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2012-13 Undergraduate Index A-Z
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Law And Public Policy [clear]
| Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days | Multiple Standings | Start Quarters | Open Quarters |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
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Bill Bruner, Qi Chen and David Shaw
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Program | SO–SRSophomore - Senior | 16 | 16 | Day | W 13Winter | Over the past few years, the world economy has gone through a gut-wrenching recession from which it may now--at least at this writing--be recovering. Our objective in this program is to understand the current condition of the economy--with particular emphasis on the U.S. economy--in the context of economic cycles that have been a part of economic history for centuries. We will develop conceptual frameworks for explaining these cycles and apply these frameworks to analysis of current economic conditions. We will be concerned especially with the policy tools that might be used to smooth the ups and downs of the economy. Our studies will include introductions to macroeconomics, economic policy, economic indicators and economic history. No prior study of economics is required, but it won't hurt, either. Students who enroll in this program must be prepared to read about current economic and business conditions on a daily basis in several different publications, both electronic and print-based. This might include the traditional-- or --government publications from such agencies as the Federal Reserve or the Department of Labor and a variety of web-based publications. Students should expect to become well informed about the economy and political developments, and of the implications for economic and financial decisions being made in the sector and by individuals and households. They should be prepared to draw conclusions about economic policies and defend those conclusions in vigorous discussions with their classmates. The final project for the program will be an economic forecast for the U.S. economy for 2013 and beyond, including implications for individuals, households, existing businesses and new ventures (for-profit or not). | Bill Bruner Qi Chen David Shaw | Sophomore SO Junior JR Senior SR | Winter | Winter | |||||
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Rob Cole
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Program | SO–SRSophomore - Senior | 16 | 16 | Day | W 13Winter | We will explore the causes of global climate change and study the many actions and social behaviors that we can take to minimize human contributions to it. We will examine the scientific evidence for global warming and the efforts to discredit that evidence. We will study the role of multinational corporations in global climate change and how they influence governmental policies and public opinion. We will focus on how to respond to global warming in a fashion that works toward sustainability and equity in the ecosystems that support life on the planet. We will pay particular attention to issues of justice between humans, and how humans interact with other species.In order to understand actions we can take, this program will explore sustainable lifestyle strategies as well as how to resist corporate influence on consumer consumption. We will study the approaches of biomimicry, sustainable architecture, equitable distribution of food and shelter, minimal-impact industrial processes, local food production, less toxic methods of producing, and a variety of low-impact lifestyles. We will examine the methods advocated by visionary groups like Second Nature, Climate Solutions, and Cradle-to-Cradle. We will study current federal energy policy and it connection to climate change, as well as the more proactive policies adopted by hundreds of cities. Students will complete a series of audits of their personal consumption and carbon-generation patterns. We will study methods of computing carbon dioxide budgets including carbon sequestration methods, the intricacies of carbon capping and offsetting strategies, and opportunities to reduce net carbon dioxide production. Students can expect to do research on emerging technologies and strategies that move us to carbon neutrality while fostering sustainability and justice.In addition to exploring how we can all lessen our impact on global climate change and move toward equity, students can expect to sharpen their critical reasoning, writing and speaking skills, as well as their ability to work with quantitative methods and to interpret quantitative data from a variety of sources.Students will be expected to make at least two small-group presentations on a climate solution of their own choosing, and complete a term research paper on a topic of their choice. | Rob Cole | Mon Wed Thu | Sophomore SO Junior JR Senior SR | Winter | Winter | ||||
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Stephen Buxbaum
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Course | JR–SRJunior - Senior | 4 | 04 | Evening | F 12 Fall | Using case studies about infrastructure, affordable housing, and environmental projects and activities, this course explores how public programs, projects, and services are conceived, approved, funded, and financed. Students will learn about how resource allocation decisions are made, how public value is determined, and how levels of government work with and sometimes against each other as they take action to meet public needs. | Stephen Buxbaum | Mon | Junior JR Senior SR | Fall | Fall | ||||
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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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Laurance Geri and Peter Dorman
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | F 12 Fall | W 13Winter | In this program we will explore the interconnections between global finance, energy systems, and climate change. We will seek to understand the causes of the 2008 financial collapse, the complexity of energy systems and their relationship to changes in the climate, and the range of actions that would stabilize the national and global economies and reduce the risks associated with a warmer planet.The program will include an introduction to micro and macro economics, the study of energy systems, and the science of climate change. We will consider how international organizations influence national and global policies in the financial, energy and environmental spheres. Using these frameworks we will study the linkages between these phenomena and the actions we can take to speed the global energy transition and create a more stable and just international system.Program activities will include lectures, workshops, guest speakers, seminars on books and papers, films and possibly field trips. Credit may be awarded in micro and macro economics, international political economy, energy policy, and energy and climate change. | Laurance Geri Peter Dorman | Mon Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||
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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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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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Peter Dorman
Signature Required:
Fall
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Contract | SO–SRSophomore - Senior | 16 | 16 | Day | F 12 Fall | Peter Dorman will sponsor independent learning contracts that draw on economics and political economy, particularly in an international context. Proposals do not have to be restricted to economics-related questions, but should touch on them in some way. Introductory economics is best learned in a classroom setting, but the faculty is open to contracts in any area of advanced economics, political economy or econometrics. | Peter Dorman | Sophomore SO Junior JR Senior SR | Fall | Fall | |||||
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Laurance Geri
Signature Required:
Fall
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Contract | SO–SRSophomore - Senior | 16 | 16 | Day | F 12 Fall | Individual Study presents students the opportunity to design and undertake intermediate and advanced study, creative practice and research. The faculty is willing to sponor contracts in the fields of public policy, energy policy, international affairs, international organizations, non-profit management, fund-raising, public administration, organizational change, public administration, and cultural studies--Japan, Italy, Latin America. | Laurance Geri | Sophomore SO Junior JR Senior SR | Fall | Fall | |||||
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Sarah Ryan and Arleen Sandifer
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Program | FR–SRFreshmen - Senior | 8, 12, 16 | 08 12 16 | Weekend | F 12 Fall | W 13Winter | S 13Spring | Is justice a concept that is applicable to the workplace? In approaching this question, we’ll look at the history and legacy of immigration laws, labor law as set forth in the National Labor Relations Act, and civil rights/anti-discrimination law as written in Title VII of the Civil Rights Act of 1964. In addition to defining rights, these laws reflect the shape of power in society, and they can determine how workers and management interact. Their texts were written by lawmakers; but in another sense, they were written in the streets and workplaces during turbulent times. Class and racial biases exist in, and are reproduced by, the laws and their practices. In this class we’ll study the social movements and conditions that led to the passage of important bodies of labor, civil rights, and immigration law. We’ll ask how their history is important, how the struggles at their roots shaped the laws' forms, and how they affect the workplace today.Students will become acquainted with the critiques developed by scholars in Critical Race Theory and Critical Legal Studies, which help us think about power in the larger society and alternative possibilities for justice. Be prepared for fun, active, problem-solving and hard work. Students will learn to do basic legal and historical research. You will get a sense of the real work of attorneys and courts, but also the work of community activists and union stewards. Though there are no prerequisites, students should be prepared with some basic background in 20th century American history and should have the patience and persistence to read detailed histories, statutes, and legal cases. Students who are particularly interested in either labor, civil rights, or immigration issues are strongly urged to participate in the year-long program, as the connections between these histories and legal regimes are essential to understand. | law, labor organizing, history, social justice, public administration, management | Sarah Ryan Arleen Sandifer | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | |
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Stephen Buxbaum
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Course | JR–SRJunior - Senior | 4 | 04 | Evening | S 13Spring | Washington State’s local governance system evolved out of a unique set of geographic and political circumstances leading to the creation of a web of over 60 different types of local governing bodies. This course explores how the state’s system of local governance influences the delivery of public services and helps to determine the investment of public and private capital. We will examine how the existing governance system serves to drive public policy and consider how economic and environmental issues and interests are testing the viability of our current system. We will use case studies and systems thinking exercises to probe the dynamic relationships between cities, counties, and special purpose districts as they struggle to deliver critical programs and services. | Stephen Buxbaum | Mon | Junior JR Senior SR | Spring | Spring | ||||
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Lawrence Mosqueda
Signature Required:
Spring
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | S 13Spring | What are the most effective ways to make a significant change that will be long lasting and sustainable? In this program, students will study methods of social change in the classroom and participate in local, regional, national or international groups that are making a difference, and have significant promise of continuing to do so in the future. Students will determine the area where they wish to work, and come together to study theories of social change and test those theories in their work throughout the quarter. Our seminars will examine the readings for the week and also the work each of us is engaged in for the quarter. | Lawrence Mosqueda | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
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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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Laurance Geri
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Program | JR–SRJunior - Senior | 16 | 16 | Day | S 13Spring | “Third Sector” organizations that do not aim to create an economic surplus lie at the heart of the social and health services network in the U.S., and are also essential to the arts, advocacy, and religion. These organizations work within legal and managerial structures much different than those for business or public administration. Yet the rules of the game for nonprofits are in flux, and now place more emphasis on evaluation, accountability, and encouraging the trend toward professionalization of the sector. In this program students will be introduced to the purpose, size and structure of the nonprofit sector in the U.S. We will study the leadership, management, and governance issues making this sector unique, and how the sector is responding to its changing environment. We will also explore the philanthropic sector in detail, as well as the evolution of global civil society and the various forms that “nonprofits” take in other countries. In this program, students will gain: 1. knowledge of the nature of the nonprofit sector and the context within which it operates, including its role in public policy advocacy; 2. understanding of governance issues relevant to nonprofit organizations; 3. an improved understanding of essential management skills related to nonprofit organizations, including strategy, human resources, marketing, financial management, and fundraising; 4. understanding of the relationship between philanthropy and nonprofits; 5. an introduction to issues of global civil society and nonprofit forms used in other countries; and 6. improved analytical, writing and presentation skills. We will read a series of texts plus articles, governmental reports, and research studies, and discuss these in class. Lectures, films, guest presentations and workshops will be featured during our class sessions. Students will complete a series of written and research assignments, and will have the option of performing an internship with a local nonprofit. | Laurance Geri | Mon Mon Wed Thu Thu | Junior JR Senior SR | Spring | Spring | ||||
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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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Lawrence Mosqueda and Lori Blewett
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Program | FR ONLYFreshmen Only | 16 | 16 | Day | F 12 Fall | W 13Winter | This program focuses on the issue of Power in American society. In the analysis we will investigate the nature of economic, political, social, military, ideological and interpersonal power. The interrelationship of these dimensions will be a primary area of study. We will explore these themes through lectures, workshops, films, seminars, journal writing, oral presentations, short papers, and group media projects.The analysis will be guided by the following questions, as well as others that may emerge from the discussions: What is meant by the term "power"? Are there different kinds of power and how are they interrelated? Who has power in American society? Who is relatively powerless? Why? How is power accumulated? What resources are involved? How is power utilized and with what impact on various sectors of the population? How are personal and collective identities shaped by systems of power and privilege? What characterizes the struggle for power? How does communication (including political language, art, and media) frame our perceptions of power? How do social movement structures and persuasive strategies influence citizen resistance to power? How does domestic power relate to international power? How is international power used? How are people affected by the current power structure? What responsibilities do citizens have to alter the structure of power? What alternative structures are possible, probable, necessary or desirable?In this time of war and economic, social and political crisis, a good deal of the program will focus on international relations in a systematic and intellectual manner. This is a serious class for serious people. Please be prepared to work hard and to challenge your and others' previous thinking. | Lawrence Mosqueda Lori Blewett | Tue Wed Thu | Freshmen FR | Fall | Fall Winter | |||
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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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Cheri Lucas-Jennings
Signature Required:
Winter
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SOS | JR–SRJunior - Senior | 16 | 16 | Day and Evening | W 13Winter | S 13Spring | This is an opportunity to explore the broad conditions that shape legislation. We will examine models, evidence and debates about the sources, causal connections and impacts of evolving systems of law, regulation, governance and a broad array of community response. Each student will be learning through work as an intern with a legislator and her or his staff. This will involve intensive staff-apprenticeship activities, especially legislative research and draft development, bill-tracking and constituent correspondence.Students apply to become interns for the 2013 Washington State Legislative session in the fall of 2012. Information sessions will be held spring quarter and in early October. The Academic Advising Office will inform students about the process, with applications due mid-to-late October. Applications are available online through . Two copies of the complete application, including personal essay; a letter of reference from faculty (discussing research and writing skills), and a personal (character, work-habits) reference are due on October 26th by 5:00 pm to the Office of Academic Advising, Olympia campus Students will interview and and be informed of acceptance by late November.Each student accepted as an intern will develop an internship learning contract, profiling legislative responsibilities and linkages to academic development.In regular in-capitol seminars, each student intern will translate her or his activities in the Legislature into analytic and reflective writing about the challenges, learning and implications of the work; students will make presentations about their learning and participate in various workshops. Each intern will keep a journal, submitted to the faculty sponsor on a regular basis, and a portfolio of all materials related to legislative work. Drawing broadly from the social sciences, we will explore relationships between elected officials, legislative staff, registered lobbyists, non-governmental organizations, citizen activists and district constituents. Students will learn through a range of approaches - responsibilities in an 8:00-5:00 work-week, guest presentations, seminars, workshops on budget, media panels and job-shadowing regional officials and activists of choice. Interns will participate in a final mock hearing floor debate on current legislative issues.The 2013 session will involve student-interns for both winter and spring quarters. Each quarter will comprise a different 16-credit contract. In spring quarter, students can develop an 8-credit Legislative Internship Contract, augmented by another 8-credit project or program involving specific post-session research and writing. Student performance for the two-quarter internship is evaluated by the faculty sponsor, field supervisors and legislative office staff. | Cheri Lucas-Jennings | Wed | Junior JR Senior SR | Winter | Winter |
