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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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Lin Nelson
Signature Required:
Fall Winter Spring
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Research | JR–SRJunior - Senior | V | V | Day | F 12 Fall | W 13Winter | S 13Spring | Lin Nelson | Junior JR Senior SR | Fall | Fall Winter Spring | ||||
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Cindy Beck
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Program | SO–SRSophomore - Senior | 8 | 08 | Evening and Weekend | F 12 Fall | W 13Winter | Students will study the anatomy and physiology of the human body using a systems approach. Students will also explore the interrelationship of health and disease in the human body by studying common pathological conditions. Each system will be covered utilizing a traditional lecture and laboratory format. At the conclusion of each system, students will demonstrate their knowledge through exams and research projects.Credits in this class meet some requirements for the MiT program as well as prerequisites for many graduate programs in health sciences. | wellness, health, and health-related fields | Cindy Beck | Mon Wed | Sophomore SO Junior JR Senior SR | Fall | Fall Winter | ||
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Cindy Beck
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Course | FR–SRFreshmen - Senior | 2 | 02 | Evening | S 13Spring | 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. | Cindy Beck | Mon | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
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Gail Tremblay
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Course | FR–SRFreshmen - Senior | 4 | 04 | Day | Su 13Summer 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 | |||
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Carolyn Prouty and Wenhong Wang
Signature Required:
Winter
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | F 12 Fall | W 13Winter | Carolyn Prouty Wenhong Wang | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||||
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Marja Eloheimo
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Program | FR–SRFreshmen - Senior | 8 | 08 | Day | Su 13Summer Session I | In this 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, lectures, 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 | Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Amy Cook and Kabby Mitchell
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | W 13Winter | S 13Spring | Dance is a complex mix of human physiology, emotion and culture. The term "dance" has also been used by animal behaviorists to describe movements animals do as part of courtship and other social interactions. In this program we will explore dance from these various perspectives. Students will develop the skills necessary to dance and will gain a better understanding of what is behind the movements--both in terms of anatomy and physiology and in terms of what dance means to us as humans. We will examine and perform dance, not simply within categories like ballet or modern, but from a broader perspective of movement and culture.In winter we will examine the anatomical and physiological basis of dance and other demanding activities. Through labs, lectures and workshops we will look at the structure of the musculoskeletal, cardiovascular and respiratory systems and how these function both independently and together to allow us to do anything from walking across the street to performing the complex movements of dance. These ideas will be reinforced in dance workshops and students will be encouraged to learn through paying attention to what is happening in their own bodies. Students will begin to develop an understanding of the dance community and how it fits into a larger social and community context.In spring we will continue our examination of the physiology of dance and integrate energy, metabolism, balance and coordination with cultural studies. Students will continue to develop and hone their movement and dance skills in workshops and work towards a final performance in which they will be asked to show what they have learned in the program and bring together the major program themes. We will also look at the activities that animal behaviorists call dance and compare them to dance in humans. What are animals trying to communicate in their dances? Is there any evidence of individuality or creativity in animal dance? Students will be encouraged to think deeply about what dance is and whether it is unique to humans.This program is for anyone who has an interest in dance, human biology and culture and students do not need to have a background in either dance or science to succeed in the program. In taking an interdisciplinary approach to dance we hope to attract both students who have a long-term interest in dance as a career and students who have never before thought about learning to dance but are interested in human physiology and culture and would like to be involved in a creative approach to learning the major concepts of these fields. | Amy Cook Kabby Mitchell | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter Spring | ||||
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Donald Morisato and Martha Rosemeyer
Signature Required:
Winter Spring
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | F 12 Fall | W 13Winter | S 13Spring | What should we eat? What is the link between diet and health? How do we define "organic" and "local" food? How are our agricultural practices linked to issues of sustainability?This program will take a primarily scientific approach to food and cooking. The topics will span a broad range of scale, from ecological agriculture to molecular structure, including sustainable production, the coevolution of humans and food, the connection between food and medicine, as well as the transformation of food through the processes of cooking and fermentation. Throughout history, food and cooking have not only been essential for human sustenance, but have played a central role in the economic and cultural life of civilizations. This interdisciplinary exploration of food will take a broad ecological systems approach as it examines the biology and chemistry of food, while also incorporating political, historical and anthropological perspectives.Students will directly apply major concepts learned in lectures to experiments in the laboratory and kitchen. Field trips will provide opportunities for observing food production and processing in the local community. Program themes will be reinforced in problem-solving workshop sessions and seminar discussions focused on topics addressed by such authors as Michael Pollan, Harold McGee, Gary Paul Nabhan, Sidney Mintz and Sandor Katz.In fall quarter, we will introduce the concept of food systems, and analyze conventional and sustainable agricultural practices. We will examine the botany of vegetables, fruits, seed grains and legumes that constitute most of the global food supply. In parallel, we will study the genetic principles of plant and animal breeding, and the role of evolution in the selection of plant and animal species used as food by different human populations. We will consider concepts in molecular biology that will allow us to understand and assess genetically modified crops.In winter quarter, we shift our attention to cooking and nutrition. We will explore the biochemistry of food, beginning with basic chemical concepts, before moving on to the structure of proteins, carbohydrates and fats. We will study meat, milk, eggs, vegetables and cereal doughs, and examine what happens at a biochemical level during the process of cooking and baking. We will explore how our bodies digest and recover nutrients, and consider the physiological roles of vitamins and antioxidants, as well as the complex relationship between diet, disease and genetics. Finally, we will study the physiology of taste and smell, critical for the appreciation of food.In spring quarter, we will examine the relationship between food and microbes, from several different perspectives. We will produce specific fermented foods, while studying the underlying biochemical reactions. We will also consider topics in microbiology as they relate to food safety and food preservation, and focus on specific interactions between particular microbes and the human immune system. | Donald Morisato Martha Rosemeyer | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | |||
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Marcella Benson-Quaziena
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Program | JR–SRJunior - Senior | 8 | 08 | Weekend | F 12 Fall | This quarter long program will take on a broad base study of well-being, addressing the mental, physical, social, emotional, and spiritual dimensions. The program will examine the diverse ways individuals within cultural communities define well-being as well as the connection between well-being and our "shadow" side. We will provide an environment to assist students to further develop competencies in the disciplines of psychology, community and health, and spiritual practice. During the quarter we will devote time to critical analysis, experiential inquiry, writing skills, and computer proficiencies. We will address the questions: What contributes to satisfying, engaging, and meaningful living; and What conditions allow people and communities to flourish?Notes: | community development, human services, sociology, social work, health and wellness, health related fields and social psychology. | Marcella Benson-Quaziena | Sat Sun | Junior JR Senior SR | Fall | Fall | |||
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Mary Dean
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Course | FR–SRFreshmen - Senior | 4 | 04 | Evening | S 13Spring | 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 | ||||
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Cindy Beck
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Program | FR–SRFreshmen - Senior | 6, 12 | 06 12 | Evening | Su 13Summer 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 | |||
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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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Cheri Lucas-Jennings
Signature Required:
Winter Spring
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Contract | SO–SRSophomore - Senior | 16 | 16 | Day and Weekend | W 13Winter | S 13Spring | Individual studies offers important opportunities for advanced students to create their own course of study and research. Prior to the beginning of the quarter, interested individuals or small groups of students must consult with the faculty sponsor to develop an outline of proposed projects to be described in an Individual Learning Contract. If students wish to gain internship experience they must secure the agreement and signature of a field supervisor prior to the initiation of the internship contract.This faculty wecomes internships and contracts in the areas of environmental health; health policy; public law; cultural studies; ethnic studies; the arts (including acrylic and oil painting, sculpture, or textiles); water policy and hydrolic systems; permaculture, economics of agriculture; toxins and brownfields; community planning, intranational relations.This opportunity is open to those who wish to continue with applied projects that seek to create social change in our community (as a result of work begun in fall 2010 and winter 2011 "Problems to Issues to Policies;" to those begining internship work at the State capitol who seek to expand their experience to public agencies and non-profit institutions; and to those interested in the study of low income populations and legal aid. | American studies, art, communications, community studies, cultural studies, environmental field studies, gender and women's health, history, law and government and public policy leadership | Cheri Lucas-Jennings | Sophomore SO Junior JR Senior SR | Winter | Winter Spring | |||
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Mukti Khanna
Signature Required:
Spring
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Contract | SO–SRSophomore - Senior | 16 | 16 | Day | S 13Spring | This opportunity allows students to create their own course of study in the form of an Individual Learning Contract or Internship. Working with the faculty sponsor, individual students or small groups of students design projects or internships and meet regularly with faculty to reflect on their work. Students pursuing individual studies or internships in psychology, integrative health, mind-body medicine, service learning, expressive arts therapy and cultural studies are invited to submit contracts through the online learning contract system to khannam@evergreen.edu. While this opportunity is oriented towards sophomores-seniors, freshmen contracts will be considered if they are part of a group project or applying for an internship. | psychology, the health professions, human services and education. | Mukti Khanna | Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
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Nancy Anderson
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Program | FR–SRFreshmen - Senior | 8 | 08 | Weekend | Su 13Summer Session I | 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. | health professions including public health, social services, and education. | Nancy Anderson | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | |||
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Nancy Anderson and Suzanne Simons
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Program | FR–SRFreshmen - Senior | 8 | 08 | Weekend | S 13Spring | Public health and prevention are often the invisible part of health policy. Those who are healthy or whose diseases have been prevented never know what they missed. But the decay in preventive health infrastructures has clear consequences: population health and well-being suffer with consequences for our futures. How can the importance of public health be made clear to those who pay for preventive services – funders and taxpayers? For many people, health awareness begins with a personal crisis or insight that later is generalized to a population overall. The individual narrative can serve as a beacon, catalyzing an understanding of the importance of what we don’t see. This program will explore the importance of narrative as a source of advocacy through exploration of health journalism ranging from students’ own personal health narratives to tracking and critiquing public health journalism in a variety of mainstream, alternative, and specialty media. Students will also write a public health article based on attending a public policy meeting or hearing with public health implications. This preliminary work will ground us in envisioning and creating advocacy narratives of new models for health systems that emphasize the primacy of prevention and well-being. As final projects, students will work in small groups to design a vision for a health care system that meets these criteria, creating narratives for specific target audiences. | Nancy Anderson Suzanne Simons | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
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Marja Eloheimo
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Course | FR–SRFreshmen - Senior | 6 | 06 | Weekend | S 13Spring | 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 nature journaling. 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 | Spring | Spring | |||
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Mukti Khanna, Glenn Landram and Marja Eloheimo
Signature Required:
Winter
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | F 12 Fall | W 13Winter | Mind-body medicine is an interdisciplinary field focusing on the applications of sociocultural, psychosocial, somatic and behavioral knowledge relevant to health and wellness. Fall quarter will explore historical foundations of mind-body medicine from diverse cultural and disciplinary perspectives. We will look at how mind-body medicine is being integrated into health care in disease prevention, health promotion, treatment and rehabilitation centers. During fall quarter, we will expand upon our exploration of mind-body medicine by examining some of the financial implications of our health care systems and what influence individuals have in the process. We will also explore plants as a medicine to gain both botanical and cultural understandings as well as integrate concepts with practice.Winter quarter will allow students to implement their own Cocreative Learning Plans with program modules and individual project or internship studies. Optional program modules will include readings and seminar, health psychology, statistics for graduate school preparation, and medicinal botany. Students who are in good academic standing may take 4-16 credits of project or internship studies within the program. Student project and internship work will be presented in a program-wide fair at the end of the quarter. | Mukti Khanna Glenn Landram Marja Eloheimo | Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||
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Mukti Khanna
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Program | FR–SRFreshmen - Senior | 4, 8 | 04 08 | Evening and Weekend | Su 13Summer Session I | Mind-Body Medicine focuses on the applications of sociocultural, psychosocial, and behavioral knowledge relevant to health and wellness. The course will explore historical foundations of mind-body medicine in addition to clinical practices including energy psychology, qigong, expressive arts therapy, somatic practices, and mindfulness. Questions to be explored include "What practices are emerging at the creative edge of healthcare?" and "How are healthcare providers preparing themselves to work in an integrative healthcare system?" Students have the option of doing health project work and theoretical readings for an additional 4 credits. | health, psychology, alternative and complementary medicine | Mukti Khanna | Wed Fri Sat Sun | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | |||
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Carolyn Prouty and James Neitzel
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Program | SO–SRSophomore - Senior | 16 | 16 | Day | S 13Spring | This program will explore the molecular events that determine the biological activity and toxicity of selected xenobiotic molecules--chemicals not normally produced by the body. These molecules include natural products, drugs and chemicals released in the environment by human activity. We will focus on specific molecules, which might include drugs like ethanyl estrodiol (birth control pill), natural carcinogens like aflatoxin, and other toxicants like BPA (bisphenol A). For each molecule, we will examine in detail the molecular mechanisms by which they act on cellular or physiological processes. How do chemicals treat a disease or cause cancer? Are all people (or species) equally sensitive to these therapeutic and/or toxic effects? How are chemicals metabolized and what molecular targets does a xenobiotic molecule alter? How are genes affected by chemicals and how do the genes affect the way the chemicals act or their fate in the body? Can we use molecular structures to predict which molecules may bioaccumulate and cause cancer, while other molecules can be easily detoxified and excreted?To help understand the actions of these molecules, this program will examine biochemical pathways used in the transformations of these molecules. We will examine cellular signal pathways in detail, as the biological actions of these molecules are often due to perturbations of these normal signal processes. We will also use tools from modern genetics and bioinformatics to examine how genetic differences can influence the effects of these chemicals. This will include current research in epigenetics that proposes mechanisms that explain how prior environmental exposures can influence an organism's current health.We will emphasize data analysis and interpretation obtained from primary literature reports or agency databases. Quantitative reasoning will be a major component of class examples, workshop and homework assignments. Embedded in these activities are principles of cell biology and biochemistry, organic chemistry, genetics, physiology and epidemiology. Students who take this program and Chemistry of Living Systems in fall and winter will cover all of the major subject areas usually covered in Molecule to Organism. | Carolyn Prouty James Neitzel | Tue Wed Thu | Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
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Cindy Beck
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Course | FR–SRFreshmen - Senior | 6 | 06 | Evening and Weekend | S 13Spring | Americans daily face conflicting information related to health and nutrition. In this course, 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 | ||||
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Kelly Brown
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Program | FR–SRFreshmen - Senior | 4, 8 | 04 08 | Day | Su 13Summer Full | Students will develop an understanding of the major theories of personality and abnormal psychology. During the first half of the program, students will explore ideas which look at what accounts for individual differences among people, why people might act in the ways in which they do, and why they might change. In the second half, students will study abnormal psychology. Using the DSM-IV or V, students will develop and understanding of the characteristics, treatment, and prognosis of all major psychological disorders. Students will also learn skills and techniques for providing treatment throughout the course. Students will be able to apply their knowledge of various theories, techniques, and diagnoses to case examples and other real-life scenarios. | Kelly Brown | Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Tom Womeldorff and Nancy Anderson
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | F 12 Fall | W 13Winter | For generations, individuals from "richer countries" have travelled to "poorer countries" to help improve local living conditions, not always with positive or even measurable results. How do well-intentioned outsiders know if they are helping or hindering the progress of a community? We will critically assess the effectiveness of outsiders--individuals, organizations and governments--with particular focus on issues of public health and economic development in Sub-Saharan Africa. Is there a constructive role for "richer countries" in promoting and facilitating equitable development in the countries of Sub-Saharan Africa or does the history of colonialism doom any possibility of constructive interaction?We will begin by examining the systematic underdevelopment of Africa by European colonial powers, and analyze the continent's historical and current place in the capitalist world-system. We will develop an understanding of the complexities, paradoxes and contradictions shaping the possibilities for equitable development in post-colonial Sub-Saharan Africa. We will consider the evolution of theories of economic development and public health perspectives on human development. We will explore the forces that have shaped the health and human development of Sub Saharan Africa since World War II. How do we know that models designed to improve human development actually forward the stated goals? Does economic growth now followed by later income redistribution work or must equity be incorporated into economic goals from the outset? How do we measure success? Can governmental aid organizations, acting in the name of the "richer countries", serve the best interests of the "poorer countries"? How can we best work with governments that do not promote equity or the well-being of their populations? We will consider the role of governmental aid, multilateral agencies, and non-governmental organizations. We will consider a range of economic development initiatives from the World Bank to Kiva.org. The role of the World Health Organization, the relevance of the primary health care model, and the potential of the campaigns will be considered in the context of ongoing inequality and continuing indicators of poor health in several parts of Sub-Saharan Africa. We will use a case study format to analyze the variation in equitable economic development and public health among several Sub-Saharan African countries, examining the influence of foreign aid in the achievement of these objectives. Students completing this program will have a foundation in economic development and public health that will help them critically assess community needs, strengths, and deficits. They will have the skills necessary to answer the question "Am I making a difference?" both at home and abroad. | Tom Womeldorff Nancy Anderson | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter | ||||
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Ryo Imamura
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Program | FR–SOFreshmen - Sophomore | 16 | 16 | Day | F 12 Fall | W 13Winter | 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 the East, particularly Buddhism, which does not divorce the study of psychology from the concern with wisdom and human liberation.In direct contrast, 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, 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. 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. | Ryo Imamura | Tue Thu | Freshmen FR Sophomore SO | Fall | Fall Winter | |||
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Benjamin Simon
Signature Required:
Summer
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Research | SO–SRSophomore - Senior | V | V | Day | Su 13Summer Full | (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. Specific projects include using attenuated bacteria to deliver either protein-based or nucleic acid vaccines in vivo and investigating bacterial invasion mechanisms. In collaboration with (faculty emerita) other projects include characterization of bacteriophage targeting the fish pathogen and elucidation of phage and host activities in stationary-phase infected with T4 bacteriophage. Students with a background in biology and chemistry will gain experience in laboratory research methods, including microbiological techniques, tissue culture and recombinant DNA technology, and may have opportunities to present data at regional and national conferences. | Benjamin Simon | Sophomore SO Junior JR Senior SR | Summer | Summer | |||||
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Michael Paros
Signature Required:
Summer
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Research | SO–SRSophomore - Senior | V | V | Day | Su 13Summer Full | 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. | Michael Paros | Sophomore SO Junior JR Senior SR | Summer | Summer |
