rapid economic, social, cultural, and political change and how Victorians saw themselves and others in this evolving landscape. Thus, students can expect to study the literature of the era as works of art, social documents, and moral statements. Reading historians’ analyses of the era provides the important background that enriches and informs any study of Victorian literature and art.We will see as well the ways in which the Victorian world shaped who we are and how we see ourselves in the 21 century. How did Victorians like Charles Darwin, Karl Marx, and others move us toward the modern world? Writers like George Eliot (Mary Ann Evans), Rudyard Kipling, Thomas Hardy, Oscar Wilde, and Joseph Conrad will provide a wide and complex picture of Victorian thinking. We will read histories by Eric Hobsbawm, Judith Walkowitz, and E. P. Thompson. We will also see film adaptations of some great Victorian fiction. Lectures, workshops, and seminar discussions will continue to be central activities for students and faculty in Winter quarter there will be a 12 credit option offered to students who began their work in fall quarter. The 12 credit group will meet every week for a seminar discussion of their assigned reading TBA.The assigned reading and writings assignments will supplement their other program work.Credits may be awarded in 19 Century British History and Culture, 19 Century English Literature, and the Geography of Empire.Students who complete this program will be well prepared for more advanced work in the humanities, particularly in history and literature.	teaching, literature, history	Susan Preciso Thomas Rainey	Mon Mon Wed Wed	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
Visual Literacies Hirsh Diamant education media arts visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening			S 12Spring		Visual literacy skills enhance communication, advance learning, and expand thinking. They are essential for effectively navigating today's social and cultural environment. In this course we will explore Western and non-Western art while focusing on how we see, how we learn, and how visual information can be used generally in communication and specifically in education. Our study will be enhanced by weekly art and media workshops which will include work with digital photography, video, iMovie, and presentation software.		Hirsh Diamant	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Washington State Legislative Internships Cheri Lucas-Jennings American studies Native American studies business and management communications community studies cultural studies field studies gender and women's studies government law and government policy law and public policy leadership studies philosophy political science sociology sustainability studies Signature Required: Winter	SOS	JR–SRJunior - Senior	16	16	Day and Evening		W 12Winter			This program will explore the broad conditions that shape legislation; it will examine models, evidence and debates about the sources, causal connections and impacts of evolving systems of law, regulation, governance and a broad array of community and political responses to wicked social dilemmas facing our state. Students apply to become interns for the 2012 Washington State Legislative session in the fall. Those who are selected work a regular, full week with the legislative office they are assigned to in the winter. Evergreen students also participate in a bi-weekly Seminar with focus on select readings and themes. Journal writings in response to these readings, discussion and experience in the 2012 session are a critically important feature. This is an upper division internship with a possible 16 credits to be earned, when combined with academic reflection and analysis on your work in the legislature. To receive full credit, each student intern will write about the challenges, learning and implications of this work. Students will also be making public presentations about their learning at the end of the session and participate in workshops with larger intern groups from throughout the state. Focused writings submitted to the faculty sponsor on a regular basis will be reflective, analytic and make use of appropriate legislative data bases and all relevant references. Students will develop and submit a portfolio of all materials related to their work as legislative interns and receive evaluation both from their campus sponsor and a legislative supervisor at the capitol.		Cheri Lucas-Jennings	Wed	Junior JR Senior SR	Winter	Winter
Water, Microbes and Energy: Sustainable Solutions Robert Knapp and Clarissa Dirks biology environmental studies physics sociology sustainability studies Signature Required: Winter	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter			More than two billion people in the world lack access to clean water and sanitation, but each person in the United States uses an average of 80 gallons of clean water daily. Scientific innovations have led to the development of vaccines, yet in developing countries the lack of good refrigeration makes it difficult to deliver heat-intolerant vaccines to many of the people who need them. Clean water and electricity for refrigeration are only two examples of how our societal infrastructure provides U.S. citizens with services that are not available in many other places.This program will examine the scientific, technical, and political issues behind these problems and explore potential avenues toward a healthier and more sustainable world. To explore these broader themes, we will focus on everyday issues such as drinking water, waste water, infectious disease and household energy. We will investigate the definition of needs, the development of techniques, and the building of effective organizations for spreading information and solutions for topics such as bioremediation, rainwater catchment, vaccine delivery and efficient stoves.In the fall we will examine several case studies relevant both to western Washington and to other regions of the world, such as sustainable treatment of human waste at a personal level and as a problem of community infrastructure, climate impacts of household energy use for cooking, or equitable mechanisms for distributing vaccines or other measures against infectious disease. We will study techniques and behaviors that work at the individual level, and we will investigate ways that social networks, markets, and private and public organizations allow scaling up from demonstrations to widely effective programs. Students will learn concepts from molecular biology, microbiology, ecology, mechanical and civil engineering, and organizational theory, as well exploring key questions of ethics and values. In the winter, students will continue to build their background knowledge and apply their learning to develop well-researched project plans which can be executed, at least as a proof of principle, within the constraints of our program.Students will read books and articles, write short papers that reflect on the case studies and academic topics we investigate, take active part in workshops, laboratory sessions and field trips, and acquire presentation skills. Students can expect both individual and collaborative work, including the possibility of significant interaction with local sustainability workers. The winter project will lead up to a presentation to the entire class at the end of the program.	biology, health, civil engineering, mechanical engineering, community service, development studies, and organizational sociology.	Robert Knapp Clarissa Dirks		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Web Design Arlen Speights computer science media arts	Course	FR–SRFreshmen - Senior	4	04	Evening				Su 12Summer Session II	This is an introductory course in web design. We'll write HTML and CSS code to control the look and feel of a web page, with a visual designer's priorities. We also get comfortable with best practices for accessibility and generated-content web sites.		Arlen Speights	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
The Western Film Genre and the American Frontier Myth Mark Harrison American studies moving image	Program	FR–SRFreshmen - Senior	8	08	Weekend				Su 12Summer Session I	The Western is the richest and most enduring genre of American film. It is both formula film and a source of great innovation. Beginning with Reconstruction, this program will examine the important connections between the Western and the tale of expansion (economic, geographic, ecological, cultural) and violent conquest that is the American frontier myth. The primary texts for this program will be Richard Slotkin's James McPherson's and by David Lusted. Supplementary readings will include passages from Richard White’s by Thomas Schatz, and other short readings. This is a partial online program. Students will need access to a comprehensive source for DVD rentals (such as Netflix, Amazon.com, Deep Discount, etc.) and will be using Moodle for required online seminars.		Mark Harrison	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
What Is Education For? Lester Krupp, Steve Cifka and Sonja Wiedenhaupt education psychology Signature Required: Winter	Program	FR–SRFreshmen - Senior	16	16	Day	F 11 Fall	W 12Winter			With public education increasingly under attack, it is imperative that we persistently ask: What is education for? What qualities and abilities does a just society need in its citizens? In this program we will focus on several dimensions of K-12 education in today's society. We will consider questions such as: What makes an effective teacher? In what ways should curriculum be structured to serve learning, development, and citizenship? How effective are current policies in education such as No Child Left Behind and Race to the Top?To help inform these questions, we will study how people learn from cognitive, neuropsychological, interpersonal, and socio-cultural perspectives. We will explore ways in which school structures and teaching practices can facilitate or impede learning. We will also study theories of cognitive, moral, and social development because of their power to illuminate our histories as students and teachers, and for their value in understanding the practice of teaching and the process of becoming a teacher.To critically engage with academic perspectives, we will both write reflectively about our individual past and present learning experiences, and analyze children's and adolescent literature. We will also work directly with younger students (pre-K through high school) in order to learn about ourselves as teachers and to apply concepts to understand another's learning and development. Our work will involve critical reading of texts, writing, visual representation, public presentation, collaborative group work, as well as any other practices that we discover are necessary to support our learning. This all-level program will support both first-year students and advanced students with an interest in broader issues of child and adolescent development and education, and will be particularly useful for anyone considering education or psychology as a profession. It will also be a useful program for those who are wondering about how to nurture and maximize their learning as students.	education and psychology.	Lester Krupp Steve Cifka Sonja Wiedenhaupt		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Wisdom of the Body Cynthia Kennedy business and management consciousness studies dance psychology somatic studies	Program	FR–SRFreshmen - Senior	16	16	Day			S 12Spring		The body, a vital component in teaching and learning, has often been neglected in higher education. A possible reason for this neglect lies in the enduring influence of the writings of Rene Descartes who, in the 17th century, wrote "I think therefore I am." He stated that each of us has a mental realm within us that is separate from the sensual nature of the body. This separate realm of the mind was seen as "higher" than the faculties of the body. This way of thinking influences much of education today, as the intellect is seen as the location of rational thought, and therefore, more reliable than the body and its emotions. There is much evidence, however, that Descartes was wrong. This program is devoted to exploring the marriage between the mind and body with an emphasis on the body. We will investigate the central role of the body in many aspects of our lives including decision-making and leadership, creativity, emotional intelligence, health and self-image. Our guiding question will be, "What is the role the body plays in our development as whole human beings?" The approach to answering this question is enjoyable! Students will have an opportunity to learn in many ways using many modalities and multiple intelligences. We will integrate somatic (body-based) learning practices into our study including weekly yoga and dance workshops (no prior experience necessary). Our inquiry will ask us all to attune ourselves to the wisdom that is available and present in our own body awareness. We will participate in community readings, rigorous writing assignments, and critical study of important texts. In addition to the core work for everyone in the program, students will also design their own learning experiences. These can include field studies, research papers, or exploration of body-based practices.	leadership positions, education, movement and expressive arts.	Cynthia Kennedy		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
The Women's West Ann Storey and Joli Sandoz art history gender and women's studies literature visual arts	Program	SO–SRSophomore - Senior	8	08	Evening			S 12Spring		Western women's experience is as varied as the cultures it supports. Engaging with history, writing, and art from a variety of cultural perspectives, we'll look beyond the mythical (and male) West of the pioneer, cowboy, miner, and logger to the many Wests women have lived and imagined. Ultimately, creative work by Western women has expanded U.S. critical and aesthetic discourses with new ideas, methods, and perspectives. Guiding questions: What does the modern West look like to feminist artists and writers? How does contemporary women's creativity transform the "myth of the West"?	fine arts, education, writing, history, sociology, museum work	Ann Storey Joli Sandoz	Tue Thu	Sophomore SO Junior JR Senior SR	Spring	Spring
Woodworking Daryl Morgan visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening			S 12Spring		There is a sense of personal satisfaction and creative accomplishment to be gained from working with wood. The aim of this course is to provide a way to realize that intention through an understanding of the basic principles of designing in wood, the physical properties of the material, and the fundamental skills necessary to shape timber to a purpose.		Daryl Morgan	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Woodworking Daryl Morgan visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening		W 12Winter			There is a sense of personal satisfaction and creative accomplishment to be gained from working with wood. The aim of this course is to provide a way to realize that intention through an understanding of the basic principles of designing in wood, the physical properties of the material, and the fundamental skills necessary to shape timber to a purpose.		Daryl Morgan	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Woodworking (A) Daryl Morgan visual arts	Course	FR–SOFreshmen - Sophomore	4	04	Evening	F 11 Fall				There is a sense of personal satisfaction and creative accomplishment to be gained from working with wood. The aim of this course is to provide a way to realize that intention through an understanding of the basic principles of designing in wood, the physical properties of the material, and the fundamental skills necessary to shape timber to a purpose.		Daryl Morgan	Mon	Freshmen FR Sophomore SO	Fall	Fall
Woodworking (B) Daryl Morgan visual arts	Course	JR–SRJunior - Senior	4	04	Evening	F 11 Fall				There is a sense of personal satisfaction and creative accomplishment to be gained from working with wood. The aim of this course is to provide a way to realize that intention through an understanding of the basic principles of designing in wood, the physical properties of the material, and the fundamental skills necessary to shape timber to a purpose.		Daryl Morgan	Tue	Junior JR Senior SR	Fall	Fall
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 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

Contact

Prospective Students -
Admissions
Location: Library 1200
Phone: (360) 867-6170
Email: Admissions

Current Students -
Advising
Location: Library 2153
Phone: (360) 867-6312
Fax: (360) 867-5343
Email: Advising

Techincal Issues -
Web Office
Location: Library 4001
Email: Web Team

Site Navigation

2011-12 Catalog

Indexes

Undergraduate Studies

Graduate Studies

Additional Offerings

2011-12 Undergraduate Index A-Z

Olympia

Contact

Site Navigation

2011-12 Catalog

Indexes

Undergraduate Studies

Graduate Studies

Additional Offerings

2011-12 Undergraduate Index A-Z

Olympia

Related

Contact