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2012-13 Undergraduate Index A-Z
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| Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days | Multiple Standings | Start Quarters | Open Quarters |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
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Terry Ford
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Course | FR–SRFreshmen - Senior | 4 | 04 | Day | Su 13Summer 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 | ||||
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Brian Walter and Sara Sunshine Campbell
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | S 13Spring | Western science relies on mathematics as a powerful language for expressing the character of the observed world. Mathematical models allow predictions, more or less, of complex natural systems, and modern computing has both magnified the power of those models and helped shape new models that increasingly influence 21st-century decisions. Computer science, the constructive branch of mathematics, relies on mathematics for its culture and language of problem solving, and it also facilitates the construction of mathematical models.In this program, we will explore connections between mathematics, computer science, and the natural sciences, and develop mathematical abstractions and the skills needed to express, analyze, and solve problems arising in the sciences. The regular work of the program will include seminars, lectures, problem solving workshops, programming labs, problem sets, and seminar papers. The emphasis will be on fluency in mathematical thinking and expression along with reflections on mathematics and society. Topics will include concepts of algebra, functions, algorithms, computer programming, and problem solving, with seminar readings about the role of mathematics in modern education and in society.This program is intended for students who want to gain a fundamental understanding of mathematics and computing before leaving college or before pursuing further work in the sciences. | Brian Walter Sara Sunshine Campbell | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | |||||
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Rebecca Chamberlain
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Program | FR–SRFreshmen - Senior | 8 | 08 | Day and Evening | Su 13Summer Session II | The program combines interdisciplinary study of science and humanities with fieldwork. We 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 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 an 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 Oregon Star Party, which include 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. | Rebecca Chamberlain | Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Jon Davies
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Course | FR–SRFreshmen - Senior | 4 | 04 | Day | Su 13Summer 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 | ||||
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Grace Huerta
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Program | FR ONLYFreshmen Only | 16 | 16 | Day | S 13Spring | As K-12 classrooms continue to reflect the country's increasingly diverse population, what daily actions can we do to collectively challenge racism in our communities, schools and colleges? Can we generate an antiracist theoretical framework that rejects inaccurate notions of human difference, values diverse forms of knowledge, and questions institutional inequalities? In this program, we will pursue answers to these questions by examining, through an understanding of history, antiracist theory and educational research, how we can improve our efforts to support a more equitable school system.We will begin by analyzing a working definition of racism that frames intentional, as well as unintentional, normalized acts of inequality over time. We will challenge depictions in the literature and the media that promote the essentialization of diverse groups. Through an analysis of case study research, we will also explore the lived experiences of diverse learners whose identities are often impacted by assumptions and disparities found in communities and school settings. In order to deconstruct such assumptions, students will engage in reflective writing, research and media analysis over the course of the program.In addition, we will investigate specific everyday actions local activists and educators generate to confront inequalities. By using qualitative research methods, such as field experience, participant observation, interviews and document analysis, we will collect and report our findings that document how specific antiracist strategies can be created to both affirm and help students achieve academically within their respective institutional structures.Lastly, we will demonstrate our understanding of everyday antiracist practices by conducting multimedia presentations that merge theory, field work and practice. Possible themes that may emerge through our own antiracist study may include examining students' funds of knowledge and designing teaching and learning strategies to support intra-group interactions. | multicultural education, cultural studies, language and literature. | Grace Huerta | Mon Tue Thu | Freshmen FR | Spring | Spring | |||
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Sandra Yannone
Signature Required:
Spring
|
Course | FR–SRFreshmen - Senior | 2 | 02 | Day | S 13Spring | 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 | ||||
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Vauhn Foster-Grahler
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Course | FR–SRFreshmen - Senior | 4 | 04 | Day | Su 13Summer Session I | Discrete mathematics can be loosely organized into four areas: sets, functions and relations, combinatorics and probability, and graph theory. This course will cover parts of each of these areas including logic, mathematical writing and introduction to proofs, introductory work with sets and Boolean Algebra, counting and probability, graphs, and trees. The classroom will be student-centered with a strong emphasis on collaborative learning. Students will be expected to engage in a rigourous study of the mathematics and participate fully in reflective practices centered on teaching and learning. This discrete mathematics course is designed for students who have an interest in mathematical reasoning and for those who are preparing for further study in mathematics, computer science, and math education. You are encouraged to have successfully completed at least one college-level math class in preparation for this course. | Vauhn Foster-Grahler | Wed Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Leslie Flemmer
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Course | FR–SRFreshmen - Senior | 4 | 04 | Evening | F 12 Fall | We all possess skills, talents, and abilities that help us negotiate our educational, cultural, social, and linguistic networks. Some of us may be familiar with these "cultural artifacts" and their use in our daily, lived experiences; or they may remain unrealized and untapped as a tool for knowledge construction. Funds of knowledge is defined by researchers Luis Moll, Cathy Amanti, Deborah Neff, and Norma Gonzalez "to refer to the historically accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and well-being."This course will explore how Funds of Knowledge used as a method of teaching can provide schools, teachers, and members of the community with opportunities to learn more about their students and their families in new and distinct ways. Students with an interest in education can begin to examine how their own households contain rich cultural, historical, and cognitive resources that should be used in classrooms to provide culturally relevant and responsive lessons that tap students’ prior knowledge. | Leslie Flemmer | Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||
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Leslie Flemmer
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Program | FR–SRFreshmen - Senior | 8 | 08 | Evening | W 13Winter | S 13Spring | In what ways does the contested space of public classrooms, schools, and educational policies disrupt our understanding of free, universal, and compulsory education? What challenges and opportunities does teaching in a democratic society provide? This two-quarter program focuses on the interplay of social contexts that ground education, teaching, and learning through analysis of contemporary educational policies, practices, and theories. We will examine the interrelationships of daily classroom realities, philosophical positions, and cultural practices. Further, our exploration of the history of schooling and current reform movements in public schools may inform how we can meet an increasingly diverse student population (i.e., cultural, linguistic, and economic). Essential questions around multiculturalism, identity, construction of knowledge, and issues of power will be discussed as will more specific issues such as tracking, standardized testing, dropouts, and student-centered learning. Through reading, writing, discussion, reflection, film analysis, problem based research, and the practice of teaching, students will answer questions about education, explore their experiences, and begin to develop a philosophy of education.Winter quarter will focus on the historical and philosophical antecedents that inform our current practices as well as reform movements that ask our society to rethink and reimagine our compulsory educational system. Students will develop a philosophy of education which will inform practices of teaching they will explore in the spring.Spring quarter, students will explore pedagogical practices of teaching from funds of knowledge to critical pedagogy. In conjunction with their philosophy, students will create an experience of teaching in which they will develop a day in the life of their ultimate school setting as reflective and critical educational practitioners. | Leslie Flemmer | Mon Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter Spring | |||
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Brian Walter, Susan Fiksdal and Sara Sunshine Campbell
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | F 12 Fall | W 13Winter | What can a poll tell us about the outcome of an election? Do test scores really indicate whether a public school is "good"? What do gas prices have to do with social equity? Why are food labels a social justice issue?Quantitative literacy is a powerful tool that allows one not only to understand complex real-world phenomena but also to effect change. Educator and social justice advocate Eric Gutstein says that reading the world with mathematics means "to use mathematics to understand relations of power, resource inequities, and disparate opportunities between different social groups and to understand explicit discrimination based on race, class, gender, language, and other differences."In this program, we will "read the world with mathematics" as we consider issues of social justice, focusing particularly on how quantitative as well as qualitative approaches can deepen our understanding. The program work will develop students' knowledge of mathematics and examine issues of inequity using quantitative tools. In addition, students will work on persuasive writing and develop a historical understanding of current social structures. Our goal for our students is to expand their sense of social agency, their capacity to understand issues related to equity, and their ability to take action and work toward social change.In fall, we will study presidential and congressional national elections in the United States. We'll look at quantitative approaches to polling and the electoral process, including study of the electoral college system, and qualitative approaches to campaign advertising and political speeches. We'll examine the changing role of media, such as radio, television, the Internet and social media, by studying past presidential campaigns and how they've impacted today's campaigns. This work will include workshops in statistics and other quantitative approaches; workshops in discourse analysis of ads, blogs and social media websites; writing workshops; lectures; films and other media; book seminars; synthesis seminars; and a final project including quantitative and qualitative analysis of some aspect of the 2012 national elections.In winter quarter, we will investigate common experiences students have with mathematical work by studying the U.S. education system and mathematics education in particular. Civil rights activist Bob Moses has said that mathematics education in our public schools is a civil rights issue. Economic access depends on mathematical literacy, yet many students are marginalized by the middle-class curriculum and teaching practices of our public schools. Our exploration of this issue will inform our learning as we develop our own mathematical literacy.There are no mathematics requirements for this program. It is designed specifically to accommodate students who are uncertain of their mathematical skills, or who have had negative experiences with mathematics in the past. It is an introduction to college-level mathematics in the areas of statistics, probability, discrete mathematics, geometry and algebra. The program will also provide opportunities for students who wish to advance their mathematical understanding beyond the introductory level in these areas. | Brian Walter Susan Fiksdal Sara Sunshine Campbell | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter | ||||
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Jon Davies
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Course | FR–SRFreshmen - Senior | 4 | 04 | Day | Su 13Summer Session I | To prepare for a reading endorsement or to understand more about literacy development, participants will engage in readings and workshops that address the major theories of language and learning regarding the development of best instructional practices for literacy instruction. In addition, the course will explore the relationship of first and second language acquisition to learning, as well as how oral language supports print literacy development. Course credits contribute to minimum coursework expectations for a teaching endorsement in reading. | Jon Davies | Mon | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Savvina Chowdhury
Signature Required:
Fall Winter Spring
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Program | SO–SRSophomore - Senior | 16 | 16 | Day | F 12 Fall | W 13Winter | S 13Spring | This program is part of the Gateways for Incarcerated Youth program. A fundamental principle of Gateways is that every person has talents given to them at birth; it is our job to encourage each other to search out and find our passions and gifts. Our work is guided by ideas of popular education. We recognize and value 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 their knowledge, creativity, values and goals.This program offers Evergreen students the opportunity to be peer learners with incarcerated young men in a maximum-security institution. Students will address issues of diversity, equality and critical thinking, along with other issues that are chosen by the young men who are incarcerated. At the same time, the Evergreen students will deepen their understanding of the theory and practice of popular education. Students in this program will have the opportunity to reflect on how they themselves learn as well as how others learn, as they gain experience in the facilitation of discussions and workshops. Students will work on designing, implementing and assessing the workshops. In the process of collectively shaping the Gateways seminar, students will also learn how to organize productive meetings and work through conflict.Each week the Evergreen students will visit the Green Hill Juvenile Correctional Facility in Chehalis, Washington. Through the workshops we will explore various aspects of political economy in order to understand ourselves and others as an important part of analyzing contemporary society and building egalitarian relationships. In preparation for the workshop, each week the Evergreen students will meet to organize the workshop’s activities. We will also take time each week to reflect on the previous workshop to assess how it worked and draw lessons for the next one. Throughout our work we will read, share and learn about various kinds of relative advantage ("privilege"), while also exploring cultural diversity and continually working to foster a space committed to equality.In fall quarter, we will study some of the root causes of inequality to understand better the relationship between poor and working class people–especially poor and working class people of color–and the prison system. In winter and spring quarters, we will continue to deepen our understanding of political economy and popular education. Building on our experiences, reflections and studies, each quarter students will take increasing responsibility for designing, implementing, and assessing the program, workshops and seminars. This program requires that all participants be ready to fully commit themselves to our common work and show a willingness to help build a community of learners. Students should expect to spend approximately 11 hours per week in class on campus and 5 hours per week off campus (including time at, and travel to and from, the institutions). | juvenile justice, education, political economy, community work and social work. | Savvina Chowdhury | Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | ||
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Neal Nelson
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Course | FR–SRFreshmen - Senior | 4 | 04 | Day | Su 13Summer 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 | ||||
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Artee Young
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Program | FR–SRFreshmen - Senior | 8 | 08 | Day | Su 13Summer Session II | This goal of this course is to provide students with theoretical and pragmatic knowledge about how government and democratic systems function in the United States. The approach to this body of information focuses on national, state, and local branches of government. Themes include, but are not limited to, federalism, states' rights, and citizens' participatory governance and rights. In addition to the text, students are required to read assigned U. S. Supreme Court and Washington State cases. Students are also required to write short papers and to journal on the reading assignments in order to be prepared to participate in class discussions. Students will work in groups to complete a final project.Credit may be awarded in civics and government and contribute to minimum coursework expectations for various teaching endorsements. | Artee Young | Mon Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Emily Lardner
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Course | FR–SRFreshmen - Senior | 4 | 04 | Evening | Su 13Summer 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 Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Ryo Imamura
Signature Required:
Spring
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Contract | SO–SRSophomore - Senior | 16 | 16 | Day | S 13Spring | This is an opportunity for sophomore, junior and senior students to create their own course of study and research, including internship, community service, and study abroad options. Before the beginning of spring quarter, interested students should submit an Individual Learning or Internship Contract to Ryo Imamura, which clearly states the work to be completed. Possible areas of study are Western psychology, Asian psychology, Buddhism, counseling, social work, cross-cultural studies, Asian-American studies, religious studies, nonprofit organizations, aging, death and dying, deep ecology and peace studies. Areas of study other than those listed above will be considered on a case-by-case basis. | Ryo Imamura | Sophomore SO Junior JR Senior SR | Spring | Spring | |||||
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Grace Huerta
Signature Required:
Winter
|
Contract | FR–SRFreshmen - Senior | 8 | 08 | Day | W 13Winter | Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, and to pursue original interdisciplinary projects of their own specific interest. Students interested in the fields of educational policy, multicultural literature, ESL K-12 education and percussion studies are encouraged to propose an independent research project via the ILC online form. | Grace Huerta | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | |||||
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Walter Grodzik
Signature Required:
Fall
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Contract | SO–SRSophomore - Senior | 16 | 16 | Day | F 12 Fall | 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 | Fall | Fall | |||||
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Anne Fischel
Signature Required:
Spring
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SOS | SO–SRSophomore - Senior | 16 | 16 | Day | S 13Spring | This is an opportunity for students to apply the skills and knowledge learned in the fall/winter program They will conduct or continue projects or internships in local communities. The SOS is organized to support individual project work or internships, but with a core of common readings, screenings and work in progress discussions. Students will meet once a week throughout spring quarter. | Anne Fischel | Sophomore SO Junior JR Senior SR | Spring | Spring | |||||
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Anne Fischel and Grace Huerta
Signature Required:
Winter
|
Program | SO–SRSophomore - Senior | 16 | 16 | Day | F 12 Fall | W 13Winter | In this program we will work with local communities and develop skills to support collaboration and shared learning with community partners. The community base of knowledge is an important foundation for creating justice and sustainability. How communities view themselves—their sense of place, history and identity—can shape how they assess problems and arrive at solutions. How can we join this process? What dialogues can we construct with our neighbors? What can we learn from them, what can we teach; what resources can we offer through collaboration?We will focus on Mason County and (to a certain extent) Thurston County, and on work that is being done to create justice, sustainability and inclusion. We’ll learn about issues of literacy, immigration, education, youth, economic development, health, homelessness, and poverty, among others. We’ll learn about the organizations, individuals and institutions that are tackling community issues in innovative ways. We’ll consider how safe spaces of sanctuary and inclusion are being carved out in local communities to welcome and protect people who would otherwise be marginalized. Our work will be informed by popular education and community-based research, approaches that represent respectful and effective ways of doing community work. Workshops are offered in research and grant writing, and in media production, with an emphasis on documentary video public art, and innovative ways to involve communities in art and media.In fall we will familiarize ourselves with local people and organizations doing significant work in the region. Some classes will be held off campus in Shelton or Olympia. We will learn how to support community initiatives and implement shared projects for just and sustainable development. We will develop case studies of our region, supplemented by research on similar struggles and projects in other parts of the U.S. or internationally. We will develop skills in video, media literacy, historical research, grant writing, and oral history. Through these studies we will build a base for collaborative community work. In winter quarter we will implement community-based collaborative projects that put into practice the skills, knowledge and relationships we have developed. Students in good standing in this program will have the option to continue their projects in the spring quarter program, , which will focus on media, immigration, literacy and economic development, especially cooperatives. | Anne Fischel Grace Huerta | Sophomore SO Junior JR Senior SR | Fall | Fall Winter | ||||
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Sheryl Shulman
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Program | FR–SRFreshmen - Senior | 4, 8 | 04 08 | Day | Su 13Summer 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. | Sheryl Shulman | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Sara Sunshine Campbell
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Program | FR–SRFreshmen - Senior | 8, 10 | 08 10 | Evening | S 13Spring | Sara Sunshine Campbell | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | |||||
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Gillies Malnarich and Kathy Kelly
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Program | JR–SRJunior - Senior | 8, 12 | 08 12 | Weekend | F 12 Fall | W 13Winter | S 13Spring | "Thinking is a tricky business. Learning to think is even trickier. That's because critical thinking is as much about getting the right as it is about coming up with the right answers." So begins Paula Rothenburg's book, . She wants us to understand whether the choices we make and the policies we support get us closer to creating a more just and equitable world. Tony Wagner, co-director of the Change Leadership Group at the Harvard Graduate School of Education and author of , adds that learning to formulate the problem before seeking solutions is a survival skill students will need in this flat, hyper-connected, information-age world. invites us to sharpen our individual and collective capacity to 'do thinking' with the aim of developing the of analytic and integrative thinkers. Throughout this year-long program, we will frame our inquiry with these overarching questions in mind: How might we leverage research on the way the brain works and people learn to improve our practice as learners and thinkers, including learning how to assess the quality of our own thinking? How do we make sense of all the information we get—balancing openness with discernment—while drawing on multiple methodologies and epistemologies, given our purpose? And, why, in a context where the pressure to solve problems grows exponentially, is the capacity to formulate a problem regarded as an essential survival skill? Our examination of these questions will be grounded in the real puzzles and polarities of our everyday lives, as well as the possibilities. Throughout the program—in seminars, conversation circles, intensive reading/writing workshops, and through experiential learning—students will practice the essential moves of becoming able thinkers and skillful synthesizers in both oral and written forms. In the fall quarter, students will be introduced to research on how the brain works and how people learn. In the winter and spring quarters, students will extend their analytic and integrative thinking repertoire to include thinking like a sociologist and a systems-thinker.Students enrolled for 12 credits will do the program outlined above and also a 4 credit module. The 4 credit module will focus on the legislative process and citizen advocacy related to higher education issues. We'll learn about public policy making, community organizing and leadership and, in the process, further illuminate what we're learning in the 8 credit core program. | Gillies Malnarich Kathy Kelly | Sat Sun | Junior JR Senior SR | Fall | Fall Winter Spring | ||
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Paul McCreary, Suzanne Simons, Carl Waluconis, Arlen Speights, Frances Solomon, Barbara Laners, Peter Bacho, Dorothy Anderson, Mingxia Li, Tyrus Smith and Gilda Sheppard
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Program | JR–SRJunior - Senior | 16 | 16 | Day and Evening | F 12 Fall | W 13Winter | S 13Spring | The program will explore colonial, postcolonial and neocolonial issues as they are unfolding on local, national and global stages. Colonialism has resurfaced in new forms of neocolonialism that we encounter in our daily lives and work. Emphasis is placed on how to recognize which generations of peoples were oppressed and forced to submit to exploitation and state and/or corporate sponsored tyrannies. Moreover, studies will center on how peoples acquire mental resistance to their hegemony, how to assert individual, family and community values and identities, and how to decipher and reframe meanings from information channeled through mass media. How to analyze the powers at play in societal structures, how to empower oneself and community, and how to understand the ways in which these structures of power and control impact the quality of life for ordinary people at home and abroad are some of the skills you will learn from "Power Player(s)."This upper division program will examine local, national and foreign policy issues of the postcolonial and neocolonial world in education, health care, social welfare and the environment through interdisciplinary studies of law, bioethics, biomedical sciences, environmental science, the legislative process, organizational management, mathematics modeling, sociology, psychology, American and world history, media literacy, world literature and cultures. Research methods in social and natural sciences and statistics emphasized in this program will present you with a systematic approach and analytical tools to address real life issues in research practice throughout the activities of the program. Information and multimedia technology and biomedical laboratory technology will be employed in hands-on laboratory practice to enhance your academic capacity and power. The theme for fall quarter is The first quarter of the program will be used to lay the foundation for the rest of the year, both substantively and in terms of the tools necessary to operate effectively in the learning community. We will explore theories, history and practices of colonialism. Colonialism will be analyzed from the perspectives of both political economy and history. In seminars, we will read, discuss and analyze texts that will add to our understanding of the ways in which colonialism and neocolonialism have created unequal distributions of power, wealth and access to resources. Winter quarter's theme is . We will look at specific contemporary issues of power viewed from a variety of institutional perspectives, most notably in health, education, law, science, government, politics, youth, environment, community development, women's empowerment and human rights. Students will investigate specific issues of unequal distributions of power with the purpose of identifying a particular problem, defining its dimensions, determining its causes, and establishing action plans for its remedy. In the spring, the theme will progress to The program will devote the final quarter to the design and implementation of projects to address the issues of unequal distributions of power identified in winter quarter. Seminar groups will combine their efforts to undertake actions to target current imbalances of power in the community. These actions may take the form of educational events, publications, multimedia presentations or art installations. Academic courses will assist in the successful implementation and evaluation of the student group activities. | Paul McCreary Suzanne Simons Carl Waluconis Arlen Speights Frances Solomon Barbara Laners Peter Bacho Dorothy Anderson Mingxia Li Tyrus Smith Gilda Sheppard | Mon Tue Wed Thu | Junior JR Senior SR | Fall | Fall Winter Spring | ||
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Candace Vogler
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Course | SO–SRSophomore - Senior | 4 | 04 | Evening | W 13Winter | 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 how they hear and work with others. This course provides a foundation for more advanced academic and direct service work in interpersonal contexts.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 | ||||
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Scott Coleman
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Program | FR–SOFreshmen - Sophomore | 16 | 16 | Day | S 13Spring | This program introduces a broad spectrum of contemporary and classical psychological theories about learning and personality. It has the complementary intent of applying these theories to our understanding of ourselves as a unique learners and human beings. Our guiding questions will be both theoretical and personal, including: How can we make sense of human personality differences? How do people learn? Do I have a unique life calling? What is my learning style?Topics of study will include developmental and educational psychology, depth psychology and personality theory. Our work will be informed by such thinkers as Sigmund Freud, Carl Jung, Roberto Assagioli, Daniel Siegel, Nancy Chodorow, James Hillman, Carl Rogers, Howard Gardner, Jacob Moreno, John Welwood, Helen Palmer, Ken Wilber, Erik Erikson, Lawrence Kohlberg, Richard Schwartz, John Bowlby and Mary Ainsworth.In addition to reading, writing, and engaging in weekly seminars, our activities will include experiential workshops and individual and group projects, as well as regular assessments to support our growing understanding of the foundational concepts we will be learning. Learning about and from each other will be an essential feature of learning about the human psyche and its often surprising similarities and differences, so an emphasis will be placed on building a supportive learning community.This program may be particularly useful for those with an interest in bringing a more focused and self-informed perspective to their future learning opportunities. | psychology and education. | Scott Coleman | Freshmen FR Sophomore SO | Spring | Spring | ||||
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Jon Davies
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Course | FR–SRFreshmen - Senior | 4 | 04 | Day | Su 13Summer Session I | To prepare for a reading endorsement or to understand more about literacy research, participants will engage in readings and workshops that address qualitative and quantitative research regarding the development of best instructional practices for literacy instruction. In addition, the course will explore the research base for accommodating the developmental, cultural, and linguistic differences of learners. Course credits contribute to minimum coursework expectations for a teaching endorsement in reading. | Teaching and education | Jon Davies | Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | |||
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Jeff Antonelis-Lapp
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SOS | FR–SRFreshmen - Senior | 16 | 16 | Day | S 13Spring | This program is intended for students wishing to dig deep as environmental educators, natural historians or in a related field. Students will work independently or in small teams, with faculty support, to develop a course of study or complete a prearranged internship. Students will propose, undertake and evaluate a quarter-long project that may draw widely from the fields of environmental education (in either formal or nonformal settings), natural history (including field work, journaling and writing), place-based education, sustainability studies, outdoor leadership or related fields. A few sample project ideas include internships with local environmental education organizations, Evergreen's (TOP), or Wildlife Department field work at Joint Base Lewis McChord. Although students are encouraged to design their own projects, a list of potential projects and internships will be posted on the program moodle site prior to week one. There are no special expenses associated with the program, but students should consider their transportation needs in planning internships. During week one, students will use a process similar to Evergreen's independent learning contracts to propose and plan their projects. Thereafter, weekly seminars and workshops will support student project work. Students will be expected to participate in all program activities, give regular project updates, receive feedback from and give feedback to their peers and submit weekly progress reports. Students will present their work during a week ten symposium at the end of spring quarter that will aim to locate themes and trends to guide their future studies and/or work in the field.Students will be evaluated on their project proposal, weekly participation and progress reports, final presentation, symposium participation and self-evaluation of their own learning. | Jeff Antonelis-Lapp | Tue Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
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Gilda Sheppard and Carl Waluconis
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Program | FR–SRFreshmen - Senior | 8, 16 | 08 16 | Day | Su 13Summer Full | This program will explore the role that movement, visual art, music, and media can play in problem solving and in the resolution of internalized fear, conflicts, or blocks. Through a variety of hands-on activities, field trips, readings, films/video, and guest speakers, students will discover sources of imagery, sound, and movement as tools to awaken their creative problem solving from two perspectives—as creator and viewer. Students interested in human services, social sciences, media, humanities and education will find this course engaging. This course does not require any prerequisite art classes or training.Students may attend either day or evening sessions. | Gilda Sheppard Carl Waluconis | Mon Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Gilda Sheppard and Carl Waluconis
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Program | FR–SRFreshmen - Senior | 8, 16 | 08 16 | Evening | Su 13Summer Full | This program will explore the role that movement, visual art, music, and media can play in problem solving and in the resolution of internalized fear, conflicts, or blocks. Through a variety of hands-on activities, field trips, readings, films/video, and guest speakers, students will discover sources of imagery, sound, and movement as tools to awaken their creative problem solving from two perspectives—as creator and viewer. Students interested in human services, social sciences, media, humanities and education will find this course engaging. This course does not require any prerequisite art classes or training.Students may attend either day or evening sessions. | Gilda Sheppard Carl Waluconis | Mon Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Steve Cifka
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Course | JR–SRJunior - Senior | 4 | 04 | Evening | W 13Winter | Many idealistic, well-intentioned new teachers find themselves frustrated by their early experiences in public schools and soon leave public education entirely. This frustration is not inevitable. This course, taught by an Evergreen graduate with more than 30 years’ experience teaching in public schools, will explore the skills needed to become a passionate, powerful teacher in the 21st century. We will investigate some of the inevitable struggles—both political and personal—that teachers encounter in public schools today, and we will hear how passionate teachers overcome those tensions. This course may be of particular interest to upper-division students who are considering careers in education, but will also interest any student who wishes to look closely at issues in public education today. As part of this course, students who plan to apply to the Master in Teaching program can begin the classroom observations required for application. | Steve Cifka | Thu | Junior JR Senior SR | Winter | Winter | ||||
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Hirsh Diamant and Bobbie McIntosh
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Course | FR–SRFreshmen - Senior | 4 | 04 | Day | F 12 Fall | This course is an introduction to Evergreen, an inquiry into the nature of transformation, and an examination of the role of education in society. It is designed for students new to Evergreen who have been in other institutions from community colleges to the military to the workplace. The class will reawaken the joy, adventure, and wonder of learning in a supportive college environment while asking questions about what it means to transform oneself, transform others, and transform institutions. Readings and discussion will range from topics in education through ethical issues such as just war theory to inspiration from both Eastern and Western practices of self-cultivation. Students will learn about human development while identifying their educational goals and creating an academic plan of study. Students will explore strategies for balancing work, family, and educational demands while learning about archetypes of transitions and transformation. Large-group work will be balanced with separate work tailored for specific groups of students including groups of transfer students from community colleges and groups of students who are active duty military, veterans, and military dependents. The course will also introduce students to important Evergreen resources and services that could be essential for student's success. | Hirsh Diamant Bobbie McIntosh | Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||
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Dharshi Bopegedera
Signature Required:
Fall Winter Spring
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Research | SO–SRSophomore - Senior | V | V | Day | F 12 Fall | W 13Winter | S 13Spring | 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 | |||
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Hirsh Diamant
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Course | FR–SRFreshmen - Senior | 4 | 04 | Evening | W 13Winter | 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 | Winter | Winter |
