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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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Kristina Ackley and Jose Gomez
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Program | SO–SRSophomore - Senior | 16 | 16 | Day | F 12 Fall | W 13Winter | American Indians have a relationship with the federal government unlike that of any other ethnic or political group in the United States. They have consistently organized at all levels to renew and defend their rights to self-governance and nationhood. In this two-quarter program, we will consider the various ways in which sovereignty has been understood and contested, taking as our broad starting points the competing contexts of Indigenous knowledge systems and the U.S. Constitution.Recognizing that sovereignty must be placed within local, historical, cultural and global contexts, our theoretical readings and discussion will move from nation building in America to Native forms of nationalism, and emphasize the politics of indigeneity in an international context. We will examine the historical background and basic doctrines of federal Indian law, including the history of federal Indian policy, the foundations of tribal sovereignty, and federal roles in Indian affairs. Students will learn about Indigenous governments and the areas in which they exercise authority. We will examine the sources and limitations of federal power over indigenous peoples and tribes, state and federal constraints on tribal authority, and definitions of citizenship. We will also consider how contemporary Indigenous nations and communities capitalize on economic, political and intellectual resources.In the fall quarter, students will gain an understanding of the legal nature of the relationship between American Indians and the United States. Beginning with the American Constitution and the era of the early republic, the federal-Indian relationship will be discussed in terms of settler colonialism. Students will examine the ways that Indigenous communities have persisted and revitalized, developing intellectual traditions and structures based on their relationships to one another and to the land. Moving beyond the United States, we will consider the politics of indigeneity in Canada, New Zealand and Australia.Winter quarter will focus on topical issues that have emerged in the 20th and 21st centuries, including attempts to appeal to international law, treaty rights and co-management, sustainable landscapes and communities, Indigenous cultural representation, and the media. In major projects in the fall and winter quarters, students will work on a contemporary issue within Washington state that is of particular interest to local Indigenous nations. Working in legal teams, students will develop appellate briefs on real Indian law cases decided recently by the federal courts and will present oral arguments before a mock court. Students will also rotate as justices to read their peers' appellate briefs, hear arguments and render decisions. Throughout the quarter, students will learn to write appellate briefs based on real cases currently winding through the federal courts. This appellate advocacy project will culminate in oral arguments before the Evergreen Supreme Court. | Native American studies, law, public policy, and tribal government and policy. | Kristina Ackley Jose Gomez | Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||
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Natividad Valdez
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Program | FR–SRFreshmen - Senior | 8 | 08 | Weekend | Su 13Summer Session I | Students will learn about the legal system including sources of law, the framework of the U.S. court system, and legal considerations with the current economy. The class will explore intellectual property (trade secrets/patents) in business, the employer-employee relationship, contracts, and how to apply current law to popular conflicts. The course will also review antitrust laws/considerations and retirement plans. | Natividad Valdez | Sat Sun | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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Jose Gomez
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Program | SO–SRSophomore - Senior | 16 | 16 | Day | S 13Spring | Equality is an ancient ideal, yet at best the United States has embraced it ambivalently throughout its history. Thomas Jefferson wrote in the Declaration of Independence that "all men are created equal," yet he owned slaves; the framers claimed to cherish equality, yet they chose not to enshrine it in the Constitution. Even the Fourteenth Amendment's guarantee of equal protection did not prevent the states from passing Jim Crow laws to maintain white supremacy or the Supreme Court from ruling that the amendment did not mean what it said. Women were denied the right to vote until the ratification of the Nineteenth Amendment in 1920. The struggle to secure equal rights for all Americans continues to this very day.We will begin by taking a critical look at the early cases in which the Supreme Court eviscerated the ideal of equality by circumventing the Thirteenth, Fourteenth and Fifteenth amendments. Then we will study the many cases in the 20th and 21st centuries that have chipped away at Jim Crow and inequality. These involve struggles for equal rights in education, employment, public accommodations, housing, voting and university admissions. We will also examine the modern cases that have gone beyond race to fight discrimination based on sex, age, disability, indigence, alienage, wealth and sexual orientation.Working in legal teams, students will develop appellate briefs on real equal protection cases and will present oral arguments before the "Evergreen Supreme Court." Students will also rotate as justices to read their peers' appellate briefs, to hear arguments, and to render decisions. Students should expect rigorous study; the principal text will be a law school casebook. | Jose Gomez | Mon Wed Thu | Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
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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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Theresa Aragon
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Program | FR–SRFreshmen - Senior | 8 | 08 | Weekend | Su 13Summer Session I | This program is designed to provide a detailed overview of the main areas of human resource management. The program will provide an overview of major human resource functions including recruitment, training, planning, and performance management as well as the major employment discrimination laws including sexual harassment, disability, family leave, wage/hour, and the Consolidated Omnibus Budget Reconciliation Act (COBRA). The program also includes a focus on the law under the National Labor Relations Act (NLRA) and unfair labor practices and union representation elections, with an emphasis on the right to engage in union activities free from interference, restraint, coercion, or discrimination and the duty to bargain in good faith. The learning objectives of the program will be met through reading of assigned texts, written briefings, case analysis, quizzes, study questions, class discussion, application of laws to “real” work situations, collective bargaining simulation, term papers and a formal presentation of a term project. | Theresa Aragon | Sat Sun | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
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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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Timothy Marron
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Course | FR–SRFreshmen - Senior | 2 | 02 | Day | F 12 Fall | In this course, students will study the criminal justice system while learning about specific issues related to Evergreen and its police department. The course will provide an introduction to the resources available at Evergreen and explore ways to improve campus climate and safety. Evergreen police officers and other experts will provide information about various issues ranging from sexual assault and domestic violence to patrol procedures and constitutional law. | Timothy Marron | Mon | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||
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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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Jennifer Gerend and Ralph Murphy
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Program | JR–SRJunior - Senior | 16 | 16 | Day | F 12 Fall | W 13Winter | This program will provide an interdisciplinary, in-depth focus on how land has been viewed and treated by humans historically and in contemporary times. We will give special attention to the political, economic, social/cultural, environmental and justice contexts of land use. We will also look at land ethics, concepts of land ownership, and efforts to regulate land uses and protect lands that have been defined as valuable by society.To understand the context, role and purposes of land use policy and regulation, the following topics and social science disciplines will be used to evaluate human treatment of land primarily in the United States: history and theory of land use planning; economic and community development; the structure and function of American government and federalism; public policy formation and implementation; contemporary land use planning and growth management; elements of environmental and land use law; economics; fiscal analysis of state and local governments; and selected applications of qualitative and quantitative research methods, such as statistics and GIS. Taken together, these topics will help us examine the diversity of ideas, theories and skills required for developing an in-depth analysis of land issues. Our goal is to have students leave the program with a comprehensive understanding of the complexity of issues surrounding land use planning, restoration, urban redevelopment, stewardship and conservation.The program will include lectures, seminars, guest speakers, films, research methods workshops, field trips in western Washington and individual and group research projects and presentations. Fall quarter will focus on developing an understanding of the political and economic history that brought about the need for land use regulation. This will include understanding the political, legal, theoretical and economic context. Winter quarter will continue these themes into contemporary applications and the professional world of land use planning, such as the Washington Growth Management Act, historic preservation and shoreline management. Students will leave the program with the foundation to prepare them for internships or potential careers in land use policy and management. | land use and environmental planning, policy development and fiscal analysis, environmental and natural resource management, and community development. | Jennifer Gerend Ralph Murphy | Junior JR Senior SR | Fall | Fall Winter | |||
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Jose Gomez
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Program | FR–SRFreshmen - Senior | 12 | 12 | Day, Evening and Weekend | Su 13Summer Full | This online program will use a point-counterpoint approach to examine key issues that motivate public policy but interminably divide Americans who support divergent values, goals and strategies. Topics will include government secrecy, civil liberties and security in wartime, same-sex marriage and adoptions, the death penalty, affirmative action, gun control, workfare as welfare reform, and privatization of public schools. It will be taught via the Internet through a virtual learning environment (Moodle) and a chat room for live webinars. There will be a one-time face-to-face orientation 7:00 to 9:30 pm on Monday, June 24. Contact instructor for alternate arrangements for the orientation. | Jose Gomez | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | |||||
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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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Myra Downing
Signature Required:
Fall Winter Spring
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Program | JR–SRJunior - Senior | 12 | 12 | Evening and Weekend | F 12 Fall | W 13Winter | S 13Spring | This program teaches course work from a Native based perspective within the context of the larger global society. Students at all reservation sites follow the same curriculum with opportunities to focus on local tribal specific issues. The overall theme provides students with a foundational knowledge base for tribal sustainability. In the broadest sense it includes: social, cultural, political, economic and environmental sustainability. At the end of the year, they will have a framework from which to explore restorative solutions and development for sustainability at the local, national and international levels. The theme for 2012-2013 is . In fall, students will review federal Indian law through study of historical and contemporary materials and case law. They will develop a foundation for understanding treaties, the trust relationship, legal precedents, sovereignty, threats to sovereignty, and Indian activism. Study of basic conflicts over jurisdiction, land rights, domestic relations, environmental protection and other areas will provide students with insight into court systems and the political will of governments.During winter, students will study the identity formation and politics of several US presidents and world leaders through the lens of race, class, gender, nationality, education and other differences that advance or inhibit an individual's pathway to a place of privilege and power. Forms of theater will be used to study human behavior and political communication. Students will critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures.Spring quarter, students will examine the intersection of social, environmental and economic practices on the sustainability of the planet's biological systems, atmosphere and resources using a variety of methods, materials and approaches to explore contemporary sustainability issues in tribal communities, the U.S. and abroad. Students will study social/cultural and environmental justice issues.Over the program year, students from all sites meet thirteen Saturdays on campus at the Longhouse. Through case study and other methods the curriculum is enhanced and supported. Students participate in workshop-type strands and an integrated seminar that increases writing skills and broadens their exposure to the arts, social sciences, political science and natural science, and other more narrowly defined areas of study. | public administration, political science, social sciences, human services, law, and tribal administration and government. | Myra Downing | Junior JR Senior SR | Fall | Fall Winter Spring | ||
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Cynthia Marchand-Cecil
Signature Required:
Fall Winter Spring
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Program | JR–SRJunior - Senior | 12 | 12 | Evening and Weekend | F 12 Fall | W 13Winter | S 13Spring | This program teaches course work from a Native based perspective within the context of the larger global society. Students at all reservation sites follow the same curriculum with opportunities to focus on local tribal specific issues. The overall theme provides students with a foundational knowledge base for tribal sustainability. In the broadest sense it includes: social, cultural, political, economic and environmental sustainability. At the end of the year, they will have a framework from which to explore restorative solutions and development for sustainability at the local, national and international levels. The theme for 2012-2013 is . In fall, students will review federal Indian law through study of historical and contemporary materials and case law. They will develop a foundation for understanding treaties, the trust relationship, legal precedents, sovereignty, threats to sovereignty, and Indian activism. Study of basic conflicts over jurisdiction, land rights, domestic relations, environmental protection and other areas will provide students with insight into court systems and the political will of governments.During winter, students will study the identity formation and politics of several US presidents and world leaders through the lens of race, class, gender, nationality, education and other differences that advance or inhibit an individual's pathway to a place of privilege and power. Forms of theater will be used to study human behavior and political communication. Students will critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures.Spring quarter, students will examine the intersection of social, environmental and economic practices on the sustainability of the planet's biological systems, atmosphere and resources using a variety of methods, materials and approaches to explore contemporary sustainability issues in tribal communities, the U.S. and abroad. Students will study social/cultural and environmental justice issues.Over the program year, students from all sites meet thirteen Saturdays on campus at the Longhouse. Through case study and other methods the curriculum is enhanced and supported. Students participate in workshop-type strands and an integrated seminar that increases writing skills and broadens their exposure to the arts, social sciences, political science and natural science, and other more narrowly defined areas of study. | public administration, political science, social sciences, human services, law, and tribal administration and government. | Cynthia Marchand-Cecil | Junior JR Senior SR | Fall | Fall Winter Spring | ||
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Michelle Aguilar-Wells and Chad Uran
Signature Required:
Fall Winter Spring
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Program | JR–SRJunior - Senior | 12 | 12 | Evening and Weekend | F 12 Fall | W 13Winter | S 13Spring | This program teaches course work from a Native based perspective within the context of the larger global society. Students at all reservation sites follow the same curriculum with opportunities to focus on local tribal specific issues. The overall theme provides students with a foundational knowledge base for tribal sustainability. In the broadest sense it includes: social, cultural, political, economic and environmental sustainability. At the end of the year, they will have a framework from which to explore restorative solutions and development for sustainability at the local, national and international levels. The theme for 2012-2013 is .In fall, students will review federal Indian law through study of historical and contemporary materials and case law. They will develop a foundation for understanding treaties, the trust relationship, legal precedents, sovereignty, threats to sovereignty, and Indian activism. Study of basic conflicts over jurisdiction, land rights, domestic relations, environmental protection and other areas will provide students with insight into court systems and the political will of governments.During winter, students will study the identity formation and politics of several US presidents and world leaders through the lens of race, class, gender, nationality, education and other differences that advance or inhibit an individual's pathway to a place of privilege and power. Forms of theater will be used to study human behavior and political communication. Students will critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures.Spring quarter, students will examine the intersection of social, environmental and economic practices on the sustainability of the planet's biological systems, atmosphere and resources using a variety of methods, materials and approaches to explore contemporary sustainability issues in tribal communities, the U.S. and abroad. Students will study social/cultural and environmental justice issues.Over the program year, students from all sites meet thirteen Saturdays on campus at the Longhouse. Through case study and other methods the curriculum is enhanced and supported. Students participate in workshop-type strands and an integrated seminar that increases writing skills and broadens their exposure to the arts, social sciences, political science and natural science, and other more narrowly defined areas of study. | public administration, political science, social sciences, human services, law, and tribal administration and government. | Michelle Aguilar-Wells Chad Uran | Junior JR Senior SR | Fall | Fall Winter Spring | ||
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Colleen Almojuela
Signature Required:
Fall Winter Spring
|
Program | JR–SRJunior - Senior | 12 | 12 | Evening and Weekend | F 12 Fall | W 13Winter | S 13Spring | This program teaches course work from a Native based perspective within the context of the larger global society. Students at all reservation sites follow the same curriculum with opportunities to focus on local tribal specific issues. The overall theme provides students with a foundational knowledge base for tribal sustainability. In the broadest sense it includes: social, cultural, political, economic and environmental sustainability. At the end of the year, they will have a framework from which to explore restorative solutions and development for sustainability at the local, national and international levels. The theme for 2012-2013 is .In fall, students will review federal Indian law through study of historical and contemporary materials and case law. They will develop a foundation for understanding treaties, the trust relationship, legal precedents, sovereignty, threats to sovereignty, and Indian activism. Study of basic conflicts over jurisdiction, land rights, domestic relations, environmental protection and other areas will provide students with insight into court systems and the political will of governments.During winter, students will study the identity formation and politics of several US presidents and world leaders through the lens of race, class, gender, nationality, education and other differences that advance or inhibit an individual's pathway to a place of privilege and power. Forms of theater will be used to study human behavior and political communication. Students will critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures.Spring quarter, students will examine the intersection of social, environmental and economic practices on the sustainability of the planet's biological systems, atmosphere and resources using a variety of methods, materials and approaches to explore contemporary sustainability issues in tribal communities, the U.S. and abroad. Students will study social/cultural and environmental justice issues.Over the program year, students from all sites meet thirteen Saturdays on campus at the Longhouse. Through case study and other methods the curriculum is enhanced and supported. Students participate in workshop-type strands and an integrated seminar that increases writing skills and broadens their exposure to the arts, social sciences, political science and natural science, and other more narrowly defined areas of study. | public administration, political science, social sciences, human services, law, and tribal administration and government. | Colleen Almojuela | Junior JR Senior SR | Fall | Fall Winter Spring | ||
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Dorothy Flaherty
Signature Required:
Fall Winter Spring
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Program | JR–SRJunior - Senior | 12 | 12 | Evening and Weekend | F 12 Fall | W 13Winter | S 13Spring | This program teaches course work from a Native based perspective within the context of the larger global society. Students at all reservation sites follow the same curriculum with opportunities to focus on local tribal specific issues. The overall theme provides students with a foundational knowledge base for tribal sustainability. In the broadest sense it includes: social, cultural, political, economic and environmental sustainability. At the end of the year, they will have a framework from which to explore restorative solutions and development for sustainability at the local, national and international levels. The theme for 2012-2013 is . In fall, students will review federal Indian law through study of historical and contemporary materials and case law. They will develop a foundation for understanding treaties, the trust relationship, legal precedents, sovereignty, threats to sovereignty, and Indian activism. Study of basic conflicts over jurisdiction, land rights, domestic relations, environmental protection and other areas will provide students with insight into court systems and the political will of governments.During winter, students will study the identity formation and politics of several US presidents and world leaders through the lens of race, class, gender, nationality, education and other differences that advance or inhibit an individual's pathway to a place of privilege and power. Forms of theater will be used to study human behavior and political communication. Students will critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures.Spring quarter, students will examine the intersection of social, environmental and economic practices on the sustainability of the planet's biological systems, atmosphere and resources using a variety of methods, materials and approaches to explore contemporary sustainability issues in tribal communities, the U.S. and abroad. Students will study social/cultural and environmental justice issues.Over the program year, students from all sites meet thirteen Saturdays on campus at the Longhouse. Through case study and other methods the curriculum is enhanced and supported. Students participate in workshop-type strands and an integrated seminar that increases writing skills and broadens their exposure to the arts, social sciences, political science and natural science, and other more narrowly defined areas of study. | public administration, political science, social sciences, human services, law, and tribal administration and government. | Dorothy Flaherty | Junior JR Senior SR | Fall | Fall Winter Spring | ||
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Renee Swan-Waite
Signature Required:
Fall Winter Spring
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Program | JR–SRJunior - Senior | 12 | 12 | Evening and Weekend | F 12 Fall | W 13Winter | S 13Spring | This program teaches course work from a Native based perspective within the context of the larger global society. Students at all reservation sites follow the same curriculum with opportunities to focus on local tribal specific issues. The overall theme provides students with a foundational knowledge base for tribal sustainability. In the broadest sense it includes: social, cultural, political, economic and environmental sustainability. At the end of the year, they will have a framework from which to explore restorative solutions and development for sustainability at the local, national and international levels. The theme for 2012-2013 is . In fall, students will review federal Indian law through study of historical and contemporary materials and case law. They will develop a foundation for understanding treaties, the trust relationship, legal precedents, sovereignty, threats to sovereignty, and Indian activism. Study of basic conflicts over jurisdiction, land rights, domestic relations, environmental protection and other areas will provide students with insight into court systems and the political will of governments.During winter, students will study the identity formation and politics of several US presidents and world leaders through the lens of race, class, gender, nationality, education and other differences that advance or inhibit an individual's pathway to a place of privilege and power. Forms of theater will be used to study human behavior and political communication. Students will critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures.Spring quarter, students will examine the intersection of social, environmental and economic practices on the sustainability of the planet's biological systems, atmosphere and resources using a variety of methods, materials and approaches to explore contemporary sustainability issues in tribal communities, the U.S. and abroad. Students will study social/cultural and environmental justice issues.Over the program year, students from all sites meet thirteen Saturdays on campus at the Longhouse. Through case study and other methods the curriculum is enhanced and supported. Students participate in workshop-type strands and an integrated seminar that increases writing skills and broadens their exposure to the arts, social sciences, political science and natural science, and other more narrowly defined areas of study. | public administration, political science, social sciences, human services, law, and tribal administration and government. | Renee Swan-Waite | Junior JR Senior SR | Fall | Fall Winter Spring | ||
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Walter Grodzik
Signature Required:
Fall Winter
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SOS | SO–SRSophomore - Senior | 16 | 16 | Day, Evening and Weekend | F 12 Fall | W 13Winter | This SOS program provides an opportunity for students to work on larger, highly-collaborative projects that require a multiplicity of skills and knowledge that an individual may not possess on their own. In this two-quarter program, students will form their own learning communities in order to work collectively and collaboratively on a project of common interest. For example, students could organize as political activists and work for a political campaign or on a political issue, rehearse and perform a play or musical, or write and produce a film. Students could also create a business plan and take steps to open their own business, write and perform a comedy sketch show, create an improv performance troupe, or contribute daily work to an ongoing charity such as Habitat for Humanity. There are countless possibilities limited only by one's interests and imagination. The most important aspect in the selection of a project is the recognition that the size and scope of the work requires the commitment of more than one individual and is possible only with the creation of a learning community. Faculty will support student work through regular meetings, critiques and problem-solving discussions. The peer learning community will also provide support and direction for the various projects | Walter Grodzik | Mon Tue Wed Thu Fri Sat Sun | Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||
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Yvonne Peterson and Gary Peterson
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SOS | SO–SRSophomore - Senior | 16 | 16 | Day and Weekend | F 12 Fall | W 13Winter | S 13Spring | This program is for learners who would like to learn how to do research in a learner-centered environment. There will be an emphasis on Indian Child Welfare, Indian education, and the history of education (specifically how early child education has developed in the United States).Through each learner's area of interest, we will look at a variety of cultural and historical perspectives. Work will be concentrated in cultural studies, human resource development, early childhood education issues/themes and ethnographic studies to include historical and political implications of encounters, and cross-cultural communication. We shall explore Native American perspectives and look at issues that are particularly relevant to Indigenous people of the Americas.Faculty and learners together will work to develop habits of worthwhile community interaction in the context of the education process and social justice. We are interested in providing an environment of collaboration where faculty and learners will identify topics of mutual interest and act as partners in the exploration of those topics. In the fall, participants will state research questions for 2 topics to be covered during the three quarters. During the first weeks of fall quarter ongoing workshops will allow participants to learn the skills for completing their projects. In late fall and winter, individually and in small study groups, learners will develop the historical background for their chosen questions and do the integrative review of the literature and data collection. Depending on their individual projects, learners will develop, use and explore some of the following areas: NAEYC Standards for Early Childhood Education, Bloom's Taxonomy; the theory of multiple intelligence; curriculum development, assessment and instruction and Choice Theory; Paul’s Elements of Critical Thinking, Maslow’s Hierarchy of Needs, Expectations of an Evergreen graduate and the Five Foci; quantitative reasoning; self- and group-motivation; and communication (to include dialogue, e-mail, resources on the Web and our moodle site). | Yvonne Peterson Gary Peterson | Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring |
