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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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Dylan Fischer, Abir Biswas, Lin Nelson, Erik Thuesen, Alison Styring and Gerardo Chin-Leo
Signature Required:
Fall Winter Spring
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Program | JR–SRJunior - Senior | V | V | Day | F 12 Fall | W 13Winter | S 13Spring | Rigorous quantitative and qualitative research is an important component of academic learning in Environmental Studies. This independent learning opportunity is designed to allow advanced students to delve into real-world research with faculty who are currently engaged in specific projects. The program will help students develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration and critical thinking skills—all of which are of particular value for students who are pursuing a graduate degree, as well as for graduates who are already in the job market. 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. studies marine phytoplankton and bacteria. His research interests include understanding the factors that control seasonal changes in the biomass and species composition of Puget Sound phytoplankton. In addition, he is investigating the role of marine bacteria in the geochemistry of estuaries and hypoxic fjords. studies plant ecology and physiology in the Intermountain West and southwest Washington. This work includes image analysis of tree roots, genes to ecosystems approaches, plant physiology, carbon balance, species interactions, community analysis and restoration ecology. He also manages the EEON project (academic.evergreen.edu/projects/EEON). See more about his lab's work at: academic.evergreen.edu/f/fischerd/E3.htm. studies and is involved with advocacy efforts on the linkages between environment, health, community and social justice. Students can become involved in researching environmental health in Northwest communities and Washington policy on phasing out persistent, bio-accumulative toxins. One major project students can work on is the impact of the Asarco smelter in Tacoma, examining public policy and regional health. studies birds. Current activity in her lab includes avian bioacoustics, natural history collections and bird research in the EEON. Bioacoustic research includes editing and identifying avian songs and calls from an extensive collection of sounds from Bornean rainforests. Work with the natural history collections includes bird specimen preparation and specimen-based research, including specimens from Evergreen's Natural History Collections and other collections in the region. Work with EEON includes observational and acoustic surveys of permanent ecological monitoring plots in The Evergreen State College campus forest. conducts research on the ecological physiology of marine animals. He and his students are currently investigating the physiological, behavioral and biochemical adaptations of gelatinous zooplankton to environmental stress and climate change. Other research is focused on the biodiversity of marine zooplankton. Students working in his lab typically have backgrounds in different aspects of marine science, ecology, physiology and biochemistry. Please go to the catalog view for specific information about each option. | botany, ecology, education, entomology, environmental studies, environmental health, geology, land use planning, marine science, urban agriculture, taxonomy and zoology. | Dylan Fischer Abir Biswas Lin Nelson Erik Thuesen Alison Styring Gerardo Chin-Leo | Junior JR Senior SR | Fall | Fall Winter Spring | ||
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Michael Paros and Steven Scheuerell
Signature Required:
Winter
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | F 12 Fall | W 13Winter | "The question of all questions for humanity, the problem which lies behind all others and is more interesting than any of them, is that of the determination of man's place in nature and his relation to the cosmos." - T.H. HuxleyCrop agriculture and animal production dominate human-managed ecosystems. Both provide forms of human sustenance yet simultaneously disrupt natural ecological functions. Tensions often exist between nature conservationists and agricultural communities. How do we balance biodiversity conservation and modern agricultural production? Is it possible to have both? Should public policy emphasize agricultural intensification to spare land for wildlife areas and keep conservation areas separate from human production activities? Can our planet afford to preserve culturally and biologically diverse agricultural systems? Are traditional agricultural practices vital to our sustainable future?Faculty and students will challenge and develop their own personal ethical framework in an attempt to address the many questions that arise when we alter natural systems through agriculture. This will be accomplished through experiential field trips, reading, writing, scientific analysis and open discussion. Students will visit a variety of Washington and Oregon farming operations and conservation areas that illustrate the agricultural and environmental ethical dilemmas that society currently faces. Multiple perspectives from land stakeholders will be presented. Fall quarter will focus on the fundamental principles of conservation biology and ethical theory, while familiarizing students with basic agronomic practices. In winter quarter, students will develop a personal land ethic while analyzing tensions between agriculture and conservation specific to a particular locale.This program will interest students who are open-minded and want to think critically about the agricultural sciences, conservation biology, and ethics. | Michael Paros Steven Scheuerell | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter | ||||
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Anne Fischel and John Baldridge
Signature Required:
Spring
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Program | SO–SRSophomore - Senior | 8, 16 | 08 16 | Day and Evening | S 13Spring | How do communities remain resilient in the face of oppression, exploitation, disempowerment, and the shock of what Naomi Klein has termed "disaster capitalism"? How do people come together--and hold together--in challenging times? Conversely, how do people organize to resist and transform their societies' embedded inequities? How do groups create, nurture and develop networks of mutual aid, cooperation and solidarity that uphold principles of justice and sustainability?We will consider a range of communities seeking answers to these questions, in theory and in practice, to create and maintain cultures of solidarity. Key themes include: alternative economic models, such as producer and consumer cooperatives; the role of bottom-up, non-authoritarian education models in building durable, multigenerational lines of communication; challenges faced by indigenous, migrant, working class and other constituencies, including language, cultural and media literacy; and critical analysis of the concepts of sustainability, justice, culture and solidarity. Students will engage with communities in places as nearby as Olympia and Shelton and as far afield as Venezuela, Argentina, and the Basque region of Spain. We aim to learn how answers to theoretical questions can drive constructive practices in the real world.This program offers a full-time and a half-time option. The central program components outlined above will be offered as part of the Evening & Weekend Studies curriculum, for 8 credits, for all students in the program.Students enrolled in the full-time (16-credit option) will participate in additional daytime sessions. They will build on the central curriculum with projects that engage directly with local communities. Though we anticipate that some students will join the program to extend their work in the fall/winter program Local Knowledge, the full-time option is open to all registrants. Opportunities will be available to begin new projects or internships, or to join projects-in-progress from fall and winter quarters.Credits for all students may include: political economy, labor studies, social movement studies, community studies, geography, sociology, ethnic studies, and education. Additional credits for full-time students may include: media production, art as social practice, participatory research, media analysis, or credits tailored to students' community projects. | Anne Fischel John Baldridge | Tue Tue Thu Thu | Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
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Martha Henderson
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Course | JR–GRJunior - Graduate | 2, 4 | 02 04 | Day, Evening and Weekend | Su 13Summer | As the largest island in the Caribbean, with the highest percentage of environmental scientists and engineers and a long-standing commitment to policies that promote environmental protection and sustainable development, Cuba is uniquely positioned to provide leadership in enlightened environmental policy and practice in our shared ecosystem. The rationale and potential for mutual collaboration between US and Cuban environmentalists in this vital and shared ecosystem is considerable.This course will be joining for its biannual research program on environmental protection and sustainable development in Cuba, which includes an opportunity for interchange with participants in the IX International Conference on Environment and Development hosted by the . Trip dates are 7/5/13-7/14/13. Course requires separate registration in April through Eco Cuba Network; please contact Gail Wootan at wootang@evergreen.edu if interested in this course.For more information about the research program, please see . For more information on the conference in Cuba and conference schedule: Students may choose to take this course for two credits or four credits. Two credit students will be required to complete reading assignments and virtual meetings in June prior to leaving for Cuba. Two credit students are required to submit their field notebooks with a reflective essay by July 29. Four credit students are required to complete reading assignments, short paper assignment and all virtual class meeting times prior to leaving for Cuba. Upon returning from Cuba, four credit students are required to submit a 15 page paper based on field and archival work by July 29. All students are required to write a short autobiography and short essay on their trip expectations. They must also submit a resume. Students will ‘meet’ in the virtual classroom. A Moodle site will be set up for virtual class meetings.The cost of the Eco Cuba Network program, including flight from Cancun, Mexico is $2600. Students are responsible for purchasing airfare to Cancun. Students may also choose to arrive early or stay late for personal travel. If enough students are interested, a service project after 7/14/13 may be organized.NOTE: Students interested in this course must register through Eco Cuba Network separately sometime in April. Please contact Gail Wootan, Assistant Director of the Graduate Program on the Environment, at wootang@evergreen.edu if interested in this course. | Martha Henderson | Summer | Summer | ||||||
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Jennifer Gerend and Anthony Tindill
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Program | FR–SOFreshmen - Sophomore | 16 | 16 | Day | S 13Spring | In this program we consider the beloved urban spaces where people come to stroll, browse shops and restaurants, push a child in a stroller or walk a dog. In these places we meet friends, hold community festivals and more solemn events. Some spaces are always bustling, while others are largely avoided. Design plays a major part. What regulations guide the design of a space, and who is involved in the design process? How can communities participate? How are historically significant sites considered, and what is “worthy” of preservation? We will explore urban design principles and their application (or lack thereof) in communities throughout the Northwest and on our own campus.Students will gain an introduction to the fields of architecture, urban planning and historic preservation through the shared focus on urban design. We will read influential texts, examine images, and visit places with a critical eye on the individual components that comprise an urban setting.We will engage in careful readings of the texts, seminar discussion, case studies, writing assignments, and field trips. In studio workshop time, students will have an opportunity to explore design thinking and urban design principles in a theoretical design project. | Jennifer Gerend Anthony Tindill | Freshmen FR Sophomore SO | Spring | Spring | |||||
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Michael Vavrus
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Course | FR–SRFreshmen - Senior | 4 | 04 | Evening | Su 13Summer 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 includeThis course is designed as a hybrid-online class and will use a combination of in-class and on-line meetings. The schedule may vary for different groups of students to accommodate various summer commitments. | Michael Vavrus | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | |||||
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Peter Impara
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Program | SO–SRSophomore - Senior | 16 | 16 | Day | S 13Spring | At what scale should we manage or study an ecosystem or landscape? What is a natural landscape, and how do (or can) we manage it? Geographers and ecologists have pondered the question of scale in ecosystems, and how to apply scale issues to conservation and research. Many ecosystem and related studies have been conducted at fine spatial scales, yet many of the problems and issues of resource management and conservation are best approached at broader, landscape-level spatial scales. This program will investigate broader scale approaches to on-going conservation and management activities in important ecosystems and approaches of scientists regarding the issues of scale and the ecological patterns and processes used to define "natural systems."Scale, landscape analysis and pattern-process interactions will be addressed using computer labs in GIS and spatial analysis. Students will learn about landscape ecology concepts through lectures, field trips to nearby natural areas to observe pattern-process interactions, and through the design and implementation of a landscape ecology research project. Through class and field work students will learn about important ecological principles such as disturbance regimes, biotic diversity and species flow, nutrient and energy flows, and landscape change over time. Seminar readings will tie landscape ecology principles to on-going ecosystem management activities.Students will develop skills in ecological pattern and spatial analysis, natural history and field interpretation, and the generation of multiple research hypotheses and methods to address those hypotheses. | Peter Impara | Sophomore SO Junior JR Senior SR | Spring | Spring | |||||
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Anne de Marcken (Forbes) and Peter Impara
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | F 12 Fall | W 13Winter | How do our landscapes shape us and how do we shape them? How can the endeavors of science and art inform our understanding of the changing planet—what can they tell us about its past, and how can they shape its future? Both stories and maps are ways of finding patterns and organizing information: they locate us in time and space and in relation to one another. In this program, using geography and creative writing as methods of inquiry, students will encounter the environment today, discover its past, and imagine its future. Using historical and present-day climate change as a framework, we will investigate the ways cultural and personal identity emerge from the natural landscape and the ways that people, in turn, shape the environment. We will the story of our physical environment in cultural, literary and geographic records and in the land itself. We will our own stories of place using maps and creative writing. Experiential learning is an important aspect of this program; in addition to other day trips, we will go on an extended field trip to Washington's Long Beach Peninsula, a 28-mile spit separating the Pacific Ocean from the Willapa Bay. There we will experience firsthand the interconnectedness of climate, landscape and culture. We will use the tools of geography, creative writing, and digital media to envision and even affect the future of this landscape and how we inhabit it, and will consider and experiment with the ways information and imagination influence our sense of connection to and responsibility for the physical world.In addition to generating research and creative writing in response to the program's themes, students will collaborate to create interactive tools for public engagement and will play an active role in producing Evergreen's 2013 TEDx conference on Climate Change Innovations.Students will develop science skills through interpretation of maps and spatial data, by making their own maps, and through site and landscape analysis. They will cultivate creative writing skills through independent practice and workshop-based critique with an emphasis on creative non-fiction and hybrid literary forms such as image-based essays and interactive texts. Scientific, literary and artistic perspectives, practices, and theories will inform lectures, readings and seminars. Students will use critical and technical skills as they learn to research, analyze and interpret environments through readings and seminars, in writing and computer workshops, and by using the landscape itself as a classroom. | ecology, environmental studies, geography, literature, natural history and writing. | Anne de Marcken (Forbes) Peter Impara | Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter | ||
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Anthony Zaragoza, Zoltan Grossman and Lin Nelson
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Program | SO–SRSophomore - Senior | 16 | 16 | Day | F 12 Fall | W 13Winter | S 13Spring | Social movements don’t just happen. They emerge in complex, often subtle ways out of shifting historic conditions, at first unnoticed or underestimated. Social movements--across the political spectrum--push us to examine a wide array of questions about ideas, communication and organization, and how people are inspired and mobilized to create change. In this program, we will explore what individuals and communities can do about whatever issues are of most concern to them.This program will examine methods of community organizing that educate and draw people into social movements, and methods of activism that can turn their interests and commitment into effective action. Key to this will be how movements construct and frame their strategies, using a toolkit of tactics. Our foundation will be the contemporary U.S. scene, but we’ll draw on historical roots and lessons from the past, as well as on models from other countries. It will be crucial for us to look at the contexts of global, national and regional movements, and how they shape (and are shaped by) events at the local scale.In fall quarter we’ll undertake a comparative exploration of strategies and tactics of various social movements in the U.S. and abroad, and critically analyze their effectiveness and applicability. We’ll explore movements based around class and economic equality (such as labor rank-and-file, welfare rights and anti-foreclosure groups), as well as those based around identities of race, nationality and gender (such as civil rights, feminist, Native sovereignty, LGBTQ, and immigrant rights groups). The program will also examine movements that focus on life’s resources, from environmental justice to health, education and housing. Our examinations and explorations will take us across the political spectrum, including lessons from how populist movements effectively reach and mobilize disillusioned people, including right-wing populist movements, such as the Tea Party, pro-life/anti-choice and anti-gay movements, and anti-immigrant, anti-indigenous, and other white supremacist groups.During winter quarter, we’ll explore the ways that movements emerge and grow, focusing on themes that cut across organizations, and developing practical skills centered on these themes. Our discussions will include how movements reflect and tell people’s stories (through interviews, theater, etc.). Central to our work will be an examination of ways to communicate with people from different walks of life, using accessible language and imagery (through personal interaction, popular education, alternative media, etc.). We’ll critically examine how groups use mainstream institutions to effect change (such as press releases, research centers, legislative tactics, etc.). We’ll examine and critique the use of the internet and social media in networking people, and share innovative uses of culture (film, audio, art, music, etc.). We’ll assess the effectiveness and creativity of actions at different scales (rallies, direct actions, boycotts, etc.). Finally, we will look at relationships between social movements with different organizing styles, and how they have built alliances, as well as the internal dynamics within organizations.Spring quarter will be a time for in-depth work through different types of projects: comparative critiques of movement strategies, critical social history of a movement, direct work with a local or regional movement, critical exploration of movement literature, or development of media, including such possibilities as social media, short film pieces, photography, web pages, photovoice, and podcasting. Throughout the program, our work will be shaped by a range of community organizers, activists and scholars. Projects will use community-based research and documentation, with a view toward the sharing and presenting of work, in connection with partners and collaborators. | Anthony Zaragoza Zoltan Grossman Lin Nelson | Sophomore SO Junior JR Senior SR | Fall | Fall | |||
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Jeanne Hahn
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Program | JR–SRJunior - Senior | 16 | 16 | Day | W 13Winter | Working together in a seminar format, students and faculty will establish an historical, theoretical and analytical understanding of the birth of capitalism in the crisis of 16th century European feudalism, its rise and consolidation in the late 18th and 19th centuries, the development of the global political economy, and its first structural crisis accompanied by a major burst of imperial expansion in the late 19th century. We will find this is a topic steeped in controversy. Capitalism has transformed the world materially, socially and ecologically. We will consider the interrelationships among these three categories as capitalism developed and changed through its formative period. Major analytical categories will be imperialism, colonialism, and globalism, the accompanying ecological transformation, and the rise of social classes in support of and resistance to these developments. We will study the rise of liberalism in its historical context, as well as its counterparts, conservatism and socialism. Understanding the trajectory, deep history and logic of historical capitalism will provide students with the insights and tools necessary to assess the current historical moment. The program will require close and careful reading and discussion as well as considered and well-grounded writing. Our work will be conducted at an upper-division level. | Jeanne Hahn | Junior JR Senior SR | Winter | Winter | |||||
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John Baldridge
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Course | FR–SRFreshmen - Senior | 4 | 04 | Evening | S 13Spring | John Baldridge | Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | |||||
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John Baldridge
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Course | FR–SRFreshmen - Senior | 4 | 04 | Evening | W 13Winter | John Baldridge | Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | |||||
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Mark Harrison and John Baldridge
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Program | FR–SRFreshmen - Senior | 8 | 08 | Evening and Weekend | F 12 Fall | W 13Winter | With the US presidential election season as backdrop, we will engage with American politics, both local and national. We will delve deeply into the use and construction of political power—how it leverages cultural trends and reflects the geography of the electorate. We will examine how tactics of performance are employed to create images that have purchase on the political stage. Rhetoric, "spin," appeals to values, the invocation of class struggle, portrayals of the Constitution, bi-partisanship, race relations, gender rights—all of these will be part of our curriculum. What roles do citizens play, particularly in relation to changing social and environmental realities, the Internet, popular culture and the media? We will develop a set of critical questions, issues, and case studies that will guide our program. We will critique the campaigns as they unfold in real time—political ads, talking points, debates and damage control. And we will analyze plays, narrative and documentary films, and other forms of art and entertainment to determine how they have historically reflected or shaped political action and thought. In fall quarter we will follow the campaigns as they develop and culminate in the election. We will analyze what the election results tell us about the state of American politics. In winter quarter we will analyze and track the Inaugural Address of the next president and the start of a new US Congress. What do "lame duck" politicians hope to accomplish? How do continuing politicians frame their plans for the future? What can we, as an informed electorate, anticipate from the next political cycle? Students who enroll in this program should expect to do independent research on the elections, participate in political rhetoric and events, conduct statistical analyses of polls and election results, and dig into the elections cycle and results. | Mark Harrison John Baldridge | Wed Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter |
