2012-13 Catalog

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Title   Offering Standing Credits Credits When F W S Su Description Preparatory Faculty Days Multiple Standings Start Quarters Open Quarters
Art of Helping
Mary Dean
  Course FR–SRFreshmen - Senior 4 04 Evening F 12 Fall Doing well while doing good is a challenge. Whereas some kind of help is the kind of help that helps, some kind of help we can do without. Gaining wisdom to know the paths of skillful helping of self and others is the focus of this four-credit course. We will explore knowing who we are, identifying caring as a moral attitude, relating wisely to others, maintaining trust, and working together to make change possible. Mary Dean Tue Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall
Awakening the Dreamer, Pursuing the Dream
Terry Setter and Cynthia Kennedy
Signature Required: Spring 
  Program FR ONLYFreshmen Only 16 16 Day F 12 Fall W 13Winter S 13Spring -Joseph Campbell Joseph Campbell points out that our greatest challenge is how to live a humane existence in inhuman times. Awakening the Dreamer, Pursuing the Dream will focus on the individual's relationship to personal and cultural values, society, leadership and the creative process. This program is intended for students who seek to explore and refine their core values in a context where they can act upon them with increasing awareness and integrity.The program faculty recognize that the social, ecological and psychological challenges of every era have required people to live their lives in the face of significant challenges and it is now widely recognized that crisis often precedes positive transformation. Therefore, this program will begin by focusing on how people in the past have worked to create a meaningful relationship between themselves and the world around them. We will explore movement, stories, and images of various creative practices and spiritual traditions from ancient to modern times to discover their relevance in our own lives. As students gain knowledge and skills, they will develop their own multifaceted approaches to clarifying their identity, then prioritizing and pursuing their dreams.Throughout the year, the program will work with multiple forms of intelligence, somatic practices and integrative expressive arts approaches to learning. Students will explore the practices of music, movement (such as dance or yoga), writing, drawing and theater in order to cultivate the senses as well as the imagination and powers of expression. These practices will help us understand the deeper aspects of the human experience, which are the source of self-leadership, intentional living and positive change. Students will also investigate the relationship between inner transformation and social change through engagement in community service. Students will read mythology, literature and poetry while exploring ideas that continue to shape contemporary culture. We will also look to indigenous cultures to deepen our appreciation of often-overlooked wisdom and values. We will seek to develop a broader understanding of contemporary culture as a stepping stone to thinking critically about how today's dreams can become tomorrow's reality. the liberal arts, expressive arts, psychology, sociology, and cultural studies. Terry Setter Cynthia Kennedy Tue Wed Thu Freshmen FR Fall Fall Winter Spring
The Biological and Sociological Foundations of Health
Carolyn Prouty and Wenhong Wang
Signature Required: Winter 
  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
Boom or Bust: Social Struggles of the 1930s
Andrew Buchman, Qi Chen, Paul McMillin and David Shaw
  Program FR–SRFreshmen - Senior 16 16 Day F 12 Fall During the 1930s, the capitalist world economy experienced a prolonged and severe economic depression. International trade fell by more than 50%. Unemployment in the U.S. rose to 25%. In this program, we'll explore the economic circumstances of the Great Depression, the social movements engendered and empowered in the U.S. during those years, and the music and theatre that those tough times inspired. These studies will shed light on our own era of economic crisis and increasingly radicalized political culture.We intend to look at competing theories of booms and busts, crises and crashes. We’ll review basic concepts of classical economics that proved inadequate to the situation, and look at some new economic ideas (Berle and Means, Keynes, Coase) that the Great Depression helped spawn. We'll look at ecological disasters like the Dust Bowl, and grand technological experiments with vast environmental consequences like the Grand Coulee Dam. These stories offer cautionary lessons to our own times around issues of sustainability.We'll examine political responses of the 1930s, including national initiatives, workers’ movements, Marxist critiques, and the rise of fascist and anti-fascist movements. Readings will include works by contemporary journalists, activists, revolutionaries, and documentarians who produced creative and insightful analyses of their age. We plan to trace the increasing influence of mass media and propaganda , and will investigate songs, films, shows, and photographs. Students will do close listening to pieces of music, analyzing them as one might a poem or painting. The music of Woody Guthrie and the photography of Dorothea Lange will be in the mix. Students should expect to become well-informed about the economic and political developments of the 1930s. They should be prepared to draw conclusions about the causes of economic crisis and the political, social, and aesthetic responses to crisis, and defend those conclusions in vigorous discussions with their classmates. This program will also prepare students for the winter quarter program, . Andrew Buchman Qi Chen Paul McMillin David Shaw Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall
Cultures of Solidarity
Anne Fischel and John Baldridge
Signature Required: Spring 
  Program SO–SRSophomore - Senior 8, 16 08 16 Day and Evening S 13Spring How do communities remain resilient in the face of oppression, exploitation, disempowerment, and the shock of what Naomi Klein has termed "disaster capitalism"? How do people come together--and hold together--in challenging times? Conversely, how do people organize to resist and transform their societies' embedded inequities? How do groups create, nurture and develop networks of mutual aid, cooperation and solidarity that uphold principles of justice and sustainability?We will consider a range of communities seeking answers to these questions, in theory and in practice, to create and maintain cultures of solidarity. Key themes include: alternative economic models, such as producer and consumer cooperatives; the role of bottom-up, non-authoritarian education models in building durable, multigenerational lines of communication; challenges faced by indigenous, migrant, working class and other constituencies, including language, cultural and media literacy; and critical analysis of the concepts of sustainability, justice, culture and solidarity. Students will engage with communities in places as nearby as Olympia and Shelton and as far afield as Venezuela, Argentina, and the Basque region of Spain. We aim to learn how answers to theoretical questions can drive constructive practices in the real world.This program offers a full-time and a half-time option. The central program components outlined above will be offered as part of the Evening & Weekend Studies curriculum, for 8 credits, for all students in the program.Students enrolled in the full-time (16-credit option) will participate in additional daytime sessions. They will build on the central curriculum with projects that engage directly with local communities. Though we anticipate that some students will join the program to extend their work in the fall/winter program Local Knowledge, the full-time option is open to all registrants. Opportunities will be available to begin new projects or internships, or to join projects-in-progress from fall and winter quarters.Credits for all students may include: political economy, labor studies, social movement studies, community studies, geography, sociology, ethnic studies, and education. Additional credits for full-time students may include: media production, art as social practice, participatory research, media analysis, or credits tailored to students' community projects. Anne Fischel John Baldridge Tue Tue Thu Thu Sophomore SO Junior JR Senior SR Spring Spring
Dangerous Ladies: A History of Significant Women of Color in the 20th Century
Barbara Laners
  Program FR–SRFreshmen - Senior 8 08 Day Su 13Summer Full This class will examine the role of women of color in the development of America's social, economic, legal and political history. It will focus on issues ranging from suffrage to the civil rights movement and beyond; all aspects of the gender/racial gap in those spheres will be explored. Barbara Laners Tue Thu Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Dead People and their Stuff: Introduction to Archaeology
Ulrike Krotscheck
  Program FR–SOFreshmen - Sophomore 16 16 Day S 13Spring This program examines the material remains of past civilizations, including architecture, art, mortuary remains, and written sources. Our investigation takes us, virtually, to every corner of the globe and to many different periods in history, from the Mediterranean to Easter Island, and from the Neolithic Middle East to Colonial America. Primarily, we explore how the remains of past civilizations provide archaeologists and historians with clues that unlock the secrets of ancient societies. Students will gain a broad understanding of global prehistory and history, the rise and fall of civilizations, and human impact on the environment throughout history. We will examine how humans lived (the development of urbanism), how they organized their societies (experiments in politics), what they ate (hunter-gatherer to agriculture), how they worshiped (religion and myth), how they treated others (warfare and sacrifice), and how they explained the inexplicables of human existence (such as the afterlife).In addition, we will learn about the history of archaeological investigation and discuss archaeological methods and fieldwork techniques. These include different types of site formation processes (wet sites, dry sites, cold sites) as well as different excavation techniques, such as the differences between terrestrial and underwater archaeology. We will discuss how archaeologists and historians "date" the remains that they find using both "relative" and "absolute" dating techniques. Students will learn about the scientific methods used to find out detailed information about ancient peoples, such as what their diet was or how they dealt with injury and disease. Finally, we'll discuss the meaning of archaeology and the presentation of the past to different modern populations around the world. Students will have the opportunity to participate weekly in the work of a local archaeological lab and survey project.  We may also take an overnight field trip to the Makah Cultural Museum on the Olympic Peninsula, is schedule allows.  In addition, we will research archaeological sites around the globe using digital resources and we will learn to write site reports and draft archaeological artifacts and site plans. A research paper tailored to each student's specific interest will be the capstone of this program at the end of the quarter. This program assumes no prior knowledge of archaeology, and will be of interest to any student wishing to learn more about the ancient world, history, or who is interested in pursuing archaeological fieldwork in the future. humanities, social science, history, archaeology, and sociology. Ulrike Krotscheck Mon Wed Thu Freshmen FR Sophomore SO Spring Spring
Elections, Education, Empowerment: Social Change Through Quantitative Literacy
Brian Walter, Susan Fiksdal and Sara Sunshine Campbell
  Program FR–SRFreshmen - Senior 16 16 Day F 12 Fall W 13Winter What can a poll tell us about the outcome of an election? Do test scores really indicate whether a public school is "good"? What do gas prices have to do with social equity? Why are food labels a social justice issue?Quantitative literacy is a powerful tool that allows one not only to understand complex real-world phenomena but also to effect change. Educator and social justice advocate Eric Gutstein says that reading the world with mathematics means "to use mathematics to understand relations of power, resource inequities, and disparate opportunities between different social groups and to understand explicit discrimination based on race, class, gender, language, and other differences."In this program, we will "read the world with mathematics" as we consider issues of social justice, focusing particularly on how quantitative as well as qualitative approaches can deepen our understanding. The program work will develop students' knowledge of mathematics and examine issues of inequity using quantitative tools. In addition, students will work on persuasive writing and develop a historical understanding of current social structures. Our goal for our students is to expand their sense of social agency, their capacity to understand issues related to equity, and their ability to take action and work toward social change.In fall, we will study presidential and congressional national elections in the United States. We'll look at quantitative approaches to polling and the electoral process, including study of the electoral college system, and qualitative approaches to campaign advertising and political speeches. We'll examine the changing role of media, such as radio, television, the Internet and social media, by studying past presidential campaigns and how they've impacted today's campaigns. This work will include workshops in statistics and other quantitative approaches; workshops in discourse analysis of ads, blogs and social media websites; writing workshops; lectures; films and other media; book seminars; synthesis seminars; and a final project including quantitative and qualitative analysis of some aspect of the 2012 national elections.In winter quarter, we will investigate common experiences students have with mathematical work by studying the U.S. education system and mathematics education in particular. Civil rights activist Bob Moses has said that mathematics education in our public schools is a civil rights issue. Economic access depends on mathematical literacy, yet many students are marginalized by the middle-class curriculum and teaching practices of our public schools. Our exploration of this issue will inform our learning as we develop our own mathematical literacy.There are no mathematics requirements for this program. It is designed specifically to accommodate students who are uncertain of their mathematical skills, or who have had negative experiences with mathematics in the past. It is an introduction to college-level mathematics in the areas of statistics, probability, discrete mathematics, geometry and algebra. The program will also provide opportunities for students who wish to advance their mathematical understanding beyond the introductory level in these areas. Brian Walter Susan Fiksdal Sara Sunshine Campbell Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall Winter
The Foundation of Well Being
Marcella Benson-Quaziena
  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
Gender and Power in Cross-Cultural Context
Toska Olson
  Program FR–SRFreshmen - Senior 16 16 Day S 13Spring Around the world, people's sex, gender and bodies have been socially constructed in ways that have had profound impacts on power and interpersonal dynamics. This program is a sociological and anthropological exploration of gender, masculinity, femininity and power. We will examine questions such as: How do expectations of masculine and feminine behavior manifest themselves worldwide in social institutions like work, families, schools and the media? How do social theorists explain the current state of gender stratification? How does gender intersect with issues of race, ethnicity, sexual orientation, and social class identity? One major component of our inquiry will be an investigation of how people move, adorn and utilize their bodies to shape and reflect gender and sexuality. We will examine topics such as prostitution, body modification, standards of beauty and reproduction.We will study cross-cultural variation in gendered experiences and opportunities within several different social institutions. Lectures, sociological fieldwork exercises, and seminar readings will provide students with common knowledge about gender theory and gendered experiences in the United States and elsewhere. Students' collaborative research presentations will provide the class with information about gender in cultures other than their own.This program involves extensive student-initiated research and puts a heavy emphasis on public speaking and advanced group work. Students will learn how to conduct cross-cultural library research on gender, and will produce a research paper that represents a culmination of their best college writing and thinking abilities. Students are invited to register for this program if they are excited about working closely in a small group and conducting a large-scale independent research project. Students should be prepared to spend at least 20 hours per week in the library conducting research for these projects.Credit may be awarded in areas such as sociology of sex, gender, and bodies; cultural studies; anthropology of sex, gender, and bodies; student-originated studies; and collaborative research and presentation. Toska Olson Freshmen FR Sophomore SO Junior JR Senior SR Spring Spring
Gender Performances
Toska Olson and Susan Fiksdal
  Program FR–SRFreshmen - Senior 16 16 Day W 13Winter What are the signals we learn and display to perform our gender? How do different cultures create and maintain gender differences? This program will explore these questions and others through the lenses of sociolinguistics and sociology. We will examine the ways that masculinities and femininities are socially constructed through language and other symbolic interactions within the context of a variety of social situations. We will investigate the privileges displayed through gendered performances and examine how people reproduce, contest, or redefine the categories that come to define their identities.A major component of our studies will involve weekly fieldwork exercises that scrutinize the social construction process occurring around us. Using a variety of concepts and methodologies from sociolinguistics and sociology, we will examine sources including informal conversations, advertisements, children's toys and books, and several forms of media. Students should be prepared to read a variety of texts including journal articles, academic texts, ethnographies and short fiction. In a final project, students will write a detailed research proposal based on the work we have done. Toska Olson Susan Fiksdal Freshmen FR Sophomore SO Junior JR Senior SR Winter Winter
Individual Study: East-West Psychology
Ryo Imamura
Signature Required: Spring 
  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
Individual Study: Political Economy, Globalization, Historical Capitalism, Contemporary India, and travel abroad
Jeanne Hahn
Signature Required: Spring 
  Contract SO–SRSophomore - Senior 16 16 Day S 13Spring Individual study offers opportunities for advanced students to create their own course of study and research.  Prior to the beginning of the quarter, interested individual students (or a cluster group) must consult with Jeanne about their proposed projects.  The project is then described in an Independent Learning Contract.  She will sponsor student research and reading in political economy, US history (especially the "founding period"), various topics in globalization, historical capitalism, and contemporary India.  She will also sponsor travel abroad contracts that focus on the above subjects. Jeanne Hahn Sophomore SO Junior JR Senior SR Spring Spring
Individual Study: Social Psychology (Psychology, Sociology); Feminist Studies
Laura Citrin
Signature Required: Winter 
  Contract SO–SRSophomore - Senior 16 16 Day W 13Winter Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unique combination of subjects, and to pursue original interdisciplinary projects of their own specific interest. Students interested in social psychological research, particularly on topics related to gender, social norms, the body, emotions, moralization and conformity, or reproductive issues, are encouraged to propose an independent research project via the ILC online form. Laura Citrin Sophomore SO Junior JR Senior SR Winter Winter
Introduction to Public Health
Nancy Anderson
  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
Making Effective Change: Social Movement Organizing and Activism
Anthony Zaragoza, Zoltan Grossman and Lin Nelson
  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
The Making of Global Capitalism, 1500-1914
Jeanne Hahn
  Program JR–SRJunior - Senior 16 16 Day W 13Winter Working together in a seminar format, students and faculty will establish an historical, theoretical and analytical understanding of the birth of capitalism in the crisis of 16th century European feudalism, its rise and consolidation in the late 18th and 19th centuries, the development of the global political economy, and its first structural crisis accompanied by a major burst of imperial expansion in the late 19th century. We will find this is a topic steeped in controversy. Capitalism has transformed the world materially, socially and ecologically. We will consider the interrelationships among these three categories as capitalism developed and changed through its formative period. Major analytical categories will be imperialism, colonialism, and globalism, the accompanying ecological transformation, and the rise of social classes in support of and resistance to these developments. We will study the rise of liberalism in its historical context, as well as its counterparts, conservatism and socialism. Understanding the trajectory, deep history and logic of historical capitalism will provide students with the insights and tools necessary to assess the current historical moment. The program will require close and careful reading and discussion as well as considered and well-grounded writing. Our work will be conducted at an upper-division level. Jeanne Hahn Junior JR Senior SR Winter Winter
Minds at Work: Puzzles, Polarities, and Possibilities
Gillies Malnarich and Kathy Kelly
  Program JR–SRJunior - Senior 8, 12 08 12 Weekend F 12 Fall W 13Winter S 13Spring "Thinking is a tricky business. Learning to think is even trickier. That's because critical thinking is as much about getting the right as it is about coming up with the right answers."  So begins Paula Rothenburg's book, .  She wants us to understand whether the choices we make and the policies we support get us closer to creating a more just and equitable world.  Tony Wagner, co-director of the Change Leadership Group at the Harvard Graduate School of Education and author of , adds that learning to formulate the problem before seeking solutions is a survival skill students will need in this flat, hyper-connected, information-age world. invites us to sharpen our individual and collective capacity to 'do thinking' with the aim of developing the of analytic and integrative thinkers.  Throughout this year-long program, we will frame our inquiry with these overarching questions in mind: How might we leverage research on the way the brain works and people learn to improve our practice as learners and thinkers, including learning how to assess the quality of our own thinking?  How do we make sense of all the information we get—balancing openness with discernment—while drawing on multiple methodologies and epistemologies, given our purpose?  And, why, in a context where the pressure to solve problems grows exponentially, is the capacity to formulate a problem regarded as an essential survival skill?  Our examination of these questions will be grounded in the real puzzles and polarities of our everyday lives, as well as the possibilities. Throughout the program—in seminars, conversation circles, intensive reading/writing workshops, and through experiential learning—students will practice the essential moves of becoming able thinkers and skillful synthesizers in both oral and written forms.  In the fall quarter, students will be introduced to research on how the brain works and how people learn.  In the winter and spring quarters, students will extend their analytic and integrative thinking repertoire to include thinking like a sociologist and a systems-thinker.Students enrolled for 12 credits will do the program outlined above and also a 4 credit module.  The 4 credit module will focus on the legislative process and citizen advocacy related to higher education issues.  We'll learn about public policy making, community organizing and leadership and, in the process, further illuminate what we're learning in the 8 credit core program.  Gillies Malnarich Kathy Kelly Sat Sun Junior JR Senior SR Fall Fall Winter Spring
Picturing Domestic Space: Sociocultural Perspectives
Stephanie Kozick, Amjad Faur and Susan Aurand
  Program FR–SOFreshmen - Sophomore 16 16 Day F 12 Fall W 13Winter S 13Spring How do the places where we live form the essence of our conception of space? Do human actions shape rooms, or do rooms shape human actions?Domestic space is another way of saying “the rooms in a house;” those rooms, where we spend so much of our daily lives, offer occasions for thinking about a number of intriguing questions. One philosopher (Gaston Bachelard) argues that our perceptions of houses and other shelters shape our thoughts, memories, and dreams. Others have proposed that, “Domestic space is one of the most difficult terms to define.” What an invitation to inquiry!And what are the psychological implications of domestic space? Some sociologists have stated that “The history of the house is the history of the dialectic that emerges between these two impulses: shelter and identity.” What are the relationships between one's "shelter" and one's "identity"?The kitchen is a particularly fascinating room for sociocultural considerations; food preparation is common to homes in all cultures. We will consider the ethnographic work of Roderick Lawrence on kitchens, conduct ethnographic work of our own, and read delicious memoirs inspired by kitchens.Overall, this program’s curriculum will include perspectives of history, fiction and non-fiction literature, social science studies, and cinematic representations of rooms in homes, which in turn will inspire “picturing” domestic space through photography, story writing, and fine art expression. A variety of readings will provide “food” for discussions and other learning activities that concern the design, meaning, organization, and use of all the rooms in a home.In fall quarter students can expect to study the overall concept of space as it applies to domestic dwellings, and to engage photography as a form of visual anthropology. Readings, such as, Bill Bryson’s "At Home" provides a “comfy” examination of spaces as Bryson sets out “to wander from room to room and consider how each has featured in the evolution of private life.” In the same way, students will wander through rooms with a camera to act on the dynamics of space and objects. Bryson’s wanderings will join books, such as, "At Home: An Anthropology of Domestic Space," Bachelard’s "The Poetics of Space," and Busch’s "Geography of Home."Winter quarter examines a specific room in the house: the kitchen.  Its purpose, history, design, tools, and tastes support interdisciplinary study.  As both a solitary and social space, the kitchen offers a wide platform of sociocultural concerns.  Readings, drawing workshops, a film series, photography, and project work consider the variety of meanings associated with the kitchen.  Writing workshops will facilitate students’ own meaning making in memoir writing or “meditations” on the kitchen.  The kitchen is inevitably connected to food with all its physical, aesthetic, and social aspects; the Organic Farm Sustainable Agriculture Lab (SAL) affords a kitchen workspace for program food tastings and other discoveries.   Photography work will involve shooting, developing, and peer critiquing color photography concerned with kitchen culture. Instruction on lighting and creating color prints in the darkroom presented by Hugh Lentz.During spring quarter, the study of domestic space continues with students identifying and pursuing individual research plans or projects.  Students might prepare a formal research project that deals with ethnography, theater, writing, health and sustainability, poetry,or other literary approaches.  Students might also choose to engage the practices of design, drawing, painting, collage, and various forms of media to create visual representation works concerning domestic space. Each room of the structures we call “house” has special meaning, entertains special activities, and implies that there is human intent or deliberateness, a human tendency that Ellen Dissanayake ("What is Art For") connects to the very nature of what we refer to as “art.” Spring quarter will also include modes of sharing the development of individual projects through individual WordPress sites and weekly progress meetings that take up concepts of domesticity. Stephanie Kozick Amjad Faur Susan Aurand Freshmen FR Sophomore SO Fall Fall Winter Spring
Political Economy and Social Movements: Race, Class, and Gender
Michael Vavrus and Peter Bohmer
Signature Required: Winter 
  Program SO–SRSophomore - Senior 16 16 Day F 12 Fall W 13Winter We will examine the nature, development and concrete workings of modern capitalism and the interrelationship of race, class and gender in historical and contemporary contexts. Recurring themes will be the relationship among oppression, exploitation, social movements, reform and fundamental change, and the construction of alternatives to capitalism, nationally and globally. We will examine how social change has occurred in the past, present trends, and alternatives for the future. We will also examine different theoretical frameworks such as liberalism, Marxism, feminism, anarchism and neoclassical economics, and their explanations of the current U.S. and global political economy and key issues such as education, the media and the criminal justice system. Students will learn communication skills related to public debate and social change.In fall, the U.S. experience will be the central focus, whereas winter quarter will have a global focus. We will begin with the colonization of the U.S., and the material and ideological foundations of the U.S. political economy from the 18th century to the present. We will explore specific issues including the slave trade, racial, gender and economic inequality, the labor movement and the western push to "American Empire." We will carefully examine the linkages from the past to the present between the economic core of capitalism, political and social structures, and gender, race and class relations. Resistance will be a central theme. We will study microeconomics principles from a neoclassical and political economy perspective. Within microeconomics, we will study topics such as the structure and failure of markets, work and wages, poverty, and the gender and racial division of labor.In winter, we will examine the interrelationship between the U.S. political economy and the changing global system, and U.S. foreign policy. We will study causes and consequences of the globalization of capital and its effects in our daily lives, international migration, the role of multilateral institutions and the meaning of trade agreements and regional organizations. This program will analyze the response of societies such as Venezuela and Bolivia and social movements such as labor, feminist, anti-war, environmental, indigenous and youth in the U.S. and internationally in opposing the global order. We will look at alternatives to neoliberal capitalism including socialism, participatory economies and community-based economies and strategies for social change. We will study macroeconomics, including causes and solutions to the high rates of unemployment and to economic instability. We will introduce competing theories of international trade and finance and examine their applicability in the global South and North. In winter quarter, as part of the 16 credits, there will be an optional internship for up to four credits in organizations and groups whose activities are closely related to the themes of this program or the opportunity to write a research paper on a relevant political economy topic.Students will engage the material through seminars, lectures, films, workshops, seminar response papers, synthesis papers based on program material and concepts, and take-home economics examinations. political science, economics, education, labor and community organizing, law and international solidarity. Michael Vavrus Peter Bohmer Tue Tue Wed Wed Fri Fri Sophomore SO Junior JR Senior SR Fall Fall Winter
Popular Uprisings: 1968, 2011 and the Road Foward
Peter Bohmer and Elizabeth Williamson
  Program FR–SRFreshmen - Senior 16 16 Day S 13Spring 1968 and 2011 were world historic years. In both cases, uprisings spread within and between countries. In 1968, major resistance to the existing order produced movements for liberation in Vietnam (Tet offensive); France (May, 1968); Czechoslovakia (Soviet invasion, August, 1968); Mexico, (Tlatelolco and Olympics) and the United States--including the rebellions after Martin Luther King's assassination, the Columbia University occupation, the protests against the Democratic Party Convention in Chicago, and the major growth of the women's and Black liberation movements. There were major uprisings in many other countries. New left theory and practice were integral to those movements. 1968 was perhaps the central year of the 1960s--a decade where the status quo was challenged culturally, socially and politically; a period of experimentation where countercultures emerged and revolution was in the air.2011 was another major year of uprisings. Social movements against repressive governments and against social inequality spread from Tunisia to Egypt to Yemen, Syria, Libya, Bahrain--among many others. The nature and goals of the uprisings vary from country to county, but all are connected by an egalitarian and democratic spirit where youth play a major role. Inspired partially by the events in the Middle East, Wisconsin residents and especially public sector workers occupied the State Capital in the spring of 2011, and there were massive demonstrations against the frontal attack on public sector unions, and on education and social programs. These so-called "austerity measures" and the growing resistance to them are occurring all over the United States. There is also occupation of public spaces led by the young and independent of political parties, demanding the end of unemployment and the maintenance of social program in Greece, France, Spain and other countries in Europe.In this program we will examine the political, economic, and cultural contexts of the uprisings in both of these periods--paying attention to local, national and global connections. We will study these uprisings, and the socio-political forces that helped shape them, through cultural and political economic analysis, fiction and non-fiction literature, movies, music, and participant experiences. Particular attention will be paid to developing research skills and writing for a broader audience.In addition to developing a greater awareness of the historical impact of these uprisings, we hope to better understand the philosophy, goals, strategy and tactics of the organizers of these movements. We will conclude by comparing and contrasting 1968 to 2011 in order to develop lessons for the present and future. teaching social studies; organizing; working for an economic or social justice organziation--locally, nationally or globally; graduate school in social sciences or cultural studies. Peter Bohmer Elizabeth Williamson Freshmen FR Sophomore SO Junior JR Senior SR Spring Spring
Postmodernity and Postmodernism: Barth, Baudrillard, DeLillo, Murakami, Pynchon and World Cinema
Harumi Moruzzi
  Program SO–SRSophomore - Senior 16 16 Day F 12 Fall For the West and Japan, the 19th century was a heady century that embraced the utopian notion of perfectibility of human society through science and technology. However, by the beginning of the 20th century this giddy sense of unremitting human progress and spread of democracy began to be gradually challenged by various iconoclastic ideas, such as Freudian psychoanalytic theory, Einstein's theory of relativity and Heisenberg's uncertainty principle. A sense of confusion, anarchy and dread expressed itself in various art works in the first decade or so of the 20th century in strikingly similar ways to that of our own time, which suffered perhaps a more radical and real disillusionment regarding humanity and its future through its experience of Nazi holocaust and the atomic bomb explosions in Hiroshima and Nagasaki. Our contemporary experience, at the beginning of the 21st century, is still generally and vaguely called the postmodern time or postmodernity. But, what is postmodernity? What is postmodernism? In this program we will explore the complexities of the concepts of postmodernity and postmodernism through lectures, book seminars, films and film seminars.At the beginning of the quarter, students will be introduced to the rudiments of film analytical terms in order to develop a more critical attitude toward the film-viewing experience. Early in the quarter, students will also be introduced to major literary theories in order to familiarize themselves with varied approaches to the interpretation of literature. Then, students will examine postmodernity and postmodernism as manifested in the literary works of John Barth, Don DeLillo, Haruki Murakami and Thomas Pynchon as well as in the films directed by Godard, Lynch, and other contemporary filmmakers, while exploring the significance and implications of such literary and cinematic works through the various theoretical works of Baudrillard, Foucault, Jameson, Lyotard and other influential thinkers. Harumi Moruzzi Sophomore SO Junior JR Senior SR Fall Fall
Religion, Society and Change
Joli Sandoz, Rebecca Chamberlain and Suzanne Simons
  Program FR–SRFreshmen - Senior 12 12 Evening and Weekend F 12 Fall W 13Winter Religion, Society and Change is appropriate for students of any belief system, whether faith-based or secular. While students who enroll for all three quarters will receive the most depth of learning and experience, anyone is welcome to join the program at the beginning of fall, winter, or spring quarters.This program centers on historical, cultural, theological, literary, and artistic aspects of religion and spiritual practices. Each quarter will balance intellectual study with hands-on explorations of religious practice and sacred texts. Fall quarter will open with study of origins and development of the three Abrahamic faiths—Judaism, Christianity, and Islam—from their beginnings through the Medieval era. Visits to local faith communities, guest speakers, and a sacred art retreat in addition to lectures and workshops will deepen our understanding of these religions and their practices. Our work will draw on art, music, contemplative practices, and the literary qualities of sacred texts in addition to the political and socio-economic contexts of religious thinking and religious community development.We will consider cultural roles of institutional religion, especially U.S. Christianity, during winter quarter by focusing on two very different social justice movements. The Civil Rights Movement of the first half of the 20th century—started and sustained by African Americans, and organized in important ways by and through clergy and faith communities—is a landmark in U.S. religious and political history, and an exemplar of American efforts toward social justice. Our second winter topic, following on Hurricanes Katrina and Sandy, will be religious organizing and thinking in relation to climate change, planetary health, and effects on individuals and communities. Here we will examine contemporary religious statements, Biblical texts, and additional materials as we contemplate the part religion currently plays in U.S. political and social affairs and as we reflect on responses to natural disasters (once called "acts of God") and the people most directly touched by them.Recognition and acknowledgement of human interrelationships and differences, including empathy and compassion, are important aspects of social justice work; program members will undertake faculty-supported service learning in local faith communities. We will also participate in a Tai Ji retreat held on campus. Reading, writing, reflection and collaborative work will be important aspects of instruction and of program energy, as we draw ideas and approaches from history, sociology, journalism and religious studies to inform our work. Joli Sandoz Rebecca Chamberlain Suzanne Simons Mon Wed Fri Sat Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall Winter
The Social Animal
Laura Citrin
  Program FR–SRFreshmen - Senior 8 08 Day Su 13Summer Session I Eliot Aronson, , 2012 In this program, we will explore the fundamentals of social psychology, the field that bridges psychology and sociology, to examine how people think, feel, and behave because of the real (or imagined) presence of social others. This program starts with the premise that human beings are inherently beings—informed, influenced, and constituted by the social world. Using this perspective as a launching-off point, we will investigate everyday life—from the mundane to the extraordinary—as it is lived and experienced by individuals involved in an intricate web of social relationships.  This social psychological view of the self explores the ways that individuals are enmeshed and embodied within the social context both in the moment and the long-term, ever constructing who we are, how we present ourselves to the world, and how we are perceived by others. Through lecture, workshop, twice-weekly seminar, film, reading, writing, and research assignments, we will cover most of the fundamental topics within the field including conformity, emotions and sentiments, persuasion and propaganda, obedience to authority, social cognition, attitudes, aggression, attraction, and desire. We will also discuss epistemology (the branch of philosophy concerned with how we know what we know) as we learn about and practice social psychological research methods. Laura Citrin Mon Tue Wed Thu Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Social Imagination and Civic Intelligence
Douglas Schuler
  Program FR–SRFreshmen - Senior 8, 12 08 12 Evening and Weekend F 12 Fall W 13Winter S 13Spring "If we can't imagine a better world, we won't get it." - John Robinson of UBC's Institute for Resources, Environment, and Sustainability We live in a world where technological innovation is continuously celebrated, but how far does technological innovation by itself take us? We are surrounded with problems that cannot be solved by individuals acting alone, yet how can we act collectively to address these challenges? How can we develop and use the social capital and other capacities we have to preserve and protect the commons and our shared future? How can we develop and nurture the "civic intelligence" that will help ensure our actions produce the best outcomes?In this full-year program, we will focus our efforts—both reflective and action-oriented—on the theory and practice of social innovation in which "ordinary" people begin to assume greater power and responsibility for creating a future that is more responsive to the needs of people and the planet. We will consider and critique cases of collective action as diverse as the World Social Forum and the Occupy Movement in addition to local and regional approaches in Thurston County and beyond. We will also examine innovative approaches such as Tactical Technology, Beehive Collective, Deliberative Polling, Truth and Reconciliation Commissions, public sociology, the Civic Intelligence Research Action Laboratory (CIRAL), and Web 2.0 technology that have potential to address social and environmental problems while promoting social learning and civic intelligence.Social imagination helps us to create and ponder possible futures. Civic intelligence is an evolving, cross-disciplinary perspective that examines, proposes, initiates, and evaluates collective capacity for the common good. Throughout the program we will employ the concepts of social imagination and civic intelligence to gain understanding and skills that go beyond academic theories and "best practices" to include collaborative work, creativity, and worldviews through workshops, experiments, games, and group processes in addition to reading, writing, and discussion. Students registering for 12 credits will be working specifically towards establishing and maintaining the Civic Intelligence Research Action Laboratory (CIRAL) that supports ongoing collaborative community projects. In addition to our regular meetings times and the work that they undertake outside of class they will meet each Wednesday before class from 4:30 to 6:00. There will be opportunities for students to serve in various roles on different projects. There will also be a student-led "home office" group that produces white papers, case studies, and other resources for the projects. Douglas Schuler Wed Wed Sat Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall Winter Spring
Stop Making Sense
Steven Hendricks and Laura Citrin
Signature Required: Winter 
  Program JR–SRJunior - Senior 16 16 Day F 12 Fall W 13Winter Through the lenses of social psychology, literature and literary theory, we will inquire into the process of constructing external and internal realities. How does our conception of self, other and society depend upon learned social routines, metaphors and narratives? How do the ritual discourses and behaviors of everyday life become part of who we are and what we are capable of doing and thinking? What myths allow us to go about our days as if they made any sense?In fall quarter, we'll equip ourselves with the psychological and theoretical models for understanding reality, culture and self as constructions. In winter quarter, we'll take a critical look at processes of conformity and assimilation, attempting to understand the mechanisms by which ways of thinking, feeling and acting become naturalized.Our study of literature will range over 20th century novels, stories and essays, predominantly from Europe and the U.S.--works that challenge familiar literary forms and that relate strongly to themes and questions within our study of psychology. Creative writing work will give students another venue for understanding inquiries in literature and psychology. Our goal is not, however, to produce realistic psychological narratives; on the contrary, we'll look at how the conventions of psychological portraiture in novels frequently fail to take actual psychological insight into account, insights that challenge us more profoundly than the goal of realism. Our study of literary theory will focus on theorists whose work deals closely with the nature of literary meaning and the process of constructing the world through language. Over the year, we'll take in a sweep of 20th century theory, emphasizing the work of Roland Barthes as a thinker capable of making rich connections between the everyday mythologies of culture, the complexity of internal life, and the richness of literature.Our study of psychology will enable us to examine how individuals construct their sense of self via observation of and interaction with others in social context. Possible social psychological themes to be explored include identity formation, social norms, social hierarchy, power, conformity, transgressions, obedience, prejudice, stigma, marginalization, groupthink, persuasion and moralization.The program material will be taught via lectures, workshops, seminars, films and substantial reading of literature, theory and research studies. Writing- and research-intensive projects, as well as the reading of dense theoretical material, will make this a demanding program, designed for upper-level students prepared for more advanced work in the humanities and/or social sciences. Steven Hendricks Laura Citrin Junior JR Senior SR Fall Fall Winter
Student-Originated Studies: Research in Psychology and Related Social Sciences
Laura Citrin
  SOS SO–SRSophomore - Senior 16 16 Day S 13Spring This SOS program is designed to provide an opportunity for intermediate and advanced students working within the social sciences to conduct independent projects within psychology or related social science disciplines, within a supportive intellectual environment of other researchers. It is an ideal capstone program for students completing their studies.  Research projects may be inductive or deductive in their approach, and may utilize qualitative or quantitative methodology. Research may be aimed at testing a well-established theory, replicating a study, crafting an elegant psychological experiment, designing and executing a written survey, conducting interviews, or engaging in observational, ethnographic research. Faculty will also support substantial work with secondary research (library research) exclusively, resulting in a thorough literature review (a review of all of the work conducted on your topic of interest within the field). Students will form learning communities based on shared research interests (or methodological interests or theoretical interests). Faculty will provide structured support to these learning communities across all aspects of the research process.Students entering this SOS program should do so with a particular project in mind, although faculty will work one-on-one with students to help shape the nature of their project in both practical and theoretically meaningful ways. Laura Citrin Mon Tue Thu Sophomore SO Junior JR Senior SR Spring Spring
Therapy Through the Arts (daytime)
Gilda Sheppard and Carl Waluconis
  Program FR–SRFreshmen - Senior 8, 16 08 16 Day Su 13Summer Full This program will explore the role that movement, visual art, music, and media can play in problem solving and in the resolution of internalized fear, conflicts, or blocks.  Through a variety of hands-on activities, field trips, readings, films/video, and guest speakers, students will discover sources of imagery, sound, and movement as tools to awaken their creative problem solving from two perspectives—as creator and viewer.  Students interested in human services, social sciences, media, humanities and education will find this course engaging. This course does not require any prerequisite art classes or training.Students may attend either day or evening sessions. Gilda Sheppard Carl Waluconis Mon Tue Wed Thu Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Therapy Through the Arts (evening)
Gilda Sheppard and Carl Waluconis
  Program FR–SRFreshmen - Senior 8, 16 08 16 Evening Su 13Summer Full This program will explore the role that movement, visual art, music, and media can play in problem solving and in the resolution of internalized fear, conflicts, or blocks.  Through a variety of hands-on activities, field trips, readings, films/video, and guest speakers, students will discover sources of imagery, sound, and movement as tools to awaken their creative problem solving from two perspectives—as creator and viewer.  Students interested in human services, social sciences, media, humanities and education will find this course engaging. This course does not require any prerequisite art classes or training.Students may attend either day or evening sessions. Gilda Sheppard Carl Waluconis Mon Tue Wed Thu Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Tomorrow Today: Political Economy and Culture of the Future
Anthony Zaragoza
  Course FR–SRFreshmen - Senior 4 04 Day Su 13Summer Session II 2113: Can we see the future in the present? In this class we won't become psychics, but we will use developments, trends, and "futurecasting" to offer informed assessments of life and the economy in 50-100 years. Futuristic movies will allow us to examine concerns about the future as a window into present-day culture. We will converse via Skype with Japanese students to exchange views. Final projects will offer projections of the future with the option of making a short movie. What will the future bring in your life, your community, and your world? No books or special software will be required. Anthony Zaragoza Tue Thu Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Undergraduate Research in Civic Intelligence
Douglas Schuler
Signature Required: Fall  Winter  Spring 
  Research SO–SRSophomore - Senior V V Evening and Weekend F 12 Fall W 13Winter S 13Spring Civic intelligence attempts to understand how "smart" a society is in addressing the issues before it and to think about – and initiate – practices that improve this capacity. It is a cross-cutting area of inquiry that includes the sciences – social and otherwise – as well as the humanities. Visual art, music, and stories, are as critical to our enterprise as the ability to analyze and theorize about social and environmental issues.This independent learning opportunity is designed to allow students of various knowledge and skill levels to work with students, faculty, and others inside and beyond Evergreen who are engaged in real-world research and action in actual and potential projects. The program will help students develop important skills in organizational and workshop design, collaboration, analysis and interpretation, written and oral communication, and critical thinking skills. We also expect to focus on the development of online services, information, and tools, including civic engagement games and online deliberation.Although there are many ways to engage in this research, all work will directly or indirectly support the work of the Civic Intelligence Research and Action Laboratory (CIRAL). These opportunities will generally fall under the heading of "home office" or "field" work. The home office work will generally focus on developing the capacities of the CIRAL lab, including engaging in research, media work, or tech development that will support the community partnerships. The field work component will consist of direct collaboration outside the classroom, often on an ongoing basis. Students working within this learning opportunity will generally work with one or two of the clusters of topics and activities developed by previous and current students. The first content clusters that were developed were (1) CIRAL vs. homelessness; (2) environment and energy; and (3) food. In addition to a general home office focus cluster on institutionalizing CIRAL, another focused on media and online support.We are also hoping to support students who are interested in the development of online support for civic intelligence, particularly CIRAL. This includes the development of ongoing projects such as e-Liberate, a web-based tool that supports online meetings using Roberts Rules of Order, and Activist Mirror, a civic engagement game, as well as the requirements gathering and development of new capabilities for information interchange and collaboration.Normally students taking this option will have worked with Doug Schuler previously or are otherwise familiar with CIRAL and the idea of civic intelligence. Students who are interested in type of work and have not met those informal requirements are encouraged to take the program offered in 2012-13. Students taking this undergraduate research option will meet every Wednesday during the quarter with students who are taking the Social Imagination and Civic Intelligence program for 12 credits. Douglas Schuler Wed Sophomore SO Junior JR Senior SR Fall Fall Winter Spring
Undergraduate Research in Civic Intelligence
Douglas Schuler
Signature Required: Fall  Winter  Spring 
  Program SO–SRSophomore - Senior V V Evening and Weekend F 12 Fall W 13Winter S 13Spring Civic intelligence attempts to understand how "smart" a society is in addressing the issues before it and to think about – and initiate – practices that improve this capacity. It is a cross-cutting area of inquiry that includes the sciences – social and otherwise – as well as the humanities. Visual art, music, and stories, are as critical to our enterprise as the ability to analyze and theorize about social and environmental issues.This independent learning opportunity is designed to allow students of various knowledge and skill levels to work with students, faculty, and others inside and beyond Evergreen who are engaged in real-world research and action in actual and potential projects. The program will help students develop important skills in organizational and workshop design, collaboration, analysis and interpretation, written and oral communication, and critical thinking skills. We also expect to focus on the development of online services, information, and tools, including civic engagement games and online deliberation.Although there are many ways to engage in this research, all work will directly or indirectly support the work of the Civic Intelligence Research and Action Laboratory (CIRAL). These opportunities will generally fall under the heading of "home office" or "field" work. The home office work will generally focus on developing the capacities of the CIRAL lab, including engaging in research, media work, or tech development that will support the community partnerships. The field work component will consist of direct collaboration outside the classroom, often on an ongoing basis. Students working within this learning opportunity will generally work with one or two of the clusters of topics and activities developed by previous and current students. The first content clusters that were developed were (1) CIRAL vs. homelessness; (2) environment and energy; and (3) food. In addition to a general home office focus cluster on institutionalizing CIRAL, another focused on media and online support.We are also hoping to support students who are interested in the development of online support for civic intelligence, particularly CIRAL. This includes the development of ongoing projects such as e-Liberate, a web-based tool that supports online meetings using Roberts Rules of Order, and Activist Mirror, a civic engagement game, as well as the requirements gathering and development of new capabilities for information interchange and collaboration. Normally students taking this option will have worked with Doug Schuler previously or are otherwise familiar with CIRAL and the idea of civic intelligence. Students who are interested in type of work and have not met those informal requirements are encouraged to take the program offered in 2012-13. Students taking this undergraduate research option will meet every Wednesday during the quarter with students who are taking the Social Imagination and Civic Intelligence program for 12 credits. Please go to the catalog view for additional information. Douglas Schuler Wed Sophomore SO Junior JR Senior SR Fall Fall Winter Spring