2012-13 Undergraduate Index A-Z

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Title	Offering	Standing	Credits	Credits	When	F	W	S	Su	Description	Preparatory	Faculty	Days	Multiple Standings	Start Quarters	Open Quarters
The 1960s @ 33 1/3 Chico Herbison American studies cultural studies music writing	Course	FR–SRFreshmen - Senior	4	04	Day				Su 13Summer Session I	This course will explore U.S. popular culture of the 1960s through five of the decade’s seminal albums: The Beach Boys’ , James Brown’s , Bob Dylan’s , Jimi Hendrix’s , and . Our texts will include each album’s counterpart from the book series. The final project will be a similar close reading of another 1960s album. Students interested in expanding their final projects into a major piece of music writing—à la the series—can develop individual learning contracts for additional credit during second session.		Chico Herbison	Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
A History of "Race" in the U.S.: From Colonial Era to 2013 Michael Vavrus and Artee Young African American studies history political science	Program	FR–SRFreshmen - Senior	16	16	Day			S 13Spring		Despite claims that the U.S. is "post-racial," why does "race," nevertheless, continue to retain significance in our contemporary era? And more specifically, just what is "race"?To address these question and others, this program explores the origins and manifestations of the contested concept of race, including the role of teh U.S. judicial system and law enforcement. We further investigate the ways in which one's racial identification can result in differential social, economic and political treatment and how social movements emerged to challenge racial inequality. To understand this phenomena, we analyze the racialized history of the United States in relation to dominant discourses of popular culture, science, psychology, health care, law, citizenship, education and personal/public identity.Central to this program is a study of historical connections between European colonialism prior to U.S. independence as a nation and the expansion of U.S. political and military dominance globally since independence and into the 21st century. In this context students are provided opportunities to investigate how the bodies of various populations have been racialized. Students will examine related contemporary concepts such as racism, prejudice, discrimination, gender, class, affirmative action, white privilege and color blindness. Students will consider current research and racialized commentaries that surround debates on genetics vs. culture (i.e., nature vs. nurture).Students will engage the concept of race through readings, dialogue in seminars, films, and academic writing that integrate program materials. A goal of the program is for students to recognize contemporary expressions of race by what we hear, see and read as well as absences and silences that we find. These expressions include contemporary news accounts and popular culture artifacts (e.g., music, television, cinema, on-line media). As part of this inquiry, we will examine the presidency of Barack Obama in relation to discourses on race. As a learning community we will work together to make sense of these expressions and link them to their historical origins.Students will also have an opportunity to examine the social formation of their own racial identities through their own personal narratives. Current approaches from social psychology will be foundational in this aspect of the program. Related to this is consideration as to what it can mean to be an anti-racist in a 21st century racialized society.A visits to a local cultural museum is tentatively planned as part of this program.	medicine/health, education, government, law, history, political science, cultural studies, sociology and media studies.	Michael Vavrus Artee Young	Tue Wed Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Abnormal Psychology Susan Cummings psychology	Course	SO–SRSophomore - Senior	4	04	Evening			S 13Spring		This course is designed to help students examine abnormal and normal behavior and experience along several dimensions. These dimensions include the historical and cultural influences in Western psychology, current views on abnormality and psychological health, cultural differences in the approach and treatment of psychopathology, and the role of healthy habitat in healthy mind. Traditional classification of psychopathology will be studied, including theories around etiology and treatment strategies. Non-traditional approaches will be examined including the role of eco-psychology in abnormal psychology. This course is a core course, required for pursuit of graduate studies in psychology.		Susan Cummings	Mon	Sophomore SO Junior JR Senior SR	Spring	Spring
Academic Writing as Argument (A) Emily Lardner writing	Course	FR–SRFreshmen - Senior	4	04	Evening	F 12 Fall						Emily Lardner	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Academic Writing as Argument (B) Emily Lardner writing	Course	FR–SRFreshmen - Senior	4	04	Evening	F 12 Fall				This course focuses on the ways writers make arguments in a variety of contexts. Our initial shared topic will be climate change, which we will explore from various disciplinary and interdisciplinary perspectives. Within that topic, we will examine and practice strategies for taking positions, considering objections, and using evidence. No science background is necessary. In addition to writing an argument related to our shared topic, each student will select a topic of their own for a second project.		Emily Lardner	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Adaptation: Evolutionary Patterns in Biological Space-Time Bret Weinstein anthropology biology botany cultural studies ecology environmental studies natural history zoology	Program	SO–SRSophomore - Senior	16	16	Day	F 12 Fall	W 13Winter					Bret Weinstein		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Adolescent Literature Terry Ford education literature	Course	FR–SRFreshmen - Senior	4	04	Day				Su 13Summer Full	Adolescent literature differs from children's literature to meet the developmental needs of middle and high school ages. Participants will learn about adolescent literature in an historical perspective, young adult development in reading, and genres with representative authors and selection criteria. Participants will read and critique a variety of genres, developing a knowledge base of a variety of current authors, themes, and classroom uses. Course credits contribute to minimum coursework expectations for teaching endorsements in middle level humanities and secondary English/Language Arts.		Terry Ford	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Advanced Programming Topics Sheryl Shulman computer science	SOS	JR–SRJunior - Senior	4, 8, 12	04 08 12	Day				Su 13Summer Full	Advanced Programming Topics is a variable credit summer program (4, 8, or 12 credits) for advanced work in computer science. This class is organized around a research paper reading seminar with associated semi-independent projects. The project portion is an opportunity for individuals to delve more deeply into specific topics. The seminar portion will focus on developing the skills necessary for reading current literature in computer science as well as exploring the content of those papers. At the end of the summer, students will write a final paper using a standard format with the following sections: abstract, introduction, materials and methods, results, discussion, references, and figures. Students will learn to accurately describe the procedures that were followed and the results that were obtained. Students must also place their results in perspective by relating them to the existing state of knowledge and by interpreting their significance for future study.A selection of possible project topics include:These topics offer the opportunity for a more in-depth study of topics offered during the regular academic year or to work on material that is not covered by our regularly offered curriculum. Papers for the paper reading seminar will be chosen collaboratively.Freshmen and sophomores with a background in computing may register with faculty signature. Contact faculty for information.		Sheryl Shulman	Tue Thu	Junior JR Senior SR	Summer	Summer
Advanced Research in Environmental Studies Dylan Fischer, Abir Biswas, Lin Nelson, Erik Thuesen, Alison Styring and Gerardo Chin-Leo agriculture botany community studies ecology environmental studies geography geology health hydrology law and government policy marine science zoology Signature Required: Fall Winter Spring	Program	JR–SRJunior - Senior	V	V	Day	F 12 Fall	W 13Winter	S 13Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Environmental Studies. This independent learning opportunity is designed to allow advanced students to delve into real-world research with faculty who are currently engaged in specific projects. The program will help students develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration and critical thinking skills—all of which are of particular value for students who are pursuing a graduate degree, as well as for graduates who are already in the job market. studies in nutrient and toxic trace metal cycles in terrestrial and coastal ecosystems. Potential projects could include studies of mineral weathering, wildfires and mercury cycling in ecosystems. Students could pursue these interests at the laboratory-scale or through field-scale biogeochemistry studies taking advantage of the Evergreen Ecological Observation Network (EEON), a long-term ecological study area. Students with backgrounds in a combination of geology, biology or chemistry could gain skills in soil, vegetation and water collection and learn methods of sample preparation and analysis for major and trace elements. studies marine phytoplankton and bacteria. His research interests include understanding the factors that control seasonal changes in the biomass and species composition of Puget Sound phytoplankton. In addition, he is investigating the role of marine bacteria in the geochemistry of estuaries and hypoxic fjords. studies plant ecology and physiology in the Intermountain West and southwest Washington. This work includes image analysis of tree roots, genes to ecosystems approaches, plant physiology, carbon balance, species interactions, community analysis and restoration ecology. He also manages the EEON project (academic.evergreen.edu/projects/EEON). See more about his lab's work at: academic.evergreen.edu/f/fischerd/E3.htm. studies and is involved with advocacy efforts on the linkages between environment, health, community and social justice. Students can become involved in researching environmental health in Northwest communities and Washington policy on phasing out persistent, bio-accumulative toxins. One major project students can work on is the impact of the Asarco smelter in Tacoma, examining public policy and regional health. studies birds. Current activity in her lab includes avian bioacoustics, natural history collections and bird research in the EEON. Bioacoustic research includes editing and identifying avian songs and calls from an extensive collection of sounds from Bornean rainforests. Work with the natural history collections includes bird specimen preparation and specimen-based research, including specimens from Evergreen's Natural History Collections and other collections in the region. Work with EEON includes observational and acoustic surveys of permanent ecological monitoring plots in The Evergreen State College campus forest. conducts research on the ecological physiology of marine animals. He and his students are currently investigating the physiological, behavioral and biochemical adaptations of gelatinous zooplankton to environmental stress and climate change. Other research is focused on the biodiversity of marine zooplankton. Students working in his lab typically have backgrounds in different aspects of marine science, ecology, physiology and biochemistry. Please go to the catalog view for specific information about each option.	botany, ecology, education, entomology, environmental studies, environmental health, geology, land use planning, marine science, urban agriculture, taxonomy and zoology.	Dylan Fischer Abir Biswas Lin Nelson Erik Thuesen Alison Styring Gerardo Chin-Leo		Junior JR Senior SR	Fall	Fall Winter Spring
Advanced Research in Environmental Studies with A. Styring Alison Styring ecology environmental studies field studies Signature Required: Fall Winter Spring	Research	JR–SRJunior - Senior	V	V	Day	F 12 Fall	W 13Winter	S 13Spring				Alison Styring		Junior JR Senior SR	Fall	Fall Winter Spring
Advanced Research in Environmental Studies with D. Fischer Dylan Fischer ecology environmental studies field studies Signature Required: Fall Winter Spring	Research	JR–SRJunior - Senior	V	V	Day	F 12 Fall	W 13Winter	S 13Spring			plant ecology and physiology, field ecology, restoration ecology	Dylan Fischer		Junior JR Senior SR	Fall	Fall Winter Spring
Advanced Research in Environmental Studies with E. Thuesen Erik Thuesen marine science zoology Signature Required: Fall Winter Spring	Research	JR–SRJunior - Senior	V	V	Day	F 12 Fall	W 13Winter	S 13Spring				Erik Thuesen		Junior JR Senior SR	Fall	Fall Winter Spring
Advanced Research in Environmental Studies with G. Chin-Leo Gerardo Chin-Leo environmental studies marine science Signature Required: Fall Winter Spring	Research	JR–SRJunior - Senior	V	V	Day	F 12 Fall	W 13Winter	S 13Spring				Gerardo Chin-Leo		Junior JR Senior SR	Fall	Fall Winter Spring
Advanced Research in Environmental Studies with L. Nelson Lin Nelson community studies environmental studies health Signature Required: Fall Winter Spring	Research	JR–SRJunior - Senior	V	V	Day	F 12 Fall	W 13Winter	S 13Spring				Lin Nelson		Junior JR Senior SR	Fall	Fall Winter Spring
Advanced Research of Arid Ecosystems Abir Biswas and Clarissa Dirks biochemistry biology ecology environmental studies field studies geology Signature Required: Spring	Program	JR–SRJunior - Senior	16	16	Day			S 13Spring		This program is designed for students who have a strong background in biology or geology and would like to do advanced work around either topic as it applies to arid ecosystems in the Southwestern U.S. or Eastern Washington State, though there may be opportunities for students to contrast arid systems with more temperate forest ecosystems in Western Washington State. There will be an emphasis on student- and faculty-derived research projects throughout and students will meet regularly with faculty to discuss progress and receive feedback. Students with prior backgrounds or analytical experience in biology and/or geology, seeking to join the program in the spring to conduct field- and/or lab-based research projects are encouraged to contact the faculty early. Students will need to develop their research proposals in the first 2 weeks of the quarter while studying the primary literature. Students will then be conducting their proposed field work and/or laboratory work in weeks 3-6. Students will spend the rest of the quarter completing their analyses in preparation for presenting their work at the end of the program. The expectations and workload will be based on advanced work for upper division credit. In part, the content and themes of this program will be merged with another ongoing program offered by the faculty. Students continuing from that program will have developed group research proposals that will be the basis of their spring research project component. The work of those students is not advanced and the expectations are different. These two groups will meet together only for certain lectures or other activities whereby both will learn more about the faculty research projects and arid/southwest ecosystems. Advanced research students could potentially join the Grand Canyon river trip to conduct research studying Southwestern ecosystems but would need to contact the faculty as soon as possible (prior to Spring quarter registration). Students could also conduct comparative field work in arid or temperate ecosystems in Washington State that will be the basis of their quarter-long research project.		Abir Biswas Clarissa Dirks		Junior JR Senior SR	Spring	Spring
Advanced Research with Alison Styring Alison Styring environmental studies natural history Signature Required: Summer	Program	JR–SRJunior - Senior	V	V	Day, Evening and Weekend				Su 13Summer Full			Alison Styring		Junior JR Senior SR	Summer	Summer
Advanced Research with Alison Styring Alison Styring environmental studies natural history Signature Required: Summer	Research	JR–SRJunior - Senior	V	V	Day, Evening and Weekend				Su 13Summer Full			Alison Styring		Junior JR Senior SR	Summer	Summer
Advanced Writer's Workshop Nancy Parkes literature writing	Program	SO–SRSophomore - Senior	12	12	Evening and Weekend			S 13Spring		This 12-credit workshop is designed for 15 students who already have a foundation in writing fiction and/or creative non-fiction. Through our writing, reading, and review of film as a medium, we will examine and practice the craft of creating rich characters, vibrant scenes, and crisp dialogue. During spring quarter, students will produce one memoir-based piece, a short story or novel chapter, and a "student choice" writing block. We will concentrate on the craft of revision with each section of writing. This is an evening/weekend based program that will meet every Wednesday evening and five full Saturdays, with shorter Monday evening meetings for critique groups and workshops where students share drafts and assist one another with writing. Students should also expect to spend additional time critiquing peer work outside the classroom.		Nancy Parkes	Mon Wed Sat	Sophomore SO Junior JR Senior SR	Spring	Spring
Afraid to Laugh: The Psychology and Media of Fear and Humor Carrie Margolin and Michael Buse American studies media studies psychology	Program	FR–SOFreshmen - Sophomore	16	16	Day	F 12 Fall	W 13Winter			From Frankenstein to Freddy. From Groucho to Leno. For over 100 years, audiences have screamed in terror or roared with laughter at what Hollywood has presented.This program will look at the changes in what scares us, and what makes us laugh, over the course of American cultural history from the inception of filmmaking to present day. We will examine the psychology of fear, the psychology of humor, and the language and craft of filmmaking and other media used to convey these human emotions. We will focus on fear during fall quarter. Audiences in 1910 were terrified by . was a heart-pounder in 1925. Mass panic ensued in 1938 from the radio production of . What were the cultural and historical factors that made these so fear-inducing? Today, we need much more than monsters or aliens to give us goosebumps. It takes twisted psychological demons and graphic violence to startle and thrill. How has society changed in its response to what is considered scary? In winter quarter, we will switch to humor studies. As early as 1914, comedians such as Charlie Chaplin and the Keystone Kops provided merriment. Slapstick reigned supreme from the 1920s through the 1960s with the antics of The Three Stooges. Comedy branched out with the "Borscht Belt" stand-up comedians during that same era. Comedy continues into present day, from sit-coms to , with the acceptance of increasingly "off-color" and "dark" humor. The program format may include lectures, workshops, films, seminars, guest presentations and group and individual projects. We will focus on clarity in oral and written communication, critical thinking skills, and the ability to work across significant differences.	psychology, education and media studies.	Carrie Margolin Michael Buse		Freshmen FR Sophomore SO	Fall	Fall Winter
African American Literature Artee Young African American studies cultural studies literature	Course	SO–SRSophomore - Senior	16	16	Day		W 13Winter			The goal of the program is to introduce students to a significant canon of American Literature that expands students' understanding of the literary contributions of Americans of African descent. Students will also gain knowledge of various genres contextualized in an historical continuum. The program is grounded in an inquiry based approach and places the development of the literary canon in its evolving historical context. In the face of laws prohibiting African Americans from reading or writing, what was the motivation of early writers of African descent to create stories based on their experiences in the Americas as well as their imaginations? What impact did evolving historical, social and economic circumstances have on the development of African American Literature? What is the current place and direction of the African American literary canon? This program surveys the literary, historical, cultural, aesthetic, religious, social, philosophical and economic dimensions of literature by Americans of African descent. Through a thematic and chronological study of genres, canonical and lesser-known authors, this program explores the dimensions of the Vernacular Tradition and Slave Narratives from the 1760’s to the literary authors of the present. From Sejour to Phillis Wheatley to Toni Morrison to Grandmaster Flash, a bounty of writers, poets, preachers, essayists, and rappers will be included in our journey through a veritable gold mine of African American Literature.In our review of the Vernacular Tradition, themes of freedom, transformation and transcendence will be central to our readings and discussions. As our focus turns to the Reconstruction Period, we will focus on themes presented and influenced by lynching, segregation, migration, and the women’s suffrage movement. Themes in the Harlem Renaissance Period reflect the thoughts of the “New Negro” as well as those writers of African descent who were associated with the Negritude Movement, writers of African descent from around the world. Between the years 1940 and 1960, writers expanded conventional literary boundaries and are best described as moving into a period of Realism, Naturalism and Modernism. This period intersects with the Great Migration when approximately five and half million African Americans migrated from the south to the north, and it is during this time that themes of migration, desegregation and social change abound in the literature. The Period from 1960-1970 has been referred to as The Black Arts Movement, and the literature produced reflects the social movements occurring in this country as well as abroad. The Viet Nam War and various other social upheavals including the civil rights movement, Malcolm X and the Nation of Islam, Black Power and the New Left dominated thematic content in all genres that will be studied in this program. Literature since 1970 has taken a reflective view of past contributions of African American writers and has expanded on the concept of blackness, moving away from a single blackness to ask the question, as McKay and Gates articulate: “What in fact does blackness mean?”In addition to the text, students will also read and include in their discussions material gathered from various online sources as well as handouts that will be distributed in class.The program will include a variety of learning modes: lectures, discussion groups, films and videos, research teams, and production teams. Students will select a theme or author and produce an annotated bibliography to include an introduction of approximately 3 to 5 pages. Moreover, students will be placed in groups to develop and present a reader’s theatre production of an author’s works or a reader’s theatre presentation to include the literature of several authors. This can be a live presentation or a video, or a series of visual arts representations of the student’s work. Book:		Artee Young	Mon Wed Wed	Sophomore SO Junior JR Senior SR	Winter	Winter
Afro-Brazilian Dance (A) Janelle Campoverde dance	Course	FR–SRFreshmen - Senior	2	02	Weekend	F 12 Fall				Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Afro-Brazilian Dance (A) Janelle Campoverde dance	Course	FR–SRFreshmen - Senior	2	02	Weekend		W 13Winter			Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Afro-Brazilian Dance (B) Janelle Campoverde dance	Course	FR–SRFreshmen - Senior	2	02	Weekend	F 12 Fall				Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Afro-Brazilian Dance (B) Janelle Campoverde dance	Course	FR–SRFreshmen - Senior	2	02	Weekend		W 13Winter			Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Afrofuturism Andrew Buchman, Chico Herbison and Joye Hardiman African American studies cultural studies literature music writing	Program	SO–SRSophomore - Senior	16	16	Day			S 13Spring		Afrofuturism is an emergent literary and cultural aesthetic embraced by artists who have imagined alternative futures, while often grappling with aspects of race, gender and ethnicity. Rone Shavers and Charles Joseph offered a critical working definition of the genre, first named by Mark Dery around 1995, as follows: "Afro-Futurism...combines elements of science fiction, historical fiction, fantasy and magic realism with non-Occidental (non-Western) cosmologies in order to critique not only the present-day dilemmas of people of color, but also to revise, interrogate, and re-examine the historical events of the past." Artists often listed in an emerging Afrofuturist pantheon include authors Samuel R. Delany and Octavia Butler; visual artists Jean-Michel Basquiat and Renée Cox; and musicians Parliament-Funkadelic (including George Clinton and Bootsy Collins), Sun Ra, DJ Spooky (Paul D. Miller), and Janelle Monáe.After laying the groundwork for explorations of the work of these and other artists, we will ask students to help us address these and other avenues for explorations of Afrofuturism, including race and digital culture; the role of technology in cultural formations; notions of Utopia, Dystopia, and the "post-historical" in Afrofuturistic literature; non-Occidental (non-Western) cosmologies and their uses in Afrofuturistic texts; trauma theory and its role in Afrofuturistic literary and cultural production; Afrofuturism's relationship to digital and/or urban music (i.e., drum and bass, garage, hip-hop, house, jungle, neo-soul, funk, dub, techno, trip hop, etc.); Black identity in Western literature, in light of Afrofuturism's general interrogation of identity and identity politics; Afrofuturism and its relation to previous race-based art movements and aesthetics (e.g., the Harlem Renaissance, Black Arts Movement, the New Black Aesthetic, etc.); Black Music as a source of Afrofuturistic discourse and/or liberation; the black superhero as Afrofuturistic rebel, and the black comic book as a "paraliterary" source of contemporary folklore; Afrofuturism from the perspective of film studies and/or video culture; and/or the social and cultural implications of a theory of Afrofuturism.Because the artworks we will be dealing with will be both exciting, provocative and fine, we think that students will find this hard intellectual work deeply rewarding, sometimes in unexpected ways. We expect to learn from students, and to share an intellectual adventure in an emerging, engrossing artistic terrain. While research writing and criticism will be emphasized, students will also be encouraged to pursue optional creative writing and music projects, for possible presentation to the entire program.	the humanities or the arts, especially creative writing and music.	Andrew Buchman Chico Herbison Joye Hardiman		Sophomore SO Junior JR Senior SR	Spring	Spring
Agriculture and Conservation in the Pacific Northwest Michael Paros and Steven Scheuerell agriculture ecology environmental studies geography philosophy Signature Required: Winter	Program	FR–SRFreshmen - Senior	16	16	Day	F 12 Fall	W 13Winter			"The question of all questions for humanity, the problem which lies behind all others and is more interesting than any of them, is that of the determination of man's place in nature and his relation to the cosmos." - T.H. HuxleyCrop agriculture and animal production dominate human-managed ecosystems. Both provide forms of human sustenance yet simultaneously disrupt natural ecological functions. Tensions often exist between nature conservationists and agricultural communities. How do we balance biodiversity conservation and modern agricultural production? Is it possible to have both? Should public policy emphasize agricultural intensification to spare land for wildlife areas and keep conservation areas separate from human production activities? Can our planet afford to preserve culturally and biologically diverse agricultural systems? Are traditional agricultural practices vital to our sustainable future?Faculty and students will challenge and develop their own personal ethical framework in an attempt to address the many questions that arise when we alter natural systems through agriculture. This will be accomplished through experiential field trips, reading, writing, scientific analysis and open discussion. Students will visit a variety of Washington and Oregon farming operations and conservation areas that illustrate the agricultural and environmental ethical dilemmas that society currently faces. Multiple perspectives from land stakeholders will be presented. Fall quarter will focus on the fundamental principles of conservation biology and ethical theory, while familiarizing students with basic agronomic practices. In winter quarter, students will develop a personal land ethic while analyzing tensions between agriculture and conservation specific to a particular locale.This program will interest students who are open-minded and want to think critically about the agricultural sciences, conservation biology, and ethics.		Michael Paros Steven Scheuerell		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Algebra to Algorithms Brian Walter and Sara Sunshine Campbell computer science education mathematics	Program	FR–SRFreshmen - Senior	16	16	Day			S 13Spring		Western science relies on mathematics as a powerful language for expressing the character of the observed world. Mathematical models allow predictions, more or less, of complex natural systems, and modern computing has both magnified the power of those models and helped shape new models that increasingly influence 21st-century decisions. Computer science, the constructive branch of mathematics, relies on mathematics for its culture and language of problem solving, and it also facilitates the construction of mathematical models.In this program, we will explore connections between mathematics, computer science, and the natural sciences, and develop mathematical abstractions and the skills needed to express, analyze, and solve problems arising in the sciences. The regular work of the program will include seminars, lectures, problem solving workshops, programming labs, problem sets, and seminar papers. The emphasis will be on fluency in mathematical thinking and expression along with reflections on mathematics and society. Topics will include concepts of algebra, functions, algorithms, computer programming, and problem solving, with seminar readings about the role of mathematics in modern education and in society.This program is intended for students who want to gain a fundamental understanding of mathematics and computing before leaving college or before pursuing further work in the sciences.		Brian Walter Sara Sunshine Campbell		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Algebraic Thinking Vauhn Foster-Grahler mathematics	Course	FR–SRFreshmen - Senior	4	04	Day	F 12 Fall				Algebraic Thinking develops problem-solving and critical-thinking skills by using algebra to solve context-based problems. Problems are approached algebraically, graphically, numerically, and verbally. Topics include linear, quadratic, and exponential functions, right-triangle trigonometry, and data analysis. Collaborative learning is emphasized.		Vauhn Foster-Grahler	Mon Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Alternatives to Capitalism Peter Dorman economics history political economy Signature Required: Spring	Program	FR–SRFreshmen - Senior	16	16	Day			S 13Spring		There is widespread discontent with the way capitalism is working in the U.S. and globally, but is there an alternative? Can capitalism be replaced by a fundamentally different economic system, or is it only possible to make reforms within it? This program examines this question in light of economic theory, historical experience and the results of noncapitalist experiments taking place today. Its approach is open-minded, and students with a range of backgrounds and perspectives are welcome. Although this is an all-level program, it is essential that students have prior exposure to economics, since much of the debate draws on economic concepts. The program will also consider the politics and culture of noncapitalist alternatives. Major activities will include extensive reading covering the historical roots of utopian thought, theories of noncapitalist economic arrangements, experiences with attempts to create them, proposals for ideas that have not yet been tried, and fiction in which alternatives to capitalism play an important part; we will explore these ideas in seminars, workshops, films, a research project, student governance and field trips to see local economic alternatives first-hand.		Peter Dorman	Mon Mon Wed Thu Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Amazing Grace: U.S. Religious Thought and Practices, 1780-1850 and 2013 Marla Elliott and Joli Sandoz community studies history literature music religious studies	Program	FR–SRFreshmen - Senior	12	12	Evening and Weekend			S 13Spring		Music, history, and thinking about God and the human condition will center this 12-credit, one-quarter program exploring interweavings of experience and thought. Our focus will be the Second Great Awakening in the U.S. (1780-1850), a religious revival movement that helped energize the shift as the U.S. turned from political, economic, and intellectual dependence on Europe to becoming a country in its own right. We’ll also consider how religious trends begun before 1850 continue to shape our lives in the 21st century.Program lenses will include the founding of shape note singing (a uniquely American form of Christian sacred music), spiritual experiences as reported in art and autobiographical writings, camp meetings, and Christian theology presented through sermons and church rituals. Possible additional topics include relevant fiction from the time, and the founding and continuation of one or more of the churches begun or settled in the U.S. after 1770 (African Methodist Episcopal Church, Shakers, Seventh Day Adventist Church, the Church of Jesus Christ of Latter-day Saints, and others).Participants will attend a shape note All-Day Singing as well as a workshop and concert of traditional music from the republic of Georgia and will work together to organize and host the Fourth Annual Olympia All-Day Singing. Three additional visits to places of worship will be required. Reading, writing, singing and collaborative work will be important sites of instruction and attention as we draw from history, music, psychology, literature, and theology to inform our explorations. Credit may be awarded in music, history, literature, and religious studies.		Marla Elliott Joli Sandoz	Mon Wed Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
America Abroad Stacey Davis, Samuel Schrager and Eric Stein American studies anthropology community studies cultural studies history international studies literature study abroad writing	Program	SO–SRSophomore - Senior	16	16	Day	F 12 Fall	W 13Winter	S 13Spring		. -Ralph Ellison To educated Europeans around 1800 the new republic called The United States of America was founded on an incredible idea drawn from 18th century Enlightenment discourse: that human beings could govern themselves. The fraught implications of this democratic ideal have played out ever since. They loom large in the promise of a new start that drew 35,000,000 immigrants between the 1840s and the close of unrestricted immigration in the 1920s, and millions more who have continued to come; in the institutions that supported 19th century slavery, 20th century Jim Crow segregation, and subsequent Civil Rights movements; in the aspirations, past and present, of women and other lower-status groups. The meanings of American democracy, contested at home, have also been much scrutinized abroad. While American power has often been feared or resisted, other peoples often invoke or adapt democratic ideals to serve their own needs.This program will explore these complex relationships between the world-in-America and America-in-the-world. How, we will ask, are our identities as Americans shaped by ethnic, religious, gendered, class and place-based experiences--for example, by the cultural hybridizations and the real (and imagined) ties to home cultures endemic in American society? How do diverse Americans wrestle with democratic values in their ordinary lives? We will also consider some of the contemporary manifestations of American presence and power in various locations abroad. Using an anthropological lens, we will reflect on people's often ambivalent readings of tourists and soldiers, American aid organizations and NGOs, Hollywood mediascapes, and American commodities. How, we will ask, ought we to understand American representations of foreign "others" in travel writing, cinema, or museum display, and how have Americans themselves been represented as "others" in relationship to the larger world?Our program will provide strong contexts for students to study and work closely with faculty in the fields of history, anthropology, folklore, literature and creative non-fiction. In the fall and the first half of winter we will focus on in-depth readings of texts and training in the crafts of ethnography, writing and academic research in preparation for major independent research and senior theses. Students will undertake these projects on a topic of their choice, from mid-winter to mid-spring, either in the U.S. or abroad, in ongoing dialogue with peers and faculty. In the last half of spring the program will reconvene to review students' written work in light of the leading issues of our inquiry. There will be three main kinds of research projects. can be conducted locally, or elsewhere, on topics involving cultures, identities, community or place; they will have an emphasis on creative non-fiction writing, and optional opportunity for internships. can explore a historical, art historical, literary, or sociological topic, using primary or secondary resources. will combine service learning with research on an aspect of American culture or on values and practices in another society. Service opportunities include include health, education, youth, agriculture, community development, women's empowerment and human rights. Thailand will be a featured destination, with faculty providing language training and in-country instruction and support. While students can choose any location with faculty approval, there will be additional opportunities for students in Guatemala and Western Europe.		Stacey Davis Samuel Schrager Eric Stein		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
American Indian Sovereignty: Competing Contexts Kristina Ackley and Jose Gomez Native American studies cultural studies law and government policy	Program	SO–SRSophomore - Senior	16	16	Day	F 12 Fall	W 13Winter			American Indians have a relationship with the federal government unlike that of any other ethnic or political group in the United States. They have consistently organized at all levels to renew and defend their rights to self-governance and nationhood. In this two-quarter program, we will consider the various ways in which sovereignty has been understood and contested, taking as our broad starting points the competing contexts of Indigenous knowledge systems and the U.S. Constitution.Recognizing that sovereignty must be placed within local, historical, cultural and global contexts, our theoretical readings and discussion will move from nation building in America to Native forms of nationalism, and emphasize the politics of indigeneity in an international context. We will examine the historical background and basic doctrines of federal Indian law, including the history of federal Indian policy, the foundations of tribal sovereignty, and federal roles in Indian affairs. Students will learn about Indigenous governments and the areas in which they exercise authority. We will examine the sources and limitations of federal power over indigenous peoples and tribes, state and federal constraints on tribal authority, and definitions of citizenship. We will also consider how contemporary Indigenous nations and communities capitalize on economic, political and intellectual resources.In the fall quarter, students will gain an understanding of the legal nature of the relationship between American Indians and the United States. Beginning with the American Constitution and the era of the early republic, the federal-Indian relationship will be discussed in terms of settler colonialism. Students will examine the ways that Indigenous communities have persisted and revitalized, developing intellectual traditions and structures based on their relationships to one another and to the land. Moving beyond the United States, we will consider the politics of indigeneity in Canada, New Zealand and Australia.Winter quarter will focus on topical issues that have emerged in the 20th and 21st centuries, including attempts to appeal to international law, treaty rights and co-management, sustainable landscapes and communities, Indigenous cultural representation, and the media. In major projects in the fall and winter quarters, students will work on a contemporary issue within Washington state that is of particular interest to local Indigenous nations. Working in legal teams, students will develop appellate briefs on real Indian law cases decided recently by the federal courts and will present oral arguments before a mock court. Students will also rotate as justices to read their peers' appellate briefs, hear arguments and render decisions. Throughout the quarter, students will learn to write appellate briefs based on real cases currently winding through the federal courts. This appellate advocacy project will culminate in oral arguments before the Evergreen Supreme Court.	Native American studies, law, public policy, and tribal government and policy.	Kristina Ackley Jose Gomez		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
American Sign Language I (B) Anne Ellsworth language studies	Course	FR–SRFreshmen - Senior	4	04	Day	F 12 Fall				In this course, students will learn finger-spelling, cardinal numbers, vocabulary, conversation sign, and ASL grammar. Introduction to deaf culture includes a reader and invitations to participate in Deaf Coffee and to attend the Deaf Club. Students from this section may continue in ASL II and ASL III in the 5:30-7:30 p.m. class in winter and spring quarters.		Anne Ellsworth	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
American Sign Language I, II Anne Ellsworth language studies	Course	FR–SRFreshmen - Senior	4	04	Day		W 13Winter	S 13Spring		In this two-quarter sequence of courses, students will learn finger-spelling, cardinal numbers, vocabulary, conversation sign, and ASL grammar. Introduction to deaf culture includes a reader and invitations to participate in Deaf Coffee and to attend the Deaf Club. In spring, students will focus on broadening their vocabularies and conversation skills and using appropriate and accurate ASL grammar with emphasis on the non-manual aspect of communication. There will also be continued study of deaf culture and invitations to deaf events in this area. Opportunities to study ASL III and IV are usually available in summer quarter.	Entry into the spring quarter requires proficiency equivalent to the successful completion of American Sign Language I. Contact the instructor for an assessment of proficiency.	Anne Ellsworth	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter Spring
American Sign Language I, II, III Anne Ellsworth language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 12 Fall	W 13Winter	S 13Spring		In this year-long sequence of courses, students will learn finger-spelling, cardinal numbers, vocabulary, conversation sign, and ASL grammar. Introduction to deaf culture includes a reader and invitations to participate in Deaf Coffee and to attend the Deaf Club. As the year progresses, students will focus on broadening their vocabularies and conversation skills and using appropriate and accurate ASL grammar with emphasis on the non-manual aspect of communication. There will also be continued study of deaf culture and invitations to deaf events in this area.	Entry into the winter and spring quarters requires proficiency equivalent to the successful completion of American Sign Language I (for winter) or American Sign Language II (for spring). Contact the instructor for an assessment of proficiency.	Anne Ellsworth	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
American Sign Language III or IV Anne Ellsworth language studies	Course	FR–SRFreshmen - Senior	4	04	Evening				Su 13Summer Full	In ASL III, students will focus on broadening their vocabulary and conversation skills while using appropriate and accurate ASL grammar with emphases on the non-manual aspect of communication and classifier development. There is a continued study of deaf culture.In ASL IV, students will continue the study of the grammar of ASL, the functional application of ASL, classifiers, locatives, and vocabulary. The course will include an introduction to ASL idioms, multiple-meaning words in both ASL and English, and conceptual/contextual signing. Students will also work with ASL literature in an in-depth study.Students in both ASL III and ASL IV meet together for the first class and then develop meeting times for the rest of the quarter to support both courses.		Anne Ellsworth	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Anatomy and Physiology Cindy Beck biology health physiology	Program	SO–SRSophomore - Senior	8	08	Evening and Weekend	F 12 Fall	W 13Winter			Students will study the anatomy and physiology of the human body using a systems approach. Students will also explore the interrelationship of health and disease in the human body by studying common pathological conditions. Each system will be covered utilizing a traditional lecture and laboratory format. At the conclusion of each system, students will demonstrate their knowledge through exams and research projects.Credits in this class meet some requirements for the MiT program as well as prerequisites for many graduate programs in health sciences.	wellness, health, and health-related fields	Cindy Beck	Mon Wed	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Ancient Words and Works: On Being Human Ulrike Krotscheck and Nancy Bishop art history classics history literature	Program	FR–SRFreshmen - Senior	16	16	Day	F 12 Fall	W 13Winter			The origins of humanism and the humanities are deeply rooted in the history and culture of the ancient Mediterranean. Contemporary society, for better and for worse, draws significantly from many aspects of this common history. This program introduces students to the foundations of humanistic investigation through the study of ancient Greece, Rome, and Etruria. Our main goal will be to study art, architecture, literature, and other known aspects of the ancient world with the goal of understanding what it meant to be human in that place and time. Although the peoples of the ancient world lived in dramatically different circumstances than we do, the social, political, and philosophical questions they faced—as well as the answers they developed—resonate with the challenges of contemporary life. Our work will help us to understand and appreciate why this is so.We will study the texts and monuments of Greco-Roman antiquity, seeking to understand the works of its foremost thinkers and artists, from the Bronze Age to the height of the Roman Empire. Our inquiry will help us establish a strong foundation in the literary and artistic artifacts that have long shaped our own cultural legacy, and broaden our historical perspective on this vibrant, ever-changing, often violent part of the world. Through the disciplines of archaeology, art history, literary analysis, and history, we will survey ancient Greece and Italy in a comprehensive manner. We will encounter the accomplishments of Homer, Sophocles, Thucydides, Virgil, Tacitus, Praxiteles, the architects of the Parthenon and the Pantheon, and others, not merely as relics to be appreciated but as vital, continually compelling invitations to think and feel our way into new points of view on both the modern and the ancient world. We will also investigate the less visible aspects of ancient life: religion, myth, death ritual, recreation, and the role of women and slaves. Our aim is to gain a more comprehensive picture of this part of our history.Students will interpret textual and visual material in discussion and writing. As interpretive composition is crucial to our approach, we will provide many opportunities for writing and revising, with frequent faculty and peer review. Writing and writing workshops will be an integral part of the learning experience and students should expect to spend a large amount of time improving their writing.This program is intended for the lower-division/new student who is looking not only for a solid foundation in art history, classical literature, and the history of the ancient Mediterranean, but also to those seeking an intensive reading- and writing based experience that will prepare them for upper-level work in the humanities and social sciences.		Ulrike Krotscheck Nancy Bishop		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Approaches to Healing Cindy Beck health	Course	FR–SRFreshmen - Senior	2	02	Evening			S 13Spring		Approaches to Healing is a guest lecture series designed to help students explore the theory and practice of the many types of healing arts that our regional wealth of outstanding practitioners provide. Throughout the quarter, students will be asked to look at broad health care questions and policy as well as personal healing practices, stress management, and the importance of thoughtful critical analysis at all levels of approaches and outcomes. Guest speakers representing body work, complementary medicine, Chinese medicine, bacteriophages as antibiotics, and plant medicine will be featured. Students will also spend time each week outside of class exploring new activities that could contribute to their own health, as well as reading current literature to help expand their understanding of health and wellness.		Cindy Beck	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Arabic For Beginners Steven Niva language studies	Program	FR–SRFreshmen - Senior	8	08	Day				Su 13Summer Session I	This program is designed to introduce students to both written Arabic and basic conversational Arabic in order to provide the foundations for further study in the Arabic language. Students will learn how to read and write Arabic script, basic grammar, and practice conversational Arabic used in everyday encounters. They will also watch films, listen to music, and discuss cultural topics related to language learning. This program prepares students for language based area studies programs.		Steven Niva	Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
The Art and Practice of Poetry Rebecca Chamberlain literature writing	Course	FR–SRFreshmen - Senior	4	04	Evening		W 13Winter			How are poems brought to life? How are they crafted? How do poets invoke the senses, emotions, and imagination? How do poems transform individuals, as well as culture and society? This course will explore both traditional and modern poets and poetic forms. We will tap into word play—images, sounds, patterns, and rhythms—as we write and study poems. Our explorations will include narrative, lyric, and contemporary poetic forms; and we will draw on examples from a variety of cultures, historical time-periods, and traditions.Activities will be designed for both beginning and advanced students, and will encourage both collaborative and self-motivated learning. We will develop a basic understanding of both theory and practice as we survey the historic, cultural, and artistic context of the poetic tradition. Participants will be involved in a number of workshops and improvisational activities to develop and revise poems and writings, will meet local poets, and will cultivate an understanding of different poets, genres, and traditions.		Rebecca Chamberlain		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Art for Art Therapists Gail Tremblay health psychology visual arts	Course	FR–SRFreshmen - Senior	4	04	Day				Su 13Summer Session II	This course is designed to explore art projects that can be used in therapeutic settings with patients and clients. It will include readings and films about art used as therapy along with hands-on art projects that explore a variety of media. Students will be required to create at least five works of art using various media and to write a summary at the end of the summer session that explores what they have learned.	art therapy	Gail Tremblay	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Art of Helping Mary Dean sociology	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
Art Since 1500 Olivier Soustelle art history	Course	FR–SRFreshmen - Senior	4, 6	04 06	Evening				Su 13Summer Session II			Olivier Soustelle	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
The Arts and Crafts Movement Ann Storey art history visual arts	Program	SO–SRSophomore - Senior	8	08	Evening	F 12 Fall				The Arts and Crafts movement was a utopian crusade that arose in reaction to the rational, materialist spirit of the Industrial Revolution and the Enlightenment. It encouraged a reversion to age-old traditions of integrated working conditions, spiritual renewal, and reverence for nature. We will examine the history of the movement while we also explore how its ideals are still relevant today. Art projects, such as mosaics and printmaking, will be integrated to help us to understand and express program themes in an experiential way. The main areas of focus will be art history and art.		Ann Storey	Tue Thu	Sophomore SO Junior JR Senior SR	Fall	Fall
Art/Work Julia Zay, Shaw Osha (Flores) and Kathleen Eamon aesthetics art history cultural studies gender and women's studies media studies philosophy visual arts writing	Program	FR–SOFreshmen - Sophomore	16	16	Day	F 12 Fall	W 13Winter			- In this program, we want to think about art, and we want to think about work, but we want to think about them in a historically-specific sense. We will be talking about art and work as practices and discourses specific to “modernity,” and we will talk about modernity as marked by the emergence of art and work as distinct from the rest of social life. And we will ask what it means to live, work, and make art right now. Two broad disciplines, visual studies and philosophy, will orient us, and we will also look to the spirit of the (1919-1933) and its struggle to define a modernist art school curriculum as a way of making these questions concrete. We will work our own intellectual and theoretical capacities right alongside our skills and techniques in visual and time-based art. We will come to understand what it takes to have both intellectual and artistic , as well as how to produce our own intellectual and artistic . In terms of coverage, the program will offer foundational work in visual and cultural studies, art and media practice, as well as 18 -20 century European philosophy. We will study history in order to understand our own moment better. We will begin our study with important texts that respond to the gradual rise of industry as the dominant mode of production, and we will continue our examination into the eras that follow. We will trace the emergence of two tendencies that stand in some tension with one another: the idea of “work” undergoes some disenchantment with the rise of large-scale industry, but it also takes on a romantic aspect with the possibility of greater egalitarianism. “Art,” and its work, is also simultaneously both debased and exalted, thought of as both epitome and critic of commodity culture, a space apart from and the ironic fulfillment of the market economy. Following our study of the we will look to the rise of conceptualism in art in the 1960s and 70s and contemporary forms and institutions of art that are grappling with the question of art as labor and artists as workers under current economic pressures. All of these case studies will support our study of how the meaning and value of art has become invested in the everyday and uses labor as an organizing principle of the aesthetic. We will pursue our themes by thinking, looking, and making. In fall we will set our foundation by studying major philosophical and artistic movements and texts, basic skills in visual and time-based art, but also by developing our skills in reading, discussing, and writing about challenging texts in philosophy, cultural theory, and art history. In winter quarter, we will build on our foundation. One of our central aims will be to reconcile our own utopian aspirations, inspired by the struggles of the , by developing “schools” of our own. Each of our schools will be responsible for designing a curriculum around a specific discipline and for making collaborative “work” across those disciplines. We will study a range of theorists, artists, objects and practices. Authors include: G. W. F. Hegel, Karl Marx, Sigmund Freud, Michel Foucault, Pierre Bourdieu, Michel de Certeau, Judith Butler, Linda Nochlin, Julia Bryan-Wilson, and Miwon Kwon. Artists include: Joseph Albers, Walter Gropius and others affiliated with the Fluxus-affiliated artists, Robert Morris, Yvonne Rainer, Mika Rottenberg, Chantal Akerman, Charles Burnett, the Maysles Brothers, Fritz Lang and John Sayles. We will also read from a variety of sources in art and media history and theory, and social theory. Program work will include research, writing (both formal academic writing as well as writing experiments), and the making of visual and media art.	humanities, visual studies, gender studies, cultural studies, education and communications.	Julia Zay Shaw Osha (Flores) Kathleen Eamon		Freshmen FR Sophomore SO	Fall	Fall Winter
Art/Work/Site Julia Zay, Miranda Mellis and Shaw Osha (Flores) art history literature visual arts writing	Program	FR–SRFreshmen - Senior	16	16	Day			S 13Spring		The private, individual artist’s studio emerges out of an historically constructed ideal of art as an expression of the artist’s inner life. In the last fifty years, with the advent of institutional critique; relational aesthetics; dematerialization; installation art; earthworks; conceptualism; and performance art, there has been an increasing turn outward, away from the interiority of the artist and the studio and towards outdoor, social, public, and collaborative aesthetic engagements. This program will investigate the artist’s specific sites, including work spaces and exhibition spaces, and interrogate art’s relationship to site. By what powers and strategies do site specific artworks illuminate, localize, and focalize the politics of time and the poetics of space? The boundaries of studio walls shift and dissolve as artists move their practice into everyday life, turning commons into public studios, making visible the artist's process, and turning ordinary places into conspicuous locations that confront us with the tensions and mutabilities of public properties and local materialities, histories, temporalities, edifices, and processes.In our research-based art practice, we will work inside and outside traditional exhibition sites, as we repurpose place and engage in study, critique, historical research, commemoration, and ritualization. We’ll explore how location shapes our projects and experiment with breaking conventions; for instance, if convention demands that form follow content, what are the results of letting content follow form? If the material attributes of our projects normally dictate the kinds of spaces we work in, what kinds of works might result if we let the spaces we find and activate with our attention determine our materials and inform our forms? We will engage the above and other questions through readings in art history and theory to analyze a variety of artworks, both individual and collaborative, in terms of their relation to site. The program is structured to include critical and creative writing; critique; seminar; and lecture. Students should be prepared to read, write and make art in equal proportions. There will be a field trip May 17-19 to Portland to attend , an international conference on art and social practice whose theme this year is on publics, contexts, and institutions in relation to contemporary socially engaged art, education, and institutional practice.		Julia Zay Miranda Mellis Shaw Osha (Flores)		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
As Poetry Recycles Neurons: Flocks of Words, Tracks of Letters Sarah Williams and Donald Foran consciousness studies cultural studies environmental studies gender and women's studies literature somatic studies writing	Program	FR–SRFreshmen - Senior	16	16	Day	F 12 Fall	W 13Winter	S 13Spring		"Poetry is good for neural development." You can buy a T-shirt that says so. This program will engage you experientially in understanding how and why the recycling of neurons informs poetry's transformative power. We'll explore how reading can be understood from an evolutionary perspective as an exaptation in which the ability to interpret animal tracks and bird flight was co-opted for the ciphering of lines and circles as letters and words. This exploration will include the scientific writing of Stanislas Dehaene as well as the poetry of Susan Howe, who in "Pythagorian Silence" writes: "age of earth and us all chattering/a sentence or character/ suddenly/steps out to seek for truth fails/falls into a stream of ink Sequence/trails off/ ... flocks of words flying together tense/as an order/cast off to crows." We'll recite, analyze, discuss, perform, and write poems about the mind's reflexivity.Our goal is a mindful recycling of neurons, one in which the neuroscience of poetry reveals a continuity with the neurology of our ancestors. Thus, we'll reflect on our experiences of flocks of words and tracks of letters as binding mechanisms for neural integration and ecological adaptation. Indeed, Frederick Turner refers to poetry as a "neural lyre." Urban spoken-word poets and indigenous healers produce what Eliot describes as "music heard so deeply it is not heard at all/ And you are the music while the music lasts." We're equally interested in how poetry can have the opposite effect on consciousness. We'll engage in contemplative practices to learn more about experiences of neural disintegration, such as the thumps and jolts of modern life. As Seamus Heaney put it, poetry is "a thump to the TV set to restore the picture" and "a jolt to the fibrillating heart." Throughout the year we'll be exploring the emergence of a new meta-field of scholarship in which poetry and neuroscience interact, remaking and renewing the meaning and impact of the poetic as words become flesh ... and vice-versa. Emily Dickinson's poetic rendering of this polarity provides one model of the neuro-phenomenological: "I felt a cleaving in my mind/As if my brain had split/I tried to match it, seam by seam/But could not make it fit. The thought behind, I strove to join/Unto the thought before/But Sequence ravelled out of sound/Like balls upon a floor." We'll experiment with this process of "sequence ravelling out of sound" as a transformation of a new archaic.Fall quarter's immersion in the scholarship of this meta-field will include group research projects: ethnographic studies of poetic jolts. When, where and from whom or from what do we hear poetry? Can we sense it in our own reading and writing? Our fall quarter nature retreat to the Hoh Rain Forest and the beaches of the Olympic Peninsula will introduce practices we'll use throughout the year for experiencing the reciprocity between specific forms of poetry and states of consciousness. During winter quarter we’ll experience and articulate specific forms of consciousness and language in relation to a particular passion. One of us might want to explore Gerard Manley Hopkins’ love of bluebells and windhovers in relationship to his poetry, or create a poetic world around a passion for sport or to experience how fantasy sports are a poetic world. One of us might immerse herself in the biodynamic rhythms of chocolate sustainably farmed, or listen for the resonance between silence and sound in YoYo Ma’s performance of Bach’s Cello Suite #1 in G. The methodology of our field study will aspire to that of 18 C poet and civil engineer, Novalis for whom "knowledge and creation were united in a wondrous mutual tie.” Writing in response to our field studies will take the form of reciprocal creations such as in Melissa Kwasny’s . Spring quarter work will combine theory and practice. Students will engage in peer group community-based service projects that use poetry to "jolt fibrillating hearts.” Writing projects will accompany this work in order to illuminate the relationship between the growth of dendrites and the flourishing of both neurons and community. There will be a weekly film and poetry series that inspires "poetic jolts" and demonstrates their meaning for communal life. Throughout the year students will keep a creative journal, a field notebook, participate in poetry writing and recitation, and compile an anthology of program work.		Sarah Williams Donald Foran	Mon Tue Tue Tue Wed Wed Thu Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Astronomy and Cosmologies Rebecca Chamberlain and Richard Miles astronomy cultural studies history mathematics philosophy physics	Program	FR–SRFreshmen - Senior	16	16	Day and Evening			S 13Spring		This interdisciplinary program will combine science and humanities, as we learn beginning to intermediate astronomy through lectures, discussions, interactive workshops, and observation. We will use naked eyes, binoculars, and telescopes. We will learn about the evolution and structure of our universe and celestial bodies. How are stars born and why do they shine? How do stars die, and how can they contribute to new life? How do we know there is dark matter? How do we know that the universe is expanding - and even accelerating? What evidence is there for the Big Bang? We will study roles of science and of storytelling in human searches for understanding and meaning.How have people across cultures and throughout history understood, modeled, and ordered the universe they perceive? From sacred stories to physics-based astronomy, we will explore a variety of cosmological concepts in science, literature, mythology, philosophy, history and/or archaeoastronomy. We will use scientific methods and other inquiry-based learning strategies that engage the imagination. Through readings, lectures, films, workshops, and discussions, participants will deepen their understanding of astronomy, and they will refine their understanding of the role that cosmology plays in our lives through the stories we tell, the observations we make, and the questions we ask. We will develop skills and appreciation for the ways we find our place in the universe through stories and science, imagination and intellect, qualitative and quantitative processes. Finally we will ask, how does our understanding of astronomy and cosmologies influence our understanding of sustainability and the quality of life on Earth?We will work together as a learning community, in large and small groups. We will read and discuss science texts and do quantitative workshops and homework. Students will build and take home astronomical tools such as spectrometers and position finders. Students will analyze literary works related to astronomy and cosmology, and will develop an original piece of writing, either fiction or non-fiction. We will also share star stories from different cultures. Student teams will meet for pre-seminar discussions and assignments and will write short essays and responses to peers' essays. Research teams will explore questions of personal interest through observations, readings and calculations; and students will share their findings through presentations to classmates and the community. Students are invited to help organize observation field trips to eastern Washington or other regions with clearer skies.		Rebecca Chamberlain Richard Miles	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Astronomy and Cosmology: Stars and Stories Rebecca Chamberlain astronomy education field studies literature philosophy philosophy of science	Program	FR–SRFreshmen - Senior	8	08	Day and Evening				Su 13Summer Session II	The program combines interdisciplinary study of science and humanities with fieldwork. We will explore a variety of cosmological concepts from mythology, literature, philosophy, and history, to an introduction to astronomy, archeo-astronomy, and theories about the origins of the universe. We will employ scientific methods of observation, investigation, hands-on activities, and strategies that foster inquiry based learning and engage the imagination. This class is focused on field work, and activities are designed for amateur astronomers and those interested in inquiry-based science education, as well as those interested in exploring literary, philosophical, cultural, and historical cosmological traditions.Students will participate in a variety of activities from telling star-stories under the night sky to working in a computer lab to create educational planetarium programs. Through readings, lectures, films, workshops, and discussions, participants will deepen their understanding of the principles of astronomy and refine their understanding of the role that cosmology plays in our lives through the stories we tell, the observations we make, and the questions we ask. Students will develop skills an appreciation for the ways we uncover our place in the universe through scientific theories and cultural stories, imagination and intellect, qualitative and quantitative processes, and "hands on" observation.We will visit Pine Mountain Observatory, and participate in field studies at the Oregon Star Party, which include workshops with mentors, scientists, storytellers, and astronomers. We will develop a variety of techniques to enhance our observation skills including use of star-maps and navigation guides to identify objects in the night sky, how to operate 8” and 10” Dobsonian telescopes to find deep space objects, and how to use binoculars and other tools. We will be camping and doing field work in the high desert for a week.		Rebecca Chamberlain	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Audio Recording I, II, III Zenaida Vergara and Aaron Kruse media arts Signature Required: Fall Winter Spring	Course	SO–SRSophomore - Senior	4	04	Evening	F 12 Fall	W 13Winter	S 13Spring		This year-long sequence of courses introduces the subject of audio production and its relation to modern media. Fall quarter will focus on analog mixers and magnetic recording with some work in digital editing. Main topics will include field recording, digital audio editing, microphone design and application, analog multi-track recording, and audio console signal flow. Winter continues this work while starting to work with computer-based multitrack production. Additional topics will include acoustics, reverb, and digital effects processing. In spring, additional topics will include sound design for film with sync sound production for dialogue, Foley, sound effects, and music composition. There will also be an interview-style production meant for radio broadcast. In each quarter, students will have weekly reading assignments and weekly lab assignments outside of class time.		Zenaida Vergara Aaron Kruse	Wed	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Awakening the Dreamer, Pursuing the Dream Terry Setter and Cynthia Kennedy aesthetics community studies consciousness studies sociology writing 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
Ballet (A) Jehrin Alexandria dance	Course	FR–SRFreshmen - Senior	2	02	Evening	F 12 Fall				In this course, students will learn fundamentals of ballet and gain greater physical flexibility and coordination. In addition, we will practice floor barre, developmental movement therapy, Pilates and visualization exercises, and learn to apply them to achieve heightened awareness of self through movement both in and outside class.Both sections (A and B) are taught at the same level, they differ only in schedule.		Jehrin Alexandria	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Ballet (A) Jehrin Alexandria dance	Course	FR–SRFreshmen - Senior	2	02	Evening		W 13Winter			In this course, students will learn fundamentals of ballet and gain greater physical flexibility and coordination. In addition, we will practice floor barre, developmental movement therapy, Pilates and visualization exercises, and learn to apply them to achieve heightened awareness of self through movement both in and outside class.Both sections (A and B) are taught at the same level, they differ only in schedule.		Jehrin Alexandria	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Ballet (B) Jehrin Alexandria dance	Course	FR–SRFreshmen - Senior	2	02	Day	F 12 Fall				In this course, students will learn fundamentals of ballet and gain greater physical flexibility and coordination. In addition, we will practice floor barre, developmental movement therapy, Pilates and visualization exercises, and learn to apply them to achieve heightened awareness of self through movement both in and outside class.Both sections (A and B) are taught at the same level, they differ only in schedule.		Jehrin Alexandria	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Ballet (B) Jehrin Alexandria dance	Course	FR–SRFreshmen - Senior	2	02	Day		W 13Winter			In this course, students will learn fundamentals of ballet and gain greater physical flexibility and coordination. In addition, we will practice floor barre, developmental movement therapy, Pilates and visualization exercises, and learn to apply them to achieve heightened awareness of self through movement both in and outside class.Both sections (A and B) are taught at the same level, they differ only in schedule.		Jehrin Alexandria	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Basque Country: Language, Culture and Society Amaia Martiartu cultural studies language studies political economy study abroad	Program	FR–SRFreshmen - Senior	8	08	Day, Evening and Weekend				Su 13Summer Full	Experience life in Mondragon, home of the largest worker-owned industrial cooperative system in the world. Learn about Basque, the ancient unknown language, . Get to know one of the most important self-determination conflicts in Europe. Experience this old country's farming sustainability practices in modern times. And all this in a country with one of the most welcoming people in Europe accompanied with a native Basque Evergreen professor. This program aims to give students first-hand experience of Basque culture through a three-week living experience in the Basque Country. Students will develop understanding of Basque society and culture through various classes and field trips and daily contact with Basque people. The emphasis is on direct first-hand experience.The program will take place in the Mondragón area and will consist of three academic components: Basque and optional Spanish language classes, socio-cultural workshops and field trips around the Basque Country, and an individual research project.		Amaia Martiartu		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Beat Poets on Serendipity Farm Kate Crowe literature writing	Course	FR–SRFreshmen - Senior	6	06	Day, Evening and Weekend				Su 13Summer Session II	We will camp on Serendipity Farm which is nestled at the foot of Mt. Walker and read our poetry around a campfire. This poetry class is open to beginning, intermediate, and seasoned poets. Students will research and present on a Beat writer of their choice as well as write poetry inspired by various voices of the Beats. They will work collaboratively and independently to present their respective Beat writer in an engaging manner to the group. Students can expect to accelerate their poetry writing as well as gain a greater understanding of why the Beat poets influenced history and literary culture.		Kate Crowe		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Beyond Protest: The Art of Political Interventions Steven Niva and Amjad Faur cultural studies political science visual arts	Program	SO–SRSophomore - Senior	16	16	Day			S 13Spring		We often think of political action as public protest, in which activists directly confront opponents and demand change. By contrast, this program will explore alternative forms of political action that take place through “interventions” in public space which seek to disrupt or reconfigure symbolic or physical relations of power through direct or indirect action. This program will focus on "interventionist" traditions and practices that draw from avant-garde artistic and political movements, such as Dada and the Situationists, as well as political artists working after post-modernism. Examples of the latter type have recently made their mark in the Global Justice movements in the 1990s and the anti-war and Occupy movements of the last decade. We will look at art work, performance art, culture jamming and pranks, tactical biopolitics and creating counter-publics, among other interventions undertaken by artist/activists and collectives such as Pussy Riot, The Yes Men, Critical Arts Ensemble and Reclaim the Streets, among others. A large portion of the program will hinge on the investigation of contemporary Middle Eastern artists and their dynamic roles in socio-political interventions and protest. We will look at how artists and creative actors in this region and abroad engage and respond to the legacies of European colonial rule as well as their relationships to formalism, authenticity/identity, conceptualism and the “art market”. The program will seek to critically understand how and why these traditions seek to go “beyond” traditional forms of art and protest to intervene within culture and the politics of everyday life, and assess their potential within increasingly commodified and militarized political spaces.Students will engage these topics through lectures, seminar discussion, group projects and guest speakers engaged in new forms of political/art practice. Students will be expected to undertake serious theoretical reading and to engage in critical thinking. They will also be given the opportunity to imagine and construct their own campaigns and tactical interventions in political fields of their choice.		Steven Niva Amjad Faur		Sophomore SO Junior JR Senior SR	Spring	Spring
Biodiversity Studies in Argentina Erik Thuesen botany ecology field studies language studies marine science natural history study abroad zoology Signature Required: Fall	Program	JR–SRJunior - Senior	16	16	Day	F 12 Fall	W 13Winter			In the 19th century, well-known European scientists such as Darwin, d'Orbigny and Bonpland traveled in Argentina and brought their knowledge of the flora and fauna back to Europe. The marine, desert and alpine environments of the Southern Cone harbor flora and fauna very different from similar environments in North America. In this two-quarter program, we carry out intensive natural history studies of the unique organisms and ecosystems of Argentina, focusing on those of Patagonia.After an introductory week in Olympia at the start of fall quarter, the study abroad portion of the program will commence with a 4-week intensive study of Spanish language in Buenos Aires to prepare us for our travels and studies in Argentina during fall and winter quarters. We will begin to study the flora and fauna of the Southern Cone through preliminary readings, lectures and class work in Buenos Aires. We will take a short trip to the sub-tropical province of Misiones during October, then move to the coastal and mountain regions of Patagonia in November. We will study the natural history of Patagonia, beginning with field studies on the Atlantic coast and then moving to the Andean Lakes District, taking advantage of the progressively warmer weather of the austral spring.Students will conduct formal field exercises and keep field notebooks detailing their work and observations. We will read primary literature articles related to the biodiversity of Argentina and augment our field studies with seminars.During winter quarter (summer in the southern hemisphere), students will reinforce their language skills with two weeks of intensive Spanish studies in Patagonia, examine montane and steppe habitats, then work in small groups on focused projects examining biodiversity topics. It will be possible to conduct more focused studies on specific ecosystems or organisms, including those in more southern parts of Patagonia, at this time of the year. Clear project goals, reading lists, timelines, etc., will be developed during fall quarter in order to insure successful projects in winter quarter. Examples of individual/small-group projects include: comparisons of plant/animal biodiversity between coastal, desert and alpine zones; comparative studies of the impacts of ecotourism activities on biodiversity; or examining community composition of intertidal habitats along a gradient from north to south, among others.		Erik Thuesen		Junior JR Senior SR	Fall	Fall
The Biological and Sociological Foundations of Health Carolyn Prouty and Wenhong Wang biology health mathematics physiology sociology 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
Biology of Ecotones and Extreme Environments: Living on the Edge Amy Cook and Gerardo Chin-Leo biology ecology marine science	Program	FR–SOFreshmen - Sophomore	16	16	Day	F 12 Fall				Boundaries between habitats (ecotones) and extreme environments (temperature, pressure and salinity) often contain diverse and productive ecosystems. This program will explore the physics and chemistry of these environments and examine the organism adaptations and ecological interactions that determine their unique biodiversity and productivity. In addition, we will examine the ecotones and extreme environments created by the expansion of human development into natural ecosystems. An understanding of the structure and function of ecotones and extreme environments can contribute to conservation biology efforts such as the design of parks and reserves and allow us to better understand how human-dominated landscapes influence natural landscapes.Through lectures, workshops and field activities, students will learn how to identify local plants and animals and will learn about the composition and ecology of several common habitats in the Pacific Northwest including coniferous forest, freshwater stream and nearshore marine. Students will examine the ecotones between these communities by identifying the resident organisms, and describing the physical characteristics of the ecotones and the dynamics of biogeochemical cycles that cross community boundaries. Taking advantage of the Evergreen campus and nearby areas as natural laboratories, we will focus on the following ecotones: intertidal zones, the boundary between freshwater aquatic systems and terrestrial systems, the transition zone between marine and freshwater (estuaries) and the ecotones associated with human-dominated landscapes. In addition, we will examine the ecology of extreme environments such as hydrothermal vents and hypersaline lagoons and the physiological adaptations that organisms have made to live in these environments.The program will provide students with the opportunity to broaden their understanding of biology and ecology, develop skills in several of the major techniques used in field ecology and improve their writing, quantitative and communication skills.		Amy Cook Gerardo Chin-Leo		Freshmen FR Sophomore SO	Fall	Fall
Biology through Darwin's Lens Jennifer Calkins biology	Program	FR–SRFreshmen - Senior	8	08	Evening and Weekend			S 13Spring		What are the structures of biological systems from cells to populations? How do biological systems store, replicate, and share information? The theory of evolution provides the best framework through which we can answer questions such as these regarding the diversity of biological systems. In this program, we will use evolutionary theory to help us explore biological patterns ranging from the structure of a cell to the organization of populations to patterns of evolutoin over time and processes ranging from the replication of genetic information to the generation of energy. In the context of our study we will investigate the diversity of biological systems, its origin, and its current threats. More specifically, we will study aspects of the structure and information of biological systems and will ask how the theory of evolution can explain the patterns and processes at these levels. This course will prepare students for further study in biology and will provide them with the biological literacy necessary to engage complex issues from cloning to conservation with knowledge and understanding. The course will include lectures and small-group seminar discussions as well as lab, computational, and field-based projects. Readings will include portions of a basic biology text, peer-reviewed research papers, and readings from popular science. Students will be responsible for keeping a journal, doing the readings, participating in group discussions and projects, and completing weekly assignments. Students will be evaluated on their participation, their assignments, and their performance on two exams.		Jennifer Calkins	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Black and White Photography: Summerwork Bob Haft visual arts	Program	FR–SRFreshmen - Senior	8	08	Day				Su 13Summer Session I	Black and White Photoraphy: “Summerwork” is an intensive, hands-on program for students of all skill levels wishing to learn the basics of the 35mm camera (or larger format), darkroom techniques, aesthetics, and a short history of photography. A final project involves production of a book of photographs; each student will receive a copy at quarter’s end. Emphasis is placed on learning to see as an artist does, taking risks with one’s work, and being open to new ideas.		Bob Haft	Mon Tue Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Body, Voice, Objects and Imagination Walter Grodzik, Ariel Goldberger and Robert Esposito communications dance literature somatic studies theater	Program	FR–SRFreshmen - Senior	16	16	Day			S 13Spring		In this program students will study the voice, the body, and objects as sources of expression through the use of vocal and movement exercises, the recitation of poetry and other forms of literature, and performance. The class will explore creativity and imagination as expressed by the human voice, the body, and animated objects. How does the human voice respond to the emotional self, the physiology of the body, and the imagination? What are the contributing factors in how we use our voices, bodies, and objects to express ourselves in our daily lives and during performance? How can voices, bodies, and animated objects become more expressive and responsive to our inner selves? How do they contribute to the creation of artistic images and performances?This program will consist of multiple voice, object, and movement workshops. We will begin with exercises that increase focus, and enhance vocal color and strength. Movement workshops will focus on developing physical awareness and creativity. Animated Object labs will introduce students to experiments with body, voice, and objects in performance. We will learn the fundamentals of expressing sensory, emotional, cognitive, and behavioral experience by attending to space, time, body, breath, voice, artistic discipline and effort. In all these workshops, students will present group and individually created original compositions based on poetic and non-traditional texts. Integration and critique seminars will offer opportunities for exchange of ideas.Regular attendance, timeliness, and enthusiastic participation in workshops will be fundamental and extremely important in this program. This program is suitable for students at all levels with a sincere interest in developing greater vocal range, physical variety and strength, as well as a more flexible, and emotionally rich, range of expression. These interdisciplinary public presentation skills are useful in fields such as law, management, performing arts, and teaching.		Walter Grodzik Ariel Goldberger Robert Esposito		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Boom or Bust: Social Struggles of the 1930s Andrew Buchman, Qi Chen, Paul McMillin and David Shaw business and management economics media studies music political economy sociology	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
Boom or Bust: The U.S. Economy, 2013 and Beyond Bill Bruner, Qi Chen and David Shaw business and management economics law and public policy	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
Botany: Plants and People Frederica Bowcutt botany environmental studies natural history	Program	FR–SRFreshmen - Senior	16	16	Day		W 13Winter			This program investigates people's relationships with plants for food, fiber, medicine and aesthetics. We will examine economic botany including agriculture, forestry, herbology and horticulture. We will also work through a botany textbook learning about plant anatomy, morphology and systematics. Lectures based on the textbook readings will be supplemented with laboratory work. Students will explore how present form and function informs us about the evolution of major groups of plants such as mosses, ferns, conifers and flowering plants. Students will get hands-on experience studying plants under microscopes and in the field. To support their work in the field and lab, students will learn how to maintain a detailed and illustrated nature journal. Students will write a major research paper on a plant of their choosing. Through a series of workshops, they will learn to search the scientific literature, manage bibliographic data, and interpret and synthesize information, including primary sources.		Frederica Bowcutt		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
British Literature, 1000 - Present Trevor Speller cultural studies literature writing	Program	FR–SRFreshmen - Senior	8	08	Day				Su 13Summer Session II	This program will offer a broad survey of British literature from the years 1000 to the present. We will read poetry, novels, nonfiction, and drama from all major time periods. Major authors may include Geoffrey Chaucer, William Shakespeare, Aphra Behn, Jane Austen, Oscar Wilde, T.S. Eliot, and Kazuo Ishiguro. As we read, we will pay attention to how these books and authors make sense of changing linguistic, religious, and political issues.Students will be expected to write papers, complete quizzes and assignments, and engage in collaborative work. We will also see plays and films.In the past, this course has been useful for students who need specific requirements to enter teaching programs. Students with these concerns are encouraged to contact the instructor.		Trevor Speller	Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Buddhist Psychotherapy Ryo Imamura consciousness studies cultural studies psychology religious studies	Program	FR–SRFreshmen - Senior	8, 12	08 12	Evening and Weekend				Su 13Summer Session II	Western psychology’s neglect of the living mind, both in its everyday dynamics and its larger possibilities, has led to a tremendous upsurge of interest in the ancient wisdom of Buddhism which does not divorce the study of psychology from the concern with wisdom and human liberation. We will investigate the study of mind that has developed within the Buddhist tradition through lectures, readings, videos, workshops, and field trips. Students registering for 12 credits will attend a meditation retreat and complete a research paper on meditation.		Ryo Imamura	Fri Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Business and Culture Along the Silk Roads Thuy Vu, Bobbie McIntosh and Hirsh Diamant business and management cultural studies economics international studies leadership studies sustainability studies	Program	FR–SRFreshmen - Senior	12	12	Weekend	F 12 Fall	W 13Winter	S 13Spring		Good training in business management and cultural competence is an essential requirement for the development of successful and sustainable enterprises. This program will focus on the interconnections between business, economy, and culture, with a specific application to trade, cultural exchange, and community development along the Silk Roads. For centuries, the ancient Silk Roads moved ideas and goods between the great civilizations of Asia, Pacific Rim, the Middle East, and the New World. From the time of Marco Polo and Genghis Khan to Yo Yo Ma, the Silk Roads have connected empires and fostered the development of music, art, religion, and commerce. In this program we will study contemporary and historical Silk Roads to envision sustainable commerce of Silk Roads in the future. We will develop learning, skills, and practical knowledge that are necessary to provide a strong foundation and vision for understanding the business and economic development potential of selected cultures along the Silk Roads. We will examine how developing commerce of Pacific Rim can impact the economic future of Washington State. We will learn about international trade, socially responsible enterprises, and intercultural communication. We will learn about the use of money and alternative business financing models. The program will be foundational for forming business pathways to move toward greater cultural, economic, and environmental sustainability.In fall quarter, we will learn the skills necessary for understanding the historical, cultural, and economic significance of Silk Roads and for creating a sustainable business plan. Part of our study in fall quarter will include learning about community resources, business economics, and social/business enterprises along the Silk Roads. In winter quarter we will learn about intercultural communication, alternative business financing models, leadership, and application of business skills in non-profit and corporate enterprises. In spring quarter some students will have an opportunity to travel in China with faculty member Hirsh Diamant and study business, economy, culture, and education there. (Various credit options will be available for the spring travel.) Students continuing with the program on the Olympia campus will concentrate on intercultural leadership, international trade, marketing, and developing sustainable applications of their business plans.This 12-credit program will include a core of 8 credits plus 4 credits awarded for in-program modules that will focus on either Chinese language, cultural studies, sustainable businesses, or community leadership development.		Thuy Vu Bobbie McIntosh Hirsh Diamant	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Business and Management Strategies for a Global Society Theresa Aragon business and management Signature Required: Spring	Program	JR–SRJunior - Senior	12, 16	12 16	Weekend	F 12 Fall	W 13Winter	S 13Spring		This year-long, weekend-intensive, business and management program will assess business, management, and leadership in the context of contemporary technological advances and globalization. Organizations will be examined within their economic, political, and social environment. Organizational development and management strategies will be analyzed in terms of current and future utility. Traditional elements of management such as decision making, strategic planning, organizational behavior, human resources, and conflict management are incorporated throughout the program. Application of theory and enhancement of critical thinking will occur through problem solving and case study analyses. Assignments will place a heavy emphasis on developing analytical, verbal, written, and electronic communication skills through dialogue, seminars, critical essays, training modules, research papers, and formal presentations. Managerial skills will be developed through scenario building, scripting, role-play, and case development among other techniques.Fall quarter will focus on managerial self-assessment, interpersonal management skills, leadership, strategic management, and conflict management. Learning objectives will include developing an understanding of leadership and global leaders, development of interpersonal managerial skills and team building skills, and strategic planning. Winter quarter will focus on strategic management theory and organizational development. Learning objectives will include developing an understanding of basic finance, economic concepts, and strategic management as well as human resource management. Spring quarter will focus on change management and application of strategic management in the workplace. Learning objectives will include developing an understanding of general change management concepts, skill development in managing self and skill enhancement in applying analytical strategic management tools.		Theresa Aragon	Sat Sun	Junior JR Senior SR	Fall	Fall Winter Spring
Business Foundations Allen Jenkins business and management leadership studies Signature Required: Spring	Program	FR–SRFreshmen - Senior	8	08	Evening	F 12 Fall	W 13Winter	S 13Spring		This program is an introduction to management, leadership, and the basic concepts of entrepreneurship (starting, financing, growing, and running a successful business). It provides theoretical and practical frameworks for the realities of starting and running a business in a global economy. Topics include business structure, financial management, financing operations, growth and leadership, business practices and protocol, and cultural aspects of doing business in today's world. The program will explore how organizations are defined, legally and financially, and advantages and disadvantages of each type. Using seminar, case studies, simulations, guest speakers, discussions, and assigned tasks, we will focus on strategic planning, organizational development, forecasting, budgeting, startup funding, and financial management. Students will build the foundations for a solid understanding of how businesses work and how to manage and lead. These foundations are essential for developing the confidence, objectivity, and vision necessary to make effective decisions both as an individual and as a leader. In fall, the program covers basic concepts and practices of entrepreneurship small business management, and leadership. Winter covers financial and managerial accounting, financial statement analysis, and internal control systems and the significant roles they have in making sound business decisions, and in the management of a business. Students will learn how to use QuickBooks accounting software. In spring, the program continues its quantitative focus covering financial statement and ratio analyses to access company performance and to find the real cost of raising money (cost of capital) in the debt equity (stock) markets. This program promotes financial intelligence and quantitative reasoning using case studies as a way to "look through" nicely ordered numbers for clues to potential problems and to interpret and convey financial data clearly, concisely, and accurately. Excel is used for assignments, so the complexities of calculation will not be an impediment to learning and will allow students to concentrate on analytical thinking.	business, management, marketing, entrepreneurship	Allen Jenkins	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Business Law Natividad Valdez business and management law and government policy	Program	FR–SRFreshmen - Senior	8	08	Weekend				Su 13Summer Session I	Students will learn about the legal system including sources of law, the framework of the U.S. court system, and legal considerations with the current economy. The class will explore intellectual property (trade secrets/patents) in business, the employer-employee relationship, contracts, and how to apply current law to popular conflicts. The course will also review antitrust laws/considerations and retirement plans.		Natividad Valdez	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Business, Personal Finance and Statistics Glenn Landram business and management	Program	FR–SOFreshmen - Sophomore	16	16	Day			S 13Spring		Would you like to better understand the business world’s set of numbers? This program will provide the quantitative reasoning for the conduct and understanding of business and finance in today’s world. We will focus on contemporary business issues, as well as offer an introduction to personal finance and investing. This program also includes four credits of basic undergraduate statistics, which will serve as a foundation for further work in advanced social sciences including graduate programs (e.g., an MBA or MPA) requiring statistics. But fear not: this material is useful, practical and very doable. We will examine the financial challenges faced by smaller businesses, entrepreneurs and individuals, and what it takes to be effective in our current economic environment. There will be workshops, lectures, films, guest speakers and student-led sessions. Readings from daily newspapers such as the , magazines such as the and , and texts such as by Thomas Friedman will increase student familiarity with current business topics and help students develop the skills to organize and analyze business, economic and financial information. Strategies for effectively presenting quantitative information will also be covered.		Glenn Landram	Mon Wed Thu	Freshmen FR Sophomore SO	Spring	Spring
Calculus 2 and Calculus 3 Allen Mauney mathematics	Program	FR–SRFreshmen - Senior	8	08	Evening and Weekend				Su 13Summer Session II	The first part of the curriculum will include approximating areas, the definite integral as a limit, anti-differentiation, the product/quotient/chain rules, integration by parts, trigonometric integrals, trigonometric substitutions, and a wide variety of applications of the integral. The program will end with various topics including Taylor polynomials, infinite series, power series, improper integrals, vectors, and multivariable calculus. Students will write exams, do homework, work collaboratively in class, and present their results to their peers.		Allen Mauney	Tue Thu Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Calculus I, II, III Vauhn Foster-Grahler mathematics	Course	FR–SRFreshmen - Senior	4	04	Day	F 12 Fall	W 13Winter	S 13Spring		This year-long sequence of courses will provide a rigorous treatment of the procedures, concepts, and applications of differential and integral calculus, multi-dimensional space, sequences, and series. This year-long sequence is appropriate for students who are planning to teach secondary mathematics or engage in further study in mathematics, science, or economics. In particular we will cover applications of differentiation including related rates and optimization and of integration including area, arc length, volume, and distribution functions. We will gain a deep understanding of the analytical geometry of lines, surfaces, and vectors in multi-dimensional space and engage in a rigorous treatment of sequences and series. Throughout the year, we will approach the mathematics algebraically, graphically, numerically, and verbally. Student-centered pedagogies will be used and collaborative learning will be emphasized. If you have questions about your readiness to take this class, please contact the faculty.		Vauhn Foster-Grahler	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Case Studies For Policy Analysis, Decision-Making and Education In Public Processes Linda Moon Stumpff	Course	JR–GRJunior - Graduate	4	04	Evening and Weekend	F 12 Fall				This course offers opportunities to select apply and design case studies for use in the public arena. A broad range of topics to include environmental, social, cultural, financial and managerial issues is encouraged for student research. Class members will construct and de-construct cases as they participate in active case studies. Examples are drawn from Evergreen’s Enduring Legacies Project, theKennedySchool, SUNY Cases and other case collections. Students will identify topics for case writing and develop structures for writing cases for application in areas like decision-making, environmental education, conflict-management or leadership issues. Class activities include reading an estimated 6-8 books, cases and articles, a literature review, a 4-5 page paper on cases, and an initial draft of a case written on a student-selected case topic.		Linda Moon Stumpff	Fri Sat Sun		Fall	Fall
Ceramics: Form and Function Aisha Harrison visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening		W 13Winter			In this class students will explore the sculptural and design potential of functional ceramic forms. Topics discussed will include elements of design, historical and cultural significances of functional forms, and integration of surface and form. Techniques will include wheel throwing, alteration of thrown forms, piecing parts to make complex or larger forms, and creating hand-built accoutrements.		Aisha Harrison	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Ceramics: Sculpting the Human Form Aisha Harrison visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening			S 13Spring		In this class students will sharpen their observation skills by rendering the human form using a live model. Topics discussed will include the ethics of using the human form in art, determining if a figure is needed in a work, and the implications of using a partial or whole body. Skills covered include construction of armatures, sculpting around an armature with solid clay, hollowing and reconstruction, and techniques for sculpting problematic areas like heads, hands, and feet. A variety of surface options will also be covered including fired and room temperature glaze.		Aisha Harrison	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Ceramics: Sculpture in Context Aisha Harrison visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening	F 12 Fall				In this all-levels studio course, students will learn how to build three-dimensional ceramic sculptures using pinching, coil-building, slab-building, extruding, and basic wheel-throwing. Students will explore how ceramic sculptors enhance the meaning of their work through the integration of content with formal elements, materials, surface, mounting, scale, location, timing, and lighting. The course will include both individual and collaborative projects to be temporarily installed or performed on campus.		Aisha Harrison	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Ceramics: Throwing Intensive Aisha Harrison visual arts	Course	FR–SRFreshmen - Senior	4, 6	04 06	Evening				Su 13Summer Session I	In this all level, boot camp style, throwing intensive, students will gain confidence and skill in creating functional objects on the potter's wheel. Students will embellish these objects with textures, glazes, slips, oxides, and stains. Students will be presented with a series of design challenges to be resolved based on each student’s ability and creativity. The class will incorporate many resources drawing on the rich history of ceramic functional objects including: lectures, articles, drawing, research, discussions, critique, and a field trip to the Seattle Asian Art Museum.Advanced or highly motivated students may register for 6 credits to do additional independent work.		Aisha Harrison	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Chanoyu: Traditional Japanese Culture and the Way of Tea Tomoko Hirai Ulmer and Daryl Morgan cultural studies language studies visual arts Signature Required: Winter Spring	Program	FR–SRFreshmen - Senior	8, 12	08 12	Evening	F 12 Fall	W 13Winter	S 13Spring		This year-long program will examine traditional Japanese culture, aesthetics, and classical architecture through a consideration of , the Way of Tea. As a part of their study, students will learn to participate in tea preparation and drinking and will construct a tea house. During spring quarter, as the culminating event of the program, students will hold , a tea gathering, in the tea house they have constructed. The Japanese tea ceremony was developed during the 15th century and consists simply of tea preparation and drinking in a minimalist setting composed especially for the purpose. And yet is much more than simple tea drinking. It is a ritual that embodies many of the most important aspects of Japanese philosophy and aesthetics and employs iconic representations of traditional Japanese art, literature, architecture, and craft. All students will participate in our core exploration of classical Japanese culture and aesthetics but will also be offered two options for more focused inquiry. Students may choose either an emphasis on Japanese language or an emphasis on traditional Japanese architecture and building practice. Separate CRNs are available for each of these emphases. Fall: 10283 (Language) and 10284 (Wood). Winter: 20224 (Language) and 20225 (Wood). Spring: 30201 (Language) and 30202 (Wood).		Tomoko Hirai Ulmer Daryl Morgan	Mon Tue Wed Thu Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Chemistry for Everyone Peter Pessiki chemistry	Course	FR–SRFreshmen - Senior	2	02	Evening		W 13Winter			Through a series of learning experiences, this course will relate general chemistry to everyday life in a manner suited for those with no science background. Learning experiences will focus on inorganic molecules, acids and bases, and energy. Each learning experience will consist of a mix of lectures, workshops, presentations, labs, and discussions. All students will be given the opportunity to make physical measurements, handle chemicals and glassware, perform chemical reactions, and learn how to put a calculator to use.		Peter Pessiki	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Chemistry for Everyone (A) Peter Pessiki chemistry	Course	FR–SRFreshmen - Senior	2	02	Evening			S 13Spring		Through a series of learning experiences, this course will relate organic chemistry to everyday life in a manner suited for those with no science background. The learning experience may consist of lectures, workshops and labs. All students will be given the opportunity to make and break chemical bonds, handle glassware and chemicals and perform chemical reactions.		Peter Pessiki	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Chemistry for Everyone (B) Peter Pessiki chemistry	Course	FR–SRFreshmen - Senior	2	02	Evening			S 13Spring		Through a series of learning experiences, this course will relate organic chemistry to everyday life in a manner suited for those with no science background. The learning experience may consist of lectures, workshops and labs. All students will be given the opportunity to make and break chemical bonds, handle glassware and chemicals and perform chemical reactions.		Peter Pessiki	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
The Chemistry of Living Systems Paula Schofield and Lydia McKinstry biochemistry chemistry Signature Required: Fall Winter	Program	SO–SRSophomore - Senior	16	16	Day	F 12 Fall	W 13Winter			This upper-division chemistry program will develop and interrelate concepts in experimental (laboratory) organic chemistry and biochemistry. It will cover the chemistry material that is usually offered in Molecule to Organism. Throughout both quarters we will integrate topics in both subjects to gain an understanding of the structure-property relationship of synthetic and natural organic compounds. We will also examine the key chemical reactions of industrial processes as well as those reactions that are important to the metabolic processes of living systems.There will be a significant laboratory component--students can expect to spend at least a full day in lab each week, maintain laboratory notebooks, write formal laboratory reports and give formal presentations of their work. Students will work collaboratively on laboratory and library research projects incorporating the theories and techniques of chemical synthesis and instrumental methods of chemical analysis. All laboratory work and approximately one half of the non-lecture time will be spent working in collaborative problem-solving groups. We also hope to attend a chemistry conference.This is an intensive program. The subjects are complex, and the sophisticated understanding we expect to develop will require devoted attention and many hours of scheduled lab work each week. Each student will be expected to develop a sufficient basis of advanced conceptual knowledge and practical skills necessary for pursuing work in a chemistry-based discipline.	chemistry, biochemistry, industrial or pharmaceutical research, medicine, dentistry, veterinary medicine, naturopathy, optometry and pharmacy.	Paula Schofield Lydia McKinstry		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Children's Literature Jon Davies education	Course	FR–SRFreshmen - Senior	4	04	Day				Su 13Summer Session II	To understand children’s literature, participants will engage in readings, discussions, written analyses, and workshops that address literary and informational texts for children from birth to age 12. Topics include an examination of picture and chapter books, multicultural literature, literature in a variety of genres, and non-fiction texts across a range of subjects.		Jon Davies	Tue Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Chinese, Beginning Lin Crowley language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 12 Fall	W 13Winter			This introductory Chinese course will emphasize the mastery of standard Chinese pronunciation and the building of useful vocabularies. Students with little or no prior experience will learn Chinese pinyin system and modern Mandarin Chinese through vigorous interactive practice and small group activities. Learning activities may also include speaker presentations and field trips. Chinese history and culture will be included as it relates to each language lesson. Students enrolling in this course will be joined by some students from the evening/weekend program . If you are interested in traveling to China in spring, please be sure to contact Hirsh Diamant from that program (and consider joining the program, if interested).		Lin Crowley	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Chinese Stories: Modern Fiction and Film Rose Jang literature media studies	Program	SO–SRSophomore - Senior	16	16	Day			S 13Spring		This program will take a journey through modern Chinese history by way of reading and viewing Chinese stories in fiction and film. The fiction of modern China found its first and most resounding voice in Lu Xun's short story, "The Diary of a Madman," in 1918, five years after the first independent screenplay was filmed in Shanghai, China. Since then, Chinese stories in the hands of many ingenious artists have enlivened life and documented modernization. Writers such as Ding Ling, Lao She, Mo Yan, Han Shaogong and Wang Anyi traced the joy, pain, suffering, dignity as well as everyday experiences of modern Chinese people, whose lives spanned some of the most turbulent and atrocious chapters of human history. Film directors Yuan Muzhi, Fei Mu, Zhang Yimou, Tian Zhuangzhuang, Jia Zhangke and Li Yu, leading the way for continuously emerging new-wave film makers, retold Chinese stories through the unique lenses and distinct aesthetics of each film generation.We will alternate between selective works of fiction and film, analyzing each work and genre independently as well as comparing them in aesthetic and thematic terms. Faculty will provide related historical and cultural information through lecture and additional readings. Students are required to analyze literary forms and film aesthetics and to explore their contents through reading, writing and seminar discussions. In addition to weekly papers in response to individual works, they will compose a final essay relating the artistic works of modern China to their historical and cultural contexts.		Rose Jang		Sophomore SO Junior JR Senior SR	Spring	Spring
Civil War and Reconstruction: America's Greatest Crisis Thomas Rainey and Geoffrey Cunningham African American studies American studies government history	Program	FR–SRFreshmen - Senior	8	08	Evening				Su 13Summer Session II	This program will explore, in detail, the causes, course, consequences, and legacy of the American Civil War and of the Reconstruction that followed. The Civil War and Reconstruction together caused the the greatest domestic crisis in the history of the United States of America. Indeed, the Civil War and Reconstruction were not only defing moments in American history but were also of world historical significance. Participants will consider and carefully study the war and its consequences as portrayed, mythologized, remembered, and interpreted in history texts, fictional accounts, personal memoirs, and films. The program will focus on the politics of two democracies at war, crucial battles and their consequences, questions of political and military leadership, the political and military significances of the Emancipation Proclomation, the reasons why the North ultimately prevailed over the South, and the failures of Reconstruction to protect the promised civil, social, and economic rights of the recently emancipated slaves.		Thomas Rainey Geoffrey Cunningham	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
The Classical World Stephen Beck and Thomas Rainey classics history literature philosophy	Program	SO–SRSophomore - Senior	8	08	Evening and Weekend			S 13Spring		This inter-disciplinary, coordinated studies program will explore, in considerable detail, the classical world of ancient Greece and Rome. It will focus on the history, literature, philosophy, and culture of these two vitally connected and overlapping classical civilizations. We will also consider how ancient Greece and Rome created the foundations of Western civilization. Our readings will be drawn from such writers as Homer, Sophocles, Euripides, Plato, Aristotle, Virgil, Suetonious, Plutarch, Seneca, and Aurelius.		Stephen Beck Thomas Rainey	Mon Wed	Sophomore SO Junior JR Senior SR	Spring	Spring
Classics of World Cinema (online) Greg Mullins media studies	Program	FR–SRFreshmen - Senior	8	08	Day, Evening and Weekend				Su 13Summer Session I	From the silent films of the 1920s to the French New Wave, in this course you will study classics of world cinema. We will watch films by directors such as Wiene, Eisenstein, Welles, Hitchcock, De Sica, Godard, and Kurosawa. We will focus on styles, movements, influences, and historical contexts. Please visit for more information.		Greg Mullins		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Climate Solutions Rob Cole environmental studies law and public policy sustainability studies	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
Clinical Psychology: The Scientist-Practitioner Model George Freeman psychology	Program	SO–SRSophomore - Senior	16	16	Day	F 12 Fall	W 13Winter	S 13Spring		In 1949, clinical psychologists defined a model of graduate training called The Boulder Model, also known as the scientist practitioner model. The model asks that students' training include research and clinical skills to make more informed and evidence-based decisions regarding treatment. Using this model of the scientist-practitioner, students will co-design a course of study in clinical psychology. The intention of this program is to prepare students at the levels of theory and practice for further study and work in the field of human services.Fall quarter, students will engage in a study of the history and systems of psychology, quantitative and qualitative research methods, and investigate regionally-based internships in preparation for winter and spring quarter placements. We will use the first three weeks to co-design as a community meaningful and thoughtful assignments geared to support the group as well as individual goals. Mid quarter is comprised of independent and small group work outside the classroom setting. We return for the last two weeks to review, revise and present the culmination of the quarter's work. Winter quarter's focus on personality theory and psychopathology establishes the two foundational areas of study particular to clinical and counseling psychology. We will examine the Three Forces of psychology: psychodynamic theory, behaviorism, and humanistic psychology as well as the field of transpersonal psychology. Students will also be placed in area internships. These theories will serve to inform the experience of the internships and anchor students' practical learning in the latest findings and theories. Our final quarter will be dedicated to an exploration of couples therapy, family and group therapy, and graduate and employment opportunities. Students will continue their 15 hour/week internships started winter quarter through spring quarter. Each quarter will examine multicultural themes regarding race, gender, sexual orientation, class, religious identity and ability/disability.	psychology.	George Freeman	Mon Tue Wed Thu	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
The Coen Brothers Mark Harrison American studies moving image	Program	FR–SRFreshmen - Senior	8	08	Weekend				Su 13Summer Session I	For more than 25 years, Joel and Ethan Coen, aka The Coen Brothers, have been among the most revered, controversial, and influential filmmakers of modern cinema. Their subjects are uniquely American. Their idiosyncratic filmmaking style ranges from original films to screen adaptations of diverse sources. They have recast classic genres, such as film noir, screwball comedy and the Western (to name a few) within a post-modern perspective. This program will explore the influences on and the art and legacy of the Coen Brothers. This is a partial online program. Students will need access to a comprehensive source for DVD rentals (such as Netflix, Amazon.com, Deep Discount, etc.) and will be using Moodle for required online seminars.		Mark Harrison	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
College Physics John Schaub physics	Program	FR–SRFreshmen - Senior	8	08	Day				Su 13Summer Session I	This algebra-based physics course introduces fundamental topics in physics including kinematics, dynamics, energy, momentum, and conservation laws. We will focus on both conceptual understanding and problem solving. We will also do one lab each week. The course will provide a solid foundation for those working toward careers in medicine, engineering, or the physical sciences. Students who need a full year of college physics will be able to continue their study in the second session through contracts.		John Schaub	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Computability and Language Theory Sheryl Shulman, Aaron Skomra and Neal Nelson computer science mathematics Signature Required: Winter	Program	SO–SRSophomore - Senior	16	16	Day	F 12 Fall	W 13Winter			Computers are such an omnipresent and useful tool that it might seem like they can do anything. Through studying topics in advanced computer science, this program will explore what computers can do, how we get them to do it, and what computers can't do. It is designed for advanced computer science students and students with an interest in both mathematics and computer science. Topics covered will include formal computer languages, systems of formal logic, computability theory, and programming language design and implementation. Students will also study a functional programming language, , learn the theoretical basis of programming languages and do an in-depth comparison of the properties and capabilities of languages in the four primary programming paradigms: functional, logic, imperative and object-oriented. Program seminars will explore selected advanced topics in logic, language theory and computability. Topics will be organized around three interwoven themes. The theme will cover the theoretical basis of language definitions, concluding with a study of what is computable. The theme will cover traditional logic systems and their limits, concluding with some non-traditional logic systems and their applications to computer science. In the theme we will study both the theoretical basis and practical implementation of programming language definitions by comparing the implementations of the four programming language paradigms. Students will have an opportunity to conclude the program with a major project, such as a definition and implementation of a small programming language.		Sheryl Shulman Aaron Skomra Neal Nelson		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Computer Science Foundations Sheryl Shulman, Aaron Skomra and Neal Nelson computer science consciousness studies mathematics Signature Required: Winter	Program	FR–SRFreshmen - Senior	16	16	Day	F 12 Fall	W 13Winter			The goal of this program is to learn the intellectual concepts and skills that are essential for advanced work in computer science. Students will have the opportunity to achieve a deeper understanding of increasingly complex computing systems by acquiring knowledge and skills in mathematical abstraction, problem solving, and the organization and analysis of hardware and software systems. The program covers material such as algorithms, data structures, computer organization and architecture, logic, discrete mathematics and programming in a liberal arts computer science curriculum. In both quarters the program content will be organized around four interwoven themes. The theme covers concepts and structures of computing systems from digital logic to operating systems. The theme concentrates on learning how to design and code programs to solve problems. The theme helps develop mathematical reasoning, theoretical abstractions and problem solving skills needed for computer scientists. The theme explores social, historical or philosophical topics related to science and technology.	computer science and mathematics, including computer programming, discrete mathematics, algorithms, data structures, computer architecture, and topics in technology and society.	Sheryl Shulman Aaron Skomra Neal Nelson		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Computing Practice and Theory Richard Weiss, Aaron Skomra and Judith Cushing computer science	Program	SO–SRSophomore - Senior	16	16	Day			S 13Spring		This project-oriented program for intermediate and advanced computer science students will weave together the theory and practice of two cross-cutting topics in computer science, pattern analysis and modeling, in the context of eScience. The overriding question of the program is how pattern analysis and modeling, broadly defined, might advance the natural and physical sciences, particularly in the areas of environmental science and climate change studies. The program will meet four days a week for lectures, seminar, workshops, and labs. Particularly in seminar, students will share responsibility for presenting and discussing concepts from the readings and lectures. One seminar group will focus on applying computation, visualization, data mining, and statistics to problems faced by scientists. Another group will apply statistics to machine learning and network analysis, and a third will focus on another area, to be determined by faculty and student expertise and interest. This program will include a guest lecture series that focuses on (how computers are used in) modeling environmental systems. In addition to seminar, the program has two disciplinary components and a project. The disciplinary foci will be 1) the theory and practice of statistics, and 2) data mining, machine learning and pattern recognition. Students will also be expected to apply the computing discipline of their choice to a research paper, or a programming or statistics project, and present their work. To facilitate projects, faculty will organize small research groups that meet twice weekly (once with a faculty advisor) to discuss progress. Projects will begin with a proposal and bibliography, and should be either small enough in scope to be completed in one quarter or a self-contained part of a larger project. Possible CS subdisciplines in which faculty will encourage project work include data mining, machine learning, database systems, data visualization (especially visual analytics), networking, security, algorithmic complexity, and formal languages. This program aims to give students from , , and opportunities to continue work begun in those programs. Students who have taken will be expected to complete more advanced work.		Richard Weiss Aaron Skomra Judith Cushing	Mon Tue Wed Thu Thu	Sophomore SO Junior JR Senior SR	Spring	Spring
Context of Indigenous and Local Governance Linda Moon Stumpff	Course	JR–GRJunior - Graduate	4	04	Evening and Weekend		W 13Winter			Increasingly, public administrators confront emerging and existing forms of local and indigenous governance. The place and voice of such governments within nations has grown with the recognition of human rights and with political and economic growth of these nations within The U.N. has issued new statements on the rights of such governments that place emphasis on new areas such as entrepreurship, access to resources and new forms of partnership like co-management, co-operation and direct collaboration in the implementation of programs. We will explore and critique various new institutions, de-centralized bodies and forms of governance on the national and international scenes to develop new and innovative models for working in partnership with local and indigenous governments.		Linda Moon Stumpff	Fri Sat Sun		Winter	Winter
Core Ballet Jehrin Alexandria dance	Course	FR–SRFreshmen - Senior	2	02	Evening				Su 13Summer Session I	This class is for people new to ballet and movement for adept dancers. We will strengthen and explore the core body muscular system with an hour of floor barre followed by standing barre and center work. This class is excellent for those with injuries and low back issues as the exercises are very theraputic in nature—great for people who want greater flexibilty, core strength and balance. Ballet slippers are required; dress prepared to move.		Jehrin Alexandria	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
CounterACTION: Exploring Racial and Cultural Inequalities in Education Grace Huerta cultural studies education literature	Program	FR ONLYFreshmen Only	16	16	Day			S 13Spring		As K-12 classrooms continue to reflect the country's increasingly diverse population, what daily actions can we do to collectively challenge racism in our communities, schools and colleges? Can we generate an antiracist theoretical framework that rejects inaccurate notions of human difference, values diverse forms of knowledge, and questions institutional inequalities? In this program, we will pursue answers to these questions by examining, through an understanding of history, antiracist theory and educational research, how we can improve our efforts to support a more equitable school system.We will begin by analyzing a working definition of racism that frames intentional, as well as unintentional, normalized acts of inequality over time. We will challenge depictions in the literature and the media that promote the essentialization of diverse groups. Through an analysis of case study research, we will also explore the lived experiences of diverse learners whose identities are often impacted by assumptions and disparities found in communities and school settings. In order to deconstruct such assumptions, students will engage in reflective writing, research and media analysis over the course of the program.In addition, we will investigate specific everyday actions local activists and educators generate to confront inequalities. By using qualitative research methods, such as field experience, participant observation, interviews and document analysis, we will collect and report our findings that document how specific antiracist strategies can be created to both affirm and help students achieve academically within their respective institutional structures.Lastly, we will demonstrate our understanding of everyday antiracist practices by conducting multimedia presentations that merge theory, field work and practice. Possible themes that may emerge through our own antiracist study may include examining students' funds of knowledge and designing teaching and learning strategies to support intra-group interactions.	multicultural education, cultural studies, language and literature.	Grace Huerta	Mon Tue Thu	Freshmen FR	Spring	Spring
Countershapes, Counterpoints, and the Resistance to Homophony: Music Addressing Complexity Arun Chandra aesthetics computer science mathematics music	Program	SO–SRSophomore - Senior	16	16	Day			S 13Spring		How can musical compositions express the complexity of their times? Western European music has had a long development of simultaneous complexity, from the introduction during Medieval times of independent voice leading, to the multi-voiced complexity of Gyorgi Ligeti's "micro-polyphony" in the 1960s. "Polyphony" is the opposite of “homophony”, in which musical lines are not independent of one another, but hierarchically bound to one another, harmonically and metrically, as in a "Barbershop Quartet".Polyphony has analogues in human and animal behavior. From the 1930s through the 1970s, the anthropologist Gregory Bateson studied the cultures of the South Pacific, the behaviors of alcoholics in San Francisco, and the language of dolphins. From these (and many other areas of study) he created analyses that addressed the complexity of their subject matters, without simplifying them. In this program, we will be reading analyses by Bateson, while creating compositions in sound that mirror and address the complexities that Bateson writes about, via the musical techniques of polyphony and voice-misleading.We will also investigate and learn how to use Max/MSP, one of the mostpopular software packages for the creation of music compositions, in an attempt to create acoustic events that might begin to match the complexity of our own times, using polyphony, and studying the ideas of counterpoint as shown in the compositions of J. S. Bach, Arnold Schoenberg, Gyorgi Ligeti, and contemporary composers.  There will be regular listening sessions, musical projects, and writing assignments using the Bateson essays as models. The program will attend concerts of music in Seattle and Portland and give a public concert of our final compositions.		Arun Chandra		Sophomore SO Junior JR Senior SR	Spring	Spring
Creating Community and Health Through Gardens Marja Eloheimo Native American studies botany community studies health sustainability studies	Program	FR–SRFreshmen - Senior	8	08	Day				Su 13Summer Session I	In this program, we will explore ways in which various types of gardens can contribute to community and health. Each week, as we visit a medicinal, edible, community, or ethnobotanical garden or urban farm, we will interview gardeners, consider themes related to sustainability, identify plants, learn herbal and horticultural techniques, and develop nature drawing and journaling skills. We will have the opportunity to expand upon these topics through reading, lectures, discussions, and workshops as well as through independent community, garden, and herbal projects and research. This program is suitable for students interested in environmental education, community development, health studies, plant studies, sustainability, ethnobotany, and horticulture.		Marja Eloheimo	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Creating Dance Robert Esposito aesthetics art history dance linguistics somatic studies theater visual arts	Program	FR–SRFreshmen - Senior	16	16	Day	F 12 Fall				This focused, one-quarter, movement-based program, involves progressive study in modern dance composition, theory, and technique. Prior dance experience at the beginner/intermediate level is advised.Activities will include regular classes in Laban-based Nikolais/Louis dance technique, theory, improvisation, composition, and seminar. Students will engage in vigorous physical activity based in basic anatomy and dance kinesiology, using a Pilates-based floor barre. Mind-body (somatic) work will be based on Feldenkrais’ “Awareness Through Movement” and theories of Gestalt psychology. Regular work in dance improvisation and composition will emphasize the personal and group dynamics of power-freedom-belonging-fun. Students will learn basic craft principles of composition: the formal design of space, time, shape and motion, drawing content from their own life experience and past interdisciplinary study to create original dance theatre work. Compositions will be performed weekly in performance forums that include faculty and student-centered critique and analysis.Theory, texts, and seminar will review the history, development, and methodology of dance and movement as somatic therapy, draw distinctions between art and psychology; and explore the creative process in therapy and the therapeutic efficacy of dance and other art forms. Seminar will draw on texts in psychology, art history, linguistics, poetics, and neurophysiology to develop skills in critical analysis and discourse, as well as situating texts, art and performance in their historical and sociocultural contexts. Writing will balance creative and analytical forms and research styles. The program culminates with a Week 10 showing of selected student work.	dance and theatre.	Robert Esposito	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Critical Ethnography: Eyes in a Transnational World Rita Pougiales American studies anthropology community studies cultural studies field studies history international studies political science	Program	FR–SRFreshmen - Senior	8	08	Day				Su 13Summer Session I	The processes of economic and political globalization reshape and undermine the lives of people and communities throughout the world. Some anthropologists have turned their attention to the effects of globalization on traditional and modern cultures, attempting to bring to light the full complexities and consequences of these transnational practices. For example, Joao Biehl develops an argument linking global economic activity in Brazil to what he calls the development of "zones of social abandonment" in most urban settings. Anthropologists conduct their studies through critical ethnographic research, gathering data, over long periods of time, as both "participant" and "observer" of those they are studying. Doing ethnographic research is simultaneously analytical and deeply embodied. This program includes an examination of and application of ethnographic research methods and methodologies, a study of varied theoretical frameworks used by anthropologists today to interpret and find meaning in data, and an opportunity to conduct an ethnographic project of interest. Students will read and explore a range of ethnographic studies that reveal what an anthropologist—whom Ruth Behar calls a "vulnerable observer"—can uncover about the lives of people today, and advocate on their behalf.		Rita Pougiales	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Cultivating Voice: A Writing Tutor's Craft Sandra Yannone education writing Signature Required: Spring	Course	FR–SRFreshmen - Senior	2	02	Day			S 13Spring		This course combines a seminar with a practicum to prepare students to become peer tutors at Evergreen's Writing Center on the Olympia campus. In seminar, we will explore tutoring theories, examine the role of a peer tutor and develop effective tutoring practices. In the practicum, students will observe peer tutoring and graduate to supervised tutoring. The course also will address working with unique populations of learners. Students considering graduate school in related fields will benefit from this course.		Sandra Yannone	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Cultures of Solidarity Anne Fischel and John Baldridge community studies geography media arts sociology 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
Dance: Body, Culture and Behavior Amy Cook and Kabby Mitchell biology dance health physiology	Program	FR–SRFreshmen - Senior	16	16	Day		W 13Winter	S 13Spring		Dance is a complex mix of human physiology, emotion and culture. The term "dance" has also been used by animal behaviorists to describe movements animals do as part of courtship and other social interactions. In this program we will explore dance from these various perspectives. Students will develop the skills necessary to dance and will gain a better understanding of what is behind the movements--both in terms of anatomy and physiology and in terms of what dance means to us as humans. We will examine and perform dance, not simply within categories like ballet or modern, but from a broader perspective of movement and culture.In winter we will examine the anatomical and physiological basis of dance and other demanding activities. Through labs, lectures and workshops we will look at the structure of the musculoskeletal, cardiovascular and respiratory systems and how these function both independently and together to allow us to do anything from walking across the street to performing the complex movements of dance. These ideas will be reinforced in dance workshops and students will be encouraged to learn through paying attention to what is happening in their own bodies. Students will begin to develop an understanding of the dance community and how it fits into a larger social and community context.In spring we will continue our examination of the physiology of dance and integrate energy, metabolism, balance and coordination with cultural studies. Students will continue to develop and hone their movement and dance skills in workshops and work towards a final performance in which they will be asked to show what they have learned in the program and bring together the major program themes. We will also look at the activities that animal behaviorists call dance and compare them to dance in humans. What are animals trying to communicate in their dances? Is there any evidence of individuality or creativity in animal dance? Students will be encouraged to think deeply about what dance is and whether it is unique to humans.This program is for anyone who has an interest in dance, human biology and culture and students do not need to have a background in either dance or science to succeed in the program. In taking an interdisciplinary approach to dance we hope to attract both students who have a long-term interest in dance as a career and students who have never before thought about learning to dance but are interested in human physiology and culture and would like to be involved in a creative approach to learning the major concepts of these fields.		Amy Cook Kabby Mitchell		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Dancing Molecules Rebecca Sunderman and Kabby Mitchell chemistry dance	Program	FR–SRFreshmen - Senior	16	16	Day	F 12 Fall				In this program we will investigate the basic languages of dance and chemistry. We will explore properties in chemistry connected to movement (conductivity, molecular vibrations, energy, reactivity, and solubility) and study how chemicals both construct and move within the human body. Students will become in tune with their bodies through movement workshops and scientific studies of carbohydrates, lipids, proteins, and body chemistry. In teams students will construct choreography of chemical processes. Some time will also be spent unpacking issues of privilege, stereotypes, and accessibility in both the fields of dance and chemistry.We will explore these topics through seminar assignments, exams/quizzes, reflection writing, laboratory experiments, movement workshops, and a group choreography assignment. No previous experience in dance or chemistry is required. This program will be participating in the new academic statement initiative.		Rebecca Sunderman Kabby Mitchell		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Dead People and their Stuff: Introduction to Archaeology Ulrike Krotscheck anthropology art history history sociology	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
Developing Management Skills Cynthia Kennedy business and management	Program	FR–SRFreshmen - Senior	8	08	Evening and Weekend				Su 13Summer Session I	This weekend-intensive program is designed for students who either are, or plan to be, in the position of managing their own work groups, heading up large companies, starting businesses that change society, managing the world's most important non-profits, or serving in government. The program will introduce basic language, concepts, tools, and problem-framing methodologies that are needed to develop management skills. The first half of the program focuses on motivating others, team-building, developing self-awareness, and communicating supportively. The second half of the program focuses on leadership, decision-making, understanding power and influence, and solving problems creatively.		Cynthia Kennedy	Fri Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
The Developing Mind Richard McKinnon linguistics psychology	Course	FR–SRFreshmen - Senior	4	04	Evening	F 12 Fall				Humans are born with a wealth of information about how the world is structured, ready to develop that knowledge through experience with the environment. In this course, we'll investigate what babies know from birth and how that knowledge unfolds into mature systems such as vision, language, morality, and character. We will compare theories that emphasize the contribution of innate knowledge with those that emphasize the role of the environment.		Richard McKinnon	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Developmental Movement Therapy and Emotional Health Jehrin Alexandria consciousness studies psychology somatic studies	Course	FR–SRFreshmen - Senior	6	06	Day and Weekend				Su 13Summer Session I	This class is an in-depth study of movement and its role in the organization of the human brain as well as a look at contemporary works in the field of energy psychology. We will explore the emotional issues that can occur when such organization is not complete and various techniques to address them. Students will learn to recognize normal neurological organization by studying specific developmental milestones as well as recognize gaps and abnormalities in brain development and how they impact growth, learning, and psychological well-being. This class will be deeply experiential as well as theoretical. Please wear comfortable clothing as there is basic movement in some classes.		Jehrin Alexandria	Thu Fri Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Difference and Desire: sex, race and family structure in the United States Julianne Unsel American studies gender and women's studies history	Program	SO–SRSophomore - Senior	16	16	Day	F 12 Fall	W 13Winter	S 13Spring		How do the personal identities and everyday lives of a people come together to shape the social and political worlds of a nation like the United States? How do national social and political worlds, in turn, shape individual identities and lives? Where do these worlds and identities come from? What forces contribute to them? How do we shape, and how are we shaped by, the worlds we find ourselves in today?We will explore these and related questions with an emphasis on three elements fundamental to shaping daily life in the American present and past – sex, race and family structure. Our program will adopt the centermost goal of all historical study – to understand the lives and events that have come before us so that we may better live our own lives within the social and political worlds we are responsible to today.We will inquire how popular and scientific notions of sexual and racial difference and desire have shaped social life and politics in the U.S., from settlement to the present. We will examine how these compound notions have shaped American history, how history has shaped them, and how both have bounded collective and individual articulations of sexual and racial identity, difference and desire.In fall quarter, we will study the diverse array of family structures, sexual practices, and economic relationships that developed in the U.S. from settlement to the end of slavery. In winter, we will examine the great changes in these institutions from the closing of the western frontier through the end of the world wars. In spring, we will place our own lives in proximate context with a close examination of the true revolutions in social life and scientific understanding of the past fifty years.In all three quarters, we will read in several disciplines, including U.S. social and political history, history of western medicine, history of sexuality, feminist and LBGTQ theory, and the psychology of desire. Weekly classes will include reading and discussion seminars, history lectures, student panel presentations, library study periods, and occasional documentary and new classic Hollywood feature film screenings.All program assignments will help us grow in both the art and craft of clear communication and well-supported argumentation. They will include critical reading, college writing, research in peer-reviewed literature, black and white film photography, and public outreach and speaking. Fall/winter photography components will use classic 35mm cameras to explore portraiture as a medium for self-identification and expression. Spring internship opportunities will bring our program themes to social outreach agencies and groups in our local community.This program will offer appropriate support to all students ready to do advanced work. All activities will support student peer-to-peer teaching, personal responsibility for learning and achievement, contemplative study habits, and intensive skills development. Transfer students are welcome.	the arts, social sciences, education, psychology, and health professions.	Julianne Unsel		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Digital Audio and Music Composition Arun Chandra aesthetics computer science music	Program	FR–SRFreshmen - Senior	8	08	Day				Su 13Summer Session I	This course will focus on learning to use the computer to create and manipulate waveforms. Students will learn how to use the "C" programming language to synthesize and compose with waveforms while learning about their mathematical premises. Students will create short compositions using FM, AM, granular, and other synthesis techniques. We will listen to contemporary and historical experiments in sound synthesis and composition, and students will be asked to write a short paper on synthesis techniques. Students will learn how to program in "C" under a Linux or OS X system. The overall emphasis of the class will be in learning how to address the computer in a spirit of play and experiment, to find out what composition can become. There will be weekly readings in aesthetics, along with readings in synthesis techniques and programming. Students of all levels of experience are welcome.		Arun Chandra	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Discrete Math for Teachers Vauhn Foster-Grahler education mathematics	Course	FR–SRFreshmen - Senior	4	04	Day				Su 13Summer Session I	Discrete mathematics can be loosely organized into four areas: sets, functions and relations, combinatorics and probability, and graph theory. This course will cover parts of each of these areas including logic, mathematical writing and introduction to proofs, introductory work with sets and Boolean Algebra, counting and probability, graphs, and trees. The classroom will be student-centered with a strong emphasis on collaborative learning. Students will be expected to engage in a rigourous study of the mathematics and participate fully in reflective practices centered on teaching and learning. This discrete mathematics course is designed for students who have an interest in mathematical reasoning and for those who are preparing for further study in mathematics, computer science, and math education. You are encouraged to have successfully completed at least one college-level math class in preparation for this course.		Vauhn Foster-Grahler	Wed Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
The Diversity of Life: Explorations in Biology Martin Beagle and Trisha Towanda biology ecology	Program	SO–SRSophomore - Senior	16	16	Day	F 12 Fall	W 13Winter			Biodiversity. What is it and why does it matter? How is it measured? How is it threatened? Should we do anything about it? Around the world, people are working to develop strategies to protect Earth’s biodiversity at all levels: from the molecular codes within our cells to ecosystems that can span entire continents. Over the course of two quarters, we will undertake a systematic study of biology in order to understand and address these questions.In fall quarter, students will investigate the foundations of biology: cellular and molecular biology, genetics, physiology, evolution, and their context through the study of different biomes. We will develop an understanding of the quantitative and scientific methods used in biology as well address current issues in biology via seminar and workshop. Laboratory sessions will focus on acquiring proficiency in the techniques and instrumentation commonly used in the study of biology. Field studies will offer opportunities to experience and quantify biodiversity in the Pacific Northwest.Studies in winter quarter will continue studies of general biology and further integrate the fundamental principles of biodiversity through evolution, conservation biology, and ecology as we examine the diversity of life on our planet. We will study the flow of energy and the fluxes and pools of elements within ecosystems, while considering the diversity of organisms involved and their functional roles.Students will achieve a broad and balanced understanding of general biology through a variety of activities: workshops, seminars, lectures, labs and fieldwork, as well as student presentations. Students will apply biological concepts to explore the importance of diversity at genetic, species and ecosystem levels. Successful completion of this program will prepare students for upper-division work in the natural sciences, biology, conservation biology, environmental studies, and teaching and health professions. Upper-division science credit will not be available in this program. Upon successfully completing this program, students seeking the equivalent of can take the full-time program spring quarter to prepare for further study in natural sciences.		Martin Beagle Trisha Towanda		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Documentary Studies: Theory and Practice Naima Lowe communications media studies moving image visual arts	Program	FR–SRFreshmen - Senior	8	08	Day				Su 13Summer Session II	How do documentaries tell stories? How do they tell the truth? Why do we believe in the truth that they tell? How do we create compelling documentaries that examine complex issues about the world we live in? Students will learn to use a variety of creative and critical strategies to make their own short video documentaries including video production, video editing, and documentary writing/scripting techniques. Students will read several critical texts about the history and theory of documentary filmmaking, and screen a wide variety of documentary films from the US and abroad.		Naima Lowe	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Doing the Public's Business Stephen Buxbaum community studies government law and public policy	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
Dramatic Fiction: Settings, Scenes and Subtext Eddy Brown cultural studies literature writing	Program	FR–SRFreshmen - Senior	16	16	Day		W 13Winter			In what situations, milieux, and other kinds of settings do characters find or put themselves? How and why did they get there? How do they then behave? What habits, values, self-identity paradigms, world views, conscious and unconscious needs, goals and fears drive them and affect or determine their actions and decisions? The answers to these key questions help authors to create compelling, rounded characters in realistic settings, dramatized through vivid, engaging scenes with meaningful subtexts, in stories that are surprising yet convincing. With that in mind, this class will explore these and other narrative design elements in service of students constructing their own short fiction prose narratives.Students will also be given the guidance and tools for analyzing existing literary texts. Along with reading, discussing and writing about selected published materials, students will consider and practice spontaneous and experimental modes of story development, as well as apply some established cinematic and classical dramatic paradigms for story structure and development.Typical program activities will include writing exercises, story drafting, self-editing, small- and large-group peer activities including writing critiques, and weekly seminars on assigned readings. The major project will be a short story that has undergone revision through several drafts.In general, students will explore and practice story crafting, writing as a process, fiction genres, and literary analysis, and are expected to be active, consistently engaged members of a learning community.Interested students should enter the program with sound, college-level writing skills, and ideally, having successfully completed a college-level creative writing class.		Eddy Brown		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Drawing from the Sea Gerardo Chin-Leo and Lucia Harrison aesthetics art history biology ecology environmental studies marine science maritime studies natural history visual arts Signature Required: Spring	Program	FR–SRFreshmen - Senior	16	16	Day		W 13Winter	S 13Spring		This program will examine marine environments and life (The Sea) from the perspectives of science and visual arts. This program is designed for beginning students in either discipline. The Sea accounts for a major portion of the biomass and diversity of life and plays a major role in global cycles. The Sea also is a source of inspiration for artists, and artwork provides insights into the relationships of humans to this environment. Currently, The Sea faces major crises caused by human activities such as habitat degradation and natural resource over-exploitation. Science and art can contribute to effective solutions to these major environmental problems by providing an understanding of natural phenomena and insights into how nature is perceived and valued by humans. We will examine how both visual artists and marine scientists use close observation to study The Sea and produce images to communicate the results of their work. We will also study how scientific findings can provide a foundation for expressive art and how art can effectively convey the implications of scientific findings to how humans relate with nature.Activities will develop concepts and skills of marine science and visual art and examine how each discipline informs the other. Lectures will teach concepts in marine science and aesthetics and develop a basic scientific and visual arts vocabulary. Labs and field trips to local Puget Sound beaches, the San Juan Islands and Olympic Peninsula will provide opportunities to experience The Sea and to apply the concepts/skills learned in class. Weekly workshops on drawing and watercolor painting will provide technical skills for keeping illustrated field journals and strategies for developing observations into polished expressive thematic drawings. Seminars will explore how scientific and artistic activities contribute to solving environmental issues. For example, we will study how the understanding of human relationships with The Sea can be combined with knowledge of the science underlying marine phenomena to promote effective political change (artists and scientists as activists). Other themes that explore the interaction of science and art will include the Sea as: a source of food, a metaphor for human experience, a place of work or medium of transportation, and a subject of inquiry. Most assignments will integrate science and art.In winter quarter, we will focus on marine habitats including estuaries such as the Nisqually River estuary, the inter-tidal zone and the deep sea. Spring quarter will focus on the diversity and adaptations of marine life. Both quarters will include week-long overnight field trips. This program will include an outreach component where students will contribute to environmental education by developing and presenting science and art curriculum to local schoolchildren.	visual arts, education, marine science, biology and ecology.	Gerardo Chin-Leo Lucia Harrison		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Drawing Marathon Shaw Osha (Flores) visual arts	Course	FR–SRFreshmen - Senior	4	04	Day				Su 13Summer Session I	This intensive drawing program runs for two weeks. Open to all levels, this immersive drawing class will address the importance of drawing as the basis of understanding one's experience in the world and as a language integral to all visual art. Primarily, we will study the figure as a structure in space and mark making as a process of investigation. There will be some reading and writing as well as critiques. The Drawing Marathon will push artists to a new level of working.		Shaw Osha (Flores)	Mon Tue Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Drawing Practices: Contemporary Applications Judith Baumann visual arts Signature Required: Spring	Course	FR–SRFreshmen - Senior	4	04	Evening			S 13Spring		Designed for intermediate to advanced drawing students, this course will focus on contemporary applications of traditional drawing practices. Building upon observational drawing skills, students will work with invented compositions and alternative materials, investigating mark making, collage methods, and color theory. Class time will be devoted to presentations, critiques, demonstrations, and in-class exercises. Students will be expected to work outside of designated class time to complete their work.		Judith Baumann	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Drawing Practices: Figurative Studies Judith Baumann visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening		W 13Winter			This course focuses on the traditional life-drawing practices of observing and drawing the human figure from live models. Students will use a variety of media ranging from graphite to gouache as they learn to correctly anatomically render the human form. Homework assignments will supplement in-class instruction and visual presentations. Several readings will also be given throughout the quarter. While previous drawing experience is not required, it is recommended.		Judith Baumann	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Drawing Practices: Foundations Judith Baumann visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening	F 12 Fall				This course is an introduction to principles and techniques in drawing. Students will gain a working knowledge of line, shape, perspective, proportion, volume, and composition. Using both wet and dry media, students will experiment with the traditions of hand-drawn imagery. Students will work toward the development of an informed, personal style, aided by research of various artistic movements and influential artists. Students will be required to keep a sketchbook throughout the quarter and complete drawing assignments outside of studio time. Presentations on the history and contemporary application of drawing will contextualize studio work. A final portfolio of completed assignments is due at the end of the quarter.		Judith Baumann	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Earth and Life Clarissa Dirks and Abir Biswas biology chemistry geology	Program	FR–SOFreshmen - Sophomore	16	16	Day	F 12 Fall	W 13Winter	S 13Spring		Geologic changes throughout Earth's history have strongly influenced the evolution and development of all life on earth. This year-long interdisciplinary program in biology and geology will examine the development of our planet and the cycles and transformations of matter and energy in living and nonliving systems. Students will gain an understanding of biological and physical Earth processes on a variety of scales. We will study basic concepts in earth science such as geologic time, plate tectonics, earth materials, nutrient cycling, and climate change. Living systems will be studied on the molecular, cellular, organismal and ecosystem levels, emphasizing the strong connections between biological and geological processes.Fall quarter will introduce students to fundamental principles in geology and biology by studying early Earth history and evolution. In winter quarter, we will investigate systems that highlight how earth processes support life. In spring quarter, students will use this background to engage in projects. Field trips will be an integral part of this program, allowing students to experience the natural world using skills they learned. Each quarter, program activities will include: lectures, small group problem-solving workshops, laboratories, field trips and seminars. There will be opportunities for small groups of students to conduct hands-on scientific investigations, particularly in the field. Students will learn to describe their work through scientific writing and presentations.This program is designed for students who want to take their first year of college science using an interdisciplinary framework. It will be a rigorous program, requiring a serious commitment of time and effort. Overall, we expect students to end the program in the spring with a solid working knowledge of scientific and mathematical concepts, and with the ability to reason critically and solve problems. Students will also gain a strong appreciation of the interconnectedness of biological and physical systems, and an ability to apply this knowledge to complex problems.Boating down the Colorado River though the Grand Canyon while conducting field work is a great way to learn about geological and ecological processes. All students in the program will participate in field work though only a select few (approximately 14 students) will be able to participate in the Grand Canyon river trip. For the river trip, students will be selected through an application and interview process. The expense of this trip is often prohibitive ($1,700 plus airfare to and from Las Vegas); however, alternative less expensive options for independent projects will be available so that all students gain hands-on research experience in the field.		Clarissa Dirks Abir Biswas		Freshmen FR Sophomore SO	Fall	Fall Winter Spring
Earth's Climate, Past and Future Dennis Hibbert geology natural history	Course	SO–SRSophomore - Senior	4	04	Weekend	F 12 Fall				Ice, air, water, land, and green growing things—these interact to shape our world's climates. We will study these interactions and how they have changed over time as we follow flows of energy, carbon, and water through the climate system. We will address present changes in climate related to our own activities, the consequences of these changes that we now cannot avoid, and our options for modifying them and for adapting to the world we are bringing about.		Dennis Hibbert	Sat	Sophomore SO Junior JR Senior SR	Fall	Fall
East-West Psychology: Constructive Mind/Emotion Jamyang Tsultrim philosophy psychology	Course	FR–SRFreshmen - Senior	4	04	Weekend			S 13Spring		In what ways do our constructive emotions/perceptions enhance our ability to see reality? Are there effective methods for training the mind to cultivate positive thought/emotions? Students will analyze the nature of constructive emotion/thoughts, their influence on our mental stability and brain physiology, and methodologies for influencing and improving mental development and function. Students will explore the correlation between mental training of the mind and physiological changes in the brain. We will also examine the nature of the genuine happiness from Eastern and Western psychological models of mind/emotion.		Jamyang Tsultrim	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
East-West Psychology: Destructive Mind/Emotion Jamyang Tsultrim philosophy psychology	Course	FR–SRFreshmen - Senior	4	04	Weekend	F 12 Fall						Jamyang Tsultrim	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Ecology of Grazing and Grasslands in the Pacific Northwest Michael Paros agriculture biology ecology	Program	FR–SRFreshmen - Senior	16	16	Day			S 13Spring		This academically rigorous field-based course will provide students with the fundamental tools to manage livestock and grasslands by exploring the ecological relationships between ruminants and the land. We will begin the quarter learning about the physiology of grasses and their response to grazing and fire. Practical forage identification, morphology and production will be taught. Ruminant nutrition, foraging behavior, and digestive physiology will be covered as a precursor to learning about the practical aspects of establishing, assessing and managing livestock rotational grazing operations. We will divide our time equally between intensive grazing and extensive rangeland systems. Classroom lectures, workshops and guest speakers will be paired with weekly field trips to dairy, beef, sheep and goat grazing farms. There will be an overnight trip to Eastern Washington where students can practice their skills in rangeland monitoring. Other special topics that will be covered in the program include: co-evolutionary relationships between ruminants and grasses, targeted and multi-species grazing, prairie ecology and restoration, controversies in public land grazing, and perennial grain development.	animal agriculture, ecology, conservation, rangeland management, animal physiology and behavior.	Michael Paros		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Economics, Principles of Tomas Mosquera economics	Course	FR–SRFreshmen - Senior	4	04	Evening		W 13Winter			Presented in a non-technical and logical manner, this introductory course will introduce you to the essentials of economic theory and policy. We will explore the fundamentals of economic theory and practice and extend these concepts to real-world applications. This course will help you acquire an understanding of micro- and macro-economic terminology, concepts, and principles. Furthermore, this course will help you realize the important role that economics plays in our lives and will help you gain a greater understanding of economic policy as well as how decisions influence the success or failure of a business.		Tomas Mosquera	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Education and Funds of Knowledge Leslie Flemmer education	Course	FR–SRFreshmen - Senior	4	04	Evening	F 12 Fall				We all possess skills, talents, and abilities that help us negotiate our educational, cultural, social, and linguistic networks. Some of us may be familiar with these "cultural artifacts" and their use in our daily, lived experiences; or they may remain unrealized and untapped as a tool for knowledge construction. Funds of knowledge is defined by researchers Luis Moll, Cathy Amanti, Deborah Neff, and Norma Gonzalez "to refer to the historically accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and well-being."This course will explore how Funds of Knowledge used as a method of teaching can provide schools, teachers, and members of the community with opportunities to learn more about their students and their families in new and distinct ways. Students with an interest in education can begin to examine how their own households contain rich cultural, historical, and cognitive resources that should be used in classrooms to provide culturally relevant and responsive lessons that tap students’ prior knowledge.		Leslie Flemmer	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Educational Points of View Leslie Flemmer education	Program	FR–SRFreshmen - Senior	8	08	Evening		W 13Winter	S 13Spring		In what ways does the contested space of public classrooms, schools, and educational policies disrupt our understanding of free, universal, and compulsory education? What challenges and opportunities does teaching in a democratic society provide? This two-quarter program focuses on the interplay of social contexts that ground education, teaching, and learning through analysis of contemporary educational policies, practices, and theories. We will examine the interrelationships of daily classroom realities, philosophical positions, and cultural practices. Further, our exploration of the history of schooling and current reform movements in public schools may inform how we can meet an increasingly diverse student population (i.e., cultural, linguistic, and economic). Essential questions around multiculturalism, identity, construction of knowledge, and issues of power will be discussed as will more specific issues such as tracking, standardized testing, dropouts, and student-centered learning. Through reading, writing, discussion, reflection, film analysis, problem based research, and the practice of teaching, students will answer questions about education, explore their experiences, and begin to develop a philosophy of education.Winter quarter will focus on the historical and philosophical antecedents that inform our current practices as well as reform movements that ask our society to rethink and reimagine our compulsory educational system. Students will develop a philosophy of education which will inform practices of teaching they will explore in the spring.Spring quarter, students will explore pedagogical practices of teaching from funds of knowledge to critical pedagogy. In conjunction with their philosophy, students will create an experience of teaching in which they will develop a day in the life of their ultimate school setting as reflective and critical educational practitioners.		Leslie Flemmer	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter Spring
E-Government Larry Dzieza	Course	GR ONLYGraduate Only	4	04	Evening and Weekend				Su 13Summer	The course will focus on understanding the role and management of technology in the public sector. Information technology is increasingly "how organizations get things done" but using IT effectively has special challenges in the public sector. These challenges include how organizations, built for stability not speed, are adapting to the rapid pace of technological change, succeeding within a risk-averse political climate, and satisfying stakeholder's and the public's high-expectations for low-cost, convenience, transparency, and protection of privacy. Finally, we will consider the contribution a new generation of workers may bring to increasing public participation and transforming service delivery.		Larry Dzieza	Fri Sat Sun	Graduate GR	Summer	Summer
El Salvador Sustainability Field Studies Paul Pickett biology environmental studies field studies international studies study abroad sustainability studies	Course	SO–SRSophomore - Senior	2	02	Day, Evening and Weekend				Su 13Summer Session I	Participate in a week of sustainability field studies in Central America. Students will be working to support local efforts to improve the living conditions of both the people and wildlife of Jiquilisco Bay, an important mangrove ecosystem on the Pacific coast of El Salvador. Students will help researchers catch turtles in the bay to study and participate in a beach walk looking for nesting turtles. We will also take boat rides on the bay looking for wildlife, visit local towns, and immerse ourselves in the culture, and visit community development projects.		Paul Pickett	Mon Tue Wed Wed Thu Fri Sat Sun	Sophomore SO Junior JR Senior SR	Summer	Summer
Elections, Education, Empowerment: Social Change Through Quantitative Literacy Brian Walter, Susan Fiksdal and Sara Sunshine Campbell American studies communications education linguistics mathematics media studies political science sociology sustainability studies	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
Entrepreneurship and Economic Development John Filmer business and management communications economics Signature Required: Spring	Program	FR–SRFreshmen - Senior	16	16	Day		W 13Winter	S 13Spring		Organizations, fail or succeed according to their ability to adapt to fluid legal, cultural, political and economic realities. Strong, competent management leads to strong successful organizations. This program will explore the essentials of for-profit and non-profit business development through the study of classical economics, economic development and basic business principles. Critical reasoning will be taught to facilitate an understanding of economics and its application to the business environment. You will be introduced to the tools, skills and concepts you need to develop strategies for navigating your organization in an ever-changing environment.Management is a highly interdisciplinary profession where generalized, connected knowledge plays a critical role. Knowledge of the liberal arts/humanities or of technological advances may be as vital as skill development in finance, law, organizational dynamics or the latest management theory. As an effective leader/manager you must develop the ability to read, comprehend, contextualize and interpret the flow of events impacting your organization. Communication skills, critical reasoning, quantitative analysis and the ability to research, sort out, comprehend and digest voluminous amounts of material separate the far-thinking and effective organizational leader/manager from the pedestrian administrator. Winter quarter will focus on these basic skills in preparation for advanced work including projects and research. Students will engage in discussions with practitioners in businesses and various other private sector and government organizations. Students will be actively involved in research and project work which may provide an opportunity to investigate and design exciting internships for the spring quarter. Class work will include lectures, book seminars, projects and case studies. Texts will include by Thomas Zimmerer by Thomas Sowell, by M. Neil Browne and Stuart Keeley, and by John A. Tracy. Spring quarter will be a continuation of winter quarter enriched with possible topics in leadership, business planning, communication, case studies, financial analysis, marketing, global business, the national economy and spread sheet techniques. Topics will largely be tailored to the needs of the classs and students may also take some of their credits in internships or special projects.Evergreen's management graduates enjoy a reputation for integrity and for being bold and creative in their approaches to problem solving, mindful of the public interest and attentive to their responsibilities toward the environment and their employees, volunteers, customers, stockholders, stakeholders, and neighbors. Expect to read a lot, study hard and be challenged to think clearly, logically and often. Your competence as a manager is in the balance.	business, non-profit management, and economics.	John Filmer	Mon Wed Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Entrepreneurship and Power Zoe Van Schyndel and Brenda Hood business and management economics leadership studies maritime studies sustainability studies	Program	FR–SRFreshmen - Senior	16	16	Day	F 12 Fall	W 13Winter			Why do some organizations succeed while others fail? One answer to this question lies in the decisions and strategies organizations select. Others may be found by examining an organization's ability to adapt to fluid legal, cultural, political, environmental, and economic realities. Strong, competent leadership results in strong, successful organizations. This program will explore the essentials of for-profit and non-profit entrepreneurial business development through the study of basic business principles, sources of innovation, systems analysis, leadership decision-making, social responsibility, and ethics.We will explore the multidimensional aspects of “Power” in business entrepreneurship: to create innovative organizations that address the needs of today and tomorrow; to be the drivers of social, economic, and political change; and to utilize resources of the natural world essential to the development and exponential growth of society. We will engage in a critical analysis of historic and contemporary cases to examine the synergies of energy technology and entrepreneurship (whale oil, coal, oil, and alternative energy sources), as well as mini-cases to examine other examples of natural resource utilization and entrepreneurship (such as fisheries and forestry).You will be introduced to the tools, skills and concepts you need to develop strategies for navigating organizations in an ever-changing environment. Business management is a highly interdisciplinary profession, in which knowledge of the liberal arts and humanities, or of technological advances, may be as vital as skill development in finance, law, organizational dynamics, or the latest management theory. As an effective leader/manager you must develop the ability to read, comprehend, contextualize and interpret the flow of events impacting your organization. Communication skills, critical reasoning, quantitative analysis and the ability to research, sort out, comprehend and digest voluminous amounts of material define far-thinking and effective organizational leaders. Fall quarter will focus on basic business principles, understanding the business lifecycle and entrepreneurship within the larger context of systems dynamics, and on case studies in energy and natural resources. In early October, we begin with a team-building adventure—sailing in the San Juan Islands on the Zodiac. Zodiac trip dates will be October 2-4, 2012 and include one night camping and one night aboard ship. Winter quarter will continue building on these concepts and incorporate critical discussions around ethics and “good business.” Cases will explore concepts of dependence and change, power and politics through such topics as coal, oil, and other natural resource utilization and exploitation. Outside speakers representing a spectrum of organizations from the for-profit and non-profit arenas will be included throughout both quarters to provide a diversity of perspective and experiences.Class work throughout the academic year will include lectures, book seminars, projects, films, workshops, case studies, guest presentations, group and individual assignments, and field trips. By the end of the program, students will be expected to demonstrate competence in current business practices and concepts in innovation and entrepreneurship, environmental impact, sustainability, and distributive justice as ethical and social concerns. Expect to read a lot, study hard and be challenged to think clearly, logically and often.	business, entrepreneurship, and leadership.	Zoe Van Schyndel Brenda Hood	Tue Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Entrepreneurship with a Purpose: Human, Community, and Economic Development for Sustainability Brenda Hood business and management community studies cultural studies economics government leadership studies sustainability studies writing	Program	FR–SRFreshmen - Senior	16	16	Day		W 13Winter			What does it mean to be a successful entrepreneur? What does authentic success look like to the individual, to the organization, to the larger community, and to the economy? These logical questions arise after realizing traditional small business approaches which attempt to achieve excessive profits often fail socially, ethically and economically. Today's creative entrepreneurs may realize, far too late, they are doing something they really don't want with their lives, and to the world, in pursuit of some idealized vision of independence and wealth. How might we reconsider entrepreneurial success and economic progress in terms of having a purpose and quality of life: meaningful work within an empowering organizational culture that sustains us financially, community well-being, a healthy environment, and supportive, collaborative relationships?This program will build on the skills learned in fall quarter’s Entrepreneurship and Power program. The fall program focused on basic business principles, the process of how to start a business, understanding the business lifecycle, business finances, organizational behavior, marketing, and entrepreneurship within the larger context of systems dynamics. The winter program builds on this foundation to incorporate critical discussions around entrepreneurship with a purpose: social responsibility, economic development, principled leadership, and “good business.” Case analyses will investigate business ethics and strategic management. We will apply these concepts and skills toward building a dream business that identifies and explores key aspects of feasibility analysis, business planning, and strategic planning.The program will be foundational for forming business pathways to move toward greater cultural, economic, and environmental sustainability. Throughout the program we will ask: how might entrepreneurs innovate, challenge and transform their cultures and their environments as well as themselves? One of the goals of this program is to develop a set of competencies that will address this need, in an increasingly challenging economic and business climate, as we also engage in developing a well-rounded liberal arts education. You will be introduced to the tools, skills, and concepts you need to develop strategies for navigating organizations in an ever-changing environment. You will develop critical reading, writing, and thinking skills in the liberal arts, as we promote and implement concepts of social change, life-long learning, and personal and community enrichment. Class work will includes lectures, book seminars, projects, films, workshops, field trips, case studies, guest presentations, and group and individual assignments. By the end of the program, students will be expected to demonstrate competence in current business practices and concepts in innovation and entrepreneurship, economic development, environmental impact, sustainability, leadership decision-making, and distributive justice as ethical and social concerns. Expect to read a lot, study hard, and be challenged to think and communicate clearly, logically, and often.		Brenda Hood		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Environmental Analysis Andrew Brabban, Clyde Barlow and Kenneth Tabbutt biology chemistry ecology environmental studies field studies geology hydrology Signature Required: Winter Spring	Program	SO–SRSophomore - Senior	16	16	Day	F 12 Fall	W 13Winter	S 13Spring		"Beauty is in the eye of the beholder." For scientists, beauty may be at the scale of the landscape, the organism, or the atomic level. In order to describe a system, scientists are required to collect quantitative data. This is a rigorous program that will focus on investigations in geology and biology supported with analytical chemistry. Instrumental techniques and chemical analysis skills will be developed in an advanced laboratory. The expectation is that students will learn how to conduct accurate chemical, ecological and hydrogeological measurements in order to define baseline assessments of natural ecosystems and determine environmental function and/or contamination. Quantitative analysis, quality control procedures, research design and technical writing will be emphasized.During fall and winter quarters, topics in physical geology, geochemistry, microbiology, molecular biology, freshwater ecology, genetics, biochemistry, analytical chemistry, GIS, and instrumental methods of chemical analysis will be addressed. Students will participate in group projects studying aqueous chemistry, hydrology, and the roles of biological organisms in the nutrient cycling processes of local watersheds. Analytical procedures based on EPA, USGS and other guidelines will be utilized to measure major and trace anion and cation concentrations. Molecular methods and biochemical assays will complement more classical procedures in determining biodiversity and the role of specific organisms within an ecosystem. Computers and statistical methods will be used extensively for data analysis and simulation and GIS will be used as a tool to assess spatial data. The program will start with a two-week field trip to Yellowstone National Park that will introduce students to regional geology of the Columbia River Plateau, Snake River, Rocky Mountains and the Yellowstone Hotspot. Issues of water quality, hydrothermal systems, extremophilic organisms and ecosystem diversity will also be studied during the trip.Spring quarter will be devoted to extensive project work continuing from fall and winter. There will be a 5-day field trip to eastern Washington. Presentation of project results in both oral and written form will conclude the year.	geology, hydrology, chemistry, microbiology, molecular biology, biochemistry, ecology, chemical instrumentation, environmental analysis and environmental fieldwork.	Andrew Brabban Clyde Barlow Kenneth Tabbutt		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Environmental Challenges and Solutions Ted Whitesell environmental studies sustainability studies	Program	FR–SRFreshmen - Senior	12	12	Day				Su 13Summer Full	–	ecological restoration, sustainable agriculture, conservation, resource management, environmental health, climate impacts analysis, environmental justice, environmental advocacy, environmental education, and much more!	Ted Whitesell	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Environmental Protection and Sustainable Development in Cuba Martha Henderson agriculture climate change community studies ecology environmental studies geography land-use planning marine science political economy political science study abroad	Course	JR–GRJunior - Graduate	2, 4	02 04	Day, Evening and Weekend				Su 13Summer	As the largest island in the Caribbean, with the highest percentage of environmental scientists and engineers and a long-standing commitment to policies that promote environmental protection and sustainable development, Cuba is uniquely positioned to provide leadership in enlightened environmental policy and practice in our shared ecosystem. The rationale and potential for mutual collaboration between US and Cuban environmentalists in this vital and shared ecosystem is considerable.This course will be joining for its biannual research program on environmental protection and sustainable development in Cuba, which includes an opportunity for interchange with participants in the IX International Conference on Environment and Development hosted by the . Trip dates are 7/5/13-7/14/13. Course requires separate registration in April through Eco Cuba Network; please contact Gail Wootan at wootang@evergreen.edu if interested in this course.For more information about the research program, please see . For more information on the conference in Cuba and conference schedule: Students may choose to take this course for two credits or four credits. Two credit students will be required to complete reading assignments and virtual meetings in June prior to leaving for Cuba. Two credit students are required to submit their field notebooks with a reflective essay by July 29. Four credit students are required to complete reading assignments, short paper assignment and all virtual class meeting times prior to leaving for Cuba. Upon returning from Cuba, four credit students are required to submit a 15 page paper based on field and archival work by July 29. All students are required to write a short autobiography and short essay on their trip expectations. They must also submit a resume. Students will ‘meet’ in the virtual classroom. A Moodle site will be set up for virtual class meetings.The cost of the Eco Cuba Network program, including flight from Cancun, Mexico is $2600. Students are responsible for purchasing airfare to Cancun. Students may also choose to arrive early or stay late for personal travel. If enough students are interested, a service project after 7/14/13 may be organized.NOTE: Students interested in this course must register through Eco Cuba Network separately sometime in April. Please contact Gail Wootan, Assistant Director of the Graduate Program on the Environment, at wootang@evergreen.edu if interested in this course.		Martha Henderson			Summer	Summer
Equality and the Constitution Jose Gomez government law and government policy law and public policy political science writing	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
Europe Since 1500 Stacey Davis history	Course	FR–SRFreshmen - Senior	4, 6, 8	04 06 08	Day				Su 13Summer Session II			Stacey Davis	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Even When Erased, We Exist: Native American Women Standing Strong for Justice Frances V. Rains Native American studies gender and women's studies leadership studies	Program	FR–SOFreshmen - Sophomore	16	16	Day	F 12 Fall				Native American women have been erased from history. It is not that they did not exist; it is that they were , omitted from history lessons. At the same time, stereotypes such as "squaw" and "princess" have plagued Native women since 1492. Ironically, the history of Native women has reflected a different reality with a long tradition of standing strong for justice. Native women have stood to protect: the lands and the natural world, their cultures, languages, the health of their families, and Tribal Sovereignty. But few learn about these Native women, who consistently defied the stereotypes, to work for the betterment of their peoples and nations. Drawing upon the experiences and writings of such women, we will explore the ways in which leadership is articulated in many Native American communities. We will critique how feminist theory has both served and ignored Native women. Through case studies, autobiography, literature and films, we will analyze how Native women have argued for sovereignty and developed agendas that privilege community over individuality. We will explore the activism of 20th century Native women leaders, particularly in the areas of the environment, the family system and the law. This program will implement decolonizing methodologies to give voice to some of these women, while deconstructing the stereotypes, in order to honor and provide a different way of knowing about these courageous Native American women, past and present. As well, as a lower division program, campus services will be introduced and emphasized across the quarter. Students will develop skills as writers, researchers and potential advocates by studying scholarly and imaginative works and conducting research. Through extensive reading and writing, dialogue, art, films and possible guest speakers, we will investigate important aspects of the life and times of some of these Native American women across the centuries.		Frances V. Rains	Mon Wed Thu	Freshmen FR Sophomore SO	Fall	Fall
The Evergreen Singers Marla Elliott music Signature Required: Fall	Course	FR–SRFreshmen - Senior	2	02	Evening	F 12 Fall				The Evergreen Singers is a two-credit class and a performing chorus. In fall 2012 and winter 2013, enrollment will be limited to 16 auditioned singers in addition to students in the 16-credit program . In fall, the Evergreen Singers will rehearse and perform music spanning the whole history of musical theatre and opera.		Marla Elliott	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
The Evergreen Singers Marla Elliott music	Course	FR–SRFreshmen - Senior	2	02	Evening			S 13Spring		The Evergreen Singers is a continuing choral ensemble of The Evergreen State College community. No auditions are required. We will learn the basics of good voice production, and rehearse and perform songs from a range of musical idioms. Members of the Evergreen Singers need to be able to carry a tune, learn their parts, and sing their parts with their section. This class requires excellent attendance and basic musicianship skills. Spring repertoire will focus on early American composers.		Marla Elliott	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Evolution of Human Language Rachel Hastings and Bret Weinstein biology cultural studies linguistics	Program	FR ONLYFreshmen Only	16	16	Day			S 13Spring		Human language is amongst the most complex phenomena ever to arise through Darwinian selection. The human body and brain have been heavily modified at a genetic level to allow language acquisition, processing and speech, yet the evidence is overwhelming that languages evolve and are passed on through a process that is entirely cultural. This has allowed individual languages to change rapidly as populations have spread, diverged and fused over space and time.The evolution of human language has made our species unique. Once we as individuals acquire language in childhood, massive stores of cultural content can be efficiently transmitted into our developing brains—information that ranges from the factual to the emotional, from the narrative to the instructive. We download our human programming from the living members of our tribes.Controversies abound about the origins of this language capacity in humans, the relationship between human language and the communication systems of other animals, and the relationship between language and culture. In this program we will study a variety of possible responses to these and other issues relating to the evolution of language. A major focus of our work will be to develop and use critical and analytical thinking in order to propose our own hypotheses in response to linguistic and biological data.Our study will encompass the two principal meanings of "language evolution": the evolutionary origins of language in humans, and the cultural change in language(s) over time leading to families of languages which are descended from common ancestor languages. These two lines of inquiry will require us to study evolutionary processes more generally. We will discuss ways in which genetic evolution and cultural evolution interact and we will consider theories of linguistic change. We will focus on the multiple evolutionary emergence points of written language, and investigate the cultural diffusion of this trait between populations.We will read, have lecture, and have detailed seminar and workshop discussions. Students will be expected to generate and defend hypotheses and predictions in a supportive and rigorous environment. We will spend time looking at nature and listening to spoken language to obtain primary data. The program work and assignments will be geared towards generating deep predictive insight. It is best suited to self-motivated students with a deep commitment to comprehending that which is knowable, but unknown.		Rachel Hastings Bret Weinstein		Freshmen FR	Spring	Spring
Experience Japan Tomoko Hirai Ulmer cultural studies study abroad	Program	FR–SRFreshmen - Senior	8	08	Day, Evening and Weekend				Su 13Summer Session I	The Experience Japan program is an intensive, in-country introduction to the language, culture, and society of contemporary Japan. During the three-week program, students will take Japanese language classes and will attend lectures on Japanese culture and society at the Department of Comparative Cultural Studies at Tamagawa University in Tokyo. The coursework includes field trips to sites selected for their historic, cultural, or contemporary importance. The program's estimated cost is based on Tamagawa University's on-campus housing fee. Participants have the option of living with Japanese families for an additional cost. Admission is open to all Evergreen students regardless of language ability.Interested students should contact faculty via email (ulmert[at]evergreen.edu) and pay a deposit by April 19, 2013. Explanatory meetings will be held in Sem2 B3123 from 3-5pm on Wednesday, April 10 and Thursday, April 11.		Tomoko Hirai Ulmer		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Experiential Facilitator Training Christopher Ertman and Rob Healy outdoor leadership and education	Course	FR–SRFreshmen - Senior	4	04	Day				Su 13Summer Session I	Interested in how people communicate in groups? The various ways groups solve problems? Do you enjoy challenges with elements of risk and supporting others in these situations? This training will give you the skills to facilitate group activities on a challenge course. All the facilitation skills—leadership, communication, planning, and group management—needed to lead group activities on a high and low ropes challenge course will be covered. All sessions will involve participation, lecture, discussion, and practical hands on application.The CCP1 (Challenge Course Practitioner Level 1) course will teach and instruct all facilitators by the standards and guidelines of the ACCT (Association of Challenge Course Technology). Each class session will focus on different aspects involved within the daily operations of a challenge and ropes course. Participants can expect to learn the history of experiential education; program and curriculum development for both large and small groups; technical skills for high, low, and portable low elements; group facilitation skills with emphasis on sequencing, frontloading, and debriefing of groups; equipment inspection; and more.This hands-on class will include lectures, workshops, and challenge activities both indoors and outside on the campus challenge course. Students will be expected to lead class members and give constructive feedback to peers. Mastery of the material will be assessed through both written and experiential tests that simulate actual scenarios.This site-specific training allows participants the option of volunteering or becoming an Evergreen State College Challenge Course Facilitator Level 1.		Christopher Ertman Rob Healy	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Fiber Arts Gail Tremblay visual arts	Program	SO–SRSophomore - Senior	16	16	Day	F 12 Fall	W 13Winter			This program is designed to introduce students to movements in contemporary fiber arts and to techniques that will allow them to create works of art using a wide variety of materials and processes. Over twenty weeks, students will study techniques for weaving, warp dyeing for ikat weaving, felting, embroidery, needle arts and basketry. Students will weave a sampler on the four-harness loom and design and make three pieces of artwork each, as well as one collaborative project with other students each quarter. Projects must use or incorporate at least three different techniques we are studying. There will be lectures and films about the history of 20th-century fiber art. All students are expected to produce a research paper with illustrations and footnotes each quarter as well as a 10-minute slide presentation about the work of a contemporary fiber artist.		Gail Tremblay	Mon Tue Thu	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Field Ecology: Forests Dylan Fischer and Alison Styring biology botany ecology field studies writing zoology Signature Required: Spring	Program	JR–SRJunior - Senior	16	16	Day			S 13Spring		This program will focus on intensive group and individual field research on current topics in ecological science. These topics will include forest structure, ecosystem ecology, effects of forest management, ecological restoration, riparian ecology, fire history, bird abundance and monitoring, insect-plant interactions, and disturbance ecology. Students will be expected to intensively use the primary literature and student-driven field research to address observations about ecological composition, structure and function. Multiple independent and group research projects will form the core of our work in local forests of the south Puget lowlands, national forests, national parks, state forests and other relevant natural settings. Students are expected to "hit the ground running" and should develop research projects for the entire quarter within the first several weeks of the program.Through a series of short, intensive field exercises, students will hone their skills in observation, developing testable hypotheses, and designing ways to test those hypotheses. We will also explore field techniques and approaches in ecology, and especially approaches related to measuring plant and avian biodiversity. Students will have the option to participate in field trips to sites in the Pacific Northwest and the Southwest (U.S.). Research projects will be formally presented by groups and individuals at the end of the quarter. Finally, student research manuscripts will be created throughout the quarter utilizing a series of intensive multi-day paper-writing workshops. We will emphasize identification of original field research problems in forest habitats, experimentation, data analyses, oral presentation of findings, and writing in scientific journal format.		Dylan Fischer Alison Styring		Junior JR Senior SR	Spring	Spring
The Fine Art of Handmade Animated Film Ruth Hayes and Devon Damonte media arts moving image visual arts	Program	FR–SRFreshmen - Senior	8	08	Day				Su 13Summer Session I	In direct animation, a century-old camera-less form, artists use painting, scratching and myriad techniques not recommended by manufacturers to animate on motion picture film. It is an analog art that offers experiential escape from increasingly digital visual cultures. In this intensive hands-on class students will practice numerous methods of direct animation, have opportunities to invent their own techniques and create lots of footage in a short time, while studying genre masters like Len Lye, Norman McLaren, and Barbel Neubauer. For final presentations students will explore analog and digital methods for presenting their work in a grand, celebratory projection performance extravaganza.		Ruth Hayes Devon Damonte	Tue Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Food, Health and Sustainability Donald Morisato and Martha Rosemeyer agriculture biochemistry biology botany ecology health sustainability studies Signature Required: Winter Spring	Program	FR–SRFreshmen - Senior	16	16	Day	F 12 Fall	W 13Winter	S 13Spring		What should we eat? What is the link between diet and health? How do we define "organic" and "local" food? How are our agricultural practices linked to issues of sustainability?This program will take a primarily scientific approach to food and cooking. The topics will span a broad range of scale, from ecological agriculture to molecular structure, including sustainable production, the coevolution of humans and food, the connection between food and medicine, as well as the transformation of food through the processes of cooking and fermentation. Throughout history, food and cooking have not only been essential for human sustenance, but have played a central role in the economic and cultural life of civilizations. This interdisciplinary exploration of food will take a broad ecological systems approach as it examines the biology and chemistry of food, while also incorporating political, historical and anthropological perspectives.Students will directly apply major concepts learned in lectures to experiments in the laboratory and kitchen. Field trips will provide opportunities for observing food production and processing in the local community. Program themes will be reinforced in problem-solving workshop sessions and seminar discussions focused on topics addressed by such authors as Michael Pollan, Harold McGee, Gary Paul Nabhan, Sidney Mintz and Sandor Katz.In fall quarter, we will introduce the concept of food systems, and analyze conventional and sustainable agricultural practices. We will examine the botany of vegetables, fruits, seed grains and legumes that constitute most of the global food supply. In parallel, we will study the genetic principles of plant and animal breeding, and the role of evolution in the selection of plant and animal species used as food by different human populations. We will consider concepts in molecular biology that will allow us to understand and assess genetically modified crops.In winter quarter, we shift our attention to cooking and nutrition. We will explore the biochemistry of food, beginning with basic chemical concepts, before moving on to the structure of proteins, carbohydrates and fats. We will study meat, milk, eggs, vegetables and cereal doughs, and examine what happens at a biochemical level during the process of cooking and baking. We will explore how our bodies digest and recover nutrients, and consider the physiological roles of vitamins and antioxidants, as well as the complex relationship between diet, disease and genetics. Finally, we will study the physiology of taste and smell, critical for the appreciation of food.In spring quarter, we will examine the relationship between food and microbes, from several different perspectives. We will produce specific fermented foods, while studying the underlying biochemical reactions. We will also consider topics in microbiology as they relate to food safety and food preservation, and focus on specific interactions between particular microbes and the human immune system.		Donald Morisato Martha Rosemeyer		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Forbidden Knowledge Susan Preciso and Mark Harrison American studies classics cultural studies history literature moving image	Program	SO–SRSophomore - Senior	8	08	Evening and Weekend			S 13Spring		Across time and cultures, humankind has struggled with moral taboos that obstruct the pursuit of knowledge deemed inappropriate or dangerous. While institutions have often dictated what is acceptable for us to know, the arts, literature, and mythology have been the chief mechanisms through which we have been able to explain or justify this fundamental human conflict. For example, in the creation story of Genesis and Milton’s we encounter one of western culture’s most enduring mythic structures. Faust and Frankenstein speak to a more modern dilemma about acquisition and use of knowledge. In this program we will explore this complex subject through visual art, music, poetry, and literature. Roger Shattuck’s will provide one analysis of the stories, but we’ll read other critical approaches as well. Students will be expected to read critically and well, take excellent reading notes, and write occasional critical essays on assigned topics. They will participate in seminar, lecture, workshop, and a field trip. Credits may be awarded in world literature and cultural studies.		Susan Preciso Mark Harrison	Wed Sat	Sophomore SO Junior JR Senior SR	Spring	Spring
The Formation of the North American State Jeanne Hahn history international studies political science	Program	SO–SRSophomore - Senior	16	16	Day	F 12 Fall				This program will examine the movement of the North American colonies in their separation from Britain to the emergence of the United States through the election of 1800. It will investigate the conflict; the social, racial and class divisions; and the distinctly different visions of the proper social, economic and political system that should predominate in the new nation. Much conflict surrounded the separation of the settler colonies from Britain, including a transatlantic revolutionary movement, development of slave-based plantations and the birth of capitalism. Capitalism was not a foregone conclusion. We will study this process and pay close attention to the Articles of Confederation and the framing of the Constitution; in addition, we will investigate the federalist and anti-federalist debates surrounding the new framework, its ratification, and the political-economic relations accompanying the move from one governing structure to the other. This program will require close and careful reading, engaged seminar participation, and considered, well-grounded writing.		Jeanne Hahn		Sophomore SO Junior JR Senior SR	Fall	Fall
The Foundation of Well Being Marcella Benson-Quaziena health psychology sociology	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
Foundations of Literacy Jon Davies education	Course	FR–SRFreshmen - Senior	4	04	Day				Su 13Summer Session I	To prepare for a reading endorsement or to understand more about literacy development, participants will engage in readings and workshops that address the major theories of language and learning regarding the development of best instructional practices for literacy instruction. In addition, the course will explore the relationship of first and second language acquisition to learning, as well as how oral language supports print literacy development. Course credits contribute to minimum coursework expectations for a teaching endorsement in reading.		Jon Davies	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Freedom: Dialogue and Mysticism Bill Arney	Program	FR–SRFreshmen - Senior	16	16	Day	F 12 Fall				Simone Weil Curtis White Sherry Turkle, one of the most astute analysts of the effects of digital culture on everyday life, wrote recently that our reliance on our gadgets leads to this sense of self: “...in order to feel more, and to feel more like ourselves, we connect. But in our rush to connect, we flee from solitude, our ability to be separate and gather ourselves. Lacking the capacity for solitude, we turn to other people but don't experience them as they are. It is as though we use them, need them as spare parts to support our increasingly fragile selves" (Turkle, "The Flight from Conversation," , April 21, 2012). Fragile selves? Fleeing solitude? Using others as props for our impoverished lives? Is this the new form of freedom to which we are confined? Together we will ask, if we are free, how do we live good lives? Among other things, how should we treat others? Our springboard is the work of Martin Buber (1878-1965). Because we are free, Buber said, we simply have to what to do in our relationships with others. But one has to decide with one’s whole being: passionately, intentionally, forcefully decide how to respond to the present situation in its existential uniqueness. And one has to decide without relying on rules, historical precedence, laws, ethics, moral codes or principles. Buber went further: not to decide on one’s responsibility in this moment—to live in a state of decisionlessness—leaves one open to being managed, conditioned, controlled; in decisionlessness, one is not free and cannot act or live well. Buber’s early studies of mysticism taught him that one must focus on one's own inner life to be able to respond well to others. But the aim of a person beginning with his own self is “the intention of establishing a living mutual relation between himself and them.” The aim is “genuine dialogue,” living life in and through what Buber called “I-You” (or “I-Thou”) relationships instead of more conventional “I-It” relationship where other people become only characters and props in the script of my life. We will learn what Buber meant by “the life of dialogue” and trace his influences on education, psychotherapy, ethics, and international relations. We supplement Buber's work with other material on mysticism and on relationships with other humans and the natural world.In addition to our common work and contemplative practices, including dream workshops, students will pursue, individually or in groups, an independent study that matters.		Bill Arney		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Freedom Dreams: The Cultural Revolutions of the 1960s Greg Mullins and Trevor Griffey African American studies American studies history literature	Program	FR–SRFreshmen - Senior	16	16	Day	F 12 Fall	W 13Winter			Where is home, and what would it be like to be free?According to cultural critic Robin DG Kelley, these burning questions about love and belonging, and not mere experiences of oppression, lay at the heart of the radical imagination. “Once we strip radical social movements down to their bare essence and understand the collective desires of people in motion,” he says, “freedom and love lay at the very heart of the matter.”Taking Kelley’s insight as our starting point, this program will use the study of history and literature to explore the intersections between three revolutionary social movements of the 1960s: the black freedom movement, the women’s liberation movement, and the sexual liberation movement.Our focus in fall will be themes of home and exile, freedom and slavery, and the role of love in imagining the kind of world we want to live in. We will revisit the history of the black freedom movement to imagine what civil rights movement history might look like if told as the struggle for a new world instead of the struggle for political rights. We will visit Washington DC on a field trip during the first week of November to study the politics of remembering the civil rights movement, including the iconic March on Washington for Jobs and Freedom where Dr. Martin Luther King, Jr. delivered his “I Have a Dream” speech in August, 1963.Our inquiry into the black freedom movement will serve as a model for how we then move on to explore the literature and histories of the women’s liberation and gay and lesbian sexual liberation movements during winter quarter. Instead of studying them as mere demands for political rights, we will study ways in which their demands for liberation opened up a space for revolutionary politics, and how activists’ radical imagination for what liberation would mean inspired the cultural revolutions of the 1960s.	history, literature, and fields related to social and cultural analysis such as education, human services, government, policy, etc.	Greg Mullins Trevor Griffey		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Freedom: Education Bill Arney	Program	FR–SRFreshmen - Senior	16	16	Day		W 13Winter			What is the aim of education? Self-awareness? Self expression? The good life? An above-average job in a congenial community? Culture? Collaborative and responsible participation in our diverse society? Creative disobedience? To become a life-long student? "The creation of possessions for all time, the creation of beauty and the discovery of significant truths, as well as the performance of good acts"? Before you answer, remember: You're college students, so (Friedrich Nietzsche) We'll not hurry. We will take our time with good responses to our question. The answer you decide on could change your life.The program will include an independent study of considerable significance, undertaken individually or in a group, and contemplative practices.		Bill Arney		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Freedom: Power Bill Arney	Program	FR–SRFreshmen - Senior	16	16	Day			S 13Spring		What is power and how should one live in it? Early in his career, Michel Foucault (1926-1984) described power's various practices of division: the separation of the sane from the insane, the pathological from the normal, the law-abiding citizen from the criminal. Later he described modern structures of power, a micro-physics of power, that induce people to become self managers: "He who is subjected to a field of visibility, and who knows it, assumes responsibility for the constraints of power; he makes them play spontaneously upon himself; he inscribes in himself the power relation in which he simultaneously plays both roles; he becomes the principle of his own subjection." Foucault even argued that the self and the soul are creations of power. Near the end of his life, he articulated a new project: "seeking to give new impetus, as far and wide as possible, to the undefined work of freedom." He re-imagined the possibility of self-fashioning, of the care of the self, of an art of living.We'll follow Foucault's course and see where it leads us. Readings by Foucault will include , the three volumes of , , , and . Students, alone or in groups, will complete independent work that will be more admirable than convincing. Contemplative practices, of course.	None specified.	Bill Arney		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
French, Beginning I, II, III Judith Gabriele language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 12 Fall	W 13Winter	S 13Spring		This year-long sequence of courses in French emphasizes mastery of basic skills through a solid study of grammatical structures and interactive oral activities. Students work on all four language skills: listening, speaking, reading and writing. Classes use immersion style learning and are conducted primarily in French. Students develop accurate pronunciation, build a useful vocabulary, work regularly in small groups and learn to develop conversational skills. Classes are lively and fast-paced with a wide variety of fun, creative activities with music, poetry, videos, role play, and use of Internet sites. Winter quarter themes focus on poetry and fables, regional French traditions, cuisine, and contemporary issues in France. Spring quarter focuses on themes from the Francophone world along with continued grammatical study. Students learn from viewing films from Francophone countries and reading a small book of legends and tales from these countries. Through oral reading and discussions in French, students expand skills in vocabulary proficiency, accurate pronunciation, fluidity, and situational role-plays based on the legends. Throughout the year, students use the Community Language Laboratory to accelerate their skills.In fall, students may sign up for either a Monday/Wednesday section (Section A) or a Tuesday/Thursday section (Section B). In winter and spring, all students will meet on Tuesdays and Thursdays.		Judith Gabriele	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
French, Intensive Marianne Bailey language studies	Program	FR–SRFreshmen - Senior	8	08	Day				Su 13Summer Session II	This course is appropriate for beginners and for low and high intermediate students who wish to improve oral proficiency. All instruction is in French. Be prepared to work hard both in class and outside class and to learn more French than you might imagine possible in a short five weeks.		Marianne Bailey	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
French, Intermediate I, II, III Judith Gabriele language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 12 Fall	W 13Winter	S 13Spring		This year-long sequence of courses in French is designed to reinforce, practice, and build upon previous skills. All classes are conducted in French. They are fast paced, interactive, and focus on continued review of grammatical structures, conversational skills with native speakers, discussion of short videos, music, poetry, Francophone themes, and Internet news clips. Students are expected to use French in discussions, increase their reading and writing skills through study of selected literary excerpts. Winter quarter focuses on theater, reading plays and performances of short scenes from them. In spring, students work with a selection of films and a short novel. Through focus on in-depth discussions of French identity, history, and culture, students learn to analyze, compare, and write about aspects of film increasing their acquaintance with media vocabulary.		Judith Gabriele	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
The Fungal Kingdom Noelle Machnicki and Lalita Calabria biology ecology field studies natural history	Program	JR–SRJunior - Senior	16	16	Day	F 12 Fall	W 13Winter			Fungi. What are they? Where are they and what roles do they play in terrestrial ecosystems? How do they get their energy? How do they grow? What do they taste like? How do they interact with other organisms? During this two-quarter long program we will answer these and other questions about fungi. Fall quarter will cover the fundamentals of fungal and lichen biology, fungal and lichen diversity, physiology, and systematics. Students will learn to describe and identify fungi and lichens using chemical and microscopic techniques, along with a wide variety of taxonomic keys. Students will participate in a quarter-long project to curate their own collections of herbarium-quality lichen and mushroom specimens. Several multi-day field trips and day trips will provide students with an opportunity for collecting specimens and studying the natural history of western Washington. During winter quarter, we will explore fungi and lichens through the lens of forest ecology. Forest ecosystems rest on a foundation of fungi, and students will learn about the pivotal roles fungi and lichen play as mutualists to plants and animals, as nutrient cyclers, disease-causing agents, and indicators of environmental quality. Lab work will focus on advanced methods and examining taxonomically-challenging groups of lichens and fungi. Students will also learn about museum curation by organizing and accessioning the class lichen and mushroom collection for submission into the Evergreen herbarium. Students will engage in a two-quarter-long group research project relating to fungi. Research topics may include ecology or taxonomy-focused lab and field studies, cultivation or herbarium research. During fall quarter, students will participate in research and writing seminars and quantitative skills workshops to inform their research. Each group will prepare a concise research proposal including a thorough literature review and a pilot study exploring the most appropriate data collection and analysis methods for answering their research questions. During winter quarter, students will conduct research experiments in the field and/or lab, analyze their data and write a research paper outlining their results.		Noelle Machnicki Lalita Calabria	Mon Mon Tue Thu Thu	Junior JR Senior SR	Fall	Fall
Games Marketers Play: Services Marketing David Shaw business and management communications economics Signature Required: Summer	Program	FR–SRFreshmen - Senior	4, 8	04 08	Day				Su 13Summer Session I	This program will examine the art and science of marketing services, as reflected in the theories, models, and techniques employed in the marketing discipline today.The focus of this program is on marketing as a contemporary, real-world practice, including the analytical tools and techniques used by professionals in the field. The added wrinkle in this iteration of the program will be applying these tools to organizations and industries where the product provided is based more on services provided than on physical goods. While the classic marketing literature takes primarily a goods-based perspective, modern applications and theories are increasingly focused on services, given their increasing importance in the economy nationally and globally. Our study will include a review of the literature on researching consumers, employees (service providers) and markets, as well as multiple case studies of real-world organizations providing services (for-profit, non-profit). We will then move on to focus on segmentation, targeting, and differentiation strategies for organizations, with an overview of topics related to product, distribution, communications, and pricing issues.While the program can be taken safely as an introductory course, the readings and assignments will be comparable to a second year marketing course, e.g., marketing management.		David Shaw	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Gateways: Academic Mentoring Program Elizabeth Williamson political science writing	Program	FR–SRFreshmen - Senior	4, 8	04 08	Day				Su 13Summer Session II	The Gateways Academic Mentoring Program (AMP) offers Evergreen students the opportunity to work one-on-one with incarcerated young men at Green Hill, a medium/maximum-security institution. Weekly learning will be guided by the theory and practice of popular education, and subjects covered will vary based on the educational interests of both Evergreen students and incarcerated students. This course is ideal for students who participated in the 12-13 Gateways program, who are seeking admission to the 13-14 Gateways program, or who have worked with AMP in the past. Students who have not worked with Gateways programs should contact the instructor, who will facilitate their orientation to AMP.		Elizabeth Williamson	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Gateways: Popular Education and U.S. Political Economy Savvina Chowdhury economics education gender and women's studies political economy political science Signature Required: Fall Winter Spring	Program	SO–SRSophomore - Senior	16	16	Day	F 12 Fall	W 13Winter	S 13Spring		This program is part of the Gateways for Incarcerated Youth program. A fundamental principle of Gateways is that every person has talents given to them at birth; it is our job to encourage each other to search out and find our passions and gifts. Our work is guided by ideas of popular education. We recognize and value the knowledge and experience of each participant. The program works to strengthen notions of self and community through cultural awareness and empowerment. In connecting and building with people from other cultures and class backgrounds, each person becomes empowered to share their knowledge, creativity, values and goals.This program offers Evergreen students the opportunity to be peer learners with incarcerated young men in a maximum-security institution. Students will address issues of diversity, equality and critical thinking, along with other issues that are chosen by the young men who are incarcerated. At the same time, the Evergreen students will deepen their understanding of the theory and practice of popular education. Students in this program will have the opportunity to reflect on how they themselves learn as well as how others learn, as they gain experience in the facilitation of discussions and workshops. Students will work on designing, implementing and assessing the workshops. In the process of collectively shaping the Gateways seminar, students will also learn how to organize productive meetings and work through conflict.Each week the Evergreen students will visit the Green Hill Juvenile Correctional Facility in Chehalis, Washington. Through the workshops we will explore various aspects of political economy in order to understand ourselves and others as an important part of analyzing contemporary society and building egalitarian relationships. In preparation for the workshop, each week the Evergreen students will meet to organize the workshop’s activities. We will also take time each week to reflect on the previous workshop to assess how it worked and draw lessons for the next one. Throughout our work we will read, share and learn about various kinds of relative advantage ("privilege"), while also exploring cultural diversity and continually working to foster a space committed to equality.In fall quarter, we will study some of the root causes of inequality to understand better the relationship between poor and working class people–especially poor and working class people of color–and the prison system. In winter and spring quarters, we will continue to deepen our understanding of political economy and popular education. Building on our experiences, reflections and studies, each quarter students will take increasing responsibility for designing, implementing, and assessing the program, workshops and seminars. This program requires that all participants be ready to fully commit themselves to our common work and show a willingness to help build a community of learners. Students should expect to spend approximately 11 hours per week in class on campus and 5 hours per week off campus (including time at, and travel to and from, the institutions).	juvenile justice, education, political economy, community work and social work.	Savvina Chowdhury		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Gender and Power in Cross-Cultural Context Toska Olson anthropology cultural studies gender and women's studies sociology writing	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 cultural studies field studies gender and women's studies linguistics sociology	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
General Biology Lalita Calabria biology	Program	FR–SRFreshmen - Senior	8	08	Day				Su 13Summer Session II	Living systems will be studied on the molecular, cellular, and organismal levels. Topics that will be covered include, but are not limited to, history of the earth, the fossil record, genetic inheritance, cell division, evolution by natural selection, evolutionary forces, population dynamics, biodiversity, biomolecules, cellular and molecular biology, gene regulation, and a general overview of energetics and metabolic processes. The lab component will reinforce concepts and ideas explored in lectures, readings, and workshops. This biology course is excellent preparation for students interested in taking more advanced life science courses or for future work in the areas of environmental science.		Lalita Calabria	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
General Chemistry Lydia McKinstry and Paula Schofield chemistry	Program	FR–SRFreshmen - Senior	16	16	Day			S 13Spring		This one-quarter program will offer an intensive introduction to the concepts and methods of college-level general chemistry. We will use an organizing theme that is based on the cycles and transformations of matter and energy at a variety of scales in both living and nonliving systems. Use of quantitative methods will be emphasized in all areas of the program, gaining additional insights into these processes. Students will undertake assignments focused on interpreting and integrating all of the topics covered. Our work will emphasize critical thinking and quantitative reasoning, as well as the development of proficient writing and speaking skills.Program activities will include lectures, small-group problem-solving workshops, laboratories and field trips. Students can expect to spend at least a full day in lab each week, maintain laboratory notebooks, write formal laboratory reports and give formal presentations of their work. Group work will also include reading and discussion of topics of current or historical significance in chemistry. It will be a rigorous program, requiring a serious commitment of time and effort on the part of the student. Overall, we expect students to end the program with the ability to reason critically, solve problems, and have hands-on experience with general chemistry.This program provides the equivalent of of a year-long course in general chemistry and will give students the chemistry prerequisite needed to pursue upper division work in chemistry, biochemistry and environmental science.		Lydia McKinstry Paula Schofield		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
General Chemistry Peter Pessiki chemistry	Program	FR–SRFreshmen - Senior	8	08	Evening	F 12 Fall	W 13Winter	S 13Spring		This year-long program in general chemistry provides prerequisites for many studies in science, health, and medicine as well as basic laboratory science for students seeking a well-rounded liberal arts education.Emphasis in fall quarter will be placed on calculations involving conversions, molar quantities, and thermodynamics. Understanding atoms in terms of subatomic particles, chemical reactivity of inorganic compounds, and the gas laws will also be covered. We will end with an in-depth investigation of atomic structure and periodicity. In the laboratory, students will routinely utilize a variety of scientific glassware and equipment and be taught how to handle chemicals safely. Students will also learn to be observant of chemical changes and to make precise physical measurements. Relevant scientific literature is introduced and often used to retrieve needed physical data.Winter quarter will start with a thorough investigation of how atoms unite to form molecules with a focus on covalent bonding. Next we will focus on the role of intermolecular forces in liquids and solids. This will be followed by chemical kinetics and an in-depth investigation of equilibrium. We will end the quarter with an introduction to acid-base chemistry. Labs will include titrations, crystal growth, pH titrations, and absorption spectroscopy. An introduction to chemical instrumentation will be incorporated into lab exercises, and students will be required to utilize chemical drawing programs.Spring quarter will continue with acid-base chemistry, pH, and polyprotic acids. Next we will look at buffers and complex ion equilibria. We then will cover entropy and free energy followed by an introduction to electrochemistry and electrochemical cells. Our final few weeks will be spent investigating a wide range of topics including transition metals and the crystal field model, nuclear chemistry, and other selected topics. The lab portion of the class will include buffer making, electrochemical measurements, and the use of ion exchange columns. In addition, students will be expected to partake in the on-campus Science Carnival as well as attend a locally held science conference.	science, medicine	Peter Pessiki	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
General Chemistry I Rebecca Sunderman chemistry	Program	FR–SRFreshmen - Senior	8	08	Day				Su 13Summer Session I	We will begin the study of general chemistry by exploring the structure of the atom and the nature of the chemical bond and then proceed towards an understanding of molecular geometry. This will lead us to discussions of the periodic table, chemical reactions, stoichiometry, and properties of gases. Time permitting other topics such as thermochemistry and kinetics may be explored. Issues of chemistry and society will also be discussed and incooporated.In the laboratory we will work to develop the skills needed to be successful in a chemistry lab. In particular we will focus on measurements, solutions, and possibly some spectroscopy.		Rebecca Sunderman	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Geometry Neal Nelson education mathematics	Course	FR–SRFreshmen - Senior	4	04	Day				Su 13Summer Session I	This class is an introduction to both Euclidean and non-Euclidean geometry suitable for teachers or others interested in gaining a deeper understanding of mathematics, mathematical proof, and the historical and conceptual evolution of geometrical ideas. The course will concentrate on problem solving and the development of mathematical skills, particularly proofs, with the goal of understanding the major conceptual developments in the history of geometry. Class activities will be primarily reading, problem solving, and discussion with lectures as needed.		Neal Nelson	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Geopolitics, Energy, Economics and Stewardship of the Pacific Northwest Ralph Murphy and Zoe Van Schyndel business and management economics environmental studies political economy political science sustainability studies	Program	SO–SRSophomore - Senior	16	16	Day			S 13Spring				Ralph Murphy Zoe Van Schyndel	Tue Tue Wed Thu Fri Fri	Sophomore SO Junior JR Senior SR	Spring	Spring
German, Beginning I, II, III Marianne Hoepli language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 12 Fall	W 13Winter	S 13Spring		Komm und lern Deutsch! This year-long sequence of courses for beginning German students will cover basic grammatical concepts, vocabulary, and conversation. Students will develop basic skills in speaking, reading, translating, and writing standard high German. Students will also learn about culture, traditions, and customs of the German people, new and old. Through involvement in children’s stories, music, and activities in the language laboratory, students will also become familiar with idiomatic expressions. By the end of the year, students will improve their oral skills to the point of discussing short films and modern short stories and learning how to write a formal letter, a resumé, or a job application. Classes will use a communicative method and will move quickly toward being conducted primarily in German.		Marianne Hoepli	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Global Meltdowns: Finance, Energy and Climate Change Laurance Geri and Peter Dorman ecology economics environmental studies government international studies law and public policy political economy political science sustainability studies	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
Gothic Constructions: Architecture and Literature Trevor Speller and Anthony Tindill aesthetics architecture cultural studies history literature writing	Program	SO–SRSophomore - Senior	16	16	Day	F 12 Fall	W 13Winter			In 1748, Horace Walpole purchased an estate in London. Over the next thirty years he converted that estate into a Gothic castle and planned "ruins." In 1765, Walpole wrote a novel widely regarded as the first true work of Gothic fiction. In an age of reason, Walpole's focus on the supernatural, feudal ruins and high passion pulled a medieval past into the order of the day, transforming it to meet the desires of a modern public both in print and in stone. From its beginnings, Gothic fiction shared a common link and a common bond with architecture. For generations before Walpole, the architecture of the Gothic period was the equivalent of history books and literature. Architectural historian Jonathan Glancey writes, "The Architecture of the great medieval Gothic cathedrals is one of the glories of European civilization. Here was an attempt to lift everyday life up to the heavens--to touch the face of God--using the highest stone vaults, the highest towers, the most glorious steeples permitted by contemporary technology...it led to some of the most inspiring and daring buildings of all time." Though not written in actual words, Gothic architecture is written in structural form and religious allegory.We will ask ourselves:We will investigate examples of Gothic literature and architecture in Europe and the Americas from the twelfth century to the present, as well as the history, theory and interrelationship of these artistic modes. Students will be asked to attend lectures and seminars, write papers, take examinations, and develop work in studio that may include drawing, model-building and writing. In addition, students will visit examples of Gothic architecture in concert with their readings. Architectural texts may include: by Roland Recht, by John Fichen, and by Nicola Coldstream. Fictional texts may include texts from the medieval period to the present, including , and stories by Edgar Allen Poe, H.P. Lovecraft, Angela Carter and Joyce Carol Oates.	literary studies and architecture.	Trevor Speller Anthony Tindill		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Government in an Evolving Democracy Artee Young community studies education government law and government policy law and public policy political science	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
Grammar in Context Emily Lardner communications education writing	Course	FR–SRFreshmen - Senior	4	04	Evening				Su 13Summer Session I	Standard written English has enough irregularities to make any careful writer or teacher nervous. Given that it's impossible to memorize everything, what's a writer or teacher to do? Which strategies for working on conventions of written English are most productive for you as a writer? Which ones will engage any writers you find yourself working with? This course is based on the premise that learning grammar happens best in the context of meaningful writing. Expect to write, and think about writing, and develop both your grammatical vocabulary and your grammatical skills, all with the aim of becoming a more effective writer. Class time will spent in workshops, and the on-line learning component will be used for trying out new strategies. All writers welcome.		Emily Lardner	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Grant Writing and Fundraising: Ideas to Realities Don Chalmers writing	Course	FR–SRFreshmen - Senior	2	02	Weekend		W 13Winter			This course will introduce students to the fundamentals of grant writing and fund raising. After an orientation to contemporary philanthropy and trends, students will learn how to increase the capacity of an organization to be competitive for grants and other donations. We will share ways to plan realistic projects, identify promising funding sources and write clear and compelling components of a grant, based either on guidelines for an actual funder or a generic one. Working individually or in small groups, students will develop their project idea, outline the main components of a grant and prepare a brief common application.	Non-profit grantwriting and fundraising; government resource development.	Don Chalmers	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Grant Writing and Fundraising: Ideas to Realities Don Chalmers writing	Course	FR–SRFreshmen - Senior	2	02	Weekend	F 12 Fall				This course will introduce students to the fundamentals of grant writing and fund raising. After an orientation to contemporary philanthropy and trends, students will learn how to increase the capacity of an organization to be competitive for grants and other donations. We will share ways to plan realistic projects, identify promising funding sources and write clear and compelling components of a grant, based either on guidelines for an actual funder or a generic one. Working individually or in small groups, students will develop their project idea, outline the main components of a grant and prepare a brief common application.	Non-profit grantwriting and fundraising; government resource development.	Don Chalmers	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Grant Writing and Fundraising: Ideas to Realities Don Chalmers writing	Course	FR–SRFreshmen - Senior	2	02	Weekend			S 13Spring		This course will introduce students to the fundamentals of grant writing and fund raising. After an orientation to contemporary philanthropy and trends, students will learn how to increase the capacity of an organization to be competitive for grants and other donations. We will share ways to plan realistic projects, identify promising funding sources and write clear and compelling components of a grant, based either on guidelines for an actual funder or a generic one. Working individually or in small groups, students will develop their project idea, outline the main components of a grant and prepare a brief common application.	Non-profit grantwriting and fundraising; government resource development.	Don Chalmers	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Grant Writing Essentials Sylvie McGee	Course	JR–GRJunior - Graduate	4	04	Evening				Su 13Summer Full	Use hands-on practice to learn to write successful grants! We will start with an introduction to grants and their place in the development of nonprofit organizations and learn the sound planning skills needed for strong proposals. Students will write a grant for a nonprofit organization, getting feedback on each section as it is developed. A list of organizations seeking grant writing assistance will be provided. Using interactive learning and assigned tasks, we will focus on planning, research, evaluation techniques, budgeting and how to effectively communicate issues and needs in a clear and concise manner. This is a single course that meets for the full session.NOTE: If you have a non-profit or government agency you wish to write for, you MUST contact me in advance of the first day of class, so that I can send a form to be filled out by the agency and review their readiness.		Sylvie McGee	Tue Wed		Summer	Summer
The Graphic Novel Steve Blakeslee literature visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening			S 13Spring		Over the past 30 years, the graphic novel has won numerous readers with its bold topics, innovative forms, and vivid artwork. We will explore the origins, development, and unique workings of sequential narratives, from the socially conscious woodcut novels of the 1930s (e.g., Lynd Ward’s ) to the mid-century adventures of Hergé’s to the bizarre but compelling world of Jim Woodring’s . Our overall goal is to develop an informed and critical perspective on the comics medium.		Steve Blakeslee	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Great Spaces Jennifer Gerend and Anthony Tindill architecture community studies geography government sustainability studies	Program	FR–SOFreshmen - Sophomore	16	16	Day			S 13Spring		In this program we consider the beloved urban spaces where people come to stroll, browse shops and restaurants, push a child in a stroller or walk a dog. In these places we meet friends, hold community festivals and more solemn events. Some spaces are always bustling, while others are largely avoided. Design plays a major part. What regulations guide the design of a space, and who is involved in the design process? How can communities participate? How are historically significant sites considered, and what is “worthy” of preservation? We will explore urban design principles and their application (or lack thereof) in communities throughout the Northwest and on our own campus.Students will gain an introduction to the fields of architecture, urban planning and historic preservation through the shared focus on urban design. We will read influential texts, examine images, and visit places with a critical eye on the individual components that comprise an urban setting.We will engage in careful readings of the texts, seminar discussion, case studies, writing assignments, and field trips. In studio workshop time, students will have an opportunity to explore design thinking and urban design principles in a theoretical design project.		Jennifer Gerend Anthony Tindill		Freshmen FR Sophomore SO	Spring	Spring
Greece and Italy: an Artistic and Literary Odyssey Bob Haft art history classics study abroad visual arts Signature Required: Winter	Program	SO–SRSophomore - Senior	16	16	Day	F 12 Fall	W 13Winter	S 13Spring		The legacy of the Greek and Italian cultures in the Western world---from the Minoan world to that of the Italian Renaissance---continues to hold considerable sway over contemporary cultures. The great writings and powerful visual arts that were produced in Greece and Italy established standards of excellence which succeeding generations have both struggled against and paid homage to up to the present day. In this program, we will study the texts and monuments of two of the most dynamic and seminal cultures in European history: Classical Greece and Renaissance Italy. We will read and discuss writings from the periods we study (such as Homer's , Aeschylus' and Dante's as well as contemporary offerings (such as Mary Renault's ). Throughout the program we will learn about modern rediscoveries and re-interpretations of these periods, culminating in our own journey to Greece and Italy. Fall quarter ("Naissance"), we will investigate the rise of the Greek , or city-state, from the ashes of the Bronze Age Aegean civilizations, as well as that of the Etruscans, in what is now Tuscany. In addition to reading primary source materials, we will study the architecture, sculpture and painted pottery that was produced, and we will all learn the rudiments of drawing. Winter quarter ("Renaissance"), our focus will be on the Roman appropriation of Greek art and thought and the later Florentine rediscovery and interpretation of the Classical past. We'll study how 15th-century Italians used the ideas they found in classical literature and learning as the basis for revolutions both in artistic practices and the conception of humanity. We will also learn the basics of black and white photography.During the spring ("Odyssey"), we will travel to Greece and Italy for six weeks, visiting, studying and holding seminars in sites and cities synonymous with the Classical world and the Renaissance. The first three weeks will be in Greece, where we will start in Crete, focusing our attention on the Minoan Civilization. Next, we will travel through mainland Greece, visiting numerous sites including Athens, Corinth, Olympia and Delphi. The last three weeks will be spent in Italy, using Florence as our main base but making side trips to nearby sites and cities, such as Fiesole and Siena.		Bob Haft	Tue Wed Thu Fri	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Green Nature, Human Nature Karen Hogan and Emily Lardner botany ecology environmental studies writing	Program	FR–SRFreshmen - Senior	12	12	Evening and Weekend		W 13Winter	S 13Spring		Humans have always been interested in plants and our lives are interwoven with plants in myriad ways. This program is intended for students with an interest in plants, including students who are starting to notice plants for the first time. Through a mix of readings, workshops, field trips, and projects, we will investigate three major questions: • • • The overarching goal for this two quarter program is to help students develop their capacities as civic botanists. Winter quarter will focus primarily on developing an understanding of plant biology and ecology, and exploring several approaches to writing about nature in general and plants in particular. Spring quarter will focus on "civic botany"–the role plants play within human communities. We will focus particularly on urban agriculture, stormwater management, and the role of parks and open spaces. Students will keep field journals, assist with community agriculture projects, and develop a practice of writing that supports effective civic engagement.		Karen Hogan Emily Lardner	Mon Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Health vs. Wealth Mary Dean health sustainability studies	Course	FR–SRFreshmen - Senior	4	04	Evening			S 13Spring		We will explore the intersection where valued health care meets paid health care. In the health care arena, good intent is plagued by paradox and can yield under-funding and a mismatch with initial intent. Paradoxes and costs haunting prevention, access, and treatment will be reviewed. The books and aid our journey as will the video series, "Remaking American Medicine", "Sick Around the World," and "Sick Around America". We will consider the path of unintended consequences where piles of dollars are not the full answer to identified need.		Mary Dean	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
History and Politics of Conservatism in the U.S. Trevor Griffey American studies history political science	Program	FR–SRFreshmen - Senior	8	08	Day				Su 13Summer Session I	Conservatism has dominated United States politics for the last 30 years, and yet the study of conservatism tends to exist at the margins of college history and political science courses. This program seeks to remedy that problem by providing students of all political persuasions with an opportunity to critically examine the history and philosophy of conservatism in the United States.Some of the questions that the class will explore are:The program will approach these questions from an historical perspective by exploring how three distinct strands of conservatism evolved after World War I: social/religious conservatism, economic conservatism, and foreign policy conservatism. It will then explore how contemporary conservative media outlets try to unite these distinct strands of conservatism together while differentiating them from liberalism. It is recommended that students who enroll in the program have prior background in U.S. history and/or politics courses.		Trevor Griffey	Mon Wed Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
History and Systems in Psychology Susan Cummings psychology	Course	SO–SRSophomore - Senior	4	04	Evening	F 12 Fall				The purpose of this course is to provide an overall view of the emergence of psychology as a field, its historical roots, its evolution within a broader sociocultural context, and philosophical currents running throughout this evolution. Attention will be paid to the interaction of theory development and the social milieu, the cultural biases within theory, and the effect of personal history on theoretical claims. This course is a core course, required for pursuit of graduate studies in psychology.		Susan Cummings	Mon	Sophomore SO Junior JR Senior SR	Fall	Fall
Human Anatomy and Physiology Cindy Beck biology health	Program	FR–SRFreshmen - Senior	6, 12	06 12	Evening				Su 13Summer Full	Students will study the anatomy and physiology of the human body using a systems approach while exploring the interrelationship of health and disease in the human body. Each body system will be covered utilizing a traditional lecture and laboratory format. This course meets prerequisites for nursing and graduate programs in health sciences.	health and medicine	Cindy Beck	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Human Geography: Cultural Interactions with the Physical Landscape Michael Vavrus geography sustainability studies	Course	FR–SRFreshmen - Senior	4	04	Evening				Su 13Summer Full	This course focuses on geography as a cultural encounter. We will study patterns and processes that have shaped human interaction with various environments. The course encompasses human, political, cultural, social, and economic aspects of geography. Central guiding questions we will be addressing in this course:This survey of human geography introduces broad concepts that are the focus of contemporary studies in geography. These concepts includeThis course is designed as a hybrid-online class and will use a combination of in-class and on-line meetings. The schedule may vary for different groups of students to accommodate various summer commitments.		Michael Vavrus		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Human Resource Fundamentals and Employment Law Theresa Aragon business and management law and government policy	Program	FR–SRFreshmen - Senior	8	08	Weekend				Su 13Summer Session I	This program is designed to provide a detailed overview of the main areas of human resource management. The program will provide an overview of major human resource functions including recruitment, training, planning, and performance management as well as the major employment discrimination laws including sexual harassment, disability, family leave, wage/hour, and the Consolidated Omnibus Budget Reconciliation Act (COBRA). The program also includes a focus on the law under the National Labor Relations Act (NLRA) and unfair labor practices and union representation elections, with an emphasis on the right to engage in union activities free from interference, restraint, coercion, or discrimination and the duty to bargain in good faith. The learning objectives of the program will be met through reading of assigned texts, written briefings, case analysis, quizzes, study questions, class discussion, application of laws to “real” work situations, collective bargaining simulation, term papers and a formal presentation of a term project.		Theresa Aragon	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Human Rights and the Tragedies of History Nancy Koppelman and Joseph Tougas history international studies literature philosophy writing Signature Required: Winter	Program	JR–SRJunior - Senior	16	16	Day	F 12 Fall	W 13Winter			History is unkind. This program will consider the possibilities for human rights in light of the tragedies of history.The phrase "human rights" suggests high moral principles and political ideals. It champions the dignity of all persons who have ever lived based solely on their humanity. It calls forth an image of a world better than the one we are in now--a world in which ideals have become realities and people can hold high moral principles with complete integrity. But humanity existed long before human rights.Historians show that in any particular historical moment, people can think and act only with the conceptual tools they have. Structural realities can cause people to harm one another because they do not have the ability or desire to challenge or resist them. As a result, violence, racism, anti-Semitism and sexism are central to our history. For most people who have ever lived, there was no hope for their human rights. What are we to make of these tragic features of history?What if Hegel is right, and "history is the slaughter-bench of happiness"? Are suffering and injustice the costs of making progress toward a better world? When and how does moral idealism help or hinder aims of "social justice"? If we can find out, how might that knowledge shape efforts to make a better world in our own time?Before human rights, suffering was thought to be caused by mysterious forces - divine or human. For example, when John Adams defended British soldiers who fired into an angry mob during the Boston Massacre of 1770, he noted that there are "state-quakes in the moral and political world" akin to earthquakes in the physical world. Our program will examine a range of "state-quakes," and particularly those that shaped the lot of Native peoples, the Puritans, American slaves and their owners, and generations of women, immigrants, and people devoted to the life of the mind. We will learn about the philosophical history of human rights from its precursors in the ancient world through the Enlightenment. We will consider the rise of the nation-state in the 19th and 20th centuries, tensions between political liberalism and pluralism, and the emergence of 21st century internationalism which seems to eclipse mutual obligations tethering citizens to states. Writing will focus on employing the skills of close analysis and developing sound arguments informed by our texts. Students will write lengthy term papers that could serve as writing samples in graduate school applications.Students who have completed substantial studies in the humanities and social sciences and who are prepared for advanced level work are warmly invited to join this program.		Nancy Koppelman Joseph Tougas		Junior JR Senior SR	Fall	Fall Winter
Hybrid Music I, II, III Ben Kamen music Signature Required: Fall Winter Spring	Course	SO–SRSophomore - Senior	4	04	Evening	F 12 Fall	W 13Winter	S 13Spring		Students in Hybrid Music will work with advanced techniques in electronic music. The primary goal of the coursework is the creation of original pieces of music. In the fall, areas of exploration will include analog and digital synthesis, sequencing, and multi-channel sound. Winter quarter will focus on algorithmic composition, interactivity, and live electronics. In the spring, students will develop independent compositional projects.		Ben Kamen	Wed	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Iconoclasms Lisa Sweet, Miranda Mellis and Elizabeth Williamson aesthetics art history visual arts	Program	FR–SOFreshmen - Sophomore	16	16	Day	F 12 Fall	W 13Winter			Iconoclasm is about more than just destroying or defacing an existing image--it also creates its own symbolic content. This program addresses iconoclasm as both a contemporary and a historical phenomenon, asking questions such as: What perceptions and convictions inspire people to attack, deface or destroy images? What is achieved by burning a Quran or toppling a statue of a government leader?This program is designed for students with interest in aesthetic philosophy and printmaking. Over the course of 20 weeks, we will explore several case studies of the destruction of images--from religious objects to 'canonized' works of art in museums, from iconoclasm borne of religious conviction, to more familiar forms associated with political dissent. We will also cover image-breaking as an artistic strategy. Our collective project will be to gain clarity on the impulses, expressions and consequences of iconoclasms.Fall quarter will provide students with a framework for understanding the history and thinking embedded in instances of iconoclasm. Students will be introduced to texts and concepts through lecture and seminar, and will begin to process ideas addressing image destruction more intentionally through writing and revising critical essays. In order to heighten an understanding of concepts as well as developing new skills and habits of thought, students will learn basic intaglio printmaking techniques, providing a hands-on context in which to understand both the power of images and some consequences of iconoclasm. They will also practice storytelling with attention to the social and historical stakes of the fraught categories of truth and fiction, ethics and aesthetics. Exploratory, craft-oriented writing exercises will be assigned on a regular basis (with accompanying readings) in order to provide participants with a sense of the possibilities of form and content. Winter quarter will represent a deeper examination of events in which iconoclastic impulses go by other names: censorship, sacrilege, art history or art-making. During this second half of the program, students will also develop culminating projects synthesizing and advancing program concepts.Though we will be looking at works of art in a historical context, this is not a traditional art history class, nor does it offer a chronological survey of Western art. About 40% of students' time will be devoted to artistic practice and 60% to rigorous reading, writing and discussion. Students should be prepared to articulate the content of their artistic work, and to use creative modes of thinking to actively engage the theoretical materials presented in the program.		Lisa Sweet Miranda Mellis Elizabeth Williamson		Freshmen FR Sophomore SO	Fall	Fall Winter
Illustrations of Character: Literary and Philosophical Studies Nancy Koppelman, Trevor Speller and Charles Pailthorp American studies classics history literature philosophy writing	Program	FR–SRFreshmen - Senior	16	16	Day			S 13Spring		What is character but the determination of incident? What is incident but the illustration of character? - How do we determine what to do when faced with hard choices? Is our own happiness uppermost in our minds, or is something else--loyalty to a friend, say, or religious principles? How can we live with integrity in the face of temptation or tragedy? These ethical questions demand that we think carefully about character. Character comprises not only our distinctive qualities, but also our disposition to act in certain ways, for good or ill. Indeed, our word "ethical" derives from the Greek word for character, , which, like our word, can refer to a literary figure (a character) or to an individual's qualities and dispositions. In this program, we study works of philosophy, history, drama and fiction that illuminate our understanding of character. We explore how character affects, and is affected by, desire, deliberation, action and suffering. We read literary and historical accounts that illustrate the character of people or a people. These accounts may portray profound moral dilemmas or day-to-day trials woven into the fabric of human experience. Texts in ethical philosophy will broaden our notions of character, particularly in relation to external goods, habit, happiness, friendship and duties. They provide powerful interpretive tools and a refined vocabulary for grappling with questions raised by our other texts. Authors will include Plato, Aristotle, Sophocles, Immanuel Kant, Soren Kierkegaard, Nathaniel Hawthorne and Edith Wharton, among others.This program suits students who are prepared not only to think critically, but to investigate their own beliefs and submit them to rigorous scrutiny: that is, to practice ethical thinking as well as study it. Writing will be central to that practice, and students will write long and short essays submitted to peer and faculty review.		Nancy Koppelman Trevor Speller Charles Pailthorp	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Independent Reading in The French Revolution Stacey Davis history philosophy political science	SOS	FR–SRFreshmen - Senior	4, 6, 8	04 06 08	Day				Su 13Summer Session II	Students will work independently, studying the social, political, gender, and intellectual trajectories of the French Revolution from 1789 through the Terror and the Napoleonic Empire. To understand the origins of the Revolution, students will read philosophy and political theory from Enlightenment authors like Voltaire, Rousseau, and Montesquieu. Students will share a reading list in common and have the option to meet periodically for book discussions as a group and with the faculty member. Since this is an independent readings course, students enrolled at different credit levels will read different texts and write different numbers of essays. Students enrolled for more than 4 credits will complete a library research paper on one aspect of the Enlightenment or the French Revolution.		Stacey Davis	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Individual Studies: Feminism, Middle East, Literature Therese Saliba cultural studies gender and women's studies literature 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, and to pursue original interdisciplinary projects of their own specific interest. Students interested in the fields of international feminism and gender studies, Middle East Studies, or literature, particularly multicultural and postcolonial literature, are encouraged to propose an independent research project via the ILC online form. In addition, I am available to work with students doing travel abroad in the Middle East, working with women's organization in the Global South, or engaged in internships with community-based organizations in the Puget Sound area.		Therese Saliba		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Integrative Evolution Jennifer Calkins biology ecology environmental studies field studies natural history philosophy of science writing zoology Signature Required: Spring	Contract	JR–SRJunior - Senior	16	16	Day, Evening and Weekend			S 13Spring		This individual study opportunity will facilitate independent student molecular genomic lab and evolutionary ecological field work with animal species. Students may also have the opportunity to integrate creative writing and multimedia work into their studies. With faculty guidance, students will engage in integrative projects investigating the evolution of focal taxa by incorporating methods such as sequencing, bioinformatic analysis, niche analysis and vertebrate field ecology. All participants will also work as a cohesive lab group, meeting regularly to share and trouble-shoot projects and read and discuss research papers. They will also have the opportunity to interact with faculty, students and postdocs from other colleges such as the UW and Occidental College in Los Angeles.		Jennifer Calkins		Junior JR Senior SR	Spring	Spring
Individual Study: Book Arts, Letterpress Steven Hendricks literature visual arts writing Signature Required: Winter	Contract	JR–SRJunior - 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 combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Students proposing well-conceived projects in bookbinding, artists' books, and letterpress printing are invited to contact the faculty.Students with a lively sense of self-direction, discipline and intellectual curiosity are strongly encouraged to apply.		Steven Hendricks		Junior JR Senior SR	Winter	Winter
Individual Study: East-West Psychology Ryo Imamura anthropology communications consciousness studies cultural studies education environmental studies field studies health history international studies music philosophy psychology religious studies sociology somatic studies sustainability studies 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: Educational Policy, Multicultural Literature, ESL K-12 Education & Percussion Studies Grace Huerta cultural studies education music Signature Required: Winter	Contract	FR–SRFreshmen - Senior	8	08	Day		W 13Winter			Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, and to pursue original interdisciplinary projects of their own specific interest. Students interested in the fields of educational policy, multicultural literature, ESL K-12 education and percussion studies are encouraged to propose an independent research project via the ILC online form.		Grace Huerta		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Environmental Studies Erik Thuesen biology ecology environmental studies marine science zoology Signature Required: Spring	Contract	SO–SRSophomore - Senior	16	16	Day			S 13Spring		This is an opportunity for advanced students to create their own course of study and research in environmental studies. Prior to the beginning of spring quarter, interested individual students or small groups of students must consult with the faculty sponsor about their proposed projects. The faculty sponsor will support students to carry out studies in environmental fieldwork, ecology, zoology and marine science. Students wishing to conduct laboratory-based projects or carry out extensive fieldwork should have the appropriate skills needed to complete the project.		Erik Thuesen		Sophomore SO Junior JR Senior SR	Spring	Spring
Individual Study: Ethnographic Research and Writing Samuel Schrager anthropology community studies cultural studies	Contract	JR–SRJunior - Senior	16	16	Day			S 13Spring		Students can undertake individual study contracts in ethnographic fieldwork and writing. The research can include interviewing and participant-observation in a community, place, organization, group, or culture. The writing, based on the research, can take the form of creative non-fiction or ethnography. The project can be carried out locally, elsewhere in the U.S., or as part of study abroad, and can also be done in conjunction with an internship. Fields of study supported by this contract include anthropology, sociology, folklore, history, education, American studies, community studies, cultural studies, gender studies, religious studies, journalism, and non-fiction writing. Senior thesis work welcome.	the humanities, social sciences, community work, education, and writing	Samuel Schrager		Junior JR Senior SR	Spring	Spring
Individual Study: Expressive Arts Andrew Buchman cultural studies dance music theater visual arts Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day		W 13Winter			Please send me a preliminary proposal via email and I'll help you shape it. I often recommend projects that combine some research (on an artist or style) with some creative work (a thematic portfolio or series of songs), with some technical practice (on an instrument or in a medium or style). Internships and travel/study projects are also welcome. I'm especially interested in students who work in more than one artistic discipline intensively; for instance, music and visual art. Drafting academic statements and investigating careers--vital parts of designing your own education--can also be credit-bearing activities.		Andrew Buchman		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Fiber Arts, Installation Art, Native American Studies, Creative Writing, Poetry, and Multicultural American Literature Gail Tremblay Native American studies art history cultural studies visual arts writing Signature Required: Spring	Contract	SO–SRSophomore - Senior	16	16	Day			S 13Spring		This is an opportunity for intermediate and advanced students to create their own course of study, creative practice and research, including internships, community service and study abroad options. Prior to the beginning of each quarter, interested individual students or small groups of students must describe the work to be completed in an Individual Learning or Internship Contract. The faculty sponsor will support students wishing to do work that has 1) skills that the student wishes to learn, 2) a question to be answered, 3) a connection with others who have mastered a particular skill or asked a similar or related question, and 4) an outcome that matters. Areas of study other than those listed above will be considered on a case by case basis.	the arts, art history, literature and creative writing, especially poetry, and the humanities.	Gail Tremblay		Sophomore SO Junior JR Senior SR	Spring	Spring
Individual Study: Geology, Earth Science Abir Biswas environmental studies field studies geology hydrology Signature Required: Spring	Contract	SO–SRSophomore - Senior	16	16	Day			S 13Spring		In the fields of geology, geochemistry, earth science, hydrology, GIS and biogeochemistry, Abir Biswas offers opportunities for intermediate and advanced students to create their own course of study, creative practice and research, including internships, community service and study abroad options. Prior to the beginning of the quarter, interested individual students or small groups of students must describe the work to be completed in an Individual Learning or Internship Contract. The faculty sponsor will support students wishing to do work that has 1) skills that the student wishes to learn, 2) a question to be answered, 3) a time-line with expected deadlines, and 4) proposed deliverables. Areas of study other than those listed will be considered on a case-by-case basis.		Abir Biswas		Sophomore SO Junior JR Senior SR	Spring	Spring
Individual Study: History, Cultural Studies Robert Smurr cultural studies history 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 combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Students interested in a self-directed project, research or internship in the fields of European history or cultural studies should present a well conceived contract proposal to Rob Smurr.Students with a lively sense of self-direction, discipline, and intellectual curiosity are strongly encouraged to apply.		Robert Smurr		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: History; European Cultural Studies Stacey Davis art history cultural studies history	Contract	JR–SRJunior - Senior	16	16	Day			S 13Spring		Students can complete individual study contracts in history, especially European, North African and/or American history; European cultural or art historical studies; gender studies as long as there is some historical component to the work; or issues in politics, society, religion, culture and/or immigration in contemporary Europe. History contracts can include work in historiography (theories of history) and historical methodology. Senior thesis work welcome.	history, European cultural studies, gender studies, and art history.	Stacey Davis		Junior JR Senior SR	Spring	Spring
Individual Study: Individual Music Instruction Arun Chandra music Signature Required: Fall Winter Spring	Contract	FR–SRFreshmen - Senior	2	02	Day	F 12 Fall	W 13Winter	S 13Spring		This is an opportunity for individual instruction on a musical instrument with a qualified instructor from the Olympia area. I can help you find an appropriate instructor, assuming one is available. It usually takes one and a half to two weeks to find a teacher and arrange lessons with them. For this reason, all contracts must be set up before the first week of classes.Each student will be expected to bear the cost of the individual lessons. Lessons will most likely occur off-campus, at the instructor's discretion.Each student will be expected to have one lesson a week, of a duration to be determined by the student and the instructor. At the end of the quarter, each student will be expected to perform one or two pieces (demonstrating what they have learned) in a collective, public recital on the Evergreen campus. From observing the performance, I will add my evaluation to the instructor's evaluation.The level of the instruction (beginner, intermediate, advanced) is dependent on the entry level of the student. Intermediate and advanced students will be given preference.		Arun Chandra		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Individual Study: Legislative Processes, Regulatory Agencies and Environment Cheri Lucas-Jennings American studies communications community studies computer science cultural studies economics environmental studies gender and women's studies government health law and government policy law and public policy leadership studies media studies political science sustainability studies Signature Required: Winter Spring	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
Individual Study: Native American Studies Kristina Ackley Native American studies Signature Required: Fall	Contract	SO–SRSophomore - Senior	16	16	Day	F 12 Fall				Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unique combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Students interested in a self-directed project, research or internship in Native American Studies should contact the faculty by email at ackleyk@evergreen.edu.		Kristina Ackley		Sophomore SO Junior JR Senior SR	Fall	Fall
Individual Study: Performing Arts and Humanities Ratna Roy African American studies cultural studies dance international studies literature theater writing Signature Required: Spring	Contract	SO–SRSophomore - Senior	16	16	Day			S 13Spring		I am interested in working with students who wish to do independent work in the Performing Arts and the Humanities. I am broadly interested in the intersections between the social and the creative worlds, as my own creative work has explicitly dealt with this intersection. As well, since my Ph.D. is in African-American Literature, I am deeply interested in minority arts, be they defined by race, gender or sexual orientation, and whether they be in writing, or in the visual or performing arts.As an artist, I have concentrated in the world of choreography, in particular, in Orissi dance from India. A strong influence on my work has been the ancient mythologies of the Indian sub-continent, and the contemporary realities of neo-colonialism and its consequences. Students interested in working with me should submit an on-line Independent Study form, available at: Click on "Online Contract Process", create a contract, then submit it to me for my review.		Ratna Roy		Sophomore SO Junior JR Senior SR	Spring	Spring
Individual Study: Performing Arts and Humanities Ratna Roy African American studies cultural studies dance international studies literature theater writing Signature Required: Winter	Contract	SO–SRSophomore - Senior	16	16	Day		W 13Winter			I am interested in working with students who wish to do independent work in the Performing Arts and the Humanities. I am broadly interested in the intersections between the social and the creative worlds, as my own creative work has explicitly dealt with this intersection. As well, since my Ph.D. is in African-American Literature, I am deeply interested in minority arts, be they defined by race, gender or sexual orientation, and whether they be in writing, or in the visual or performing arts.As an artist, I have concentrated in the world of choreography, in particular, in Orissi dance from India. A strong influence on my work has been the ancient mythologies of the Indian sub-continent, and the contemporary realities of neo-colonialism and its consequences. Students interested in working with me should submit an on-line Independent Study form, available at: . Click on "Online Contract Process", create a contract, then submit it to me for my review.		Ratna Roy		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Performing Arts and Humanities Ratna Roy African American studies cultural studies dance international studies literature theater writing Signature Required: Fall	Contract	SO–SRSophomore - Senior	16	16	Day	F 12 Fall				I am interested in working with students who wish to do independent work in the Performing Arts and the Humanities. I am broadly interested in the intersections between the social and the creative worlds, as my own creative work has explicitly dealt with this intersection. As well, since my Ph.D. is in African-American Literature, I am deeply interested in minority arts, be they defined by race, gender or sexual orientation, and whether they be in writing, or in the visual or performing arts.As an artist, I have concentrated in the world of choreography, in particular, in Orissi dance from India. A strong influence on my work has been the ancient mythologies of the Indian sub-continent, and the contemporary realities of neo-colonialism and its consequences. Students interested in working with me should submit an on-line Independent Study form, available at: Click on "Online Contract Process", create a contract, then submit it to me for my review.		Ratna Roy		Sophomore SO Junior JR Senior SR	Fall	Fall
Individual Study: Poetics and Literary Studies Leonard Schwartz literature philosophy writing Signature Required: Fall	Contract	SO–SRSophomore - Senior	16	16	Day	F 12 Fall				contract proposals in the area of poetics for the winter quarter. This could include literary studies of modernist figures or examinations of avant-garde movements. It could also involve projects in literary theory, continental philosophy, or theories of language.		Leonard Schwartz		Sophomore SO Junior JR Senior SR	Fall	Fall
Individual Study: Political Economy, Economics and Global Challenges Peter Dorman economics environmental studies international studies law and public policy political economy political science sustainability studies Signature Required: Fall	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
Individual Study: Political Economy, Globalization, Historical Capitalism, Contemporary India, and travel abroad Jeanne Hahn history international studies political economy political science sociology study abroad 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: Psychology and Integrative Health Mukti Khanna health psychology Signature Required: Spring	Contract	SO–SRSophomore - Senior	16	16	Day			S 13Spring		This opportunity allows students to create their own course of study in the form of an Individual Learning Contract or Internship. Working with the faculty sponsor, individual students or small groups of students design projects or internships and meet regularly with faculty to reflect on their work. Students pursuing individual studies or internships in psychology, integrative health, mind-body medicine, service learning, expressive arts therapy and cultural studies are invited to submit contracts through the online learning contract system to khannam@evergreen.edu. While this opportunity is oriented towards sophomores-seniors, freshmen contracts will be considered if they are part of a group project or applying for an internship.	psychology, the health professions, human services and education.	Mukti Khanna		Sophomore SO Junior JR Senior SR	Spring	Spring
Individual Study: Queer Studies, Performance Walter Grodzik American studies aesthetics anthropology architecture communications community studies consciousness studies cultural studies dance education field studies gender and women's studies literature media arts media studies moving image music queer studies somatic studies study abroad theater visual arts writing Signature Required: Fall	Contract	SO–SRSophomore - Senior	16	16	Day	F 12 Fall				Individual study offers individual and groups of students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unique combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Individual and groups of students interested in a self-directed project, research or internships in Queer Studies or the Performing and Visual Arts should contact the faculty by email at		Walter Grodzik		Sophomore SO Junior JR Senior SR	Fall	Fall
Individual Study: Russian/Slavic Literatures; Russian and Slavic Folklore; Eastern/Western Christianity Studies; Music Studies Patricia Krafcik 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 combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Students interested in exploring topics among the faculty sponsor's areas of knowledge (Russian/Slavic literatures and folklore, Christianity studies, and music) are invited to contact the faculty with proposals for individual learning contracts.		Patricia Krafcik		Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Social Psychology (Psychology, Sociology); Feminist Studies Laura Citrin gender and women's studies psychology sociology 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
Individual Study: Social Sciences, Public Policy, Management Laurance Geri law and public policy Signature Required: Fall	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
Individual Study/Internships: Business, Management, Non-Profits, Seaport & Maritime Studies, International Trade John Filmer business and management economics maritime studies Signature Required: Spring	Contract	SO–SRSophomore - Senior	16	16	Day			S 13Spring		This is not a course! There is no classroom!Individual Learning Contracts require students to take full responsibility for their learning, including a bibliography, the design of the syllabus, and learning schedule. The faculty sponsor merely acts as an educational manager and not as a tutor. Individual Learning Contracts traditionally offer students an opportunity to do advanced study in areas that are not usually possible through regular programs or courses at Evergreen and in which they already have established skills and/or background. Internships provide a different opportunity to apply prior learning but in this case, with the intent of developing applicable skills and people skills rather than focusing solely on advanced study or research.John welcomes the opportunity to work with students interested in maritime studies including history, geography, sociology, literature and navigation and the technology of sailing vessels. He also can prove of great value to students interested in business and non-profit development, organizational management, project management, international business, financial analysis, international trade, maritime commerce, economics, intermodal transportation and seaport management. John also sponsors business and non-profit internships, legislative internships and internships with state and federal government agencies, port authorities, maritime and merchant marine firms, freight forwarders and other private sector organizations, including banks and financial houses.		John Filmer		Sophomore SO Junior JR Senior SR	Spring	Spring
Inexpressibility and its Discontents Marianne Bailey and Leonard Schwartz literature philosophy theater writing	Program	SO–SRSophomore - Senior	16	16	Day	F 12 Fall	W 13Winter			In this program we will study the function of myth, the concept of art as ritual and the critique of language and representation in vanguard poetry, theater and opera. We are interested in the work of the artist as creator of new, unexpected artistic languages which attempt to communicate that which is inexpressible, that which lies behind and beyond ordinary words. We will consider how it is that a poet's words can say more than they mean, or that a symbol, as philosopher Paul Ricoeur writes, points toward a meaning otherwise inaccessible. The poets, dramatists, philosophers and theorists whom we will study never relent in their fascination with reconceiving their means of expression, and act with the reckless abandon of the free spirit described by Nietzsche in his essay "On Truth and Lie in an Extramoral Sense". Two of the major figures under study in our work will be the composer Richard Wagner and the poet and theoretician of the theater, Antonin Artaud, both of whom dreamed of a work of art that would contain word, image, music, flesh and movement in a single medium; both realized ritualized spectacles, in opera and in theater, capable of the transformation of their participants. We will read extensively from Artaud's work, considering his poetry, his essays comprising Theater and its Double, as well as his records of personal quests to places which he considered privileged, in which the Marvelous or the divine was written on the face of the land. We will view and listen to both Strauss's and Wagner's . Wagner's "Total Art" or "Gesamtkunst" realized the 19th Century artists' dream of a perfect language, in which music, words, gestures and scenic symbols spoke as one single language. The philosophizing of Friedrich Nietzsche, embedded in the creative power of myth, will also be crucial for us in terms of conceptualizing the life-giving presence of myth in creative expression and the nature of language itself, as both problematic and world generating. Nietzsche's Birth of Tragedy also takes us back to the Greeks, their masterpieces of theater as communal ritual, their metaphor of the artist as "entheos" imbued with the god, and their art as arising from the whispering of a muse, or an Orpheus. During fall quarter, our reading will include as well the Dark Romantic and Symbolist poets of the later 19th Century, their reconception of art, and their aesthetic and philosophical groundwork for 20th Century Modernism. In addition to our work on Artaud, Wagner and Nietzsche during both quarters, readings will be drawn from Baudelaire, Rimbaud, Mallarmé and Rilke in the European poetic tradition. During winter quarter, we will study Aimé Césaire, as well as Aioné and Kamau Brathwaite, contemporary Caribbean poets. We will read Robert Duncan, Barbara Guest, Alice Notley, Fanny Howe, Nathaniel Mackey and others from the contemporary American poetic tradition growing out of the Black Mountain School. We will study composers Strauss and Berg in the Modern Western operatic tradition, and daring theatrical creators such as Peter Weiss and Peter Brooks. Other theoreticians to be considered during both fall and winter might include Rene Girard's , Blanchot’s , Bataille’s , Sigmund Freud's , and Robert Duncan's All students will read, write and analyze poetic, philosophical and critical texts, will discuss key theorists in aesthetics, and will choose between weekly workshop/seminars on either creative writing or on the key philosophical writings of Friedrich Nietzsche. Over the two quarters of this program, students will develop and complete a major personal project. This substantial body of work students will develop over the first weeks of the quarter, and carry through over two quarters; this offers serious creative writers and dramatists, and students of theory, philosophy and literary interpretation the opportunity to undertake a collection of poetry, a play or performance/spectacle, an interpretive work on Nietzschean philosophy, or a research-based project on your choice of themes and artists in our curriculum.This upper-division program demands a serious commitment of time and effort; the works which we will study are demanding, and the reading and writing will be significant.	the humanities.	Marianne Bailey Leonard Schwartz	Mon Wed	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Integrated East-West Psychology Jamyang Tsultrim consciousness studies psychology	Program	FR–SRFreshmen - Senior	8	08	Day and Weekend				Su 13Summer Session I	This class explores similarities and differences between Eastern and Western psychology and examines possibilities for creating an integrated approach to help to alleviate the psychological suffering of others while maintaining emotional balance and professional ethics. Through the integrated practice of clinical East-West counseling skills such as intentional listening/reflection, personal practice/role-play, and cultivation of insight and positive emotions, students will develop knowledge and aptitude to differentiate and apply effective counseling methods in the helping professions.		Jamyang Tsultrim	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Integrative Evolution (...Evolution is for the Birds) Jennifer Calkins biology ecology environmental studies natural history zoology	Program	JR–SRJunior - Senior	16	16	Day		W 13Winter				Ecology, evolutionary biology	Jennifer Calkins	Mon Tue Thu	Junior JR Senior SR	Winter	Winter
Interactive Sound and Video Ben Kamen media arts music	Program	FR–SRFreshmen - Senior	8	08	Day				Su 13Summer Session II	In this program students will develop techniques for creating interactive works of sound and video art. Students will explore interactive and generative methods for controlling sound and video in Max/MSP/Jitter, a visual programming environment. In addition, students will use the Arduino micro-controller platform to create interfaces between the digital and real worlds. Creative projects, guided by reading and collaborative activities, will the be primary goal of the technical work.		Ben Kamen	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Introduction to Electronic Music I, II, III Ben Kamen music Signature Required: Winter Spring	Course	SO–SRSophomore - Senior	4	04	Evening	F 12 Fall	W 13Winter	S 13Spring		In this year long sequence, students will explore the creative use of the music technology labs. Original compositions will be the primary goal of the course work, with clear technical learning objectives for each assignment. Reading and listening will provide a historical and theoretical context for the creative work. Fall quarter will focus on the operation of mixers, tape machines, and analog synthesizers, looking to the work of early electroacoustic composers for inspiration. In the winter, students will begin working with the computer as a compositional tool, creating sound collages and compositions using MIDI to control hardware and software instruments. The spring quarter will focus on electronic music in performance and the development of independent projects.		Ben Kamen	Tue	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Introduction to Law Enforcement Timothy Marron government law and government policy	Course	FR–SRFreshmen - Senior	2	02	Day	F 12 Fall				In this course, students will study the criminal justice system while learning about specific issues related to Evergreen and its police department. The course will provide an introduction to the resources available at Evergreen and explore ways to improve campus climate and safety. Evergreen police officers and other experts will provide information about various issues ranging from sexual assault and domestic violence to patrol procedures and constitutional law.		Timothy Marron	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Introduction to Natural Science: Navigating Observation and Theory Benjamin Simon, Rachel Hastings and Dharshi Bopegedera biology chemistry mathematics Signature Required: Winter Spring	Program	FR–SRFreshmen - Senior	16	16	Day	F 12 Fall	W 13Winter	S 13Spring		This program is a rigorous introduction to important knowledge and skills students need to continue in the natural sciences and environmental sciences. We will cover key concepts in general chemistry, general biology, and pre-calculus mathematics. Students who have completed pre-calculus will have the option of pursuing work in introductory calculus.The integration of biology, chemistry and mathematics will assist us in asking and answering questions that lie in the intersections of these fields. Such topics include the chemical structure of DNA, the mathematical modeling of biological population growth, and the equations governing chemical equilibria and kinetics. Our laboratory work in biology and chemistry will also allow us to observe phenomena, collect data, and gain first-hand insight into the complex relationship between mathematical models and experimental results.Program activities will include lectures, laboratories, workshops, scientific writing and student presentations. Disciplines will be integrated throughout the year so students can understand the natural world from multiple perspectives.During fall, we will focus on skill building in the laboratory and acquiring the basic tools in chemistry, biology and mathematics. By winter quarter, students will increase their ability to integrate disciplines, moving between established models and experimental data to ask and seek answers to their own questions.The student presentations will require students to actively participate in conversations on current topics in science. Students will engage library research, writing and oral presentations to communicate their knowledge of these topics to others. A spring quarter component will be a library or laboratory research project and presentation of their findings at the college's annual Science Carnival. This opportunity will allow students to use their knowledge of science to teach schoolchildren (in K-12) in order to improve their own understanding of science.This program is designed for students who want a foundation in science using an interdisciplinary framework. It will require a serious commitment of time and effort. Overall, we expect students to end the program in the spring with a solid working knowledge of scientific and mathematical concepts, and with the ability to reason critically and solve problems. Students will also gain a strong appreciation of the interconnectedness of biological, chemical and mathematical systems, and an ability to apply this knowledge to complex problems.Upon completion of the program, students will have completed one year of general chemistry with laboratory, general biology with laboratory and two quarters of mathematics (precalculus and possibly calculus for students who are prepared).		Benjamin Simon Rachel Hastings Dharshi Bopegedera		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Introduction to Public Health Nancy Anderson health sociology	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
Introduction to Serigraphy Judith Baumann visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening				Su 13Summer Session II			Judith Baumann	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Irish Language and Song Sean Williams language studies music	Course	FR–SRFreshmen - Senior	4	04	Day				Su 13Summer Session I			Sean Williams	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Issues in Clinical and Counseling Psychology George Freeman cultural studies gender and women's studies psychology queer studies	Program	FR–SRFreshmen - Senior	4, 8	04 08	Day				Su 13Summer Session II	This program will explore the central personality theories from a traditional perspective as well as a nontraditional perspective. We will examine the relationship of personality theories to abnormal behavior and develop an understanding of the DSM classification system and other diagnostic methods. We will use an on-line Moodle site to facilitate discussions of the texts and other pertinent issues. We will use segments of films to reinforce the theoretical and practical concepts we’re learning.Although the program is structured for a combined 8 credits, students wanting to complete only the abnormal psychology credits or the personality theory credits separately may register for only 4 credits.		George Freeman	Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Japanese, Advanced Beginning I, II, III Tomoko Hirai Ulmer language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 12 Fall	W 13Winter	S 13Spring		This year-long sequence covers the second year of Japanese language studies. Students must be familiar with basic verb forms and elementary kanji letters. Students will build on previous skills and learn new grammar and vocabulary so they can function in a variety of situations. Classroom activities include presentations, watching film and TV clips, and discussion. Students will continue their kanji studies at their own levels in small groups. Japanese culture and life will be discussed throughout the course. The class is conducted primarily in Japanese.		Tomoko Hirai Ulmer	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Japanese, Beginning I, II, III Tomoko Hirai Ulmer language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 12 Fall	W 13Winter	S 13Spring		This year-long sequence covers the first year of Japanese language studies. Students will learn how to function in Japanese in everyday situations by learning useful expressions and basic sentence structures. Both hiragana and katakana letters as well as elementary kanji characters will be introduced. Japanese culture and life will be discussed throughout the course.In fall, students may sign up for either a Monday/Wednesday section (Section A) or a Tuesday/Thursday section (Section B). In winter and spring, all students will meet on Tuesdays and Thursdays. The Tuesday/Thursday class is taught as part of the Chanoyu program (a year-long program for 8 credits in fall, 12 credits in winter and spring). Students interested in Japanese are strongly encouraged to sign up for the program.		Tomoko Hirai Ulmer	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Japanese VI (at SPSCC) A. Suzuki language studies	Course	FR–SRFreshmen - Senior	5	5	Day			S 13Spring		Evergreen students wishing to take Japanese VI by attending classes at SPSCC may use this CRN to do so. The class should be the equivalent of Advanced Beginning Japanese III at Evergreen. The course focuses on advanced skills in listening, reading, writing, and speaking as well as continuing study of cultural themes.		A. Suzuki	Mon Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Jazz Dance Kabby Mitchell African American studies dance	Course	FR–SRFreshmen - Senior	2	02	Evening				Su 13Summer Session II			Kabby Mitchell	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Jazz: Music, History, and Culture Chico Herbison American studies cultural studies music writing	Course	FR–SRFreshmen - Senior	4	04	Day				Su 13Summer Session I	This course will provide an introduction to jazz music, an overview of its history and styles, and an assessment of its impact on American culture. Students will explore the musical elements of jazz; its aesthetic, cultural, and historical roots; its evolution through a variety of styles, including New Orleans, Swing, Bebop, Cool, and Avant-Garde; and the ways in which the music, its players, and its history have helped shape American culture. The final project will involve the close reading of a single jazz album. Students interested in expanding their final projects into a major piece of music writing can develop individual learning contracts for additional credit during second session.		Chico Herbison	Mon Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Justice at Work: Labor, Civil Rights, Immigration and the Law Sarah Ryan and Arleen Sandifer African American studies American studies business and management community studies gender and women's studies government history law and public policy political economy	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
Land Management and Policy Processes Linda Moon Stumpff	Course	JR–GRJunior - Graduate	4	04	Evening and Weekend	F 12 Fall				This course explores the nexus points of policy, science, and management for public lands and the legal foundations for collaboration. Major federal initiatives like The Endangered Species Act and the Clean Water Act deliver large discretionary components to managers who then develop implementation plans requiring informed public participation and collaboration with multiple organizations. State and local legislation evolves in similar directions. The course design offers opportunities to research and critique model management programs in INTENATIONAL federal, tribal, state and local contexts. Emphasis is on current issues like responses to climate change, GLOBAL LAND AND WATER ISSUES, renewable energy development, public participation, and strategies to achieve adaptive change. Class activities include readings (6-8 books and articles), three seminar papers, one field trip, presentations, one 2 page research topic paper and one 6-8 page research paper.)		Linda Moon Stumpff	Fri Sat Sun		Fall	Fall
Landscape Ecology and Ecosystem Management Peter Impara botany ecology environmental studies geography natural history zoology	Program	SO–SRSophomore - Senior	16	16	Day			S 13Spring		At what scale should we manage or study an ecosystem or landscape? What is a natural landscape, and how do (or can) we manage it? Geographers and ecologists have pondered the question of scale in ecosystems, and how to apply scale issues to conservation and research. Many ecosystem and related studies have been conducted at fine spatial scales, yet many of the problems and issues of resource management and conservation are best approached at broader, landscape-level spatial scales. This program will investigate broader scale approaches to on-going conservation and management activities in important ecosystems and approaches of scientists regarding the issues of scale and the ecological patterns and processes used to define "natural systems."Scale, landscape analysis and pattern-process interactions will be addressed using computer labs in GIS and spatial analysis. Students will learn about landscape ecology concepts through lectures, field trips to nearby natural areas to observe pattern-process interactions, and through the design and implementation of a landscape ecology research project. Through class and field work students will learn about important ecological principles such as disturbance regimes, biotic diversity and species flow, nutrient and energy flows, and landscape change over time. Seminar readings will tie landscape ecology principles to on-going ecosystem management activities.Students will develop skills in ecological pattern and spatial analysis, natural history and field interpretation, and the generation of multiple research hypotheses and methods to address those hypotheses.		Peter Impara		Sophomore SO Junior JR Senior SR	Spring	Spring
Landscapes of Change: Writing & Mapping the Future Anne de Marcken (Forbes) and Peter Impara environmental studies geography literature natural history sustainability studies writing	Program	FR–SRFreshmen - Senior	16	16	Day	F 12 Fall	W 13Winter			How do our landscapes shape us and how do we shape them? How can the endeavors of science and art inform our understanding of the changing planet—what can they tell us about its past, and how can they shape its future? Both stories and maps are ways of finding patterns and organizing information: they locate us in time and space and in relation to one another. In this program, using geography and creative writing as methods of inquiry, students will encounter the environment today, discover its past, and imagine its future. Using historical and present-day climate change as a framework, we will investigate the ways cultural and personal identity emerge from the natural landscape and the ways that people, in turn, shape the environment. We will the story of our physical environment in cultural, literary and geographic records and in the land itself. We will our own stories of place using maps and creative writing. Experiential learning is an important aspect of this program; in addition to other day trips, we will go on an extended field trip to Washington's Long Beach Peninsula, a 28-mile spit separating the Pacific Ocean from the Willapa Bay. There we will experience firsthand the interconnectedness of climate, landscape and culture. We will use the tools of geography, creative writing, and digital media to envision and even affect the future of this landscape and how we inhabit it, and will consider and experiment with the ways information and imagination influence our sense of connection to and responsibility for the physical world.In addition to generating research and creative writing in response to the program's themes, students will collaborate to create interactive tools for public engagement and will play an active role in producing Evergreen's 2013 TEDx conference on Climate Change Innovations.Students will develop science skills through interpretation of maps and spatial data, by making their own maps, and through site and landscape analysis. They will cultivate creative writing skills through independent practice and workshop-based critique with an emphasis on creative non-fiction and hybrid literary forms such as image-based essays and interactive texts. Scientific, literary and artistic perspectives, practices, and theories will inform lectures, readings and seminars. Students will use critical and technical skills as they learn to research, analyze and interpret environments through readings and seminars, in writing and computer workshops, and by using the landscape itself as a classroom.	ecology, environmental studies, geography, literature, natural history and writing.	Anne de Marcken (Forbes) Peter Impara	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Language and Species Richard McKinnon linguistics	Course	FR–SRFreshmen - Senior	4	04	Evening		W 13Winter			Humans often claim distinction as unique among the animals of the world. This course examines this hypothesis from the perspective of communication. What are the parameters that describe communication systems of all species? What does it mean when bees dance, frogs croak, and humans speak? What kinds of messages do members of various species communicate to each other? Is human language qualitatively different from other forms of animal communication? If so, how did it evolve to be so different and what does that mean about humans as a species? We will employ the tools of linguistics, psychology, ethology, and anthropology to find answers to these questions.		Richard McKinnon	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Language Lifecycle: Genesis, Expansion, and Loss Richard McKinnon linguistics	Course	FR–SRFreshmen - Senior	4	04	Evening			S 13Spring		Languages are not static systems, but exhibit a life cycle just as living organisms do. They are brought into being through pidginization and creolization, grow and change as their function changes and they attain status, and they disappear (presently at an alarming rate). In this course, we'll examine these stages in some detail, acquiring a tool set along the way that will allow participants to understand the cultural, economic, and linguistic factors involved and to appreciate the policy issues in play.		Richard McKinnon	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Leading through Change Steven Johnson business and management	Course	SO–SRSophomore - Senior	4	04	Evening and Weekend		W 13Winter					Steven Johnson	Fri Sat	Sophomore SO Junior JR Senior SR	Winter	Winter
Lifespan Developmental Psychology Carrie Margolin psychology	Course	FR–SRFreshmen - Senior	4	04	Evening				Su 13Summer Session II	This course will focus on milestones of human development from conception through death. We will consider the nature of physical, cognitive, and psychosocial development throughout the lifespan, addressing major theories and current research that explain how and why developmental change occurs. Some practical topics to be explored will include child rearing, learning disorders, adolescent rebellion, adult midlife crisis, and care giving for elderly parents. This course serves as a prerequisite for upper-division work and graduate school admission in psychology, education, and health care.	psychology, social services, health care, education	Carrie Margolin	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Livelihood, Dwelling, and Skill Daryl Morgan architecture visual arts	Program	FR–SRFreshmen - Senior	4, 8	04 08	Evening				Su 13Summer Full	As human beings, we inhabit made environments which inhabit territory that is apparently bounded on the one side by technology and on the other by art. These environments are the result of ideas that have been initiated, designs that have been authored, projects that have been planned, and tools and machines that have been developed in order to alter materials to our purpose. This program will explore that perceived boundary, asking questions about the nature of craftsmanship, the dynamics of technological innovation, the difference between tools and machines, and about what it means to "dwell." This will be a hands-on learning experience engaging students directly and intensively in the practice of ancient skills, the operation of technologies from medieval to modern, and in the mechanics of innovation and invention.		Daryl Morgan	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Local Governance Stephen Buxbaum community studies government law and public policy	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
Local Knowledge: Community Projects Anne Fischel community studies education media arts sustainability studies Signature Required: Spring	SOS	SO–SRSophomore - Senior	16	16	Day			S 13Spring		This is an opportunity for students to apply the skills and knowledge learned in the fall/winter program They will conduct or continue projects or internships in local communities. The SOS is organized to support individual project work or internships, but with a core of common readings, screenings and work in progress discussions. Students will meet once a week throughout spring quarter.		Anne Fischel		Sophomore SO Junior JR Senior SR	Spring	Spring
Local Knowledge: Creating Just and Sustainable Communities Anne Fischel and Grace Huerta communications community studies education media arts Signature Required: Winter	Program	SO–SRSophomore - Senior	16	16	Day	F 12 Fall	W 13Winter			In this program we will work with local communities and develop skills to support collaboration and shared learning with community partners. The community base of knowledge is an important foundation for creating justice and sustainability. How communities view themselves—their sense of place, history and identity—can shape how they assess problems and arrive at solutions. How can we join this process? What dialogues can we construct with our neighbors? What can we learn from them, what can we teach; what resources can we offer through collaboration?We will focus on Mason County and (to a certain extent) Thurston County, and on work that is being done to create justice, sustainability and inclusion. We’ll learn about issues of literacy, immigration, education, youth, economic development, health, homelessness, and poverty, among others. We’ll learn about the organizations, individuals and institutions that are tackling community issues in innovative ways. We’ll consider how safe spaces of sanctuary and inclusion are being carved out in local communities to welcome and protect people who would otherwise be marginalized. Our work will be informed by popular education and community-based research, approaches that represent respectful and effective ways of doing community work. Workshops are offered in research and grant writing, and in media production, with an emphasis on documentary video public art, and innovative ways to involve communities in art and media.In fall we will familiarize ourselves with local people and organizations doing significant work in the region. Some classes will be held off campus in Shelton or Olympia. We will learn how to support community initiatives and implement shared projects for just and sustainable development. We will develop case studies of our region, supplemented by research on similar struggles and projects in other parts of the U.S. or internationally. We will develop skills in video, media literacy, historical research, grant writing, and oral history. Through these studies we will build a base for collaborative community work. In winter quarter we will implement community-based collaborative projects that put into practice the skills, knowledge and relationships we have developed. Students in good standing in this program will have the option to continue their projects in the spring quarter program, , which will focus on media, immigration, literacy and economic development, especially cooperatives.		Anne Fischel Grace Huerta		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Making A Difference/Doing Social Change Lawrence Mosqueda community studies law and public policy political economy Signature Required: Spring	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
Making Effective Change: Social Movement Organizing and Activism Anthony Zaragoza, Zoltan Grossman and Lin Nelson American studies communications community studies geography history law and government policy law and public policy leadership studies media studies political science sociology sustainability studies	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 anthropology economics geography history political economy sociology	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
Making Public Health Matter: Reimagining Health-Based Journalism Nancy Anderson and Suzanne Simons cultural studies health writing	Program	FR–SRFreshmen - Senior	8	08	Weekend			S 13Spring		Public health and prevention are often the invisible part of health policy. Those who are healthy or whose diseases have been prevented never know what they missed. But the decay in preventive health infrastructures has clear consequences: population health and well-being suffer with consequences for our futures. How can the importance of public health be made clear to those who pay for preventive services – funders and taxpayers? For many people, health awareness begins with a personal crisis or insight that later is generalized to a population overall. The individual narrative can serve as a beacon, catalyzing an understanding of the importance of what we don’t see. This program will explore the importance of narrative as a source of advocacy through exploration of health journalism ranging from students’ own personal health narratives to tracking and critiquing public health journalism in a variety of mainstream, alternative, and specialty media. Students will also write a public health article based on attending a public policy meeting or hearing with public health implications. This preliminary work will ground us in envisioning and creating advocacy narratives of new models for health systems that emphasize the primacy of prevention and well-being. As final projects, students will work in small groups to design a vision for a health care system that meets these criteria, creating narratives for specific target audiences.		Nancy Anderson Suzanne Simons	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Managing and Leading: For the Common Good Dariush Khaleghi business and management leadership studies	Course	FR–SRFreshmen - Senior	4	04	Evening			S 13Spring		We are leading and managing in times of complexity, ambiguity, and change that require a new and more integrated approach to management development. This course is part of a year-long sequence of courses focusing on leadership, human capital, and organizational management. Designed to help students gain fundamental knowledge and competencies to develop themselves as leaders with a mission to serve the common good, this course teaches students critical concepts and skills in leadership development through activities including cases, videos, class activities, and team projects.		Dariush Khaleghi	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Managing and Leading: Organizations Dariush Khaleghi business and management leadership studies	Course	FR–SRFreshmen - Senior	4	04	Evening		W 13Winter			We are leading and managing in times of complexity, ambiguity, and change that require a new and more integrated approach to management development. This course is part of a year-long sequence of courses focusing on leadership, human capital, and organizational management. Designed to help students gain fundamental knowledge and competencies to create sustainable organizations, this course will lead students through an investigation of leadership concepts and practices using a simulation, including real life and interactive scenarios, virtual role plays, cases, class and group activities and discussions.		Dariush Khaleghi	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Managing and Leading: Self Dariush Khaleghi business and management leadership studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 12 Fall				We are leading and managing in times of complexity, ambiguity, and change that require a new and more integrated approach to management development. This course is part of a year-long sequence of courses focusing on leadership, human capital, and organizational management. Designed to help students gain fundamental knowledge and competencies to create sustainable organizations, this first course teaches students critical concepts and skills in leadership development through activities including self-evaluation questionnaires, cases, class activities, and team projects.		Dariush Khaleghi	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Mapping for Change John Baldridge geography	Course	FR–SRFreshmen - Senior	4	04	Evening			S 13Spring				John Baldridge	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Mapping for Change John Baldridge geography	Course	FR–SRFreshmen - Senior	4	04	Evening		W 13Winter					John Baldridge	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Marine Biology of the Pacific Northwest Gerardo Chin-Leo biology marine science	Program	FR–SRFreshmen - Senior	8	08	Day				Su 13Summer Session I	This program introduces principles of marine biology focusing on the marine life and marine habitats of the Pacific Northwest coast. We will study the environment, taxonomy, adaptations, and ecology of marine organisms as well as the major oceanographic features of the northwest coast. There will be various field trips including a camping trip to the Olympic Peninsula and possibly a sailboat trip.		Gerardo Chin-Leo	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Math for Elementary Teachers Sheryl Shulman education mathematics	Program	FR–SRFreshmen - Senior	4, 8	04 08	Day				Su 13Summer Full	This 8-week program is for individuals interested in learning the mathematics required for an elementary education teaching certificate. We will cover topics in problem solving, sets, fractions, algebra, statistics, mathematical reasoning and proof, geometry, number and operation, mathematical representation, and mathematical communication. Students registering for 4 credits will study geometry and statistics.		Sheryl Shulman	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Mathematics for Elementary and Middle School Teachers Sara Sunshine Campbell education mathematics	Program	FR–SRFreshmen - Senior	8, 10	08 10	Evening			S 13Spring				Sara Sunshine Campbell	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Mathematics in Democracy Allen Mauney government mathematics	Course	FR–SRFreshmen - Senior	4	04	Evening	F 12 Fall				In a presidential election year, the public is flooded by the media with polls, projections, and political strategies used in various campaigns. The goal of this class is to offer students some basic tools to understand and critically evaluate aspects of the election process. Students will use descriptive statistics to create graphical representations of data and evaluate the information content in general graphics. In order to understand the basics of polling, students will use inferential statistics to see how polling data is collected and what the limitations of polling are. Voting theory is an active research topic and students will be introduced to some surprising current results in this field and get an overview of broadly used voting methods. Apportionment of seats in the House of Representatives is an ongoing, vital political process. Students will be introduced to its long, contentious history and the theory underlying current methods. By the end of the class, students will have some quantitative literacy that relates directly to engagement in democratic government.		Allen Mauney	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Media Internships Naima Lowe and Peter Randlette media arts media studies moving image Signature Required: Fall	Contract	JR–SRJunior - Senior	16	16	Day	F 12 Fall	W 13Winter	S 13Spring		The Electronic Media internships provide opportunities for in-depth learning of a variety of media skills and concepts. They require a year-long commitment for fall, winter and spring quarters. Interns enroll for 12-16 credits per quarter with room for a 4-credit part-time class or other academic components. Interns work 30 to 40 hours a week and are paid 15 to 19 hours a week, depending on credit distribution. The intern's primary responsibilities are focused on supporting instruction, maintenance and administration for specific labs, facilities and production needs under the supervision of the staff. The interns meet weekly as a group to share skills, collaborate on projects, and to facilitate working together on productions and cross training between areas. All interns will be working in the Center for Creative and Applied Media, the rebuilt HD video and 5.1 surround audio production studios. For specific descriptions of the internships, please refer to .		Naima Lowe Peter Randlette		Junior JR Senior SR	Fall	Fall
Media Production David Cramton media arts moving image	Program	FR–SRFreshmen - Senior	8	08	Day				Su 13Summer Session I	Find out how to make a movie in this highly practical “inverted classroom” style course. The class will form the film crew to produce a short film, produced, shot, and directed by the class in only 5 weeks! Everyone will be a crew member; everyone will learn on set. From from scheduling to lighting, camera and sound, all of the set trades will be covered. The inverted classroom format means that students will view lectures online at their own pace and can pause and rewind as often as needed. Class time will be used for hands-on demonstrations and practice.Students who have a script they wish to be considered for production should contact faculty for further details.Students wishing to continue production and editing work in second session are encouraged to arrange individual or group learning contracts.		David Cramton	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Medical Assisting, A Practical Approach Barbara Krulich and Elizabeth McHugh Signature Required: Fall	Course	SO–SRSophomore - Senior	2, 4	02 04	Day and Evening	F 12 Fall	W 13Winter	S 13Spring		This nine-month pre-medical practicum designed for students who are interested in careers in health and medical care allows students to work closely with health care professionals in a clinical setting. During the academic year, students will receive the credits and training necessary to become licensed in the state of Washington as health care assistants. See for more information.		Barbara Krulich Elizabeth McHugh		Sophomore SO Junior JR Senior SR	Fall	Fall
Medicinal Botany: An Introduction Marja Eloheimo botany cultural studies environmental studies health	Course	FR–SRFreshmen - Senior	6	06	Weekend			S 13Spring		In this 6-credit course, students will gain an introduction to medicinal plants with a focus on plant identification and morphology (botany), medicinal concepts and practices (botanical medicine), botanical art, and working with plants in the Longhouse Ethnobotanical Garden. Students will also explore selected topics such as cultural approaches to herbalism, experience/research, medicine making, body systems, seasonal health, and nature journaling. Activities include lectures, workshops, reading, seminar, and projects. This course is appropriate for students with interests in botany, environmental studies, health, cultural studies, and botanical medicine.	botany and botanical medicine, education, environmental studies, cultural studies, health-related fields	Marja Eloheimo	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Memories, Dreams, and Beliefs Heesoon Jun and Donald Middendorf consciousness studies psychology	Program	JR–SRJunior - Senior	16	16	Day	F 12 Fall	W 13Winter	S 13Spring		In this interdisciplinary program, we will focus on personal and cultural explorations of the dynamic psyche. We'll explore consciousness by examining personal belief systems, dreams and memories. One of our goals will be to understand the relationship between personal and collective consciousness. Another goal will be to collaboratively and individually integrate what we know about the creative, spiritual and scientific elements of the psyche. We will explore the intricate and complex dynamics of our personal and cultural psyche by examining the following questions. What is the psyche, what is consciousness, and what are their properties and dynamics? What impacts do our memories, dreams and beliefs have on our consciousness? Is our personal consciousness influenced by cultural consciousness or vice versa? Are there different types of consciousness? What are the relationships among the conscious psyche, the unconscious, and personal beliefs in constructing our sense of self? How do our beliefs structure our experience individually and ? During fall quarter, we'll build a foundation for our year-long study by examining theoretical and historical perspectives of identity construction, depth psychology, and belief systems and their relationships to conscious and unconscious mental processes. Our texts will include Jung's autobiography , and the journal . During winter quarter, we'll use this base to provide a foundation for a more in-depth analysis and interpretation of our personal and cultural memories, dreams, and beliefs and their relationship to emotions. These topics will be examined from a research perspective. One of our texts will be Van de Castle's . We'll study mindfulness teachings. In spring quarter, students will choose to work extensively with one of the faculty on more in-depth studies. Possible areas of exploration in spring quarter include psychology of dreams, culture and construction of self, memories and psychological disorders, beliefs and empowerment, Progoff in-depth journal work, and meditation theory and practice. Students are expected to attend every program activity on time and fully prepared to participate. This is a full-time program (16 credits/quarter for three quarters) and students will be expected to work efficiently for a minimum of 40 hours each week (including class time). Activities will include lectures, seminar discussions, workshops, film critiques and self-reflective learning activities. Students will also be expected to keep a personal log of hours spent on academic activities, participate actively in seminar discussions, work in small groups, complete papers, take exams, and give presentations to the class. Be prepared to explore challenging and unfamiliar ideas in a cooperative and friendly manner.		Heesoon Jun Donald Middendorf	Tue Wed Fri	Junior JR Senior SR	Fall	Fall Winter
Metal Casting Bob Woods visual arts	Program	FR–SRFreshmen - Senior	8	08	Day				Su 13Summer Session I	In this program, participants will learn about the production of sculpture as well as everyday objects through the process of casting. Students will design and construct models in plaster, clay, and wax. We will experience the process of sand casting in aluminum. We will do plaster molding, wax fabrication, and investing for (the ultimate) lost wax casting in bronze. After the work of de-gating and chasing, we will experiment with various patina applications for final presentation. This is a process-intensive studio class where we turn ideas into bronze. Beginners are welcome.		Bob Woods	Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Metalworking Bob Woods visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening		W 13Winter			This course is an introduction to the tools and processes of metal fabrication. Students will practice sheet-metal construction, forming, forging, and welding, among other techniques, while accomplishing a series of projects that encourage student-centered design.		Bob Woods	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Metalworking Bob Woods visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening			S 13Spring		This course is an introduction to the tools and processes of metal fabrication. Students will practice sheet-metal construction, forming, forging, and welding, among other techniques, while accomplishing a series of projects that encourage student-centered design.		Bob Woods	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Metalworking (A) Bob Woods visual arts	Course	FR–SOFreshmen - Sophomore	4	04	Evening	F 12 Fall				This course is an introduction to the tools and processes of metal fabrication. Students will practice sheet-metal construction, forming, forging, and welding, among other techniques, while accomplishing a series of projects that encourage student-centered design.		Bob Woods	Tue	Freshmen FR Sophomore SO	Fall	Fall
Metalworking (B) Bob Woods visual arts	Course	JR–SRJunior - Senior	4	04	Evening	F 12 Fall				This course is an introduction to the tools and processes of metal fabrication. Students will practice sheet-metal construction, forming, forging, and welding, among other techniques, while accomplishing a series of projects that encourage student-centered design.		Bob Woods	Thu	Junior JR Senior SR	Fall	Fall
Methods of Mathematical Physics Brian Walter, Gary Howell and John Schaub mathematics physics Signature Required: Winter Spring	Program	SO–SRSophomore - Senior	16	16	Day	F 12 Fall	W 13Winter	S 13Spring		Close observation of the natural world reveals a high degree of underlying order. One of the ways scientists understand and explain this order is using the language of mathematics. Indeed, the degree to which the universe lends itself to a mathematical description is remarkable. The goal of this advanced program is to introduce the mathematical language and methods we use to describe and create physical models of our world. To that end, we will examine a number of key physical theories and systematically develop the mathematical tools that we need to understand them.We will begin, in fall quarter, with a detailed study of classical mechanics--the mathematical description of the clockwork universe envisioned by Newton and others who followed him. We will focus initially on linear approximations for which analytical solutions are possible. The mathematical methods we will learn for this purpose include differential equations, vector calculus and linear algebra. In winter quarter we will move beyond linear approximations and study non-linear systems and chaos and the implications of these ideas for the determinism implied by classical mechanics. We will also consider electrodynamics, the theory that governs the interactions between charged particles, and extend our study to the realm of the very fast by considering Einstein's theories of special and general relativity. We will continue our study of vector calculus and partial differential equations to develop these ideas. In spring quarter we will explore modern physics and quantum theory, which describe physics at the atomic scale. In support of this work we will continue to study boundary value problems and partial differential equations.The work in this program will consist of lectures, tutorials, group workshops, student presentations, computer labs and seminars on the philosophy and history of mathematics and physics, current topics in physics, and mathematics and physics in literature and writing.	mathematics, physics, chemistry and education.	Brian Walter Gary Howell John Schaub	Mon Tue Wed Thu	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Mind-Body Medicine Mukti Khanna, Glenn Landram and Marja Eloheimo botany business and management consciousness studies cultural studies health psychology Signature Required: Winter	Program	FR–SRFreshmen - Senior	16	16	Day	F 12 Fall	W 13Winter			Mind-body medicine is an interdisciplinary field focusing on the applications of sociocultural, psychosocial, somatic and behavioral knowledge relevant to health and wellness. Fall quarter will explore historical foundations of mind-body medicine from diverse cultural and disciplinary perspectives. We will look at how mind-body medicine is being integrated into health care in disease prevention, health promotion, treatment and rehabilitation centers. During fall quarter, we will expand upon our exploration of mind-body medicine by examining some of the financial implications of our health care systems and what influence individuals have in the process. We will also explore plants as a medicine to gain both botanical and cultural understandings as well as integrate concepts with practice.Winter quarter will allow students to implement their own Cocreative Learning Plans with program modules and individual project or internship studies. Optional program modules will include readings and seminar, health psychology, statistics for graduate school preparation, and medicinal botany. Students who are in good academic standing may take 4-16 credits of project or internship studies within the program. Student project and internship work will be presented in a program-wide fair at the end of the quarter.		Mukti Khanna Glenn Landram Marja Eloheimo	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Mind-Body Medicine Mukti Khanna health psychology	Program	FR–SRFreshmen - Senior	4, 8	04 08	Evening and Weekend				Su 13Summer Session I	Mind-Body Medicine focuses on the applications of sociocultural, psychosocial, and behavioral knowledge relevant to health and wellness. The course will explore historical foundations of mind-body medicine in addition to clinical practices including energy psychology, qigong, expressive arts therapy, somatic practices, and mindfulness. Questions to be explored include "What practices are emerging at the creative edge of healthcare?" and "How are healthcare providers preparing themselves to work in an integrative healthcare system?" Students have the option of doing health project work and theoretical readings for an additional 4 credits.	health, psychology, alternative and complementary medicine	Mukti Khanna	Wed Fri Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Mindfulness as a Way of Knowing/Living Jamyang Tsultrim philosophy psychology	Course	FR–SRFreshmen - Senior	4	04	Weekend		W 13Winter			This course will emphasize mindfulness psychology as a clinical tool as well as a method of professional self-care. Recent research has proven the effectiveness of mindfulness training to treat conditions such as stress and pain, addictions, chronic depression, anxiety, eating disorders, and other health conditions. Students will explore the similarities and differences between various mindfulness clinical approaches and gain practical skills to help alleviate the psychological suffering of others while maintaining emotional balance and professional ethics. Students will have opportunities for personal practice, observational learning, and the development of counseling skills through role-play, reading, and discussion.		Jamyang Tsultrim	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Modern and Post-Modern Art: Breaking the Rules Ann Storey art history visual arts	Program	SO–SRSophomore - Senior	8	08	Evening		W 13Winter	S 13Spring		From the dawn of modernism through the present-day, artists have evolved as creative individuals as they have simultaneously helped to transform society. This two-quarter integrated art and art history program will examine the ground-breaking metamorphosis of modern and post-modern art within its social and political context. We will learn what inspired artists to break with tradition and explore new ideas, materials, and methods. Students will also be guided in a process that moves from theory to practice as we experience relevant art techniques, such as linocut printmaking, performance art, making a handmade book, collage, and assemblage.		Ann Storey	Tue Thu	Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Molecules, Genes and Health Carolyn Prouty and James Neitzel biochemistry biology chemistry health	Program	SO–SRSophomore - Senior	16	16	Day			S 13Spring		This program will explore the molecular events that determine the biological activity and toxicity of selected xenobiotic molecules--chemicals not normally produced by the body. These molecules include natural products, drugs and chemicals released in the environment by human activity. We will focus on specific molecules, which might include drugs like ethanyl estrodiol (birth control pill), natural carcinogens like aflatoxin, and other toxicants like BPA (bisphenol A). For each molecule, we will examine in detail the molecular mechanisms by which they act on cellular or physiological processes. How do chemicals treat a disease or cause cancer? Are all people (or species) equally sensitive to these therapeutic and/or toxic effects? How are chemicals metabolized and what molecular targets does a xenobiotic molecule alter? How are genes affected by chemicals and how do the genes affect the way the chemicals act or their fate in the body? Can we use molecular structures to predict which molecules may bioaccumulate and cause cancer, while other molecules can be easily detoxified and excreted?To help understand the actions of these molecules, this program will examine biochemical pathways used in the transformations of these molecules. We will examine cellular signal pathways in detail, as the biological actions of these molecules are often due to perturbations of these normal signal processes. We will also use tools from modern genetics and bioinformatics to examine how genetic differences can influence the effects of these chemicals. This will include current research in epigenetics that proposes mechanisms that explain how prior environmental exposures can influence an organism's current health.We will emphasize data analysis and interpretation obtained from primary literature reports or agency databases. Quantitative reasoning will be a major component of class examples, workshop and homework assignments. Embedded in these activities are principles of cell biology and biochemistry, organic chemistry, genetics, physiology and epidemiology. Students who take this program and Chemistry of Living Systems in fall and winter will cover all of the major subject areas usually covered in Molecule to Organism.		Carolyn Prouty James Neitzel	Tue Wed Thu	Sophomore SO Junior JR Senior SR	Spring	Spring
Mount Rainier: The Place and its People Jeff Antonelis-Lapp and Lucia Harrison environmental studies natural history outdoor leadership and education visual arts writing	Program	FR–SRFreshmen - Senior	16	16	Day	F 12 Fall				Mount Rainier, known locally as "the Mountain" or "Tahoma", dominates the landscape of the Puget Sound region and commands the attention, imagination and respect of its inhabitants. The relationship of people to the Mountain has varied widely: prized by Indigenous Peoples for a variety of activities; seen by European-American settlers as a potentially vast resource for timber and minerals; and visited as a wilderness and recreation destination for Puget Sound inhabitants and tourists from the world over.This 1-quarter program begins with a 3-day on-campus intensive that will provide instruction on keeping an illustrated field journal and thoroughly prepare students for a 9-day field trip to Mount Rainier National Park which immediately follows the orientation. Students must be prepared for primitive campground conditions, sleeping in tents and preparing meals outdoors without electricity. Students must also be fit for strenuous hikes and outdoor service learning work. Field trip activities will include studying the parks's natural history, hikes with and presentations by park service staff and conservation service learning.Once back on campus, we will place Mount Rainier in its historical context by studying the history of the National Park Service and Tahoma's precontact history that reaches back 8,000 years. Each student will select a species of interest to create a thematic series of expressive drawings, conduct a scientific literature review, and write a creative nonfiction essay. Drawing workshops will provide strategies for developing ideas visually and writing workshops will support all phases of the writing process.We will conclude the quarter with a week 10 4-day field trip returning to Mount Rainier (this time staying in cabins) during which students will share their species of interest portfolios.		Jeff Antonelis-Lapp Lucia Harrison	Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Movements and Migrations: Sustainable Communities in a Transnational World Karen Gaul and Therese Saliba anthropology community studies consciousness studies cultural studies environmental studies gender and women's studies international studies sustainability studies	Program	FR–SRFreshmen - Senior	16	16	Day	F 12 Fall	W 13Winter			From Yoga to Facebook, transnational cultural and economic practices and new information technologies are creating an increasingly interconnected world. A central question for this program is, how do highly mobile transnational relationships such as these affect the integrity, identity, and sustainability of local communities?We will examine how particular resources (such as oil, textiles, and food) as well as technologies, labor, and ideas, have propelled migrations, cultural transformations, and movements for sustainability and justice. Tourism, for example, generates the production and consumption of cultural heritage, eco-tourism, and yoga vacations that draw millions of people to new destinations around the world, and are major economic forces, raising urgent questions about cultural sustainability in the face of globalization. At the same time, Facebook has played an instrumental role for Arab youth in organizing revolutions, highlighting the ways people may use foreign technologies to fuel movements for political and social justice.Migrations of peoples, materials, and ideas have been around for millenia, often producing vibrant cultural practices based on adaptation and innovation. Yet colonization, empire, and capitalist globalization have also contributed to the systematic destruction of indigenous and non-Western cultures, inciting various forms of resistance. Focusing on South Asia and the Middle East, we will explore the ways communities and cultures are disproportionately affected by conditions and by-products of resource extraction, unjust labor conditions, pollutants, waste disposal and broader climate change. We will consider lessons that can be learned from their movements to create sustainable and just futures in a transnational world.Through the lenses of cultural studies, cultural anthropology and sustainability studies, we will explore the tensions between movement and rootedness, the familiar and unfamiliar, and how movements for justice are conditioned by both individual and systemic change. We will draw on yoga, both as an example of cultural exchange that has fueled debates about authenticity and appropriation, and as a practice of sustainability from the inside out. Through the writings of Gandhi, Alice Walker, and Arundhati Roy, and a range of cultural, feminist, and postcolonial theories, we will explore the connections between individual and social transformation, as we seek to build communities rooted in the concepts of sustainability and justice.In fall quarter we will develop an intentional learning community, and explore program themes through lectures, films, shared readings, field trips, and workshops. We will build skills in cultural analysis through critical reading, creative writing, ethnographic methods, visual literacy, and seminar discussions. In winter quarter, students will begin to frame projects focusing on program themes in particular cultural areas, which they will develop and research.		Karen Gaul Therese Saliba		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Multitrack Audio Production Terry Setter media arts music	Program	FR–SRFreshmen - Senior	16	16	Day				Su 13Summer Full	This program provides instruction in the use of digital recording studio equipment, microphone design and placement techniques, mixing console design, signal flow, monitoring techniques, room acoustics, and signal processing. There will be written assignments based upon readings in Huber's , and students will present research on topics related to audio production. Students will do at least 50 hours of recording and familiarization work in teams of two in addition to the in-class activities. We will record local musicians and produce finished mixes of the sessions.		Terry Setter	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Multi-track Composition I, II, III Peter Randlette media arts music Signature Required: Fall Winter Spring	Course	SO–SRSophomore - Senior	4	04	Evening	F 12 Fall	W 13Winter	S 13Spring		Multi-track composition is the study of creating music with modern analog and digital technology. Musicians interested in the collaborative nature of working as a producer, engineer, and composer will learn the technical side of legacy tape-based and current disc-based systems as they create projects using the Music Oasis and the new fully-digital, surround control room and audio lab in the CCAM. Students will engineer, produce, and perform the works of classmates. The artistic aspects of signal processing and instrument manipulation will be primary areas of interest, and students will be expected to explore musical forms as well as in-depth production technologies.		Peter Randlette	Tue	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Music Intensive Sean Williams and Andrea Gullickson cultural studies history music	Program	SO–SRSophomore - Senior	16	16	Day	F 12 Fall	W 13Winter	S 13Spring		This program is designed to give students a set of perspectives and musical practices that reflect and express the concerns and values of people in particular times and places. We will examine social changes that gave rise to shifts in the arts, focusing in particular on eras, places or phenomena of specific artistic interest. In addition to examining Western music forms, we will explore music in the context of multiple world traditions (classical, popular and vernacular) and the contexts that gave rise to them in Asia, South America, and Africa. We expect to ask provocative questions, including: What is the relationship between power, patronage and the performing arts? Does the artist change the culture, or does the culture call forth the artist? Is there a connection between ritual origins of the performing arts and their spiritual effects? How can we use written language to help us understand more about music?Fall and Winter quarters include skill development in understanding the fundamentals of music worldwide: we will play and sing music, read music using multiple forms of notation, discuss what we are listening to, observe musicians engaged in practice and performance, and collectively develop our work in rhythm, timbre, melody, harmony and other realms by drawing from traditions in Europe, America, Brazil, Indonesia and West Africa. Three essays--covering different ways of writing about music--will be required during fall and winter. Our work throughout Fall, Winter and well into the Spring quarter will focus on issues common to musics and musicians everywhere, including race, class, gender, colonialism, liminality, physics, politics, religion, education and social structures. The genres we study might shift from chamber music to rock to jazz to opera; but also from samba to kabuki, gamelan or bluegrass. In each case we treat the entire genre of music as a whole: the instruments, voices, people and context all serve to inform your learning.Spring quarter we will branch out into more specific areas of study; with faculty guidance, students will choose an issue, a place and a genre to study and write about in a single short essay early in the quarter. In addition, students will be expected to do independent study as part of a fieldwork project that will take them off campus for several weeks. During those three weeks, students will explore an individual musician, group, company or genre on their own, producing a significant essay (approximately 20 pages) and oral presentation at the end of the quarter. This individual research project can take place in Olympia or anywhere in the United States, and faculty will work with students on aspects of writing up research, revision and oral presentation in the last few weeks of the program.Weekly program activities will include reading, focused listening, workshops, guest lectures, ear training, films, lectures and seminars. Skill development in musical performance (and occasionally movement) is expected; students will study a musical instrument or vocal tradition outside of class and demonstrate improvement over the course of the two quarters. At the end of each quarter, students will be asked to offer the results of their individual research and collaborative project work in both performances and presentations.	performing arts and cultural studies.	Sean Williams Andrea Gullickson	Mon Tue Wed	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Music, Math and Cybernetics: Things + Relations = Systems Arun Chandra and Richard Weiss aesthetics computer science mathematics music philosophy of science	Program	FR–SOFreshmen - Sophomore	16	16	Day	F 12 Fall	W 13Winter			Systems are not only of things but the relations between them.Mathematics offers an elegant language for the creation and analysis of relations and patterns, in and out of time. In its essence it is about order, continuity and difference.Music (when not merely reproduction) comes into being when a composer desires, specifies and implements sounds in a system of relations. ("Style" being a short-hand for a particular system of sounds and their relations.)Thus, music realizes the offer of mathematics when an implementation of desire involves systems of thought: what you want is what you get---but you have to want something! and articulate it! in a language! of things! and relations!---which is cybernetics."Cybernetics is a way of thinking about ways of thinking, of which it is one." --Larry Richards.This program interleaves the composition of computer music with the mathematics and analysis of sound. We will explore how it relates to scientific methodology, creative insight and contemporary technology. We will address "things" such as music and sound, rhythms and pulses, harmonics and resonances, the physical, geometrical, and psycho-physical bases of sound, acoustics, and their differing sets of relations by which they become "systems".A composer/musician and a computer scientist/mathematician will collaborate to offer a creative and practical, accessible and deeply engaging introduction to these subjects for interested non-specialists. Our math will be at a pre-calculus level, though students may do research projects at a more advanced level if they choose. Interdisciplinary projects could include creating music algorithmically with computers, or analyzing sound mathematically.Cybernetics offers both a philosophy underlying systems of thought, as well as frameworks with which one can both analyze and create. This program is designed for those who find their art in numbers, their science in notes, their thoughts on the ground, and their feet in the stars. By combining music, mathematics and computer science, this program contributes to a liberal arts education, and appeals to the creativity of both buttocks of the brain.		Arun Chandra Richard Weiss	Mon Mon Tue Tue Thu Thu	Freshmen FR Sophomore SO	Fall	Fall Winter
Musical Instruments: Design, Build, Play Bob Woods visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening		W 13Winter			In accompaniment to the study of musical sound, participants will construct a series of simple musical instruments that incorporate a vibrating membrane, vibrating string(s), or column of air. These unique soundings will present further exploration of scales/tunings, electrification, composition and more. We will practice playing our instruments together with help from a guest artist. No previous experience (musical or otherwise) is required, and all levels (especially musical) are welcome. Required text: by Bart Hopkin.		Bob Woods	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Musical Theatre in Cultural Context Rose Jang and Marla Elliott music theater Signature Required: Winter	Program	FR–SRFreshmen - Senior	16	16	Day	F 12 Fall	W 13Winter			Vocal performance and instrumental music have existed as primary vehicles of human emotion and communication since the dawn of history and across cultural boundaries. Whether it was the choral ode recited to the accompaniment of the lyre in the classical Greek age during 5th century BCE, or the ritualistic hymns sung to the solemn tune of Zheng around the same antiquity in China, music has since accompanied literary ingenuity and punctuated everyday life via melody and rhythm in different parts of the world. Musical theatre brings under its artistic umbrella the individual forms and aesthetics of music, dance, acting, poetry, dramatic literature and architectural environment. Many parallels can be drawn between the musical theatres of the East and West. For example, Chinese opera evolved from classical roots, through the politically frenzied revolutionary opera of the Cultural Revolution of 1966-76, and then to the current revival and reinterpretation of traditional repertory beginning in the nineteen-eighties. European musical theatre followed its own torturous path; the Renaissance Italians imitated ancient Greek theatre by creating European opera, which was then parodied by English Ballad Operas in early 18th century, and then later adapted into satiric cabaret musicals such as Brecht & Weill's two hundred years later. In this two-quarter program, we intend to study various forms of musical theatre in specific cultural context, from both Western and Eastern tradition, and aim to bring them alive by actively and seriously practicing voice, singing, acting, movement and music performance. In fall quarter, we will trace the evolution of musical theatre cross-culturally. Chinese, Japanese and other Asian musical theatre styles will be set in distinct contrast to the long trail of Western musical ventures from the classical Greek theatre, Renaissance theatre, and European opera to 20th and 21st century musical plays. We will try to understand the artistic merit and intention behind each work of musical theatre and comprehend the social, political or philosophical themes embodied by the unique combinations of music and stylized performance that each theatre adopts.At the same time we are studying history and culture in lecture, seminar, reading and writing, we will also learn to sing, to act, to play music instruments, and to set poetic texts, which may have been preserved without extant music scores, to creative new compositions in workshop and projects. Students will write songs based on Chinese texts in translation and stage fresh versions of classical Chinese musical drama using cultural knowledge and creative imagination. Winter quarter will be devoted mainly to rehearsals and production work for a major production. Students will learn to gear all their creative and performative efforts to one complicated, full-length musical theatre piece, possibly Jeremy Barlow's setting of , and stage it in a public performance at the end of the quarter.	theater, music composition and performance, cultural studies and other studies and careers demanding good written and oral communication skills.	Rose Jang Marla Elliott		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Musicianship Marla Elliott music	Course	FR–SRFreshmen - Senior	2	02	Evening			S 13Spring		This class will help students learn fundamentals of music literacy and beginning piano technique, and also help them develop free, healthy singing voices. At the end of each quarter, students will perform both vocally and on piano for other class participants and invited family and friends. This class requires excellent attendance and a commitment to practice every day; credit will be awarded in musicianship.		Marla Elliott	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Native Americans Defining Their Own Reality in Art and Literature Gail Tremblay Native American studies art history literature	Course	FR–SRFreshmen - Senior	4	04	Day				Su 13Summer Session I	This course will explore the way that Native Americans writers and artists represent indigenous culture in literature and the arts. Students will study poetry, fiction, film, and visual art made by Native Americans from a variety of cultures and will reflect on the way people with knowledge of growing up "Indian" in America define that experience. Students can write a paper that explores how culture is represented in the work of an indigenous artist, writer, or film-maker. Indigenous students can choose to produce creative works that represent their cultural experience and write about that experience in their final paper.		Gail Tremblay	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Nature Writing: Classic and Contemporary Matthew Smith American studies environmental studies writing	Program	FR–SRFreshmen - Senior	16	16	Day			S 13Spring		Today as we move into the second decade of the 21 century, environmental issues are in the mainstream. Everything from the food we eat to climate change, from the philosophy of the nature to the nature of our communities, from economic policy to our understanding of earth and human history is being rethought. This program provides an opportunity for students to read and respond to some of the best new environmental writing and ideas in the context of classic texts in the field. We will trace the origins of nature writing, the twin traditions of exploration and romanticism as they emerge and develop in the early 19 and early 20 century. Authors including Thoreau, Emerson,; and Aldo Leopold, A will form the background for our reading of contemporary nature writing and environmental thinking. We will read contemporary writers including Gary Snyder, ; Freeman House, ; Terry Tempest Williams, ; John Vaillent, : Timothy Morton, and Barbara Kingsolver, . We will supplement our work with poetry, articles and essays. We will read and discuss each text carefully. We will maintain a reader’s journal in which we reflect upon the text and themes that have emerged in our reading. Students will be expected to write short formal essays, an extended piece of nature writing, and a research essay dealing with a particular topic, writer, or theme that has emerged from our work. Each student should anticipate becoming the resident expert in the work of at least one of our authors or one major issue.The program is designed to give students an opportunity to read a variety of important pieces of environmental literature and to work on their own writing. We will share our writing with peer and faculty support and will expect all students to participate regularly in all phases of the program. Our work will offer opportunities for serious conversation, focused research, and reflection on personal and collective understandings of environmental ethics and action.		Matthew Smith		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
The Nisqually River: From Mountain Goats to Geoducks Jeff Antonelis-Lapp environmental studies natural history outdoor leadership and education	Program	FR–SRFreshmen - Senior	16	16	Day		W 13Winter			The Nisqually River originates high on the southern slopes of Mount Rainier and courses its way to the lowlands, entering Puget Sound just east of Olympia. The only U.S. river that begins in a national park and ends in a national wildlife refuge, it flows through a military base, an Indian reservation, public and private lands en route to its estuary at the Nisqually National Wildlife Refuge.We will study the Nisqually River watershed in multiple contexts, including: the river's natural history, with a focus on learning 50 birds common to the watershed; the river's human history from precontact times to the present; the contemporary partnerships and projects that make the Nisqually River Council an international model of collaboration in watershed restoration and stewardship; and issues the river and local inhabitants face that relate to climate change. We will also partner with local schools, learning how students are engaged in watershed stewardship and assist them in conducting water quality monitoring tests throughout the watershed.A four-day field trip that includes a one-day float trip will introduce students to the upper reaches of the river and ongoing restoration projects on the middle sections of the river. Additional one-day field trips will allow students to study the watershed's birds in the field and learn about restoration efforts at the river's estuary. Students will also create and lead lessons that teach about some of the watershed's bird life. All students in the program will be required to participate in the Green Congress on Friday March, 22 (the final day of evaluation week) during which Evergreen will host 400 elementary school students for a day of Nisqually River watershed presentations and workshops.		Jeff Antonelis-Lapp		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Nonfiction Media: Sustainability and Justice Laurie Meeker, Anne de Marcken (Forbes) and Marilyn Freeman communications cultural studies media arts media studies moving image sustainability studies Signature Required: Fall	Program	SO–SRSophomore - Senior	16	16	Day	F 12 Fall	W 13Winter	S 13Spring		This is the foundational program for moving image practices at Evergreen. This program will continue to emphasize the study of media technology and hands-on production practices along with the study of film/video history and theory. This year our work as filmmakers will be placed in the service of both sustainability and justice. A number of academic programs have begun to center their inquiry on important issues facing us and our planet--climate change, environmental justice, the relationship between people and the land, the sustainability of human and natural communities--issues that are vital to our well-being and the health of the planet. How do we engage these issues as filmmakers and artists? Can our work make a difference?Engaging media history and theory will be central to developing strategies of representation in our own work as producers of media. We will examine the history of documentary filmmaking to explore the strategies filmmakers have developed to represent "reality." We will study non-fiction filmmaking practices through screenings, readings, research projects, writing, and seminar discussions. One thread of our inquiry will focus on media addressing sustainability and justice--how have filmmakers placed their work in the service of political struggle, sustainability, justice, and the environment? Another thread of our inquiry will address critical alternatives to mainstream media, including autobiography, the history of experimental film and video art, and essayistic video. We will also address the politics of representation in relation to race, class and gender. Most people agree that media has the power to educate, as well as influence attitudes and behavior. Can media artists contribute to social change? As artists, how do we enter the debates around social and political justice, around energy, the environment and climate change? How does political media function in the discourses surrounding these issues?During fall and winter, students will develop media production skills as they engage a series of design problems thematically related to sustainability and justice, which provides a context for our work. The "sustainability and justice" framework will be broadly defined, and students can expect to create work that uses a variety of representational strategies, from documentary, to essayistic, to personal and autobiographical. We will explore a variety of production techniques, including a focus on audio production, an exploration of the image through cinematography, and the study of digital media production. Collaboration, a skill learned through practice, will be an important aspect of this learning community. Students will be expected to commit to a number of collaborative projects as well as working independently. The spring quarter will be devoted to developing independent media projects through research, proposal writing and media production.This program will link with other academic programs studying sustainability and justice, and we will work to develop collaborative projects addressing issues under the sustainability and justice umbrella.		Laurie Meeker Anne de Marcken (Forbes) Marilyn Freeman	Tue Wed Thu	Sophomore SO Junior JR Senior SR	Fall	Fall
Nonprofits and Society: Introduction to Nonprofit Management Laurance Geri business and management community studies government international studies law and public policy	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
Nutrition Cindy Beck biology health	Course	FR–SRFreshmen - Senior	6	06	Evening and Weekend			S 13Spring		Americans daily face conflicting information related to health and nutrition. In this course, students will analyze the many issues consumers face when purchasing food, investigate how diet and lifestyle impact health, and learn about the role of major nutrients and phytonutrients. Different dietary philosophies as well as the political and financial influences of food will be discussed. Students will maintain and learn to analyze personal diet diaries as a tool to understand class material.		Cindy Beck	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Odissi: Dance and Culture Jamie Colley dance	Course	FR–SRFreshmen - Senior	4	04	Evening	F 12 Fall				Odissi, one of the major classical dance styles of India, combines both rhythmic movement and expressive mime. This class will be devoted to the principles of Odissi dance: the synthesis of foot, wrist, hand, and face movement in a lyrical flow to express the philosophy of yoga. Throughout the quarter we will study tala (rhythm). Students will keep a journal of class notes, discuss the readings, and have cross-cultural dialogues.		Jamie Colley	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Odissi: Dance and Culture Jamie Colley dance	Course	FR–SRFreshmen - Senior	4	04	Evening			S 13Spring		Odissi, one of the major classical dance styles of India, combines both rhythmic movement and expressive mime. This class will be devoted to the principles of Odissi dance: the synthesis of foot, wrist, hand, and face movement in a lyrical flow to express the philosophy of yoga. Throughout the quarter we will study tala (rhythm). Students will keep a journal of class notes, discuss the readings, and have cross-cultural dialogues.		Jamie Colley	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Operating Systems Lab Intern Rip Heminway and Sheryl Shulman computer science mathematics Signature Required: Fall Winter Spring	Contract	JR–SRJunior - Senior	8	08	Day	F 12 Fall	W 13Winter	S 13Spring		The Computer Science Intern develops skills in advanced topics of Computer Science through the coordination of the Operating Systems Lab (OSL). This intern develops advanced skills in operating systems, cluster computing, system administration and network topology design. The intern assists with lab coordination, hardware and software upgrades, creating instructional materials and lab documentation, and provides users with technical assistance	computer science and technology.	Rip Heminway Sheryl Shulman		Junior JR Senior SR	Fall	Fall Winter Spring
Organic Chemistry I and II Lydia McKinstry chemistry	Program	SO–SRSophomore - Senior	12	12	Day				Su 13Summer Full	This program is designed to be the equivalent of a year-long college level course in organic chemistry. It will be fast-paced and rigorous with an emphasis on the relationship between the structure and chemical behavior of organic molecules. Specific topics will include electronic structure, chemical bonding, acid-base properties of organic molecules, stereochemistry, nomenclature, electron delocalization, conjugation, and resonance. The reactions and mechanisms of nucleophilic substitution, elimination, electrophilic addition in olefinic and aromatic systems, nucleophilic addition and addition-elimination in carbonyl compounds and aromatic compounds, enol/enolate alkylation and acylation, and radical chemistry will be studied in detail. The fundamental theories of mass spectrometry (GC-MS), infrared (FT-IR) and nuclear magnetic resonance (FT-NMR) spectroscopies will be presented and the method of spectral interpretation will be used to elucidate the structures of organic molecules. Simple organometallic chemistry and asymmetric catalysis may also be introduced, if time permits. Course activities will include lectures, small-group problem solving workshops, homework, quizzes and examinations. Well prepared students should expect to spend a minimum of 32 hours each week outside of class meetings, reading, studying and practicing the material.		Lydia McKinstry	Tue Wed	Sophomore SO Junior JR Senior SR	Summer	Summer
Orissi Dance and Music of India Andrew Buchman and Ratna Roy cultural studies dance gender and women's studies music	Program	FR–SRFreshmen - Senior	16	16	Day		W 13Winter			In this program we will focus on the dance and music culture of central eastern India, specifically the art-rich state of Orissa. While some music or dance background would be useful, it is not necessary. This is a culture and history offering, along with some practical hands-on experience in dance and music. We will immerse ourselves in this ancient culture of dance and music. Our readings will include themes such as gender, colonial history and post-colonial theory, and the current economic ferment that is transforming many aspects of Indian society today. A research option is available for students who opt not focus on performance, in consultation with the faculty.The first iconographical evidence of Orissa's dance and music culture comes from 2nd-1st century BCE, and the culture thrived for centuries before it declined under colonial rule to be partially revived in the 1950s and 60s. This effort still continues, and we will be part of that effort.		Andrew Buchman Ratna Roy	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Ornithology Alison Styring and Dina Roberts ecology environmental studies field studies natural history zoology	Program	FR–SRFreshmen - Senior	16	16	Day	F 12 Fall				Birds are the most diverse vertebrates found on the earth. We will explore the causes of this incredible diversity through a well-rounded investigation of general bird biology, the evolution of flight (and its implications), and the complex ecological interactions of birds with their environments. This program has considerable field and lab components and students will be expected to develop strong bird identification skills, including Latin names, and extensive knowledge of avian anatomy and physiology. We will learn a variety of field and analytical techniques currently used in bird monitoring and research. We will take several day trips to field sites in the Puget Sound region throughout the quarter to hone our bird-watching skills and practice field-monitoring techniques. Students will keep field journals documenting their skill development in species identification and proficiency in a variety of field methodologies. Learning will also be assessed through exams, quizzes, field assignments, group work and participation.		Alison Styring Dina Roberts	Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Pacific Northwest History: Multicultural Perspectives Michael Vavrus history political science	Course	FR–SRFreshmen - Senior	4	04	Day				Su 13Summer Session I	Pacific Northwest History introduces multicultural aspects of historical developments of this region. A primary learning objective is for students to be able to articulate through concrete historical examples how liberty and justice has been interpreted and applied in the Northwest. With texts that provide accessible historical accounts, students will be exposed to Native American Indian perspectives on the eventual occupation of their lands by European imperialists, the origins and outcomes of competition among Europeans for the Pacific Northwest, and challenges placed on non-European ethnic groups—such as Chinese Americans, African Americans, Mexican Americans, Japanese Americans—during the 19th and 20th centuries. Attention to the experiences of women in making this history is included. The local historical development of Tacoma is used to highlight the role of capitalism in creating governing bodies and class differences among white European Americans who collectively discriminated against the aspirations of people of color.		Michael Vavrus	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Performing the Text: Mixed-genre writing and dissent David Wolach cultural studies theater writing	Course	FR–SRFreshmen - Senior	4	04	Evening and Weekend			S 13Spring		What does it mean to perform the text? What happens when genres collide? This creative writing program will bring together several terms often thought to be well-defined—including "poetry," "prose," "theater," "politics," and "essay"—and, through experiments in writing, reading, and collaborating, re-narrate their meanings and implications. Along the way we’ll investigate key concepts and texts in poets theater, guerilla poetry, and other forms of performance-based text, mining them to create our own individual and collaborative writings. During the quarter, our meetings will consist of weekly seminars, lectures, and "language labs"—times for brainstorming, rehearsing, and trying out language experiments.		David Wolach	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Personal Finance and Investing Glenn Landram business and management economics	Course	FR–SRFreshmen - Senior	4	04	Evening				Su 13Summer Full	Personal finance and investing can sometimes be daunting to initiate. Yet long-term investing in equities can yield significant results with relatively low risk. We will examine the benefits of investing and how to initiate a low-cost, long-term investment plan. We will work from the critically acclaimed by Burton G. Malkiel. This class is for those that have some understanding of finance and would like to learn more as well as the novice that would like to take charge of their own lifetime savings. We will also examine typical personal finance issues as compounding, insurance, credit cards, student loans, buy vs lease auto decision and other personal finance areas as identified by students. Emphasis will be on in-class exchanges with like minded investors.		Glenn Landram	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Photography, Beginning Steve Davis media arts visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening		W 13Winter			This course emphasizes beginning-level skill development in camera use, lighting, exposure, b/w film and print processing. We will also briefly explore basic color printing and digital photography techniques. The essential elements of the class will include assignments, critiques and surveys of images by other photographers. Students of this class will develop a basic understanding of the language of photography, as a communications tool and a means for personal expression. Students must invest ample time outside of class to complete assignments.		Steve Davis	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Photography, Beginning Hugh Lentz media arts visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening	F 12 Fall				This course emphasizes beginning-level skill development in camera function, exposure, and black-and-white film development and printing as well as an introduction to digital imaging. We will focus on photography's role in issues of the arts, cultural representation, and mass media. Students will have assignments, critiques, collaborations, and viewing of work by other photographers. Each student will complete a final project for the end of the quarter.		Hugh Lentz	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Photography, Beginning Color Hugh Lentz visual arts	Program	FR–SRFreshmen - Senior	4, 8	04 08	Day				Su 13Summer Session I	In this beginning color photography class, we'll emphasize skill development in camera function, film exposure, and working in a darkroom learning to print from color negatives. We’ll have workshops in color darkroom mechanics and metering for ambient light and electronic flash. Using assignments, critiques, and slide viewing of historical and contemporary artists, students will develop the tools to pursue their own projects. Students registered for 8 credits will earn the additional credit by doing independent photo projects.		Hugh Lentz	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Photography, Color and Lighting Hugh Lentz media arts visual arts Signature Required: Winter	Course	FR–SRFreshmen - Senior	4	04	Evening		W 13Winter			In this course we'll be learning to print from color negatives, work with medium format cameras, photograph with electronic flash, and work in the studio environment. There will be assignments, critiques, and viewing the work of other photographers. All assignments and all work for this class will be in the studio with lighting set-ups. In addition to assignments, each student will be expected to produce a final project of their own choosing and turn in a portfolio at the end of the quarter.		Hugh Lentz	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Photography, Digital Steve Davis media arts visual arts Signature Required: Fall	Course	SO–SRSophomore - Senior	4	04	Evening	F 12 Fall				This course will introduce students to photographic practice through digital means. Building from students' existing photographic skills and vocabulary, we will explore image-making with both digital and film cameras and work with computers, scanners and inkjet printers. Students will create work as exhibition-quality prints, and also create a photographic portfolio for the Web.		Steve Davis	Tue Thu	Sophomore SO Junior JR Senior SR	Fall	Fall
Photography, Documentary Steve Davis media arts visual arts Signature Required: Spring	Course	SO–SRSophomore - Senior	4	04	Evening			S 13Spring		This class will explore how photography can be effectively used as a tool for creative documentation. You may work in any photographic mediums with which you are experienced (conventional B/W, color, digital). Final projects must address a particular topic (from your perspective) and clearly communicate your message to a broad audience.		Steve Davis	Tue Thu	Sophomore SO Junior JR Senior SR	Spring	Spring
Photography, Introduction to Basic Digital Steve Davis communications media arts visual arts	Program	FR–SRFreshmen - Senior	8	08	Day				Su 13Summer Session II	This class is an introduction to photographic expression using digital cameras, computers, and printers. Image-making will take the forms of digital prints and online portfolios. A brief introduction digital video, HD panoramas, and the black-and-white darkroom will also be included. You will have full access to the Digital Imaging Studio and to our darkroom facilities. Digital cameras are available through Media Loan. Class requirements include scheduled assignments, research, and a final project consisting of new, photographically-derived, digital work.		Steve Davis	Mon Tue Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Photography Techniques Hugh Lentz media arts visual arts Signature Required: Spring	Course	SO–SRSophomore - Senior	4	04	Evening			S 13Spring		This is an intermediate to advanced photography class where students will be using older methods and techniques of the medium. We’ll be spending a significant part of this class learning about and using 4x5 cameras. Additionally, we'll be working with UV printing, lith films, pinhole cameras, and more. There will be assignments based in these processes, and each student will produce a final project. We’ll also look at the work of contemporary and historical artists using these methods.		Hugh Lentz	Mon Wed	Sophomore SO Junior JR Senior SR	Spring	Spring
Physics and Calculus: Finding Order in the Physical World Mario Gadea mathematics physics Signature Required: Winter Spring	Program	SO–SRSophomore - Senior	8	08	Evening	F 12 Fall	W 13Winter	S 13Spring		Physics is concerned with the basic principles of the universe. It is the foundation on which engineering, technology, and other sciences are based. The science of physics has developed out of the efforts of men and women to explain our physical environment. These efforts have been so successful that the laws of physics now encompass a remarkable variety of phenomena. One of the exciting features of physics is its capacity for predicting how nature will behave in one situation on the basis of experimental data obtained in another situation. In this program we will begin the process of understanding the underlying order of the physical world by modeling physical systems using both the analytical tools of calculus and the numerical tools provided by digital computers. We will also have significant hands-on laboratory experience to make predictions and explore some of these models. In this thematically-integrated program, students will cover a full year of calculus and algebra-based physics through small-group discussions, interactive lectures, and hands-on laboratory investigations. In physics, we will learn about motion, energy, models, and the process for constructing them. Through our study of calculus, we will learn how to analyze these models mathematically. We will study some of Galileo's significant contributions to classical mechanics, Kepler's astronomical observations, Newton's work on calculus and laws of motion, Euler's applications of calculus to the study of real-life problems in physics (magnetism, optics and acoustics), Maxwell's development of the unified theory of magnetism, Einstein’s relativity, and many others. This program will cover many of the traditional topics of both a first-year calculus sequence and a first-year physics sequence. Covering these topics together allows for the many connections between them to be reinforced while helping make clear the value of each.		Mario Gadea	Tue Thu	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Picturing Domestic Space: Sociocultural Perspectives Stephanie Kozick, Amjad Faur and Susan Aurand anthropology architecture art history cultural studies history literature psychology sociology visual arts	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
Picturing Plants Ruth Hayes and Frederica Bowcutt botany field studies media arts moving image natural history visual arts	Program	FR–SRFreshmen - Senior	16	16	Day			S 13Spring		This program offers students opportunities to learn scientific and creative approaches to representing plants including field plant taxonomy, botanical illustration, observational and expressive drawing, and animation. Through lectures, lab exercises, design problems and field trips, students will learn to recognize the diagnostic characters of common plant families, and use dichotomous keys and field guides for plant identification.In lectures, readings and critiques, participants will study the history of botanical illustration and explore aspects of how plants have been represented by artists and in popular culture. In workshops, students will practice skills in drawing, black and white illustration (pen and ink and scratchboard) and color illustration (watercolor) techniques. As living things, plants grow and change through time, and we experience them in time, so students will also learn a variety of analog and digital animation techniques to represent the temporal dimensions of plants. Students will practice these skills in the execution of a portfolio of illustrations and short animated sequences.Several one-day field trips and one multi-day field trip are the core of this program. Participation in the field trips is required and will provide students access to a variety of habitats including prairie, coniferous forest, oak woodland, riparian woodland, saltwater marsh and freshwater marsh. During and after field trips, students will apply their taxonomy, drawing, illustration and animation skills in exercises and entries in field journals and sketchbooks.		Ruth Hayes Frederica Bowcutt		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Plant Biology Lalita Calabria biology botany field studies	Course	FR–SRFreshmen - Senior	6	06	Day and Weekend				Su 13Summer Session I	This lab and field-based botany course is designed as an introduction to the evolution and diversity of land plants. In lectures, we will survey the major groups of the Plant Kingdom including bryophytes, seedless vascular plants, gymnosperms, and angiosperms. We will also draw on contemporary scientific journals articles to enrich our understanding of important biological concepts and to apply this understanding to current events. In labs, students will gain hands-on experience studying plants with microscopes as we examine the form and function of plant organs, cells, and tissues. On field trips and campus plant walks, students will learn to recognize and identify some of the common native plants of the Pacific Northwest.		Lalita Calabria	Tue Thu Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Plato Stephen Beck philosophy	Course	FR–SRFreshmen - Senior	4	04	Day				Su 13Summer Session I	Plato's dialogues have been of persistent interest to readers. Why? Some are drawn by the enigmatic character of Socrates, usually on center stage. Some are attracted or puzzled by the philosophical positions that Plato explores through the dialogues. Some are inspired by the conception of philosophical practice that they represent. In this course we will read, discuss, and write about several of Plato's dialogues with these topics in mind.		Stephen Beck	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Plato's Republic Daniel Ralph classics literature philosophy	Course	SO–SRSophomore - Senior	4	04	Evening		W 13Winter			This course will primarily consist of a cover-to-cover reading of Plato’s Republic. The primary course activities will be seminar discussion, workshops and a series of writing assignments. Previous exposure to Plato’s works is helpful but not mandatory. Students who enroll should be prepared to engage in a focused learning experience fueled by a challenging set of readings.		Daniel Ralph	Tue	Sophomore SO Junior JR Senior SR	Winter	Winter
Playing Politics Mark Harrison and John Baldridge cultural studies geography media studies political science theater	Program	FR–SRFreshmen - Senior	8	08	Evening and Weekend	F 12 Fall	W 13Winter			With the US presidential election season as backdrop, we will engage with American politics, both local and national. We will delve deeply into the use and construction of political power—how it leverages cultural trends and reflects the geography of the electorate. We will examine how tactics of performance are employed to create images that have purchase on the political stage. Rhetoric, "spin," appeals to values, the invocation of class struggle, portrayals of the Constitution, bi-partisanship, race relations, gender rights—all of these will be part of our curriculum. What roles do citizens play, particularly in relation to changing social and environmental realities, the Internet, popular culture and the media? We will develop a set of critical questions, issues, and case studies that will guide our program. We will critique the campaigns as they unfold in real time—political ads, talking points, debates and damage control. And we will analyze plays, narrative and documentary films, and other forms of art and entertainment to determine how they have historically reflected or shaped political action and thought. In fall quarter we will follow the campaigns as they develop and culminate in the election. We will analyze what the election results tell us about the state of American politics. In winter quarter we will analyze and track the Inaugural Address of the next president and the start of a new US Congress. What do "lame duck" politicians hope to accomplish? How do continuing politicians frame their plans for the future? What can we, as an informed electorate, anticipate from the next political cycle? Students who enroll in this program should expect to do independent research on the elections, participate in political rhetoric and events, conduct statistical analyses of polls and election results, and dig into the elections cycle and results.		Mark Harrison John Baldridge	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
PLE Document Writing Nancy Parkes writing Signature Required: Spring	Course	SO–SRSophomore - Senior	4, 6, 8	04 06 08	Evening			S 13Spring		This course supports the Prior Learning from Experience (PLE) program through which select adults have the unique opportunity to demonstrate college equivalent learning and knowledge stemming from significant professional and cultural experiences. In this rigorous program, students develop an extensive written document made up of a several essays that document and demonstrate college level learning. Through expository writing and research, as well as appendices of prior work, the document analyzes both experience and modes of learning. Students earn credit through a combination of coursework and professional faculty evaluation of the completed document for academic equivalency. Students may take the class for up to a year as they write their document, selecting four, six, or eight credits each quarter up to a cumulative total of 16 credits. Students have extensive opportunities to work with one another in collaborative editing and construction of portfolios. Students completing a PLE Document generally describe their experience as "transformative," helping them to understand the college level equivalence of their professional and life experience, as well as better preparing them for future academic and professional work.		Nancy Parkes	Tue	Sophomore SO Junior JR Senior SR	Spring	Spring
PLE Document Writing Nancy Parkes writing Signature Required: Fall	Course	SO–SRSophomore - Senior	4, 6, 8	04 06 08	Evening	F 12 Fall				This course supports the Prior Learning from Experience (PLE) program through which select adults have the unique opportunity to demonstrate college equivalent learning and knowledge stemming from significant professional and cultural experiences. In this rigorous program, students develop an extensive written document made up of a several essays that document and demonstrate college level learning. Through expository writing and research, as well as appendices of prior work, the document analyzes both experience and modes of learning. Students earn credit through a combination of coursework and professional faculty evaluation of the completed document for academic equivalency. Students may take the class for up to a year as they write their document, selecting four, six, or eight credits each quarter up to a cumulative total of 16 credits. Students have extensive opportunities to work with one another in collaborative editing and construction of portfolios. Students completing a PLE Document generally describe their experience as "transformative," helping them to understand the college level equivalence of their professional and life experience, as well as better preparing them for future academic and professional work.		Nancy Parkes	Tue	Sophomore SO Junior JR Senior SR	Fall	Fall
PLE Document Writing Nancy Parkes writing Signature Required: Winter	Course	SO–SRSophomore - Senior	4, 6, 8	04 06 08	Evening		W 13Winter			This course supports the Prior Learning from Experience (PLE) program through which select adults have the unique opportunity to demonstrate college equivalent learning and knowledge stemming from significant professional and cultural experiences. In this rigorous program, students develop an extensive written document made up of a several essays that document and demonstrate college level learning. Through expository writing and research, as well as appendices of prior work, the document analyzes both experience and modes of learning. Students earn credit through a combination of coursework and professional faculty evaluation of the completed document for academic equivalency. Students may take the class for up to a year as they write their document, selecting four, six, or eight credits each quarter up to a cumulative total of 16 credits. Students have extensive opportunities to work with one another in collaborative editing and construction of portfolios. Students completing a PLE Document generally describe their experience as "transformative," helping them to understand the college level equivalence of their professional and life experience, as well as better preparing them for future academic and professional work.		Nancy Parkes	Tue	Sophomore SO Junior JR Senior SR	Winter	Winter
Political Ecology of Land: Planning, Property Rights and Land Stewardship Jennifer Gerend and Ralph Murphy American studies community studies economics environmental studies government law and government policy sustainability studies	Program	JR–SRJunior - Senior	16	16	Day	F 12 Fall	W 13Winter			This program will provide an interdisciplinary, in-depth focus on how land has been viewed and treated by humans historically and in contemporary times. We will give special attention to the political, economic, social/cultural, environmental and justice contexts of land use. We will also look at land ethics, concepts of land ownership, and efforts to regulate land uses and protect lands that have been defined as valuable by society.To understand the context, role and purposes of land use policy and regulation, the following topics and social science disciplines will be used to evaluate human treatment of land primarily in the United States: history and theory of land use planning; economic and community development; the structure and function of American government and federalism; public policy formation and implementation; contemporary land use planning and growth management; elements of environmental and land use law; economics; fiscal analysis of state and local governments; and selected applications of qualitative and quantitative research methods, such as statistics and GIS. Taken together, these topics will help us examine the diversity of ideas, theories and skills required for developing an in-depth analysis of land issues. Our goal is to have students leave the program with a comprehensive understanding of the complexity of issues surrounding land use planning, restoration, urban redevelopment, stewardship and conservation.The program will include lectures, seminars, guest speakers, films, research methods workshops, field trips in western Washington and individual and group research projects and presentations. Fall quarter will focus on developing an understanding of the political and economic history that brought about the need for land use regulation. This will include understanding the political, legal, theoretical and economic context. Winter quarter will continue these themes into contemporary applications and the professional world of land use planning, such as the Washington Growth Management Act, historic preservation and shoreline management. Students will leave the program with the foundation to prepare them for internships or potential careers in land use policy and management.	land use and environmental planning, policy development and fiscal analysis, environmental and natural resource management, and community development.	Jennifer Gerend Ralph Murphy		Junior JR Senior SR	Fall	Fall Winter
Political Economy and Social Movements: Race, Class, and Gender Michael Vavrus and Peter Bohmer American studies cultural studies economics gender and women's studies government history political economy political science sociology 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
Political Problems and Controversies (online) Jose Gomez law and government policy law and public policy political science	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
The Politics of Taxes and Budgets Howard Schwartz government political economy	Course	FR–SRFreshmen - Senior	4	04	Evening			S 13Spring		Taxes are the quintessential political issue. They affect everyone but not equally. They are needed in order to pay for almost all government activities. They can be—and are—used as instruments of governmental policy sometime consciously, sometimes inadvertently. And they arouse furious passions. We will survey the kinds of taxes governments levy, how the tax burden and governmental benefits are distributed in the United States and elsewhere, and how tax systems are challenged and changed. Our learning objectives will be to understand how tax systems work and the interplay of quantitative and qualitative reasoning in political discussions about them: how numbers, ideology, and economic interest drive politics and policy.		Howard Schwartz	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Popular Uprisings: 1968, 2011 and the Road Foward Peter Bohmer and Elizabeth Williamson African American studies American studies cultural studies economics gender and women's studies history philosophy political science sociology	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 cultural studies literature moving image philosophy sociology	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
Power in American Society Lawrence Mosqueda and Lori Blewett communications law and public policy media studies political economy political science	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
Practice of Sustainable Agriculture: Fall David Muehleisen, Melissa Barker and Stephen Bramwell agriculture biology botany ecology field studies sustainability studies Signature Required: Fall	Program	SO–SRSophomore - Senior	16	16	Day	F 12 Fall				What does it take to start up and run a small-scale agricultural business? Do you know how to grow organic food? Are you interested in contributing to the success of the campus Organic Farm? Join us on the farm for hard work and a wide-ranging examination of these and other questions.In this three-quarter program which begins spring quarter, we will integrate the theoretical and practical aspects of organic small-scale direct market farming in the Pacific Northwest by working on the Evergreen Organic Farm through an entire growing season (spring, summer and fall quarters). All students will work on the farm a minimum of 20 hours per week. The program is rigorous both physically and academically and requires a willingness to work outside in adverse weather on a schedule determined by the needs of crops and animals.Our exploration of critical agricultural topics will occur through a curriculum that is intricately tied to what is happening in the fields as the growing season progresses. The major focus of the program will be developing the knowledge and skills needed to start up and operate a small-scale agricultural operation based on a sound understanding of the underlying science and business principles. At the same time, hands-on farm work will provide the context for developing applied biology, chemistry and math skills.Each quarter, we will cover a variety of seasonally appropriate topics needed to operate a sustainable farm business. In spring, we will focus on soil science and nutrient management, annual and perennial plant propagation, greenhouse management, crop botany, composting, vermiculture and market planning. In summer our focus will be on entomology and pest management, plant pathology, weed biology and management, water management and irrigation system design, animal husbandry, maximizing market and value-added opportunities and regulatory issues. Fall quarter's focus will be on season extension techniques, production and business planning, the use and management of green and animal manures, cover crops, and crop storage techniques and physiology.Additional topics will include record keeping for organic production systems, alternative crop production systems, apiculture, aquaponics, urban agriculture, small-scale grain-raising, mushroom cultivation, and techniques for adding value to farm and garden products. Students will learn how to use and maintain farm equipment, ranging from hand tools to tractors and implements. Students will have the opportunity to develop their personal agricultural interests through research projects. Topics will be explored through on-farm workshops, seminars, lectures, laboratory exercises, farm management groups, guest lectures, field experimentation and field trips to regional agricultural operations. Books typically used in the program include by Gershuny, by Mohler and Johnson (eds.), by Wiswall, by Ekarius, by Altieri, and by Coleman. If you are a student with a disability and would like to request accommodations for this course/program, please contact the instructor or the office of Access Services prior to the start of the quarter. Access Services, Library Bldg. Rm. 2153. Contact Program Coordinator Steve Schmidt, PH: 360.867.6348; TTY 360.867.6834; E-mail: schmidts@evergreen.edu. If you require accessible transportation for field trips, please contact the instructor well in advance of the field trip dates to allow time to arrange this.Students planning to take this program who are receiving financial aid should contact financial aid early in fall quarter 2011 to develop a financial aid plan that includes summer quarter 2012.		David Muehleisen Melissa Barker Stephen Bramwell		Sophomore SO Junior JR Senior SR	Fall	Fall
Practice of Sustainable Agriculture: Spring David Muehleisen and Stephen Bramwell agriculture biology botany ecology field studies sustainability studies Signature Required: Spring	Program	SO–SRSophomore - Senior	16	16	Day			S 13Spring		Do you want produce food for yourself, your family and other families in your community? What does it take to grow food and feed yourself and others every day throughout the year? This three-quarter program (spring, summer and fall quarters) will investigate how food production systems operate with our primary focus on small-scale organic production. We will concentrate on the scientific knowledge, critical thinking and observation skills, management and business tools, and practical hands on training needed to successfully grow food and fiber in a sustainable way. We will explore the details of sustainable food production systems and evaluate them through the three pillars of sustainability—economic, environmental and social justice.We will be studying and working on the Evergreen Organic Farm through an entire growing season, seed propagation to harvest. The farm includes a small-scale direct market stand and CSA as well as a variety of other demonstration areas. All students will work on the farm every week as part of the practicum. The program is rigorous both physically and academically and requires a willingness to work outside in adverse weather on a schedule determined by the needs of crops and animals raised on the farm.During spring quarter, we will focus on soil science, nutrient management, and crop botany. Additional topics will include introduction to animal husbandry, annual and perennial plant propagation, season extension, and the principles and practice of composting. In summer, the main topics will be disease and pest management, which includes entomology plant pathology, weed biology. In addition, water management, irrigation system design, maximizing market and value-added opportunities and regulatory issues will also be covered. Fall quarter's focus will be on production and business planning, cover crops, and crop storage techniques and physiology. Students will develop and present a detailed farm and business plan, which will integrate all the topics covered in the program into a culminating project to allow students to demonstrate their learning and creativity.Additional topics will include record keeping for organic production systems, alternative crop production systems, and techniques for adding value to farm and garden products. Students will learn about hand tool use and maintenance, farm equipment safety, and types of field operations. Topics will be explored through on-farm workshops, seminars, lectures, laboratory exercises, farm management groups, guest lectures, field experimentation and field trips to regional agricultural operations. Books to be used in the program include by Theriault and Brisebois, by Huelsman, by Smit, 3 ed by Magdoff and van Es, , by Damerow, by Costenbader, by The Minnesota Institute for Sustainable Agriculture. If you are a student with a disability and would like to request accommodations, please contact the faculty or the office of Access Services prior to the start of the quarter. Access Services, Library Bldg. Rm. 2153. Contact Program Coordinator Steve Schmidt, PH: 360.867.6348; TTY 360.867.6834; E-mail: . If you require accessible transportation for field trips, please contact the instructor well in advance of the field trip dates to allow time to arrange this. Students planning to take this program who are receiving financial aid should contact financial aid early in fall quarter 2012 to develop a financial aid plan that includes summer quarter 2013.		David Muehleisen Stephen Bramwell		Sophomore SO Junior JR Senior SR	Spring	Spring
The Practice of Sustainable Agriculture: Summer Stephen Bramwell and David Muehleisen agriculture biology botany ecology environmental studies field studies sustainability studies Signature Required: Summer	Program	SO–SRSophomore - Senior	16	16	Day				Su 13Summer Full	This is a spring, summer, fall program and is open only to students continuing from the spring. For the full program description, see .		Stephen Bramwell David Muehleisen		Sophomore SO Junior JR Senior SR	Summer	Summer
The Practice of Writing Steve Blakeslee writing	Course	FR–SRFreshmen - Senior	4	04	Evening			S 13Spring		This course will give students a broad overview of prose writing and help them to broaden, deepen, and improve their own writing practice. We will explore every element of the writing process, learning to brainstorm, structure, draft, critique, rewrite, polish, and share work in progress. The course will also address key principles of good writing, challenges like procrastination and writer’s block, and ways to develop productive writing routines.		Steve Blakeslee	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Precalculus and Calculus 1 Allen Mauney mathematics	Program	FR–SRFreshmen - Senior	8	08	Evening and Weekend				Su 13Summer Session I	This class offers a brief, focused review of selected precalculus topics that are essential for success in calculus. The calculus curriculum includes all topics typically covered in a first-quarter differential calculus class. The idea of the derivative will be initially approached via average rates of changes and slopes of secant lines and then rigorously defined with limits. Derivatives of all basic functions will be developed qualitatively and rigorously. The emphasis of the class is on using derivatives to model phenomena in the larger world. Extrema, related rates, and optimization will be culminating topics. The program will end with and introduction to anti-derivatives. Precalculus and trig are prerequisites.		Allen Mauney	Tue Thu Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Precalculus I, II Vauhn Foster-Grahler mathematics	Course	FR–SRFreshmen - Senior	4	04	Day		W 13Winter	S 13Spring		This two-quarter sequence of courses will prepare students for calculus and more advanced mathematics. It is a good course for students who have recently had a college-level math class or at least three years of high school math. Students should enter the class with a good knowledge of supporting algebra. Winter quarter will include an in-depth study of linear, quadratic, exponential, and logarithmic functions. Spring will include an in-depth study of trigonometric and rational functions in addition to parametric equations, polar coordinates, and operations on functions. Collaborative learning, data analysis and approaching problems from multiple perspectives (algebraically, numerically, graphically, and verbally) will be emphasized.		Vauhn Foster-Grahler	Mon Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Printmaking: Materials Judith Baumann visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening	F 12 Fall				Exploring all areas of the Evergreen non-toxic printmaking studio, students will learn several processes over the course of ten weeks including monotypes, relief, intaglio, serigraphy, and letterpress techniques. Each process will build upon accumulated knowledge and increase in complexity. Proper editioning practices will be stressed. Students will study the history and contemporary applications of all methods through presentations and assigned readings. Students will work toward building a technical printmaking portfolio, highlighting both concept and craft.		Judith Baumann	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Printmaking: The Broadside Judith Baumann visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening			S 13Spring		This course will focus on the history of broadsides, or finely printed informative posters, and the study of typesetting and letterpress within a contemporary fine art print context. Students will learn how to hand set and handle 50 - 100 year-old type, how to properly print and proof blocks of text using Vandercook and Platen Presses, and how to use color theory principles in their work. In addition, students will learn basic image-making techniques including relief and screen-printing in order to integrate text and image together. Students are expected to work outside of class time approximately six hours a week in order to complete all coursework.		Judith Baumann	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Printmaking: The Political Print Judith Baumann visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening		W 13Winter			This course is designed as an intensive study of the aesthetics of rebellion and revolution. Students will learn the history of print as a catalyst for social, political, and cultural change from the 18th century to the present in addition to creating their own political prints using various printmaking methods including screen-printing, relief techniques, and typesetting. The fundamental elements of graphic design will be discussed throughout the quarter. Students will also participate in regular critiques of their work and in-class technical demonstrations.		Judith Baumann	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Producing and Sequencing Music Peter Randlette computer science media arts music	Program	FR–SRFreshmen - Senior	8	08	Day				Su 13Summer Session I	Computers are now the basic sketchpad for creating music. From recording instruments into them to using software instruments that sound like nearly anything, software recording allows extremely complex production. This five-week program will familiarize members with the use of computer based MIDI soft and hardware, synthesizers, and cover some of the technical 'mysteries' which are critical to comprehending use. This program is mostly about exploring the musical production process. The only prerequisites are interest in music, some keyboard and/or guitar skill, and curiosity. Lecture and workshop sessions will cover operation of the systems, demonstrating different techniques in a group setting. This will be the time for reviewing readings, presenting questions, and troubleshooting. Students will play back their pieces for feedback and so that others can see how different people compose. Individual studio times will be assigned to each student. These times are for trying the different functions of the software, creating short musical ideas to apply learned skills and experimenting with new techniques. Members will be expected to spend a minimum of two 4-hour blocks in the studio per week. Consulting times will be scheduled to permit members to meet for individual or small group assistance in the studio. If members are having problems understanding operation, this is the time to get additional help.		Peter Randlette	Tue Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Psychology, An Introduction (A) Mark Hurst psychology	Course	FR–SRFreshmen - Senior	4	04	Evening			S 13Spring		Scientific inquiry into human behavior and cognition is a dynamic and rapidly growing field that influences personal development and diverse careers. This course examines essential aspects of the human experience (neurology, sensation and perception, personality, learning, memory, cognition, emotion) and political, economic, and cultural influences. Contemporary trends and specific sub-disciplines (neuropsychology, childhood development, gerontology, organizational behavior, wellness, etc.) will be addressed. Those seeking underpinnings for work in mental health and social work, education, medicine, public policy, and law will find this course indispensable. Students will demonstrate skill at applying theory to practice in journals, integrative response papers, and group activities.		Mark Hurst	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Psychology, An Introduction (B) Mark Hurst psychology	Course	FR–SRFreshmen - Senior	4	04	Weekend			S 13Spring		Scientific inquiry into human behavior and cognition is a dynamic and rapidly growing field that influences personal development and diverse careers. This course examines essential aspects of the human experience (neurology, sensation and perception, personality, learning, memory, cognition, emotion) and political, economic, and cultural influences. Contemporary trends and specific sub-disciplines (neuropsychology, childhood development, gerontology, organizational behavior, wellness, etc.) will be addressed. Those seeking underpinnings for work in mental health and social work, education, medicine, public policy, and law will find this course indispensable. Students will demonstrate skill at applying theory to practice in journals, integrative response papers, and group activities.		Mark Hurst	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Psychology: Child and Family Development Candace Vogler psychology Signature Required: Spring	Course	SO–SRSophomore - Senior	4	04	Evening			S 13Spring		In this advanced class we will focus on attachment theory and family systems theory as lenses into understanding the complexity of working with children and families in many settings: education, mental health, psychology, etc. We will use psychological texts, fiction, films, and personal histories to understand the interplay between human evolutionarily-derived biological endowment, attachment, and family development as well as the external constraints families and children face including poverty, out-of-home placement, schools, and trauma. Work in class will include seminars, role-plays, and some lecturing. Students will journal regularly, write four short response papers, and write one longer paper. Self and faculty evaluations are required.		Candace Vogler	Wed	Sophomore SO Junior JR Senior SR	Spring	Spring
Psychology: Clinical Interviewing Candace Vogler education psychology	Course	SO–SRSophomore - Senior	4	04	Evening		W 13Winter			This course is intended for students interested in careers involving interpersonal relationships including counseling, teaching, social work, and psychology. Studies in basic developmental theory will supplement class work focused on developing skills in intentional interviewing and how these skills connect to family systems concepts. Students will explore how their own history reflects and shapes how they hear and work with others. This course provides a foundation for more advanced academic and direct service work in interpersonal contexts.Students must use their own audio tape and playback equipment (or equipment available through media loan) to transcribe and analyze in-class interviews and role plays as they develop skills in understanding the role of the observer in gathering clinical, personal, and ethnographic information. Self and faculty evaluations are required.		Candace Vogler	Wed	Sophomore SO Junior JR Senior SR	Winter	Winter
Psychology, Learning and Becoming Scott Coleman consciousness studies education psychology	Program	FR–SOFreshmen - Sophomore	16	16	Day			S 13Spring		This program introduces a broad spectrum of contemporary and classical psychological theories about learning and personality. It has the complementary intent of applying these theories to our understanding of ourselves as a unique learners and human beings. Our guiding questions will be both theoretical and personal, including: How can we make sense of human personality differences? How do people learn? Do I have a unique life calling? What is my learning style?Topics of study will include developmental and educational psychology, depth psychology and personality theory. Our work will be informed by such thinkers as Sigmund Freud, Carl Jung, Roberto Assagioli, Daniel Siegel, Nancy Chodorow, James Hillman, Carl Rogers, Howard Gardner, Jacob Moreno, John Welwood, Helen Palmer, Ken Wilber, Erik Erikson, Lawrence Kohlberg, Richard Schwartz, John Bowlby and Mary Ainsworth.In addition to reading, writing, and engaging in weekly seminars, our activities will include experiential workshops and individual and group projects, as well as regular assessments to support our growing understanding of the foundational concepts we will be learning. Learning about and from each other will be an essential feature of learning about the human psyche and its often surprising similarities and differences, so an emphasis will be placed on building a supportive learning community.This program may be particularly useful for those with an interest in bringing a more focused and self-informed perspective to their future learning opportunities.	psychology and education.	Scott Coleman		Freshmen FR Sophomore SO	Spring	Spring
Public Health and Economic Development in Sub-Saharan Africa Tom Womeldorff and Nancy Anderson economics health international studies	Program	FR–SRFreshmen - Senior	16	16	Day	F 12 Fall	W 13Winter			For generations, individuals from "richer countries" have travelled to "poorer countries" to help improve local living conditions, not always with positive or even measurable results. How do well-intentioned outsiders know if they are helping or hindering the progress of a community? We will critically assess the effectiveness of outsiders--individuals, organizations and governments--with particular focus on issues of public health and economic development in Sub-Saharan Africa. Is there a constructive role for "richer countries" in promoting and facilitating equitable development in the countries of Sub-Saharan Africa or does the history of colonialism doom any possibility of constructive interaction?We will begin by examining the systematic underdevelopment of Africa by European colonial powers, and analyze the continent's historical and current place in the capitalist world-system. We will develop an understanding of the complexities, paradoxes and contradictions shaping the possibilities for equitable development in post-colonial Sub-Saharan Africa. We will consider the evolution of theories of economic development and public health perspectives on human development. We will explore the forces that have shaped the health and human development of Sub Saharan Africa since World War II. How do we know that models designed to improve human development actually forward the stated goals? Does economic growth now followed by later income redistribution work or must equity be incorporated into economic goals from the outset? How do we measure success? Can governmental aid organizations, acting in the name of the "richer countries", serve the best interests of the "poorer countries"? How can we best work with governments that do not promote equity or the well-being of their populations? We will consider the role of governmental aid, multilateral agencies, and non-governmental organizations. We will consider a range of economic development initiatives from the World Bank to Kiva.org. The role of the World Health Organization, the relevance of the primary health care model, and the potential of the campaigns will be considered in the context of ongoing inequality and continuing indicators of poor health in several parts of Sub-Saharan Africa. We will use a case study format to analyze the variation in equitable economic development and public health among several Sub-Saharan African countries, examining the influence of foreign aid in the achievement of these objectives. Students completing this program will have a foundation in economic development and public health that will help them critically assess community needs, strengths, and deficits. They will have the skills necessary to answer the question "Am I making a difference?" both at home and abroad.		Tom Womeldorff Nancy Anderson		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Public Speaking Marla Elliott	Course	JR–GRJunior - Graduate	2	02	Evening and Weekend				Su 13Summer	Oral eloquence still counts when you need to explain, persuade, collaborate, and lead. This intensive weekend course will help you learn to use your voice, body, and personal presence with confidence when speaking to others. You will learn to channel stagefright into creative energy and to organize your thoughts into a structure your audience can grasp. Students will write, revise, rehearse and present a short speech; they will also have opportunities to practice speaking impromptu. Credit will be awarded in Public Speaking.		Marla Elliott	Fri Sat Sun		Summer	Summer
Public Speaking Intensive Lori Blewett communications leadership studies	Course	FR–SRFreshmen - Senior	4	04	Evening and Weekend				Su 13Summer Session I	This weekend-intensive course focuses on the fundamentals of public speaking. It is aimed at enhancing students' confidence and ability regardless of their current level of experience. Students will learn to control speech anxiety, compose persuasive and informative speeches, use visual aids appropriately, and develop performance skills for effective public presentations. All students will receive individualized feedback and coaching. Fulfills selective MIT endorsement criteria.		Lori Blewett	Mon Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Publish to Flourish: Part II Linda Moon Stumpff	Course	JR–GRJunior - Graduate	2	02	Evening and Weekend	F 12 Fall				This class is designed as an introduction to the world of publishing for students who have completed a major research project. One required orientation meeting is planned. The class will explore various journals, magazines, and e-publishing opportunities through library research and seminar papers. Each student will read one book and at least four journal articles and complete two seminar papers on the readings. They can then begin rewriting and revising an existing research paper for publication. In part two, we will explore turning longer research projects into shorter pieces for publication in the public arena in newsletters, blogs, magazines and highlight articles or book reviews in journals. It is expected that three drafts will be required. One of the drafts will be peer reviewed by a member of the class. Students will submit a publication plan describing where they will submit their final revised work. Finally, each student will submit the last revised work to the faculty via e-mail for review.		Linda Moon Stumpff	Fri		Fall	Fall
Queer Pleasure and Politics Greg Mullins and Cael Keegan gender and women's studies history queer studies	Program	JR–SRJunior - Senior	16	16	Day			S 13Spring		Why is glitter queer? Why is drag glamorous? Why are Broadway musicals gay in both senses of that word? Why, for that matter, did a word that meant bright, showy, cheerful and carefree come to signal homosexuality?Entertainments, recreation, social gatherings and stage spectacles have a long and deep relationship to sexual and gender identities, communities, and the politics that emerge from them. In this program we will examine the history of queer gender and sexuality in relation to bars, parks, baths, burlesque halls, balls, theaters, musicals, music festivals, softball teams, films and parades. Our approach will be primarily historical, as we consider how modern genders and sexualities are playfully forged via social interaction in places of entertainment. Our focus will be the United States in the 19th and 20th centuries.Historical texts will be complemented with theoretical readings that explore the relation between pleasure and politics. We will be especially interested in style, costume, humor, bacchanalia, outrageousness, spectacle, camp, play and the carnivalesque.Students should emerge from the program with a sophisticated understanding not only of sexual and gender identity and community, but also of how sexual and gender politics have been advanced through visibility, spectacle and play.	history, gender and sexuality studies, careers in any field of education, human services, entertainment, etc. in which it would be wise to understand human diversity.	Greg Mullins Cael Keegan		Junior JR Senior SR	Spring	Spring
Radical Management Zoe Van Schyndel business and management leadership studies	Course	FR–SRFreshmen - Senior	4	04	Evening and Weekend				Su 13Summer Session II	The traditional command and control management hierarchies are crumbling as the market and workplace face an onslaught of rapid and ongoing change. Instead of a limited focus on efficiency and the bottom line, Radical Management emphasizes agility, flexibility, motivation, sustainability, and self-organizing teams with the goal of promoting high performance, continuous innovation, deep job satisfaction, and lasting customer and community relationships. This course utilizes case studies, group activities and projects, seminars, videos, and assessments to provide an integrative perspective to understanding Radical Management.		Zoe Van Schyndel	Fri Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Radio Practice and Politics Lori Blewett communications media arts political science	Course	FR–SRFreshmen - Senior	4	04	Evening			S 13Spring		This course will introduce students to speaking, writing, interviewing, and recording skills needed to produce high-quality radio programs. We will study the history, politics, economics, and art of radio in the U.S. with special attention given to public and community radio.		Lori Blewett	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Reading Between the Lines: U.S. Women of Color in the 20th Century Frances V. Rains American studies gender and women's studies history	Program	FR–SRFreshmen - Senior	16	16	Day			S 13Spring		The 20th century has not been the exclusive domain of Euro-American men and women in the U.S. yet it often requires to realize that women of color have also existed at the same time. Repeatedly, women of color [e.g., African American, Native American, Asian American, Latina/Chicana] have been stereotyped and have endured multiple oppressions, leaving them seemingly voiceless and invisible. Such circumstances have hidden from view how these same women were active agents in the context of their times, who worked to protect their cultures, languages and families. These women of color often resisted the passive victimization associated with them. Gaining an introduction to such women of color can broaden and enrich our understanding of what it has meant to be a woman and a citizen in 20th century North America. Drawing upon autobiographies, poetry, short stories, essays and films, we will explore the ways in which women of color defied the stereotypes and contributed to the economic, social, political and cultural life of the contemporary United States. We will critique how feminist theory has both served and ignored these women. We will analyze how 20th century U.S. women of color survived, struggled, challenged barriers, and forged their own paths to make life a little easier and better for the next generation of women and men. Students will develop skills as writers and researchers by studying scholarly and imaginative works and conducting research. Through extensive reading and writing, dialogue, films and guest speakers, we will investigate important aspects of the life and times of women of color in the 20th century.		Frances V. Rains	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Ready Camera One: We're Live Sally Cloninger communications gender and women's studies media arts media studies	Program	SO–SRSophomore - Senior	16	16	Day			S 13Spring		This program is designed primarily for students interested in exploring visual literacy, television production, performance and media criticism. Students will be introduced to both media deconstruction and media production skills through a series of lecture/screenings, workshops and design problems that focus primarily on collaborative multi-camera studio production. No prior media production experience is required.We will take a critical, performative and historical approach as we examine and even emulate the production style and lessons from the early history of 20th century live television. Students will be expected to perform in front of as well as behind the camera and will explore the logistics and aesthetics of multi-camera direction and design. We will investigate the aesthetics and implications of live performance and multi-camera production for new media as well.This program will also examine the politics of representation, i.e., who gets the camera, who appears on the screen, and who has the power. Therefore, students who choose to enroll should be vitally and sincerely interested in the issues and ideas concerning the representation of gender, race, ethnicity, class and sexual orientation in the media. Activities will include training in the CCAM, a multi-camera TV studio facility, instruction in basic performance and writing for television, and a survey of visual design principles. In addition to a series of studio exercises, students will complete a collaborative final project that combines media analysis, research, performance and production about broadcast content and ideology.		Sally Cloninger	Wed Thu Fri	Sophomore SO Junior JR Senior SR	Spring	Spring
Reality Check: Indian Images and [Mis]Representations Frances V. Rains Native American studies cultural studies history media studies political science	Program	FR–SRFreshmen - Senior	16	16	Day		W 13Winter			This program will address historic and contemporary images and misrepresentations of Indians in a variety of media. Indian images from films, photographs, language, mascots, popular culture and commercial interests will be deconstructed and analyzed for meaning, significance, power, representation and issues of authenticity. Colonialism, U.S./Indian history, geo-politics, and economics will be decolonized through the lenses of Native resistance, Native sovereignty and Native political and economic issues. Essential to this exploration will be an investigation of the dynamics of "self" and "other."Learning will take place through readings, seminars, lectures, films and workshops. Students will improve their research skills through document review, observations and critical analysis. Students will also have opportunities to improve their writing skills through weekly written assignments. Verbal skills will be improved through small group and whole class seminar discussions, and through individual final project presentations. Options for the final project will be discussed in the syllabus and in class.	art, cultural studies, education, geography, history, media studies, Native studies and political science.	Frances V. Rains	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Realizing Your Still-Life: Painting Bruce Thompson visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening				Su 13Summer Session II	This is an introductory course exploring the principles of representational painting and compositional aesthetics. Students will create personalized scenes using food and found objects as a basis for still-life painting studies. The course content will encourage experimentation with a range of achromatic techniques that provide the foundation for further exploration using color. Assignments will lead toward individually informed compositions that culminate in a final painting project. Lectures include introductions to new projects with examples of contemporary painting and art historical references. Demonstrations cover introduction to the medium of paint, composition, perspective, color theory, and technique.		Bruce Thompson	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Religion, Society and Change Joli Sandoz, Rebecca Chamberlain and Suzanne Simons history religious studies sociology writing	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
Research in Literacy Jon Davies education	Course	FR–SRFreshmen - Senior	4	04	Day				Su 13Summer Session I	To prepare for a reading endorsement or to understand more about literacy research, participants will engage in readings and workshops that address qualitative and quantitative research regarding the development of best instructional practices for literacy instruction. In addition, the course will explore the research base for accommodating the developmental, cultural, and linguistic differences of learners. Course credits contribute to minimum coursework expectations for a teaching endorsement in reading.	Teaching and education	Jon Davies	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Research Methods in Environmental Studies Martha Henderson	Course	JR–GRJunior - Graduate	4	04	Evening and Weekend				Su 13Summer Session I	Research at the graduate level in environmental studies is an important step for students working towards undergraduate and masters degrees. The sum total of the research work requires thoughtful definition of a problem, identification of theoretical and appropriate methods for data collection, use of standard tools of data analysis, and a desired logical conclusion. This class will help students articulate good research questions, determine methods of analysis with special emphasis on qualitative methods, and assist students in developing a reasonable research agenda. Students engaged in individual research projects or beginning work on their masters’ theses are welcome. We will collaborate and develop research strategies that will be effective in the pursuit of major individual research projects.The class will be a one week intensive class meeting in the evenings from 6-10pm. We will also meet on the last Saturday of the week.		Martha Henderson			Summer	Summer
Rites of Passage: Ceramics and Fine Metalwork Jean Mandeberg and Evan Blackwell aesthetics art history visual arts writing Signature Required: Winter Spring	Program	JR–SRJunior - Senior	16	16	Day	F 12 Fall	W 13Winter	S 13Spring		Our long lives are marked by celebrations, ceremonies and often age-related events that we remember years later through associated objects and images. Artists are the ones who make the plaques, gravestones, amulets, awards, medals, lockets, etc. that pass through the memories of generations, and these objects are often made using ceramics or precious metals. Clay and metal are the materials we will focus on in this studio art program as we explore materials and technical processes that express our understanding of rites of passage. Which rites are public and which are private across cultures? How have these commemorations changed over time and been influenced by travel and technology?This will be a rigorous studio-based program where students will spend one quarter focusing on ceramics and one quarter focusing on fine metalworking while continually experimenting with mixing media. There will be particular emphasis on the relationship between these two studios and the way surfaces such as glazes and enamels are fired over dimensional forms, and ways the process of casting can be used in either metal or ceramics. We will consider political aspects of the collection and processing of our materials, as well as the meaning associated with them in particular commemorative forms.Art historical examples such as memento mori ("Remember your mortality") or milagros and ex votos will be closely examined through weekly writing, extensive readings and lively seminar discussion. Students should be prepared to constantly juxtapose theory and practice as they address both individual and collaborative assignments during fall and winter quarters.During spring quarter each student will either pursue a theme-based project or an internship with a practicing artist or regional arts organization. It will be the student's responsibility to write a detailed proposal for an individual project and faculty will assist students in locating and developing internships. Both paths of study in the spring will build on the conceptual framework, technical skills and studio work ethic established during fall and winter. We hope spring quarter will be a time for students to connect their visual work to the social and political realities of these ideas outside the studio.		Jean Mandeberg Evan Blackwell		Junior JR Senior SR	Fall	Fall Winter Spring
Russia and Eurasia: Empires and Enduring Legacies Patricia Krafcik and Robert Smurr history international studies language studies literature	Program	FR–SRFreshmen - Senior	16	16	Day	F 12 Fall	W 13Winter	S 13Spring		Join us on an extraordinary virtual journey as we explore the diverse peoples, cultures and histories of the region that was once demarcated by the borders of the Russian and Soviet empires. We will take a multicultural approach in our examination of Russians and numerous other indigenous peoples who from ancient times have populated the vast expanses of Eurasian and Siberian steppe and forests.In fall quarter we investigate Slavic, Scandinavian, Persian, Mongol and Turkic contributions to early Russian society and examine both the region's pre-Christian pagan animistic cultures and the rich Byzantine cultural legacy of Orthodox Christianity with its associated art and architectural forms, literature and music. Our fall journey takes us from the vibrant culture of Kievan Rus', through the development of the Muscovite state, imperial expansion and westernization during the reigns of Peter the Great and Catherine the Great, and on to the start of the 19th century with Russia's emergence as a major world power. Medieval epics and chronicles as well as diverse films and readings enhance our study of this early turbulent history. Special geography workshops in both fall and winter terms help students identify fluently the location of cities and landmarks throughout the Russian and Soviet empires, as well as understand more profoundly the relationship between the various peoples of the empire and their environment.Winter quarter concentrates on some of the world's greatest literature from Russia's 19th-century Golden Age, all read in tandem with vibrant historical accounts of the era. Works by Pushkin, Lermontov, Gogol, Turgenev, Dostoevsky, Tolstoy, Chekhov and others enable us to explore Russia's provocative social, religious and revolutionary ideologies. We examine the rise of the Russian Empire's radical intelligentsia who rebelled against autocratic tsarist policies and the institution of serfdom, and also emphasize the diverse ways in which these activities led to the world-changing revolutions of the early 20th century.Spring quarter focuses on the tumultuous events of the 20th century, from the revolutions of 1905 and 1917 through the post-Soviet period. We investigate the legacy of Lenin and the Bolsheviks, including the horrific Stalin era with its purges, Gulag prison camps, brutal industrialization policies and devastating environmental practices. We place special emphasis on how writers, artists and filmmakers interpreted, influenced and survived the Soviet regime. Included in this emphasis is a detailed examination of the enormous sacrifices that the Soviet people experienced at the hands of their own communist dictatorship, as well as under Nazi occupation during the Second World War. This term ends with a review of events resulting in the collapse of the U.S.S.R. and the emergence of the fifteen independent states that arose from its ashes.Students will write short papers in fall and winter quarters and have the opportunity to explore in depth a topic of their choice for a final research paper in spring. They will also create professionally produced posters based on their research and participate in a series of term-end exhibits of their posters as a way to share their research with their faculty and peers. Those who opt not to participate in the Beginning Russian Language portion within our program will have the option of completing additional research and writing projects within their respective seminars for full credit.	education, diplomatic and security services, film, music, art, writing, international business, and graduate studies in international affairs and in Russian and Slavic literary, historical, political and area studies.	Patricia Krafcik Robert Smurr		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Russian, Beginning I, II, III Elena Smith language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 12 Fall	W 13Winter	S 13Spring		Russian rocks! Do not miss your chance to join this fascinating year-long course that will teach you to read the mysterious-looking Cyrillic, write the unique Russian cursive, construct sentences, and express yourself in Russian. Constant immersion into the authentic Russian language within a colorful cultural and historical context coupled with an exposure to literature, film, and music will enable you to better understand not only certain features of Russian grammar and vocabulary but also the Russian character and the Russian way of thinking. A variety of activities including staging skits and acting out true-to-life situations will help you develop vocabulary, strengthen your knowledge of grammar, and improve your communication skills. Let a native Russian instructor guide you on this life changing adventure!		Elena Smith	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Sacred Texts Rebecca Chamberlain history literature religious studies	Course	FR–SRFreshmen - Senior	4	04	Evening		W 13Winter			This survey of the world’s sacred texts and spiritual traditions will explore their poetic and literary influence, past and present. From creation stories and wisdom traditions to prophetic revelations and teachings about transforming suffering, what impact have sacred texts had on the psyche, imagination, and social or political understanding of peoples, ancient and modern? How have sacred texts and stories evolved over time? How have they been passed on through oral and literary traditions and through words and images? What is their role in developing culture, identity, and community? How do they frame philosophical, moral, ethical, and spiritual insights? We will explore our topic through a variety of disciplinary lenses including comparative literature, religion, history, mythology, movement, and the arts, as well as through an ecumenical dialogue that affirms both religious and secular perspectives. We will combine academic inquiry and research with poetic insight, artistic production, performance, and contemplative practices such as Tai Ji, yoga, or meditation.		Rebecca Chamberlain		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Science Seminar: The Universe and Beyond EJ Zita astronomy environmental studies natural history philosophy of science physics sustainability studies	Program	FR–SRFreshmen - Senior	16	16	Day		W 13Winter			We are interested in symmetries in nature and the universe, and in human understanding and interaction with nature. We will read books and articles on astrophysics, cosmology and/or the environment to explore topics such as these. Physicists have discovered new puzzles which your generation will solve. Why is the expansion of the universe accelerating? What are dark matter and dark energy? Why is there matter, space, and time? Why do these take the forms that we observe?We will read about and discuss the beauty and importance of quantitative study of nature and our place in the natural world. Students will gain a deeper physical understanding of the universe, with little or no math.We will share our insights, ideas, and questions about the readings and our wonder about the universe. Students will write weekly short essays and many responses to peers' essays. Students will meet with their team (of 3 peers) at least one day before each class to complete pre-seminar assignments.Learning goals include deeper qualitative understanding of physics, related sciences and the scientific method; more sophisticated capabilities as science-literate citizens; and improved skills in writing, critical thinking, teamwork and communication.Program webpage:		EJ Zita	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Sea Change: The Science of Climate Change in the Oceans Trisha Towanda environmental studies marine science writing	Program	JR–SRJunior - Senior	16	16	Day			S 13Spring		Studying climate change processes in the ocean frequently requires approaches that are unique to the marine environment. In this program, we will study the instruments and methods that allow us to conduct science beneath the sea. Lectures will cover marine topics in climate change and regional ecosystems of the Pacific Northwest.We will explore various marine ecosystems of the Pacific Northwest through a series of formal field exercises, including a multi-day field trip on the Olympic Coast. Students will maintain detailed field notebooks with observations, questions and hypotheses that will be the foundation of subsequent literature research. Working in groups, students will write formal scientific reports on each site to address effects of climate change. Students will also conduct a poster session on oceanographic instruments used to study various physical, geological, chemical and biological phenomena in the ocean. Weekly seminar sessions will allow each student opportunities to facilitate seminars on primary scientific literature. In addition, students will interpret scientific literature regarding effects of rapid global climate change on marine systems for non-scientist audiences though various media forms. Through final group presentations, students will convey the scientific research behind efforts to address the impacts of global climate change on marine environments.		Trisha Towanda		Junior JR Senior SR	Spring	Spring
Self and Culture: Studies in Japanese and American Literature and Cinema Harumi Moruzzi cultural studies literature moving image	Program	FR–SRFreshmen - Senior	16	16	Day		W 13Winter			This program is designed for students interested in cross-cultural exploration of the concept of self. Modernity in the West established the concept of a human being as a thinking subject through Descartes’ seminal discourse in . Since then, the concept of an autonomous, thinking and perceiving subject as the center of reality, as the source of truth, has been the dominant ideology in the West, particularly in the United States. With globalized communication and cultural exchanges, we have begun to question many ideas that have been taken for granted. The concept of self is one of these questioned ideas. It is often said that American and Japanese culture represent mirror images of human values. For instance, while American culture emphasizes the importance of self-reliance and self-autonomy, Japanese culture dictates group cohesion and harmony. Certainly, the reality is not as simple as these stereotypes indicate; nevertheless, this dichotomized comparative cultural frame presents an interesting context in which we can explore the concept of self. Thus, in this program we explore the concept of self through the critical examination of American and Japanese literature, cinema and popular media.At the beginning of the quarter, students will be introduced to the rudiments of film technical terms in order to develop a more analytical and critical attitude toward 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 representations of individual selves and cultures in American and Japanese literature through seminars and critical writings. Weekly film viewing and film seminar will accompany the study of literature in order to facilitate a deeper exploration of the topics and issues presented in the literary works.		Harumi Moruzzi		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Self and Story: Studies in Psychology, Literature, and Writing Steve Blakeslee and Mark Hurst literature psychology writing	Program	FR ONLYFreshmen Only	16	16	Day	F 12 Fall	W 13Winter			Who do you say you are, and why? How and why do people continually adjust and adapt their claims about themselves—their origins, preferences, values, and actions—to suit different audiences and occasions, at times even overhauling their identities completely? We will apply the practices and insights of psychology and the literary arts to the topic of self-narratives, both formal and informal: how they function, the many and varied forms they take, and the highly influential role they play in shaping our understanding of human experience. In the process, we will explore how self-stories can both expand and limit people’s thinking as they interpret their past, narrate their present, and plan their future.Through a variety of small- and large-group seminars, lectures, and experiential workshops, we will use psychology as a lens to examine, investigate, and theorize about our own identities and experiences. Recent innovations and activities in the field—for example, James Pennebaker’s groundbreaking work on narrative therapy—will be explored via video conferences with leading social psychologists. At the same time, we will explore the world of literature with a focus on considerations of the self. Of particular importance will be autobiographical narratives and the rich and intricate issues of memory, authority, persona, and truth that face every self-portraying writer. These accounts—ranging from Frederick Douglass’s slave narrative to Thoreau’s to Marjane Satrapi’s contemporary graphic novel, —embody a particularly critical function of self-stories: to open windows onto times, places, and social and political settings that differ sharply from our own. We will create a supportive group environment in order to write freely and fearlessly about memories, thoughts, and emotions. Students will also learn to recognize and articulate elements of traditional story form, such as settings, premises, and plot progressions involving conflict and resolution. Writing assignments will include response papers, summaries, short narratives, reflective journals, and a substantial memoir-essay. While this program focuses on particular topics, questions, and materials, it is also designed to systematically help students acquire the skills and abilities in the areas necessary to effective college-level study: reading (and rereading), writing (and rewriting), thinking, listening, speaking, and working together. We will consistently keep in sight both the “what” of our subject matter and the “how” of our approach to learning about it. The program will include many activities for students to undertake as individuals, but the larger aim is always to pursue a inquiry about the nature of selves and stories, pursuing knowledge and understanding together. In winter quarter, we will deepen our consideration of such topics as self-determination, willpower, the nature of happiness, and the notion of the double in both psychology and literature. Winter's literary texts will include works by Oscar Wilde, Virginia Woolf, Sylvia Plath, and Jean-Dominique Bauby.		Steve Blakeslee Mark Hurst		Freshmen FR	Fall	Fall Winter
Senior Seminar: Reflections on Becoming Educated Stephen Beck	Course	SR ONLYSenior Only	4	04	Evening			S 13Spring		If you are in your last year of undergraduate study at Evergreen, this course will help you to reflect on your education – its overall shape, and its significance both for yourself and for the world you will live in. You will lead a seminar on a central topic or theme of your education, and you will participate in seminars on other students' educations. You will assign a text to others and read texts they assign you. Through this work we will explore connections among each others' studies and consider what it means to have a liberal arts education. You will also write and revise your Academic Statement, which you may include in your transcript.		Stephen Beck	Tue	Senior SR	Spring	Spring
Sex and Evolution Karen Hogan biology ecology environmental studies	Program	FR–SRFreshmen - Senior	12	12	Evening and Weekend	F 12 Fall				This program is an introduction to some of the central concepts in evolutionary theory. We’ll read works by and about Darwin and some of his contemporaries and learn about the scientific and cultural context of Darwin’s work. Darwin's work provided the foundations for evolutionary biology and ecology by developing the concept that ecological interactions can be best understood by looking at how adaptations of the organism (form, physiology, behavior) interact with its environment (physical conditions, competition, predation, etc.) to influence the organism's evolutionary fitness (reproductive success).We'll study the importance of sex in evolutionary biology. Why is sexual reproduction virtually ubiquitous in biology even though, in sexually reproducing organisms, only half of the individuals (females) produce offspring and the offspring only carry half of the genetic information from each parent? Why do few strictly asexual organisms exist? We will read works on the natural history of reproduction in animals and plants as we study evolutionary theory, genetics, and ecology.Students will be expected to approach the topics with rigor from a scientific perspective. Some upper division credit may be awarded for upper division work by arrangement with the faculty at the beginning of the quarter and ongoing communication with the faculty throughout the quarter.	environmental sciences, ecology, and evolutionary biology.	Karen Hogan	Mon Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Shaking it Up: From Journalism to New Media Nancy Parkes communications community studies media studies political economy writing Signature Required: Winter	Program	FR–SRFreshmen - Senior	8, 12, 16	08 12 16	Evening and Weekend	F 12 Fall	W 13Winter			Students will learn many foundational aspects of journalism over two quarters including interviewing techniques, news reporting, and investigative techniques. We will study the history, present, and future of journalism, including its role or failure as a watchdog of government and advocate for community. In addition to producing portfolios of written work using traditional journalistic techniques and story modes, we will engage in blogging, advocacy writing, literary journalism, and community-based journalism tied to independent media as well as techniques for electronic publishing. We will also examine the history of journalism and media, including questions such as who has controlled or owned various mediums. Finally, we will consider the political economy of new media and traditional media, and examine possibilities that will work for independent and underrepresented voices.Questions we will consider include the following: Why is journalism regarded as the "fourth estate?" Is this still true as readership of print diminishes? What level of training do today's electronic journalists have, and how does this affect the role of investigatory journalism? What are the differences between "straight" news/analysis and advocacy journalism, and where do each work best? As more journalists become unpaid reporters, does this set up a system where more privileged people become the purveyors of information because they can afford to donate time? How can the United States have both trained journalists and independent media? What role will the power of social media play in shaping the future of media? In the future, what will be the role of corporate sponsored media, and what will be the role of independent media?In winter, students may also apply for in-program media internships and seek faculty approval for an additional 4 or 8 credits. This will allow students to be enrolled for 8, 12, or 16 credits in winter. Fall quarter participation is a prerequisite for winter internships.		Nancy Parkes	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Shape-Note Singing Intensive Marla Elliott American studies music	Course	FR–SRFreshmen - Senior	2	02	Evening and Weekend				Su 13Summer Session II	Shape note music has captivated and inspired American singers for two hundred years. Its dissonant harmonies and full-throated vocal style have led to the label “gospel-punk”. In this short, intensive course we will learn the basics of this music and its practices, and then travel to Buckley, Washington to participate in an All-Day Singing event. All skill levels are welcome. Students can expect to improve their music literacy, vocal strength, and sight-singing skills; they will also learn about the history of American hymnody.		Marla Elliott	Fri Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
So, You Think A Sand Wasp Is Important? Dennis Hibbert geology natural history	Course	SO–SRSophomore - Senior	4	04	Weekend			S 13Spring		Science comes from someone becoming curious about something in the natural world and working out a way to learn about it. We will see this in action as we read (Darwin), (Tinbergen) and (Ruddiman). The course is based in book seminar; you will write a seminar paper each week as preparation.The course evaluation will be based on participation in seminar and in class, and on any other assignments. All assigned work must be done in order to earn credit for the course.		Dennis Hibbert	Sat	Sophomore SO Junior JR Senior SR	Spring	Spring
So You Want to be a Psychologist Carrie Margolin psychology	Program	FR–SRFreshmen - Senior	16	16	Day			S 13Spring		Students will investigate theories and practices of psychologists to enhance their understanding of counseling, social services and the science of psychology. We will cover history and systems of psychology. Students will read original source literature from the major divisions of the field, including both classic and contemporary journal articles and books by well-known psychologists. Students will explore careers in psychology and the academic preparations necessary for these career choices. We will cover the typical activities of psychologists who work in academia, schools, counseling and clinical settings, social work agencies and applied research settings. Among our studies will be ethical quandaries in psychology, including the ethics of human and animal experimentation. Library research skills, in particular the use of and , will be emphasized. Students will gain expertise in the technical writing style of the American Psychological Association (APA). The class format will include lectures, guest speakers, workshops, discussions, films and an optional field trip. There's no better way to explore the range of activities and topics that psychology offers, and to learn of cutting edge research in the field, than to attend and participate in a convention of psychology professionals and students. To that end, students have the option of attending the annual convention of the Western Psychological Association, which is the western regional arm of the APA. This year's convention will be held in Reno, Nevada on April 25-28, 2013.	psychology, education and social work.	Carrie Margolin	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
The Social Animal Laura Citrin psychology sociology	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 community studies sociology	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
Sound Design for Film Zenaida Vergara media arts	Program	FR–SRFreshmen - Senior	8	08	Day				Su 13Summer Session II	This program will cover the fundamental elements of producing, recording, designing, and editing sound for film. Students will learn the basics of multi-track sound design specifically for the moving image. Topics to be covered include microphone techniques, field and studio recording, and Foley techniques. Students will collaborate in creating and performing music compositions, sync sound effects, and sync sound dialogue recording. We will also be studying historical and present-day techniques in sync sound production.		Zenaida Vergara	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Spanish, Beginning I David Phillips language studies	Course	FR–SRFreshmen - Senior	4	04	Evening			S 13Spring		This course covers the first quarter of the first year of Spanish. Students will gain a basic foundation in Spanish vocabulary and grammar and will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. The course is taught primarily in Spanish and involves work in small groups. Many aspects of Latino and Spanish culture will be presented throughout. Some homework activities require Internet access. Courses to complete the first-year of Spanish will be available throughout the following academic year.		David Phillips	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Spanish, Beginning I (C) Joseph Alonso language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 12 Fall				This course covers the first quarter of the first year of Spanish. Students will gain a basic foundation in Spanish vocabulary and grammar and will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. The course is taught primarily in Spanish and involves work in small groups. Many aspects of Latino and Spanish culture will be presented throughout. Some homework activities require Internet access. Students from this section will need to join section A or B to continue learning first-year Spanish in winter and spring quarters.		Joseph Alonso	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Spanish, Beginning I, II Joseph Alonso language studies	Course	FR–SRFreshmen - Senior	4	04	Evening		W 13Winter	S 13Spring		This two-quarter sequence of courses covers two-thirds of the first year of Spanish. Students will gain a basic foundation in Spanish vocabulary and grammar and will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. The course is taught primarily in Spanish and involves work in small groups. Many aspects of Latino and Spanish culture will be presented throughout. Some homework activities require Internet access. The final quarter of first-year Spanish will be available in fall quarter and may be offered during summer quarter.		Joseph Alonso	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Spanish, Beginning I, II, III (A) Amaia Martiartu language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 12 Fall	W 13Winter	S 13Spring		This year-long sequence of courses covers the first year of Spanish. Students will gain a basic foundation in Spanish vocabulary and grammar and will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. The course is taught primarily in Spanish and involves work in small groups. Many aspects of Latino and Spanish culture will be presented throughout. Some homework activities require Internet access.		Amaia Martiartu	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Spanish, Beginning I, II, III (B) Dawn Williams language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 12 Fall	W 13Winter	S 13Spring		This year-long sequence of courses covers the first year of Spanish. Students will gain a basic foundation in Spanish vocabulary and grammar and will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. The course is taught primarily in Spanish and involves work in small groups. Many aspects of Latino and Spanish culture will be presented throughout. Some homework activities require Internet access.		Dawn Williams	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Spanish, Beginning II, III David Phillips language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 12 Fall	W 13Winter			This two-quarter sequence completes the first year of Spanish language study. Students will gain a basic foundation in Spanish vocabulary and grammar and will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. The course is taught primarily in Spanish and involves work in small groups. Many aspects of Latino and Spanish culture will be presented throughout. Some homework activities require Internet access. Students seeking to continue in second-year Spanish after this sequence will have to wait until summer or the following fall to begin the intermediate Spanish sequence.		David Phillips	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Spanish, Intermediate I, II (B) David Phillips language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 12 Fall	W 13Winter			This two-quarter sequence of courses is designed for students who have developed conversational Spanish language skills. Communication in class takes place entirely in Spanish. These courses build upon previous work to strengthen communication skills and fluency in Spanish. Coursework focuses on intensive conversation, reading, and writing, as well as practice of grammatical structures. Group conversations and written work will focus on practical themes as well as on many topics related to Latin American societies and Hispanic cultures. Students may continue beyond this sequence to take Intermediate Spanish III in spring from Hugo Flores.		David Phillips	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Spanish, Intermediate I, II, III (A) Hugo Flores language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 12 Fall	W 13Winter	S 13Spring		This year-long sequence of courses is designed for students who have developed conversational Spanish language skills. Communication in class takes place entirely in Spanish. These courses build upon previous work to strengthen communication skills and fluency in Spanish. Coursework focuses on intensive conversation, reading, and writing, as well as practice of grammatical structures. Group conversations and written work will focus on practical themes as well as on many topics related to Latin American societies and Hispanic cultures. By spring, students will be working with complex and abstract ideas in their reading of selected short stories and current news from different sources and in their writing of papers based on specific questions.		Hugo Flores	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Spanish V (at SPSCC) L. Flores language studies	Course	FR–SRFreshmen - Senior	5	5	Day			S 13Spring		Evergreen students wishing to take Spanish V by attending classes at SPSCC may use this CRN to do so. The class should be the equivalent of Intermediate Spanish II at Evergreen. The course focuses on consolidation and expansion of communicative skills in speaking, reading, and writing acquired in introductory Spanish language courses as well as increasing cultural competency.This course requires that students have regular access to high-speed internet, login to the publisher's website (subscription included with purchase of a new textbook), and complete online assignments. The text, from Vista Higher Learning is 2e (Student Edition + Supersite: 978-1-60576-250-0) -- $80.00 net/ $96 VHL Store.		L. Flores	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
The Spanish-Speaking World: Cultural Crossings Diego de Acosta, David Phillips, Amaia Martiartu and Alice Nelson cultural studies history language studies literature study abroad writing Signature Required: Winter Spring	Program	SO–SRSophomore - Senior	16	16	Day	F 12 Fall	W 13Winter	S 13Spring		Spain and Latin America share not only the Spanish language but also an intertwined history of complex cultural crossings. The cultures of both arose from dynamic and sometimes violent encounters, and continue to be shaped by uneven power relationships as well as vibrant forms of resistance. In this program, students will engage in an intensive study of the Spanish language and explore the literature remembered, imagined and recorded by Spaniards and Latin Americans in historical context. Every week will include seminars on readings in English, Spanish language classes, a lecture or workshop conducted in Spanish, and a Spanish-language film. There will be regular written seminar responses, synthesis essays and a winter quarter research project. Please note that Spanish language classes are integrated into the program, so students do not have to register for them separately. We welcome students with any level of Spanish, from true beginner to advanced. No previous study of Spanish is required to enter in fall. Fall quarter, we will explore cultural crossings in Spain and Latin America prior to the 20th century through literary and historical texts. In medieval Spain, Jews, Christians and Muslims once lived side-by-side during a period of relative religious tolerance and cultural flourishing known as the . Military campaigns and the notorious tribunals of the Spanish Inquisition eventually suppressed Jewish and Muslim communities, but their cultural legacies have persisted. In the late 15th century, Spain began a process of imperial expansion marked by violence against indigenous peoples and Africans forced into slave labor; these early clashes are strikingly documented in contemporary accounts. Subsequent colonial institutions, including imposed governmental structures, , religious missions and slavery were contested by diverse resistance movements. These dynamics culminated in Latin America's independence in the 19th century and they continue to be reexamined and reimagined within Latin American cultural production today. Winter quarter, we will turn to literature from the 20th and 21st centuries. During this time, Spain and several countries of Latin America experienced oppressive dictatorships as well as the resulting emergence of social movements that enabled democratization. The questions of language, regional identity and difference have also defined several nations' experiences, from Catalonia and the Basque region in Spain, to various indigenous communities throughout Latin America. More recently, the context of economic globalization has given rise to unprecedented levels of international migration, with flows from Latin America to Spain and the US. All of these cultural crossings have involved challenges and conflict as well as rich and vibrant exchanges expressed in literature, art and cinema.Spring quarter offers two options for study abroad, and an option for doing internships with local Latino organizations for those who stay on campus. The Santo Tomás, Nicaragua program is coordinated with the Thurston-Santo Tomás Sister County Association and its counterpart in Nicaragua, and is open to 4-8 intermediate/advanced language students; the Quito, Ecuador program is co-coordinated with CIMAS, an Ecuadorian non-profit research organization, and is open to 15 or more students of all language levels. For students staying in Olympia, the program will have two components: an on-campus core of Spanish classes and seminars focused on Latino/a communities in the US; and the opportunity for student-originated studies through internships and project work. All classes during spring quarter, whether in Olympia or abroad, will be conducted entirely in Spanish.		Diego de Acosta David Phillips Amaia Martiartu Alice Nelson		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Statistics and Research Design, Introduction Ralph Murphy environmental studies mathematics	Course	FR–SRFreshmen - Senior	4	04	Evening				Su 13Summer Session I	This class covers key statistical concepts at the conceptual and computational level with an emphasis on how statistics is used in research in natural and social sciences. Important elements of research design are covered in the class. Descriptive and inferential statistical tests are covered including scales of data, measures of central tendency, normal distributions, probability, chi square, correlation and linear regression, tests of hypothesis, and Type I and Type II errors. Students will develop a clear understanding of introductory statistics and the ability to correctly interpret findings in journals, newspapers, and books. The class meets the statistics prerequisite for MES and MPA programs at Evergreen and most other graduate schools with a statistics prerequisite.		Ralph Murphy	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Statistics and Research Methods for Psychology and Other Social Sciences Carrie Margolin mathematics psychology	Program	FR–SRFreshmen - Senior	8	08	Day				Su 13Summer Session I	This course provides a concentrated overview of the statistics and research methodology required for the GRE and prerequisites for graduate schools in psychology, education, and other social sciences. We emphasize hands-on, intuitive knowledge and approach statistics as a language rather than as math alone; thus this course is gentle on "math phobics." No computer skills are required. You will become an informed and savvy consumer of information, from the classroom to the workplace. We will cover descriptive and inferential statistics, research methodology and ethics.	psychology, social services, health care, education	Carrie Margolin	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Statistics for Public Administration Doreen Swetkis mathematics Signature Required: Summer	Course	JR–SRJunior - Senior	4	04	Evening				Su 13Summer Session I	This course is designed to help students understand statistical concepts including sampling, variability, distribution, association, causation, estimation, confidence, and significance. Students will be asked to interpret and communicate results from statistical analysis. Successful completion of this course will fulfill the statistics prerequisite requirement for admission into the Master of Public Administration program at Evergreen.		Doreen Swetkis	Mon Thu	Junior JR Senior SR	Summer	Summer
Statistics I (A) Alvin Josephy mathematics	Course	FR–SRFreshmen - Senior	4	04	Evening	F 12 Fall				This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Alvin Josephy	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Statistics I (A) Alvin Josephy mathematics	Course	FR–SRFreshmen - Senior	4	04	Evening		W 13Winter			This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Alvin Josephy	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Statistics I (A) Alvin Josephy mathematics	Course	FR–SRFreshmen - Senior	4	04	Evening			S 13Spring		This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Alvin Josephy	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Statistics I (B) Alvin Josephy mathematics	Course	FR–SRFreshmen - Senior	4	04	Evening	F 12 Fall				This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Alvin Josephy	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Statistics I (B) Allen Mauney mathematics	Course	FR–SRFreshmen - Senior	4	04	Evening		W 13Winter			This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Allen Mauney	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Statistics I (B) Allen Mauney mathematics	Course	FR–SRFreshmen - Senior	4	04	Evening			S 13Spring		This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Allen Mauney	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Statistics I: Introduction to Statistics Alvin Josephy mathematics	Course	FR–SRFreshmen - Senior	4	04	Evening				Su 13Summer Session I	This course is intended as an introduction to statistics. It is understood that the student has little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process—data collection, ways of organizing data—and provide an introduction to data analysis and an opportunity to learn how practitioners present their findings. We will consider several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Alvin Josephy	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Statistics II Alvin Josephy mathematics	Course	FR–SRFreshmen - Senior	4	04	Evening		W 13Winter			In this class we will explore the concepts of inferential statistics. This class assumes that the student has a prior background in descriptive statistics. The class will discuss probability, especially in terms of probability distributions, and move on to hypothesis testing. In this context, the class will work with several distributions, such as t, chi square, F as well as the normal distribution, and work with ANOVA and multiple regression. The class will finish with an introduction to non-parametric statistics. In addition, the students will consider journal articles and research concepts, and will prepare a small presentation using the concepts from the class.		Alvin Josephy	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Statistics II Alvin Josephy mathematics	Course	FR–SRFreshmen - Senior	4	04	Evening			S 13Spring		In this class we will explore the concepts of inferential statistics. This class assumes that the student has a prior background in descriptive statistics. The class will discuss probability, especially in terms of probability distributions, and move on to hypothesis testing. In this context, the class will work with several distributions, such as t, chi square, F as well as the normal distribution, and work with ANOVA and multiple regression. The class will finish with an introduction to non-parametric statistics. In addition, the students will consider journal articles and research concepts, and will prepare a small presentation using the concepts from the class.		Alvin Josephy	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Stop Making Sense Steven Hendricks and Laura Citrin literature psychology sociology writing 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
Strategies for Graduate Writers Emily Lardner	Course	JR–GRJunior - Graduate	2	02	Evening				Su 13Summer	Writing in professional graduate level programs requires clear, concise, and systematic ways of communicating your ideas. The goal of this course is to provide students with opportunities to add new ways of writing to their current repertoires and thereby enhance their analytic thinking skills. Specific writing tasks will come from the graduate programs. Students will develop portfolios of work, including ongoing reflective assessments about ways to manage their writing/thinking processes. Moodle will be used for practicing and sharing drafts; on campus work will focus on interactive workshops; and all students will meet individually with the instructor for customized coaching on their work.		Emily Lardner	Wed		Summer	Summer
Student-Originated Studies: 3D Shaping Robert Leverich aesthetics architecture art history sustainability studies visual arts Signature Required: Fall Winter Spring	SOS	JR–SRJunior - Senior	16	16	Day	F 12 Fall	W 13Winter	S 13Spring		This year-long program will provide a studio community and critical and technical support for students ready for intermediate to advanced independent work in 3D studio arts and design. Proposals for work in sculpture, crafts, site-specific installations, environmental art, and sustainable design are all welcome, from individuals or groups with a shared focus.Giving shape to materials is time-consuming, intellectually challenging, and physically demanding work. This program will emphasize informed, responsible, and skillful mastery of materials and shaping processes. Along with individual work and communal activities, students will take part in skills workshops that may cover drawing, advanced wood and metal shop processes, carving in wood or stone, fabrication with repurposed materials, or casting in bronze or aluminum, depending on student interest and commitment. In the first week, students will finalize plans for their independent work and supporting research and writing, sign up for workshops, and work with faculty to identify shared readings and activities. Students will be expected to produce significant bodies of thematic studio work, supporting research, artist statements and portfolios. They will be called on to work intensively in the studio together, to share their research through papers and presentations, and to participate in regular and rigorous critiques. Collaborative work will also include seminars, field trips, and guest lectures, to challenge distinctions between arts, crafts, and design, and to look for commonalities of approach and meaning. A key challenge for students in the spring quarter will be to jointly organize and mount an exhibition of program work at an off-campus venue.Program goals include well-informed and rigorously developed 3D work, technical competency, skillful responses to site and community contexts of the work, and the ability to speak for the work in writing, presentations, and other forms of public discourse.	visual arts, sculpture, architecture, environmental design, and art education.	Robert Leverich		Junior JR Senior SR	Fall	Fall Winter Spring
Student-Originated Studies: Advanced French Language Marianne Bailey language studies literature media studies Signature Required: Fall	SOS	FR–SRFreshmen - Senior	2, 4	02 04	Day	F 12 Fall				This SOS will allow students having completed an Intermediate or second year French course to continue to build their fluency at a High Intermediate or Advanced level. The SOS participants will determine a time and place for their weekly meetings for conversation, discussion of texts and films, and peer editing of writings in French. They will meet with their professor once weekly as a group to present their week's work, and to discuss problems in French which have arisen. Each participant is also expected to develop a personal plan for fluency in consultation with their professor, considering grammatical weaknesses and other problem areas in their French skills which they contract to address through individual work over the quarter. This SOS exists as a forum in which students can build oral fluency through discussion and conversation, and an increased vocabulary as well as compositional skill, through keeping a journal in French throughout the quarter.		Marianne Bailey		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Student-Originated Studies: Collaborative Projects in the Arts and Society Walter Grodzik community studies law and government policy theater Signature Required: Fall Winter	SOS	SO–SRSophomore - Senior	16	16	Day, Evening and Weekend	F 12 Fall	W 13Winter			This SOS program provides an opportunity for students to work on larger, highly-collaborative projects that require a multiplicity of skills and knowledge that an individual may not possess on their own. In this two-quarter program, students will form their own learning communities in order to work collectively and collaboratively on a project of common interest. For example, students could organize as political activists and work for a political campaign or on a political issue, rehearse and perform a play or musical, or write and produce a film. Students could also create a business plan and take steps to open their own business, write and perform a comedy sketch show, create an improv performance troupe, or contribute daily work to an ongoing charity such as Habitat for Humanity. There are countless possibilities limited only by one's interests and imagination. The most important aspect in the selection of a project is the recognition that the size and scope of the work requires the commitment of more than one individual and is possible only with the creation of a learning community. Faculty will support student work through regular meetings, critiques and problem-solving discussions. The peer learning community will also provide support and direction for the various projects		Walter Grodzik	Mon Tue Wed Thu Fri Sat Sun	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Student-Originated Studies: Consciousness Ariel Goldberger consciousness studies Signature Required: Winter	SOS	SO–SRSophomore - Senior	16	16	Day		W 13Winter			This academic offering is devoted to individual projects researching and exploring the mind and consciousness from various disciplinary and inter-disciplinary vantage points. It takes advantage of the flexibility of the legendary Evergreen style of learning in order to allow students to venture into unique combinations of subjects, imaginative modes of study, internships, and/or travel. Individual projects and activities will be focused on learning about the latest developments in the study of the mind through the study of neuroscience, neuroaesthetics, creativity, art, psychology, mindfulness and/or spirituality. The faculty has a background in the arts, a relatively new but deep interest in the field - especially as it relates to human imagination and creativity - and is venturing into this quarter with a spirit of daring, curiosity, and openness. Participants will collaborate with the faculty to design an independent project based on an individual plan of study before, or by week 1. Students will choose group activities based on common interests, during week 1, in order to enjoy each individual's explorations into this emerging field. Students are encouraged to pursue their interests and to include unique combinations of subjects, imaginative modes of study, internships, and/or travel in the US and abroad.		Ariel Goldberger		Sophomore SO Junior JR Senior SR	Winter	Winter
Student-Originated Studies: Creative Writing (Short Story) Eddy Brown cultural studies literature writing Signature Required: Fall	SOS	SO–SRSophomore - Senior	16	16	Day	F 12 Fall				This SOS supports students doing individual projects in short story writing, to foster their skills and knowledge in creative writing in general, the short story in particular, and literature. Participants are expected to be self-motivated and have good work habits. In addition to online forums and out-of-class individual and small-group activities, we will hold weekly class sessions. These meetings are intended to provide ongoing individualized support and build a sense of community. Students must attend and participate in these sessions to be eligible for full credit. During these gatherings we will explore story crafting, the writing process, fiction genres, and published literature. Students will also carry out some in-class writing activities, report on and share work-in-progress, conduct peer critques, and receive applicable instruction and guidance. Potential variations on proposed work and activities may be considered, and if acceptable, will be worked out individually with the faculty member.There will also be weekly text-based seminars and written reader responses to both assigned and self-selected published fiction. Students will be expected to maintain and submit a process portfolio and reading journal. At the end of the quarter, we will have in-class student readings of their work.		Eddy Brown		Sophomore SO Junior JR Senior SR	Fall	Fall
Student-Originated Studies: Environmental Education, Natural History and Related Fields Jeff Antonelis-Lapp education environmental studies natural history outdoor leadership and education sustainability studies	SOS	FR–SRFreshmen - Senior	16	16	Day			S 13Spring		This program is intended for students wishing to dig deep as environmental educators, natural historians or in a related field. Students will work independently or in small teams, with faculty support, to develop a course of study or complete a prearranged internship. Students will propose, undertake and evaluate a quarter-long project that may draw widely from the fields of environmental education (in either formal or nonformal settings), natural history (including field work, journaling and writing), place-based education, sustainability studies, outdoor leadership or related fields. A few sample project ideas include internships with local environmental education organizations, Evergreen's (TOP), or Wildlife Department field work at Joint Base Lewis McChord. Although students are encouraged to design their own projects, a list of potential projects and internships will be posted on the program moodle site prior to week one. There are no special expenses associated with the program, but students should consider their transportation needs in planning internships. During week one, students will use a process similar to Evergreen's independent learning contracts to propose and plan their projects. Thereafter, weekly seminars and workshops will support student project work. Students will be expected to participate in all program activities, give regular project updates, receive feedback from and give feedback to their peers and submit weekly progress reports. Students will present their work during a week ten symposium at the end of spring quarter that will aim to locate themes and trends to guide their future studies and/or work in the field.Students will be evaluated on their project proposal, weekly participation and progress reports, final presentation, symposium participation and self-evaluation of their own learning.		Jeff Antonelis-Lapp	Tue Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Student-Originated Studies in Literary Arts Steven Hendricks literature writing	Program	JR–SRJunior - Senior	16	16	Day			S 13Spring		For this SOS program, appropriate projects in the literary arts include fiction writing in any prose genre, literary analysis, and researched essays in literary theory. Projects that combine depth in literature with work in other disciplines are welcome. Students should join the program with a project of sufficient scope to warrant a quarter of intensive work. It's preferable that students already have a manuscript underway or a clearly conceived object of study/writing goal. We will spend many hours in peer critique, read a variety of challenging works together, and develop strong writing and discursive practices as a community of writers and thinkers. While much of the program content will be generated by student projects, faculty will expect students to complete a number of assignments related and unrelated to their individual projects as a means of creating a common discourse about literature and to establish a measure of intellectual and creative rigor.		Steven Hendricks	Mon Wed Fri	Junior JR Senior SR	Spring	Spring
Student-Originated Studies: Independent Projects in Literature, Philosophy, Myth/Religion and Writing for Freshmen Marianne Bailey literature philosophy religious studies writing	SOS	FR ONLYFreshmen Only	16	16	Day			S 13Spring		In this SOS, first year students will learn how to conceive, plan, structure and successfully carry through a major independent learning project. More importantly, they will have the pleasure and fulfillment of realizing their first major college level independent body of work. Students have an exciting array of humanities and artistic areas to work in. For example, I can foresee projects as different from one another as a well edited collection of stories or free form poetry, perhaps illustrated and bound in a beautiful book, or a research project in religious symbolism and ritual in Celtic or Haitian worldviews, or in archetypal characters such as the Trickster, the Underworld mediators, or the artist/Orpheus and his quest. A student could write and compile an innovative collection of essays and images dealing with a philosopher such as Nietzsche or Foucault; or with a philosophical topic, such as the human/nature relationship, or the power and nature of artistic language. Students could also plan and research a transformational, pilgrimage journey, keep a rich travel journal, make art quality photographs and present the pilgrimage experiences at the quarter’s end to your colleagues in the class. Students could plan a multimedia spectacle or a short film based on artistic work as a small group in the style of the Surrealists.In other words, if it is a challenging academic or artistic body of work which you find deeply fascinating and which will keep you going enthusiastically for a quarter, we can shape this idea and make it possible for you to carry it through. We will do this step-by-step, in close collaboration between professor and individual student, and with the support of a small group of other program students working in similar veins of inquiry or creation, who will serve as a critique and support group. At Evergreen this mode of intellectual and creative work is a hallmark of our belief in fostering self-direction, intellectual discipline and stamina, and in pursuing academic projects about which we are passionate. It is no easy feat, however, to master the fine art of writing and proposing, let alone bringing to fruition, a top quality independent learning project. The purpose of this SOS is first, to coach you through the conception stage, then, to help you to choose your readings and activities and make your schedule, and finally, to guide and support you along the path to completion of the best work of which you are capable.During the first eight weeks of spring quarter, students will meet every week with their professor as an individual, and as a member of a small work and critique group. We will meet as a large group, as well. Students will report in writing and orally on their progress every week. In the final weeks of the quarter, all students will present their completed work to the group.Students enrolling should have a first proposal of a project which they want strongly to undertake, including, at least, the kind of work you plan to do, for example: writing poetry, studying the work of a given writer or philosopher, and/or studying a particular kind of religious or mythic symbolism. This should be carefully written, typed and ready on the first day of class. The rest we will do during the first two weeks of the program. You may enroll in this program for 12 or 16 credits.		Marianne Bailey	Mon Wed	Freshmen FR	Spring	Spring
Student-Originated Studies: Projects in Photography and Two Dimensional Art Amjad Faur media arts media studies visual arts Signature Required: Winter	SOS	JR–SRJunior - Senior	16	16	Day		W 13Winter			This program is intended for advanced students in photography and two-dimensional art, who are ready to create a fully realized body of work in their chosen field. Since this will not be an instructional class, students should be fully versed in the materials and processes of their chosen mediums. Through a supportive environment that includes regular weekly meetings, we will focus on the critical thinking and formal/conceptual problem-solving processes needed to produce a singular body of work. We will also address the many tangled tendrils that emanate from such an endeavor.Weekly seminars on various critical readings regarding the nature of contemporary image and object making will inform and guide the work. Though there will be a required book list, we will collectively select additional readings for the quarter during the first week. The visiting artist lecture series held every Wednesday from 11:30 - 1:00 is a required part of the program. Critiques will be held as a whole group every other week. Students will be expected to fully engage in critiques and critically evaluate their own work and the work of their peers.Students will work in small research groups to facilitate a robust and engaged process of inquiry. These groups will research the historic and contemporary context of the materials and process of their work and summarize their findings in a paper and presentation. Students will spend the quarter developing a written artist’s statement that reflects process and intent. Students will also document the stages of research, development and execution of the final body of work. This documentation will be turned in at the end of the quarter in the form of a final paper along with a final body of work and finalized artist's statement.		Amjad Faur		Junior JR Senior SR	Winter	Winter
Student-Originated Studies: Research in Psychology and Related Social Sciences Laura Citrin anthropology gender and women's studies psychology sociology	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
Student-Originated Studies: Sustainability and Justice Karen Gaul anthropology community studies cultural studies sustainability studies Signature Required: Spring	SOS	SO–SRSophomore - Senior	16	16	Day			S 13Spring		This SOS is open to students doing internships, community-based research and/or volunteer projects, in collaboration with the Center for Community-Based Learning and Action (CCBLA) at Evergreen. This is an excellent opportunity for students wishing to engage deeply and effectively with real-world problems in the community, and possibly to develop a capstone experience for their studies in Sustainability and Justice. Students will work collaboratively in teams or individually to engage with local organizations or agencies in order to advance their work in the community. Other students may organize themselves around other internship or volunteer opportunities. The CCBLA can help students explore community and organizational needs (http://www.evergreen.edu/communitybasedlearning). All students will meet regularly with the faculty and one another to discuss shared readings, as well as report back and monitor their work in the community. Workshops on effective ethnographic methods will be provided to those working on community research projects. All students will participate in orientations for working in the community, gaining good background information on the issues with which they are engaging, and gathering skills necessary to work effectively and respectfully with communities and organizations. Participation in this program means practicing accountability to other communities, interacting as a respectful guest with other cultures, and engaging in constant communication with your own learning community of faculty and fellow students. For more information, please contact Dr. Karen Gaul at gaulk@evergreen.edu or phone 360.867.6009 on campus.		Karen Gaul		Sophomore SO Junior JR Senior SR	Spring	Spring
Student-Originated Studies: Visual Arts Marilyn Frasca art history visual arts Signature Required: Fall	SOS	SO–SRSophomore - Senior	16	16	Day	F 12 Fall				This SOS is an opportunity for students to design, develop, and complete a body of their own work in visual images. As a support for this work, students will participate in weekly life drawing workshops (Tuesdays, 1-4), a weekly critique session (Wednesdays, 9-12) where students witness and discuss works-in-progress and topics in art history and imagemaking. In addition students will attend biweekly individual conferences with faculty to review work and imagine next steps. (Successful participation in these activities will be awarded 8 credits.) Each student will also identify a focus for his or her individual work in a discipline or medium with which they have some experience. This part of the program will allow for intermediate or advanced work and will require self-motivation, passion and a clearly articulated plan that can be completed in one quarter. Each student will be also responsible for a final presentation that showcases his or her independent work. I will work with students in the beginning of fall quarter to aid them in the development of this plan. Students will be awarded 8 credits (areas to be determined) for successful completion of this part of the program.Our first meeting will be Tuesday, September 25 at 1:00 in the Drawing Studio of the Arts Annex.		Marilyn Frasca	Tue Wed Thu Fri	Sophomore SO Junior JR Senior SR	Fall	Fall
Student-Originated Studies: You Can't Handle The Truth Yvonne Peterson and Gary Peterson Native American studies history law and government policy writing	SOS	SO–SRSophomore - Senior	16	16	Day and Weekend	F 12 Fall	W 13Winter	S 13Spring		This program is for learners who would like to learn how to do research in a learner-centered environment. There will be an emphasis on Indian Child Welfare, Indian education, and the history of education (specifically how early child education has developed in the United States).Through each learner's area of interest, we will look at a variety of cultural and historical perspectives. Work will be concentrated in cultural studies, human resource development, early childhood education issues/themes and ethnographic studies to include historical and political implications of encounters, and cross-cultural communication. We shall explore Native American perspectives and look at issues that are particularly relevant to Indigenous people of the Americas.Faculty and learners together will work to develop habits of worthwhile community interaction in the context of the education process and social justice. We are interested in providing an environment of collaboration where faculty and learners will identify topics of mutual interest and act as partners in the exploration of those topics. In the fall, participants will state research questions for 2 topics to be covered during the three quarters. During the first weeks of fall quarter ongoing workshops will allow participants to learn the skills for completing their projects. In late fall and winter, individually and in small study groups, learners will develop the historical background for their chosen questions and do the integrative review of the literature and data collection. Depending on their individual projects, learners will develop, use and explore some of the following areas: NAEYC Standards for Early Childhood Education, Bloom's Taxonomy; the theory of multiple intelligence; curriculum development, assessment and instruction and Choice Theory; Paul’s Elements of Critical Thinking, Maslow’s Hierarchy of Needs, Expectations of an Evergreen graduate and the Five Foci; quantitative reasoning; self- and group-motivation; and communication (to include dialogue, e-mail, resources on the Web and our moodle site).		Yvonne Peterson Gary Peterson		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Study Abroad Consortium Partnerships Michael Clifthorne study abroad Signature Required: Fall Winter Spring	Program	SO–SRSophomore - Senior	V	V	Day	F 12 Fall	W 13Winter	S 13Spring		Consortium is a formal relationship with other institutions to increase travel abroad opportunities for Evergreen students. More than 300 destination programs are offered through consortium, and financial aid can be used to pay for approved program costs. Evergreen students pay the consortium's tuition and fees; they do not pay Evergreen tuition or fees when enrolled in consortium. Enrollment is recorded at both the consortium and at Evergreen; Evergreen students register at Evergreen with a special Course Record Number created specifically for the designated consortium and retain their student status. The Alliance for Global Education offers interdisciplinary study programs in India and China. In India students can focus on issues of public health, Indian studies, development or the environment, in programs located in Manipal, Pune, and Varanasi. In China students can focus on issues of globalization, development, business, politics, social change and Chinese language, in programs located in Xi'an, Beijing, or Shanghai. Internship opportunities are available in both countries. Full semester and summer options. Students earn 15 semester credits (22 quarter credits). The American University in Cairo is a premier, full-service, English-language university founded in Cairo, Egypt in 1919. Students can focus on a wide range of disciplinary studies through the semester or summer options as study abroad, non-degree students, or they can focus on intensive Arabic language through the Intensive Arabic Program. Credits will vary by individual enrollment, but typically range from 15 to 18 semester credits (22 to 27 quarter credits). The Center for Ecological Living and Learning offers programs in Iceland, Nicaragua, Costa Rica, Honduras, and Kenya that focus on sustainability, environmental issues, experiential learning and close connection to local communities. Students earn 15 semester credits (22 quarter credits) The Center for Global Exchange provides a set of interdisciplinary study abroad programs sponsored by Augsburg College in Minneapolis, MN. Students can focus on issues of gender and social change, international business, migration, globalization, or social work in Mexico; sustainable development and social change in Central America; or nation building, globalization, and decolonization in Namibia. Language study and internships, as part of or in addition to the programs, are available. Students earn 16 semester credits (24 quarter credits). The Council for International Educational Exchange provides study abroad programs in conjunction with multiple university sites in Africa, the Middle East, Europe, Asia, Latin America, the Caribbean, and Australia. Students can choose from a wide variety of disciplines, with programs taught either in English or the local language or both. Students earn 15-18 semester credits (22-27 quarter credits) The Danish Institute for Study Abroad offers 14 coordinated programs in Architecture and Design, Biomedicine, Child Diversity and Development, Communication & Mass Media, European Culture & History, European Politics and Society, Global Economics, International Business, Justice & Human Rights, Medical Practice & Policy, Migration & Identity/Conflict, Pre-Architecture, Psychology, Public Health, and Sustainability in Europe. All programs and courses are taught in English, with the exception of Danish language and culture studies. Students earn 15-18 semester credits (22-27 quarter credits). Education Programs Abroad arranges internship placements in several European countries: England, Scotland, Germany, Belgium, and Spain. Students typically intern 30-35 hours per week, with one or two supplemental classes. Adequate fluency in the language is often, but not always, required. Students earn 16 quarter credits, with options to earn more through special coursework with the University of Rochester and at additional cost. The Institute for Study Abroad, operated through Butler University in Indiana, connects students with multiple university sites in England, Scotland, Wales, Ireland, Australia, New Zealand, Argentina, Chile, Costa Rica, Mexico, and Peru. Students enroll in regular university course offerings, with opportunities for internships as well. Fluency in Spanish is required for most Latin American studies programs, with some options for students with lower level Spanish skills. Students earn 15-18 semester credits (22-27 quarter credits). Summer programs also available. The Jackson School for International Studies at the University of Washington, Seattle, offers Evergreen juniors and seniors a chance to spend one year in the program, focusing on one of 14 regional study areas: Africa, Canada, China, Comparative Religion, European, International, Japan, Jewish Studies, Korea, Latin America and Caribbean, Middle East, Russia-Eastern Europe-Central Asia, South Asia and Southeast Asia studies. Students earn 12-18 quarter credits each quarter, depending on class selection. Evergreen can only recommend a small number of students to this program, so it is competitive, with applications due each March for the following year. Lexia International provides area studies programs in Berlin, Budapest, Buenos Aires, Istanbul, Paris, and Rome. These programs combine language study, area studies seminars, and independent project work at each location, with students earning 14-16 semester credits (21-24 quarter credits). Programs take place at host institutions and universities, and several have strong emphasis on film (Paris), architecture and visual arts (Berlin), and classics (Rome). Living Routes Ecovillages provide interdisciplinary instruction in the areas of sustainability, environmental issues, green design and technology, permaculture studies, organic agriculture, fair trade, women's empowerment, bioregional studies, and other issues. Semester programs are offered in Costa Rica, India, Israel, and Scotland with January and summer programs in India, Mexico, Australia, Brazil, and Peru. Living Routes US-based programs are not available for consortium credit. Students earn 15-18 semester credits (22-27 quarter credits) through the University of Massachusetts - Amherst. International Partnership for Service Learning offers programs that combine language, area studies, and community service placements in a number of countries: Australia, Ecuador, France, Ghana, India, Italy, Jamaica, Mexico, Scotland, Spain, and Thailand. Students gain valuable experience serving in a variety of community organizations. Semester and summer programs available. 15-17 semester credits (22-25 quarter credits). The School for International Training offers a wide variety of interdisciplinary programs in Africa, Asia, Europe, Latin America, and the Middle East that focus on the arts, cultural expression, global health, identity and globalization, environmental issues, post-conflict transformation, social movements, human rights, and sustainable development. Programs entail language, thematic studies, and independent study projects and close connection to local communities. Students earn 16 semester credits (24 quarter credits). Summer programs are also available. The School for Russian and Asian Studies offers programs throughout the European, Central Asian, and Siberian regions of the former Soviet Union on a wide variety of topics: Central Asian Studies, Acting in Russia, Russian Studies Abroad, Translation Abroad, Art in Russia, The Russian Far East, The Russian Psyche, Museums and Art Restoration, Kyrgyz Adventure, Politics and International Relations, Internships and more. Students earn 15-18 semester credits (22-27 quarter credits). SEA Education Association offers programs that focus on ocean exploration, documenting change in the Caribbean, oceans and climate, sustainability in Polynesian island cultures and ecosystems, and energy and the ocean environment. Student spend the first part of the semester in Woods Hole, MA preparing for the second part of the semester when they embark on tall-masted sailing ships to continue studies at sea and among island communities. The program offers both Atlantic and Pacific routes. Students earn 16 semester credits (24 quarter credits). Options for upper level credits are available. Summer programs offered as well. Studio Arts Centers International in Florence, Italy offers undergraduate options for study in over 20 studio art and design programs, art history, art conservation, and Italian language and culture. Graduate level studies are also available. Students earn 15-18 semester credits (22-27 quarter credits). The University of Arizona - Russia program offers the opportunity to study Russian language and culture in Moscow during the academic year, with summer options in St. Petersburg. Students receive between 20-30 hours of instruction per week depending on their level placement. The program takes place at the GRINT Language Center at the Moscow Humanities University. Options for internship placement in Moscow also exist. Students earn 15 semester credits (22 quarter credits). Wildlands Studies offers programs through a number of environmental field projects in several countries: Australia, Belize, Chile, China, Costa Rica, El Salvador, Fiji, India, Mexico, New Zealand, Peru, South Africa, Thailand, and Zambia. Wildlands' domestic US programs are not eligible for consortium status. Students are engaged in field studies for seven-week periods typically, and many include cultural studies since communities are part of local environmental systems. Student earn 12 semester credits (18 quarter credits) at the upper division level, typically distributed across both science and cultural studies, issued through California State University at Monterrey Bay.		Michael Clifthorne		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Summer Ornithology: Birds in the Hand Steven G. Herman biology ecology environmental studies field studies natural history zoology	Program	FR–SRFreshmen - Senior	8	08	Day, Evening and Weekend				Su 13Summer Session II	Summer Ornithology is a three week bird-banding course taught entirely in the field. We leave campus on the first day, travel through some of the best birding country in Oregon, then over the next few days find and set up camp in a place where we can net, process, and band a sufficient number of birds to provide all students with appropriate experience. We spend the next two weeks netting, processing, banding, and releasing several hundred birds of about 25 species. We focus on aspects of banding protocol, including net placement, removing birds from nets, identification, sexing, ageing, and record-keeping. We balance the in-hand work with field identification and behavioral observations, and during the last week we tour Steens Mountain and the Malheur area. This course has been taught for over 30 years, and more than 24,000 birds have been banded during that time. Lower or upper-division credit is awarded depending of the level of academic achievement demonstrated. A photo essay on this program is available through and a slide show is available through .		Steven G. Herman	Mon Tue Wed Thu Fri Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Surviving Middle Management Steven Johnson business and management	Course	SO–SRSophomore - Senior	4	04	Evening and Weekend			S 13Spring		People go to work every day where they work hard, do a good job, and wonder why others have been selected for advancement or special assignments. Or, they get promoted, receive minimal training, and are put in a leadership roll where they soon feel lost and start to struggle. Whether just starting out in your first career, having been in the workforce for years, or thinking about changing careers, it’s time to take charge of your future. This is a "nuts and bolts" course designed provide students with an opportunity to assess their skills and plan for their future success while preparing them to assume more responsibilities within an organization and develop both management processes and leadership skills.		Steven Johnson	Fri Sat	Sophomore SO Junior JR Senior SR	Spring	Spring
Tax and Fiscal Policy Jenny Greenlee and Dianne Criswell	Course	GR ONLYGraduate Only	4	04	Evening and Weekend				Su 13Summer	As the economic crisis has forced tough decisions at all levels of government, understanding of tax and fiscal policy has become more important than ever. Fiscal and public policy are deeply intertwined with good public policy, frequently needing tax and fee revenue resources to be successful. Where a government chooses to levy then spend its resources is a powerful expression of its values, whether these decisions are made consciously or not. This course will examine all aspects of tax and fiscal policy development for the State of Washington. Students will be asked to examine the aspects of a public policy area of their choice, including tax preferences and other fiscal legislation."		Jenny Greenlee Dianne Criswell	Thu Sat Sun	Graduate GR	Summer	Summer
Tech Dreams: Entrepreneurial Lessons from Silicon Valley David Shaw business and management economics sustainability studies	Program	FR–SRFreshmen - Senior	16	16	Day			S 13Spring		At its simplest, this program will serve as an introduction to innovation, entrepreneurship and strategic management. We will focus on the entrepreneurial lessons learned by technology entrepreneurs in Silicon Valley (and elsewhere) over the past two decades. What Horatio Alger’s “rags to riches” stories were to “the American dream” in the late 19 century, Silicon Valley was to engineers, scientists, entrepreneurs and the popular imagination during the late 20 century (and up to the present). Beyond the myths of successful startup businesses launched from humble origins in someone’s garage, however, lay the ideas that guided the tech entrepreneurs and their startup ventures. This program will examine the history of recent entrepreneurship in Silicon Valley (and other technology centers globally), not by focusing on the biographies of the most successful entrepreneurs in the tech industries, but by examining the contemporary books and ideas that inspired and guided their efforts. The questions we’ll examine are these: What should one do as an entrepreneur? How should one think and plan in starting up a new venture (for-profit, non-profit or social)? Where should one focus their attention, and when? Does staying faithful to the plan, or adapting to a fast-changing environment, matter more? And when should entrepreneurs stay with their budding ventures, sell off their venture, or shut it down to move on to “something else”? For seminar, we will read and discuss five seminal books published over the past 22 years that have guided entrepreneurial startups in the tech industries: Geoffrey A. Moore’s 1991; Clayton M. Christensen’s , 1997; W. Chan Kim and Renee Mauborgne’s , 2005; Steve Blank’s , 2005; and Alex Osterwalder and Yves Pigneur’s , 2010. We’ll read them in chronological order, examine what they said, and try to unpack why they gained wide currency among the tech startups and entrepreneurs of their day. We’ll also discuss why the “next big thing” complemented, superseded, or supplemented the previous school of thought. Readings of additional articles on entrepreneurial theory and practice and viewings of a handful of films and documentaries will complement this learning approach. In addition, there will be a quarter-long, team-based online business simulation that will build skills in dynamic strategy making and financial statement analysis. An individual research project, including a draft marketing plan, business plan, feasibility study or critical book review on entrepreneurship (and/or business and technology) with an end-of quarter presentation will complete the program.		David Shaw	Mon Wed Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Theories of Personality Susan Cummings psychology	Course	SO–SRSophomore - Senior	4	04	Evening		W 13Winter			The major personality theorists will be presented sequentially within their cultural and historical contexts. This will provide the students with a broader understanding of the evolution of ideas concerning human nature. Exploration of theories will be limited to those that apply specifically to the practice of counseling. Attention will be paid to the interaction of the individual with the social milieu, the cultural biases within theory, and the effect of personal history on theoretical claims. This course is a core course, required for pursuit of graduate studies in psychology.		Susan Cummings	Mon	Sophomore SO Junior JR Senior SR	Winter	Winter
Thinking Through Critical and Creative Writing David Wolach writing	Course	FR–SRFreshmen - Senior	4	04	Evening and Weekend	F 12 Fall				When working through a set of ideas, many writers oscillate between what gets called "critical writing" and "creative writing"—for instance, between the essay and the poem. This course hopes to play with, complicate, and trouble the notion that these are set categories or distinct ideas by shifting between poetry, prose, and the essay to engage rigorously with contemporary social problems including the circumstances of living in classed, gendered, and racialized bodies. We will examine writing as labor and question the economic value attached to various kinds of written texts. We will take as models for our experiments the work of several writers, such as Fred Moten, kari edwards, and Rodrigo Toscano. Weekly writing assignments will revolve around processes of radical revision—shortening and lengthening the work and translating it from one form into another. This course is suitable for students without significant experience in either creative or critical writing and will teach skills that can be applied to any future writing. More advanced students will be encouraged to take more risks with their formal experimentation.		David Wolach	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Times and Works of Soseki, Mishima, and Murakami: Studies in Literature, History and Cinema Harumi Moruzzi history literature moving image	Program	FR–SRFreshmen - Senior	16	16	Day			S 13Spring		This program is designed for students who are interested in the literary works of Soseki Natsume, Yukio Mishima and Haruki Murakami as well as modern Japanese history.Nobody lives in a vacuum. Every person is a product of that person's time and place, even when he/she rebels against such a background. Most people in society conform to the current ideology of society in order to succeed and perhaps merely to get by, even when their society is moving toward spiritual bankruptcy. It is often believed that the artists and the intellectuals are the seers and prophets of the society that can shed light on the social and cultural problems, thus inspiring new directions for regeneration. Such may be a romantic view of artists and intellectuals. However, this premise often yields an advantageous framework through which we can examine the society and culture that produced these artists and intellectuals.The highly esteemed Japanese writers, Soseki Natsume, Yukio Mishima and Haruki Murakami, are examples of such artists and intellectuals. They represent turbulent and paradigm-shifting periods in Japanese history: Meiji modernization, Post World War II devastation, and the advent of a rabid consumer society.In this program, we study the literary works of these three writers in the context of their times, with respective culture and socio-economic structure, through lectures, films, seminars and individual and/or group projects/research.At the beginning of the quarter, students will be introduced to the rudiments of film analytical terms in order to develop a more analytical and critical attitude toward film-viewing experience. 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 the selected works of Soseki Natsume, Yukio Mishima and Haruki Murakami through seminars and critical writings. Weekly film viewing and film seminar will accompany the study of literature and history in order to facilitate a deeper exploration of the topics and issues presented in their literary works.		Harumi Moruzzi		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Tomorrow Today: Political Economy and Culture of the Future Anthony Zaragoza economics international studies political science sociology	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
Toward Becoming a Teacher Steve Cifka education	Course	JR–SRJunior - Senior	4	04	Evening		W 13Winter			Many idealistic, well-intentioned new teachers find themselves frustrated by their early experiences in public schools and soon leave public education entirely. This frustration is not inevitable. This course, taught by an Evergreen graduate with more than 30 years’ experience teaching in public schools, will explore the skills needed to become a passionate, powerful teacher in the 21st century. We will investigate some of the inevitable struggles—both political and personal—that teachers encounter in public schools today, and we will hear how passionate teachers overcome those tensions. This course may be of particular interest to upper-division students who are considering careers in education, but will also interest any student who wishes to look closely at issues in public education today. As part of this course, students who plan to apply to the Master in Teaching program can begin the classroom observations required for application.		Steve Cifka	Thu	Junior JR Senior SR	Winter	Winter
Trajectories in Animation, Mathematics, and Physics Ruth Hayes and Krishna Chowdary mathematics media arts moving image physics visual arts writing Signature Required: Winter	Program	FR–SRFreshmen - Senior	16	16	Day	F 12 Fall	W 13Winter			"Animation follows the rules of physics - unless it is funnier otherwise." - Art Babbitt, animatorWhat are the 'rules' of physics, and where do they come from? How do animators follow these rules? How do they know when to break them?This challenging program will introduce you to the mathematical models that help describe and explain motion in the natural world. You will learn how to combine observation, reason and imagination to produce such models, explore the creative uses that can be made of them, and consider the new meanings that result. We hope to highlight similarities and differences between how artists and scientists make sense of, and intervene in, the world.We do not expect prior experience in drawing, animation or physics; the program is designed to accommodate new learners in these areas. We do expect that you can read and write at the college level and have completed math through intermediate algebra. You will all engage in common work in drawing, animation, mathematics and physics, for 14 credits. You will also be asked to choose one of two more focused tracks for the remaining two credits, either in (1) drawing or (2) mathematics. Students who choose to focus on drawing will gain two quarters experience of college-level drawing. Students who choose to focus on mathematics will cover two quarters of calculus in this program. Which ever you choose, the work will be intensive in both art and science, and you should plan to spend on average up to 50 hours per week (including class time).Through workshops, labs, seminars and lectures, you will learn basic principles of drawing, animation, mathematics and physics, while improving reading and writing skills. You will integrate these areas to represent and interpret the natural and human-created worlds, and to solve scientific and design problems in those worlds. For example, in physics labs and animation workshops you might record high-speed video to analyze motion or construct animation toys that play with the boundaries between motion and illusions of motion.In fall we will introduce you to basic principles and practices of drawing, 2D analog animation and video production, as well as the fundamentals of physics, including kinematics, forces and conservation principles. To support this work, you will also study mathematics, including ratios and proportional reasoning, geometry, graphing, functions, and concepts of calculus. In winter, you will learn 2D digital animation techniques, focus in physics on special relativity (modern models of space, time and motion), and continue to learn concepts of calculus. The program will culminate in creative projects that integrate your new technical skills with your learning in art and science.		Ruth Hayes Krishna Chowdary		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Trajectories in Electromagnetism and Calculus Mario Gadea mathematics physics Signature Required: Spring	Program	FR–SRFreshmen - Senior	12	12	Day and Evening			S 13Spring		The unification of electricity and magnetism and the development of calculus are among the most beautiful and elegant intellectual achievements in human history. Electromagnetism, one of the fundamental forces of nature, is vital for an understanding of phenomena ranging from life on earth to the light from stars. Calculus allows us to create accurate mathematical models that explain the world and predict the future.This challenging program integrates mathematics and physics. In our study of mathematics, students will explore some topics typically covered at the end of a year-long calculus sequence (such as multivariable calculus and vector calculus). In our study of physics, students will learn about electric forces, fields, and energy, circuits, magnetic forces, fields, and induction, and electromagnetic waves. Students will also work on an independent project focusing on some electromagnetic phenomenon or device.We will use lectures, on-line resources, workshops and labs to learn this material. Students will be evaluated through problem sets, participation in program activities, quizzes and exams. The work will be intensive in math and physics, and you should plan to devote an average of 30 hours per week (including class time) to this program.		Mario Gadea	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Transformations Hirsh Diamant and Bobbie McIntosh education leadership studies	Course	FR–SRFreshmen - Senior	4	04	Day	F 12 Fall				This course is an introduction to Evergreen, an inquiry into the nature of transformation, and an examination of the role of education in society. It is designed for students new to Evergreen who have been in other institutions from community colleges to the military to the workplace. The class will reawaken the joy, adventure, and wonder of learning in a supportive college environment while asking questions about what it means to transform oneself, transform others, and transform institutions. Readings and discussion will range from topics in education through ethical issues such as just war theory to inspiration from both Eastern and Western practices of self-cultivation. Students will learn about human development while identifying their educational goals and creating an academic plan of study. Students will explore strategies for balancing work, family, and educational demands while learning about archetypes of transitions and transformation. Large-group work will be balanced with separate work tailored for specific groups of students including groups of transfer students from community colleges and groups of students who are active duty military, veterans, and military dependents. The course will also introduce students to important Evergreen resources and services that could be essential for student's success.		Hirsh Diamant Bobbie McIntosh	Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Transforming the Art of War: From Industrial to Asymmetric Warfare, and Beyond Steven Niva international studies political science	Program	JR–SRJunior - Senior	16	16	Day	F 12 Fall	W 13Winter			This program will examine the transformation of the practice of warfare in the late modern period, from the rise of modern industrial war to the proliferation of guerilla insurgencies, transnational terrorism and asymmetric wars that we are seeing today. The program will primarily focus on the emergence and transformation of modern war at the level of form—the changing nature, actors and strategies of war. We will explore the work of military theorists such as Clausewitz, Mao, Virilio and others who have theorized the changing nature of war. We will examine key historical turning points in the nature and strategies of war that include Napoleon’s wars in Europe, World War I and World War II, Maoist guerilla war, and the rise of unconventional and asymmetric wars today that many claim signal a new “generation” of warfare. In this context, we will focus on the rise of unconventional tactics such as suicide bombings and truck bombings among insurgent groups and also examine contending theories about how best to respond to these unconventional tactics. We will read and critically analyze the new Army/Marines Counterinsurgency Field Manual in the context of the American wars in Iraq and Afghanistan as well as current debates over the strategies and tactics of counter-terrorism following the 9/11 terror attacks. Finally, we will examine how the rise in new forms of warfare mirror broader changes in international society, with the rise of new social media, networked communications technologies and late capitalist globalization.The primary learning goals of the program include: obtaining a thorough knowledge of the modern history of war; developing an understanding of contending theories and strategic approaches to war; understanding the diversity and strategies of guerilla and insurgent groups; and developing an ability to engage in critical thinking, analytical writing and informed opinions regarding these topics. The program will be organized around a series of texts, exercises, films and assignments, including several class presentations, role-plays and several analytical papers. We will watch films and documentaries to supplement our learning, including , , , and others. This program will demand a serious commitment by students to all of the work within the program and will focus on skill development in writing, analysis and public speaking.		Steven Niva	Tue Wed Fri	Junior JR Senior SR	Fall	Fall Winter
Transmutation: The Alchemy of Scientific Thought Joseph Tougas and Rebecca Sunderman chemistry history philosophy of science	Program	FR–SOFreshmen - Sophomore	16	16	Day			S 13Spring		We have inherited a scientific worldview that provides explanations for many phenomena that were great mysteries to earlier generations. It's easy to overlook how amazing it is that we can explain visible effects in terms of invisible objects such as molecules, atoms and electrons. How did this scientific worldview come to be? This program will follow the historical development of scientific thought from the teachings and practices of alchemy to modern chemistry. We will pay special attention to the meaning of scientific beliefs about the basic structure of material reality in different historical periods, as this structure can be discovered by observing the changes and transformations of visible substances. We will work hands-on in the laboratory with some of the "magical" transformation that so intrigued early scientific researchers. We will explore how the modern scientific method evolved and how it can be applied to everyday problems and puzzles, as we learn about concepts of chemistry--the periodic table of elements, chemical properties, and energy. This will give us material for philosophical reflection on the nature of knowledge, and how ideas about knowledge have changed historically. This program does not require any previous science or philosophy experience.	science and education.	Joseph Tougas Rebecca Sunderman		Freshmen FR Sophomore SO	Spring	Spring
Turning Eastward: Explorations in East-West Psychology Ryo Imamura communications consciousness studies cultural studies health philosophy psychology religious studies	Program	FR–SOFreshmen - Sophomore	16	16	Day	F 12 Fall	W 13Winter			Western psychology has so far failed to provide us with a satisfactory understanding of the full range of human experience. It has largely overlooked the core of human understanding--our everyday mind, our immediate awareness of being with all of its felt complexity and sensitive attunement to the vast network of interconnectedness with the universe around us. Instead, Western psychology has chosen to analyze the mind as though it were an object independent of the analyzer, consisting of hypothetical structures and mechanisms that cannot be directly experienced. Western psychology's neglect of the living mind--both in its everyday dynamics and its larger possibilities--has led to a tremendous upsurge of interest in the ancient wisdom of the East, particularly Buddhism, which does not divorce the study of psychology from the concern with wisdom and human liberation.In direct contrast, Eastern psychology shuns any impersonal attempt to objectify human life from the viewpoint of an external observer, instead studying consciousness as a living reality which shapes individual and collective perception and action. The primary tool for directly exploring the mind is meditation or mindfulness, an experiential process in which one becomes an attentive participant-observer in the unfolding of moment-to-moment consciousness.Learning mainly from lectures, readings, videos, workshops, seminar discussions, individual and group research projects, and field trips, we will take a critical look at the basic assumptions and tenets of the major currents in traditional Western psychology, the concept of mental illness, and the distinctions drawn between normal and abnormal thought and behavior. We will then investigate the Eastern study of mind that has developed within spiritual traditions, particularly within the Buddhist tradition. In doing so, we will take special care to avoid the common pitfall of most Western interpretations of Eastern thought--the attempt to fit Eastern ideas and practices into unexamined Western assumptions and traditional intellectual categories. Lastly, we will address the encounter between Eastern and Western psychology as possibly having important ramifications for the human sciences in the future, potentially leading to new perspectives on the whole range of human experience and life concerns.		Ryo Imamura	Tue Thu	Freshmen FR Sophomore SO	Fall	Fall Winter
Tutoring Math and Science For Social Justice Vauhn Foster-Grahler mathematics	Course	FR–SRFreshmen - Senior	2	02	Day			S 13Spring		Tutoring Math and Science For Social Justice will include an examination of some of the current research on the teaching and learning of math and science in higher education and will focus this knowledge on its implications for and applications to diverse groups of learners and social justice. Students will experience and evaluate a variety of tutoring strategies as a student and as a facilitator. This class is strongly suggested for students who are planning on teaching math and/or science or who would like to tutor in Evergreen's Quantitative and Symbolic Reasoning Center.		Vauhn Foster-Grahler	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
The Uncanny in Psychoanalysis and Philosophy Kathleen Eamon aesthetics literature philosophy psychology writing	Program	FR–SRFreshmen - Senior	8	08	Day				Su 13Summer Session I	Using Freud’s famous essay on as our starting point, we will investigate this category of experience which has been described as hovering between the natural and the supernatural. Although our approaches will be diverse (including philosophical and psychoanalytic texts, as well as short stories and other media), we will focus on the way "the uncanny" has been mined for insight onto life, politics, and experience in modernity. Other possible authors include Kant, Baudelaire, E.T.A. Hoffmann, Edgar Allan Poe, Otto Rank, Tzvetan Todorov. The program will be reading, writing, and conversation intensive.		Kathleen Eamon	Mon Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Undergraduate Projects in Critical and Creative Practices Naima Lowe, Anne de Marcken (Forbes), Marilyn Freeman and Joli Sandoz African American studies art history communications cultural studies gender and women's studies literature media arts media studies moving image visual arts writing Signature Required: Winter Spring	Program	SO–SRSophomore - Senior	V	V	Day, Evening and Weekend		W 13Winter	S 13Spring		This is an opportunity for students to work with faculty from a diverse set of disciplines on creative and scholarly projects. Students will come away with invaluable skills in library and archival research practices, visual arts studio practices, laboratory practices, film/media production practices, critical research and writing, and much more. Critical and Creative Practices is comprised of a diverse group of artists, theorists, scientists, mathematicians, writers, filmmakers and other cultural workers whose interdisciplinary fields of study sit at the crossroads between critical theoretical studies and creative engagement. uses creative writing and digital media production as methods of inquiry. Her process-based work results in short stories, personal essays, longer hybrid narratives, time-based forms of these things (films and videos), and sometimes web environments. Her current areas of inquiry include climate change and the interactions of place and identity, in particular as related to the idea of home. Students working with Anne will have opportunities to work on one or more literary projects in the early development phase. Activities will include concept development, research, preliminary structuring, proposal writing, grant writing, and critique of early draft creative writing. Students may also work with Anne to continue development of an internet-based project related to climate change. (writing and media arts) is an interdisciplinary artist working primarily with time-based art for the page, the screen, and installation. Presently, Marilyn is particularly focused on the video essay as an ascendant form for creative and critical experiments with text, sound, and image. Her immediate projects include two video essay productions and a book— (University of Chicago Press, 2014). These projects provide opportunities for advanced students to assist with research and to enhance media arts skills through working directly with Marilyn in preproduction, production, and post-production of the video essays. (creative nonfiction) draws from experience and field, archival and library research to write creative essays about experiences and constructions of place, and about cultural practices of embodiment. She also experiments with juxtapositions of diagrams, images and words, including hand-drawn mapping. Students working with Joli will be able to learn their choice of: critical reading approaches to published works (reading as a writer), online and print research and associated information assessment skills, identifying publishing markets for specific pieces of writing, or discussing and responding to creative nonfiction in draft form (workshopping). Joli’s projects underway include a series of essays on place and aging; an essay on physical achievement and ambition; and a visual/word piece exploring the relationship of the local to the global. (experimental media and performance art) creates films, videos, performances and written works that explore issues of race, gender, and embodiment. The majority of her work includes an archival research element that explores historical social relationships and mythic identities. She is currently working on a series of short films and performances that explore racial identity in rural settings. Students working with Naima would have opportunities to learn media production and post-production skills (including storyboarding, scripting, 16mm and HD video shooting, location scouting, audio recording, audio/video editing, etc) through working with a small crew comprised of students and professional artists. Students would also have opportunities to do archival and historical research on African-Americans living in rural settings, and on literature, film and visual art that deals with similar themes. Please go to the catalog view for specific information about each option.		Naima Lowe Anne de Marcken (Forbes) Marilyn Freeman Joli Sandoz		Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Undergraduate Projects in Critical and Creative Practices with A. de Marcken Anne de Marcken (Forbes) cultural studies environmental studies literature media arts media studies moving image visual arts writing Signature Required: Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day, Evening and Weekend		W 13Winter	S 13Spring		This is an opportunity for students to work with faculty from a diverse set of disciplines on creative and scholarly projects. Students will come away with invaluable skills in library and archival research practices, visual arts studio practices, laboratory practices, film/media production practices, critical research and writing, and much more. Critical and Creative Practices is comprised of a diverse group of artists, theorists, scientists, mathematicians, writers, filmmakers and other cultural workers whose interdisciplinary fields of study sit at the crossroads between critical theoretical studies and creative engagement. uses creative writing and digital media production as methods of inquiry. Her process-based work results in short stories, personal essays, longer hybrid narratives, time-based forms of these things (films and videos), and sometimes web environments. Her current areas of inquiry include climate change and the interactions of place and identity, in particular as related to the idea of home. Students working with Anne will have opportunities to work on one or more literary projects in the early development phase. Activities will include concept development, research, preliminary structuring, proposal writing, grant writing, and critique of early draft creative writing. Students may also work with Anne to continue development of an internet-based project related to climate change.		Anne de Marcken (Forbes)		Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Undergraduate Projects in Critical and Creative Practices with J. Sandoz Joli Sandoz communications writing Signature Required: Winter Spring	Research	SO–SRSophomore - Senior	V	V	Evening		W 13Winter	S 13Spring		This is an opportunity for students to work with faculty from a diverse set of disciplines on creative and scholarly projects. Students will come away with invaluable skills in library and archival research practices, visual arts studio practices, laboratory practices, film/media production practices, critical research and writing, and much more. Critical and Creative Practices is comprised of a diverse group of artists, theorists, scientists, mathematicians, writers, filmmakers and other cultural workers whose interdisciplinary fields of study sit at the crossroads between critical theoretical studies and creative engagement. (creative nonfiction) draws from experience and field, archival and library research to write creative essays about experiences and constructions of place, and about cultural practices of embodiment. She also experiments with juxtapositions of diagrams, images and words, including hand-drawn mapping. Students working with Joli will be able to learn their choice of: critical reading approaches to published works (reading as a writer), online and print research and associated information assessment skills, identifying publishing markets for specific pieces of writing, or discussing and responding to creative nonfiction in draft form (workshopping). Joli’s projects underway include a series of essays on place and aging; an essay on physical achievement and ambition; and a visual/word piece exploring the relationship of the local to the global.		Joli Sandoz		Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Undergraduate Projects in Critical and Creative Practices with M. Freeman Marilyn Freeman communications literature media arts media studies moving image visual arts writing Signature Required: Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day, Evening and Weekend		W 13Winter	S 13Spring		This is an opportunity for students to work with faculty from a diverse set of disciplines on creative and scholarly projects. Students will come away with invaluable skills in library and archival research practices, visual arts studio practices, laboratory practices, film/media production practices, critical research and writing, and much more. Critical and Creative Practices is comprised of a diverse group of artists, theorists, scientists, mathematicians, writers, filmmakers and other cultural workers whose interdisciplinary fields of study sit at the crossroads between critical theoretical studies and creative engagement. (writing and media arts) is an interdisciplinary artist working primarily with time-based art for the page, the screen, and installation. Presently, Marilyn is particularly focused on the video essay as an ascendant form for creative and critical experiments with text, sound, and image. Her immediate projects include two video essay productions and a book— (University of Chicago Press, 2014). These projects provide opportunities for advanced students to assist with research and to enhance media arts skills through working directly with Marilyn in preproduction, production, and post-production of the video essays.		Marilyn Freeman		Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Undergraduate Projects in Critical and Creative Practices with N. Lowe Naima Lowe African American studies art history communications cultural studies gender and women's studies media studies moving image visual arts Signature Required: Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day, Evening and Weekend		W 13Winter	S 13Spring		This is an opportunity for students to work with faculty from a diverse set of disciplines on creative and scholarly projects. Students will come away with invaluable skills in library and archival research practices, visual arts studio practices, laboratory practices, film/media production practices, critical research and writing, and much more. Critical and Creative Practices is comprised of a diverse group of artists, theorists, scientists, mathematicians, writers, filmmakers and other cultural workers whose interdisciplinary fields of study sit at the crossroads between critical theoretical studies and creative engagement. (experimental media and performance art) creates films, videos, performances and written works that explore issues of race, gender, and embodiment. The majority of her work includes an archival research element that explores historical social relationships and mythic identities. She is currently working on a series of short films and performances that explore racial identity in rural settings. Students working with Naima would have opportunities to learn media production and post-production skills (including storyboarding, scripting, 16mm and HD video shooting, location scouting, audio recording, audio/video editing, etc) through working with a small crew comprised of students and professional artists. Students would also have opportunities to do archival and historical research on African-Americans living in rural settings, and on literature, film and visual art that deals with similar themes.		Naima Lowe		Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Undergraduate Research: Herbarium Studies of Fungi, Lichen and Bryophytes Lalita Calabria botany natural history Signature Required: Summer	Research	JR–SRJunior - Senior	6	06	Day and Evening				Su 13Summer Session I	Students will organize into research groups based on interest in either fungi, lichen, or bryophytes and design herbarium-based research projects on these taxa. The instructor will provide guidance with using technical key for identifying unknown fungi and lichen and/bryophytes as well as collection and curation methods. In addition, students will choose from a list of topics relating to taxonomy, ecology, and biology of these taxa for the instructor to lecture on throughout the quarter. Students will spend time in the field and laboratory discussing diagnostic characters of these groups and will learn how to sight recognize common species to our region. A field trip to the UW herbarium and botanical gardens will give students an opportunity to visit a larger regional herbarium and see unusual and rare taxa of fungi, lichens, and bryophytes.		Lalita Calabria	Mon Tue Thu	Junior JR Senior SR	Summer	Summer
Undergraduate Research in Civic Intelligence Douglas Schuler community studies computer science sociology 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 community studies computer science sociology 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
Undergraduate Research in Scientific Inquiry Paula Schofield, Brian Walter, Richard Weiss, Abir Biswas, Michael Paros, Clyde Barlow, Benjamin Simon, Judith Cushing, Dharshi Bopegedera, Rebecca Sunderman, EJ Zita, Donald Morisato, Clarissa Dirks, James Neitzel, Sheryl Shulman, Neal Nelson and Lydia McKinstry biochemistry biology chemistry computer science geology mathematics physics Signature Required: Fall Winter Spring	Program	SO–SRSophomore - Senior	V	V	Day	F 12 Fall	W 13Winter	S 13Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market.Faculty offering undergraduate research opportunities are listed below. Contact them directly if you are interested. (chemistry) works with biophysical applications of spectroscopy to study physiological processes at the organ level, with direct applications to health problems. Students with backgrounds in biology, chemistry, physics, mathematics or computer science can obtain practical experience in applying their backgrounds to biomedical research problems in an interdisciplinary laboratory environment. (geology, earth science) studies nutrient and toxic trace metal cycles in terrestrial and coastal ecosystems. Potential projects could include studies of mineral weathering, wildfires and mercury cycling in ecosystems. Students could pursue these interests at the laboratory-scale or through field-scale biogeochemistry studies taking advantage of the Evergreen Ecological Observation Network (EEON), a long-term ecological study area. Students with backgrounds in a combination of geology, biology or chemistry could gain skills in soil, vegetation and water collection and learn methods of sample preparation and analysis for major and trace elements. (chemistry) would like to engage students in two projects. (1) Quantitative determination of metals in the stalactites formed in aging concrete using ICP-MS. Students who are interested in learning about the ICP-MS technique and using it for quantitative analysis will find this project interesting. (2) Science and education. We will work with local teachers to develop lab activities that enhance the science curriculum in local schools. Students who have an interest in teaching science and who have completed general chemistry with laboratory would be ideal for this project. (computer science, ecology informatics) studies how scientists might better use information technology and visualization in their research, particularly in ecology and environmental studies. She would like to work with students who have a background in computer science or one of the sciences (e.g., ecology, biology, chemistry or physics), and who are motivated to explore how new computing paradigms can be harnessed to improve the individual and collaborative work of scientists. Such technologies include visualizations, plugins, object-oriented systems, new database technologies and "newer" languages that scientists themselves use such as python or R. (biology) aims to better understand the evolutionary principles that underlie the emergence, spread and containment of infectious disease by studying the coevolution of retroviruses and their primate hosts. Studying how host characteristics and ecological changes influence virus transmission in lemurs will enable us to address the complex spatial and temporal factors that impact emerging diseases. Students with a background in biology and chemistry will gain experience in molecular biology techniques, including tissue culture and the use of viral vectors. (mathematics) is interested in problems in mathematical biology associated with population and evolutionary dynamics. Students working with him will help create computer simulations using agent-based modeling and cellular automata and analyzing non-linear models for the evolution of cooperative behavior in strategic multiplayer evolutionary games. Students should have a strong mathematics or computer science backgroun. (organic chemistry) is interested in organic synthesis research, including asymmetric synthesis methodology, chemical reaction dynamics and small molecule synthesis. One specific study involves the design and synthesis of enzyme inhibitor molecules to be used as effective laboratory tools with which to study the mechanistic steps of programmed cell death (e.g., in cancer cells). Students with a background in organic chemistry and biology will gain experience with the laboratory techniques of organic synthesis as well as the techniques of spectroscopy. (biology) is interested in the developmental biology of the embryo, a model system for analyzing how patterning occurs. Maternally encoded signaling pathways establish the anterior-posterior and dorsal-ventral axes. Individual student projects will use a combination of genetic, molecular biological and biochemical approaches to investigate the spatial regulation of this complex process. (biochemistry) uses methods from organic and analytical chemistry to study biologically interesting molecules. A major focus of his current work is on fatty acids; in particular, finding spectroscopic and chromatographic methods to identify fatty acids in complex mixtures and to detect changes that occur in fats during processing or storage. This has relevance both for foods and in biodiesel production. The other major area of interest is in plant natural products, such as salicylates. Work is in process screening local plants for the presence of these molecules, which are important plant defense signals. Work is also supported in determining the nutritional value of indigenous plants. Students with a background and interest in organic, analytical or biochemistry could contribute to this work. (computer science) and (computer science) are interested in working with advanced computer topics and current problems in the application of computing to the sciences. Their areas of interest include simulations of advanced architectures for distributed computing, advanced programming languages and compilers, programming languages for concurrent and parallel computing and hardware modeling languages. (biology, veterinary medicine) is interested in animal health and diseases that affect the animal agriculture industry. Currently funded research includes the development of bacteriophage therapy for dairy cattle uterine infections, calf salmonellosis and mastitis. A number of hands-on laboratory projects are available to students interested in pursuing careers in science. (organic, polymer, materials chemistry) is interested in the interdisciplinary fields of biodegradable plastics and biomedical polymers. Research in the field of biodegradable plastics is becoming increasingly important to replace current petroleum-derived materials and to reduce the environmental impact of plastic wastes. Modification of starch through copolymerization and use of bacterial polyesters show promise in this endeavor. Specific projects within biomedical polymers involve the synthesis of poly (lactic acid) copolymers that have potential for use in tissue engineering. Students with a background in chemistry and biology will gain experience in the synthesis and characterization of these novel polymer materials. Students will present their work at American Chemical Society (ACS) conferences. (computer science) isinterested in working with advanced computer topics and current problems in the application of computing to the sciences. Her areas of interest include simulations of advanced architectures for distributed computing, advanced programming languages and compilers, programming languages for concurrent and parallel computing, and hardware modeling languages. (biology) is interested in immunology, bacterial and viral pathogenesis, vaccine development and gene therapy applications. Recent focus has been on developing novel methods for vaccine delivery and immune enhancement in finfish. Specific projects include using attenuated bacteria to deliver either protein-based or nucleic acid vaccines in vivo and investigating bacterial invasion mechanisms. In collaboration with (faculty emerita) other projects include characterization of bacteriophage targeting the fish pathogen and elucidation of phage and host activities in stationary-phase infected with T4 bacteriophage. Students with a background in biology and chemistry will gain experience in laboratory research methods, including microbiological techniques, tissue culture and recombinant DNA technology, and may have opportunities to present data at regional and national conferences. (inorganic/materials chemistry, physical chemistry) is interested in the synthesis and property characterization of new bismuth-containing materials. These compounds have been characterized as electronic conductors, attractive activators for luminescent materials, second harmonic generators and oxidation catalysts for several organic compounds. Traditional solid-state synthesis methods will be utilized to prepare new complex bismuth oxides. Once synthesized, powder x-ray diffraction patterns will be obtained and material properties such as conductivity, melting point, biocidal tendency, coherent light production and magnetic behavior will be examined when appropriate. (mathematics) is interested in problems relating to graphs, combinatorial games and especially combinatorial games played on graphs. He would like to work with students who have a strong background in mathematics and/or computer science and who are interested in applying their skills to open-ended problems relating to graphs and/or games. (computer science, mathematics) has several ongoing projects in computer vision, robotics and security. There are some opportunities for students to develop cybersecurity games for teaching network security concepts and skills. In robotics, he is looking for students to develop laboratory exercises for several different mobile robotic platforms, including Scribbler, LEGO NXT and iRobot Create. This would also involve writing tools for image processing and computer vision using sequences of still images, video streams and 2.5-D images from the Kinect. In addition, he is open to working with students who have their own ideas for projects in these and related areas, such as machine learning, artificial intelligence and analysis of processor performance. (physics) studies the Sun and the Earth. What are the mechanisms of global warming? What can we expect in the future? What can we do about it right now? How do solar changes affect Earth over decades (e.g., Solar Max) to millennia? Why does the Sun shine a bit more brightly when it is more magnetically active, even though sunspots are dark? Why does the Sun's magnetic field flip every 11 years? Why is the temperature of the Sun’s outer atmosphere millions of degrees higher than that of its surface? Students can do research related to global warming in Zita's academic programs and in contracts, and have investigated the Sun by analyzing data from solar observatories and using theory and computer modeling. Serious students are encouraged to form research contracts and may thereafter be invited to join our research team. Please go to the catalog view for specific information about each option.		Paula Schofield Brian Walter Richard Weiss Abir Biswas Michael Paros Clyde Barlow Benjamin Simon Judith Cushing Dharshi Bopegedera Rebecca Sunderman EJ Zita Donald Morisato Clarissa Dirks James Neitzel Sheryl Shulman Neal Nelson Lydia McKinstry		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry Lydia McKinstry, Michael Paros, Clarissa Dirks, Lalita Calabria and Benjamin Simon biology botany chemistry natural history Signature Required: Summer	Program	FR–SRFreshmen - Senior	V	V	Day, Evening and Weekend				Su 13Summer Full	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market.Faculty offering undergraduate research opportunities are listed below. Please go to the catalog view for additional information. Contact the faculty directly if you are interested.		Lydia McKinstry Michael Paros Clarissa Dirks Lalita Calabria Benjamin Simon		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Undergraduate Research in Scientific Inquiry with A. Biswas Abir Biswas geology Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 12 Fall	W 13Winter	S 13Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (geology, earth science) studies in nutrient and toxic trace metal cycles in terrestrial and coastal ecosystems. Potential projects could include studies of mineral weathering, wildfires and mercury cycling in ecosystems. Students could pursue these interests at the laboratory-scale or through field-scale biogeochemistry studies taking advantage of the Evergreen Ecological Observation Network (EEON), a long-term ecological study area. Students with backgrounds in a combination of geology, biology, or chemistry could gain skills in soil, vegetation, and water collection and learn methods of sample preparation and analysis for major and trace elements.	geology and earth sciences.	Abir Biswas		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with B. Simon Benjamin Simon biology Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 12 Fall	W 13Winter	S 13Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (biology) is interested in immunology, bacterial and viral pathogenesis, vaccine development, and gene therapy applications. Recent focus has been on developing novel methods for vaccine delivery and immune enhancement in finfish. Students with a background in biology and chemistry will gain experience in laboratory research methods, including microbiological techniques, tissue culture, and recombinant DNA technology.		Benjamin Simon		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with B. Simon Benjamin Simon biology health Signature Required: Summer	Research	SO–SRSophomore - Senior	V	V	Day				Su 13Summer Full	(biology) is interested in immunology, bacterial and viral pathogenesis, vaccine development and gene therapy applications. Recent focus has been on developing novel methods for vaccine delivery and immune enhancement in finfish. Specific projects include using attenuated bacteria to deliver either protein-based or nucleic acid vaccines in vivo and investigating bacterial invasion mechanisms. In collaboration with (faculty emerita) other projects include characterization of bacteriophage targeting the fish pathogen and elucidation of phage and host activities in stationary-phase infected with T4 bacteriophage. Students with a background in biology and chemistry will gain experience in laboratory research methods, including microbiological techniques, tissue culture and recombinant DNA technology, and may have opportunities to present data at regional and national conferences.		Benjamin Simon		Sophomore SO Junior JR Senior SR	Summer	Summer
Undergraduate Research in Scientific Inquiry with B. Walter Brian Walter mathematics Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 12 Fall	W 13Winter	S 13Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (mathematics) is interested in problems relating to graphs, combinatorial games, and especially combinatorial games played on graphs. He would like to work with students who have a strong background in Mathematics and/or Computer Science and who are interested in applying their skills to open-ended problems relating to graphs and/or games.		Brian Walter		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with C. Barlow Clyde Barlow biology chemistry physics Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 12 Fall	W 13Winter	S 13Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (chemistry) works with biophysical applications of spectroscopy to study physiological processes at the organ level, with direct applications to health problems. Students with backgrounds in biology, chemistry, physics, mathematics or computer science can obtain practical experience in applying their backgrounds to biomedical research problems in an interdisciplinary laboratory environment.		Clyde Barlow		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with C. Dirks Clarissa Dirks biology Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 12 Fall	W 13Winter	S 13Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (biology) aims to better understand the evolutionary principles that underlie the emergence, spread, and containment of infectious disease by studying the co-evolution of retroviruses and their primate hosts. Studying how host characteristics and ecological changes influence virus transmission in lemurs will enable us to address the complex spatial and temporal factors that impact emerging diseases. Students with a background in biology and chemistry will gain experience in molecular biology techniques, including tissue culture and the use of viral vectors.		Clarissa Dirks		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with C. Dirks Clarissa Dirks biology Signature Required: Summer	Research	SO–SRSophomore - Senior	V	V	Day				Su 13Summer Full	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market.		Clarissa Dirks		Sophomore SO Junior JR Senior SR	Summer	Summer
Undergraduate Research in Scientific Inquiry with D. Bopegedera Dharshi Bopegedera chemistry education Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 12 Fall	W 13Winter	S 13Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (chemistry) would like to engage students in two projects: 1) quantitative determination of metals in the stalactites formed in aging concrete using ICP-MS and 2) science and education. Students who are interested in learning about the ICP-MS technique and using it for quantitative analysis will find the first project interesting. Students who have an interest in teaching science and who have completed general chemistry with laboratory would be ideal for the second project. We will work with local teachers to develop lab activities that enhance the science curriculum in local schools.		Dharshi Bopegedera		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with D. McAvity David McAvity biology computer science mathematics Signature Required: Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day		W 13Winter	S 13Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (mathematics) is interested in problems in mathematical biology associated with population and evolutionary dynamics. Students working with him will help create computer simulations using agent-based modeling and cellular automata and analyzing non-linear models for the evolution of cooperative behavior in strategic multiplayer evolutionary games. Students should have a strong mathematics or computer science background	theoretical biology, computer science, mathematics.	David McAvity		Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Undergraduate Research in Scientific Inquiry with D. Morisato Donald Morisato biology Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 12 Fall	W 13Winter	S 13Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (biology) is interested in the developmental biology of the Drosophila embryo, a model system for analyzing how patterning occurs. Maternally encoded signaling pathways establish the anterior-posterior and dorsal-ventral axes. Individual student projects will use a combination of genetic, molecular biological and biochemical approaches to investigate the spatial regulation of this complex process.	biology, health sciences.	Donald Morisato		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with E. Zita EJ Zita astronomy physics Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 12 Fall	W 13Winter	S 13Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (physics) studies the Sun and the Earth. What are the mechanisms of global warming? What can we expect in the future? What can we do about it right now? How do solar changes affect Earth over decades (e.g. Solar Max) to millennia? Why does the Sun shine a bit more brightly when it is more magnetically active, even though sunspots are dark? Why does the Sun's magnetic field flip every 11 years? Why is the temperature of the Sun’s outer atmosphere millions of degrees higher than that of its surface? Students can do research related to global warming in Zita's academic programs and in contracts, and have investigated the Sun by analyzing data from solar observatories, and using theory and computer modeling. Serious students are encouraged to form research contracts, and may thereafter be invited to join our research team.	astronomy, physics, climate studies.	EJ Zita		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with J. Cushing Judith Cushing computer science Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 12 Fall	W 13Winter	S 13Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (computer science and ecology informatics) studies how scientists might better use information technology and visualization in their research, particularly in ecology and environmental studies. She would like to work with students who have a background in computer science or one of the sciences (e.g., ecology, biology, chemistry or physics), and who are motivated to explore how new computing paradigms can be harnessed to improve the individual and collaborative work of scientists. Such technologies include, for example: such as visualizations, plugins, object-oriented systems, new database technologies, "newer" languages that scientists themselves use such as python or R.		Judith Cushing		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with J. Neitzel James Neitzel biochemistry Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 12 Fall	W 13Winter	S 13Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (biochemistry) uses methods from organic and analytical chemistry to study biologically interesting molecules. A major focus of his current work is on fatty acids; in particular, finding spectroscopic and chromatographic methods to identify fatty acids in complex mixtures and to detect changes that occur in fats during processing or storage. This has relevance both for foods as well as in biodiesel production. The other major area of interest is in plant natural products, such as salicylates. Work is in process screening local plants for the presence of these molecules, which are important plant defense signals. Work is also supported in determining the nutritional value of indigenous plants. Students with a background and interest in organic, analytical, or biochemistry could contribute to this work.	biochemistry, alternative energy, health sciences.	James Neitzel		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with L. McKinstry Lydia McKinstry chemistry Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 12 Fall	W 13Winter	S 13Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (organic chemistry) is interested in organic synthesis research, including asymmetric synthesis methodology, chemical reaction dynamics and small molecule synthesis. One specific study involves the design and synthesis of enzyme inhibitor molecules to be used as effective laboratory tools with which to study the mechanistic steps of programmed cell death (e.g. in cancer cells). Students with a background in organic chemistry and biology will gain experience with the laboratory techniques of organic synthesis as well as the techniques of spectroscopy.	chemistry, health sciences.	Lydia McKinstry		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with M. Paros Michael Paros biology Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 12 Fall	W 13Winter	S 13Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (biology, veterinary medicine) is interested in animal health and diseases that affect the animal agriculture industry. Currently funded research includes the development of bacteriophage therapy for dairy cattle uterine infections, calf salmonellosis, and mastitis. A number of hands-on laboratory projects are available to students interested in pursuing careers in science.	biology and veterinary medicine.	Michael Paros		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with M. Paros Michael Paros biology health Signature Required: Summer	Research	SO–SRSophomore - Senior	V	V	Day				Su 13Summer Full	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market.		Michael Paros		Sophomore SO Junior JR Senior SR	Summer	Summer
Undergraduate Research in Scientific Inquiry with N. Nelson Neal Nelson computer science Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 12 Fall	W 13Winter	S 13Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (computer science)is interested in working with advanced computer topics and current problems in the application of computing to the sciences. His areas of interest include simulations of advanced architectures for distributed computing, advanced programming languages and compilers, programming languages for concurrent and parallel computing, and hardware modeling languages.		Neal Nelson		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with P. Schofield Paula Schofield chemistry Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 12 Fall	W 13Winter	S 13Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (organic, polymer, materials chemistry) is interested in the interdisciplinary fields of biodegradable plastics and biomedical polymers. Research in the field of biodegradable plastics is becoming increasingly important to replace current petroleum-derived materials, and to reduce the environmental impact of plastic wastes. Modification of starch through copolymerization and use of bacterial polyesters show promise in this endeavor. Specific projects within biomedical polymers involve the synthesis of poly (lactic acid) copolymers that have potential for use in tissue engineering. Students with a background in chemistry and biology will gain experience in the synthesis and characterization of these novel polymer materials. Students will present their work at American Chemical Society (ACS) conferences.		Paula Schofield		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with R. Sunderman Rebecca Sunderman chemistry Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 12 Fall	W 13Winter	S 13Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (inorganic/materials chemistry and physical chemistry) is interested in the synthesis and property characterization of new bismuth-containing materials. These compounds have been characterized as electronic conductors, attractive activators for luminescent materials, second harmonic generators and oxidation catalysts for several organic compounds. Traditional solid-state synthesis methods will be utilized to prepare new complex bismuth oxides. Once synthesized, powder x-ray diffraction patterns will be obtained and material properties such as conductivity, melting point, biocidal tendency, coherent light production and magnetic behavior will be examined when appropriate.		Rebecca Sunderman		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with R. Weiss Richard Weiss computer science mathematics physics Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 12 Fall	W 13Winter	S 13Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (computer science and mathematics) has several ongoing projects in computer vision, robotics, and security. There are some opportunities for students to develop cybersecurity games for teaching network security concepts and skills. In Robotics, he is looking for students to develop laboratory exercises for several different mobile robotic platforms, including Scribbler, LEGO NXT, and iRobot Create. This would also involve writing tools for image processing and computer vision using sequences of still images, video streams, and 2.5-D images from the Kinect. In addition, he is open to working with students who have their own ideas for projects in these and related areas, such as machine learning, artificial intelligence, and analysis of processor performance.		Richard Weiss		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with S. Shulman Sheryl Shulman computer science Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 12 Fall	W 13Winter	S 13Spring		Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (computer science) isinterested in working with advanced computer topics and current problems in the application of computing to the sciences. Her areas of interest include simulations of advanced architectures for distributed computing, advanced programming languages and compilers, programming languages for concurrent and parallel computing, and hardware modeling languages.		Sheryl Shulman		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in the Humanities Trevor Speller literature philosophy political science Signature Required: Fall Winter Spring	Program	JR–SRJunior - Senior	V	V	Day	F 12 Fall	W 13Winter	S 13Spring		Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (British/anglophone literature) specializes in the long eighteenth century (1650-1830), including the Restoration, the Enlightenment, and Romanticism. Students who wish to study the literature and political philosophy of these periods are welcome to propose research projects, including capstone projects and senior theses. Particular interests include the rise of the novel, the conception of reason and rationality and representations of space and place. Previous projects have included studies of Romantic women writers and travel writing. Students are also welcome to work with the faculty member to develop his ongoing research projects on such authors as Daniel Defoe, John Locke, Thomas Hobbes, Bishop Berkeley, Jonathan Swift and John Milton. Please go to the catalog view for specific information about each option.		Trevor Speller		Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in the Humanities with T. Speller Trevor Speller literature philosophy political science Signature Required: Fall Winter Spring	Research	JR–SRJunior - Senior	V	V	Day	F 12 Fall	W 13Winter	S 13Spring		Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis, or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas, or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market. (British/Anglophone Literature) specializes in the long eighteenth century (1650-1830), including the Restoration, the Enlightenment, and Romanticism. Students who wish to study the literature and political philosophy of these periods are welcome to propose research projects, including capstone projects and senior theses. Particular interests include the rise of the novel, the conception of reason and rationality, and representations of space and place. Previous projects have included studies of Romantic Women Writers and Travel Writing. Students are also welcome to work with the faculty member to develop his ongoing research projects on such authors as Daniel Defoe, John Locke, Thomas Hobbes, Bishop Berkeley, Jonathan Swift, and John Milton.		Trevor Speller		Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research: Organic Chemistry Lydia McKinstry chemistry Signature Required: Summer	Research	FR–SRFreshmen - Senior	4	04	Day, Evening and Weekend				Su 13Summer Full			Lydia McKinstry		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Understanding the Economic Crisis Alan Nasser business and management economics	Course	FR–SRFreshmen - Senior	4	04	Evening				Su 13Summer Session II	The financial crisis is a turning point for American society and world history. It marks the beginning of what economists now call "the new normal". Understanding it can help in making sense of the world and planning for the future. This class helps students to understand where the crisis came from and where it is likely to lead. Clear explanations will be given for terms like securitization, derivatives, credit default swaps, and financial vs. real economy. The implications of the crisis for both private and public sector workers will be examined. Implications for income and job growth, and for students burdened with debt, will also be studied. No background in economics is required.		Alan Nasser	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Vertebrate Evolution Heather Heying and Jennifer Calkins biology environmental studies philosophy of science zoology	Program	JR–SRJunior - Senior	16	16	Day	F 12 Fall	W 13Winter	S 13Spring		Evolution provides an explanation for the extraordinary biological diversity on this planet. In this program, we will focus on macroevolutionary processes, specifically speciation and the evidence it leaves behind. In doing so, we will address several philosophical questions, including: How do we make claims of knowledge in an historical science such as evolution? We will investigate questions that may seem simple at first--What is a species?--but turn out to have myriad, conflicting answers. This complexity, and our attempts to discern the pattern in that complexity, will be our focus.We will use the vertebrates as our model with which to study evolution, reviewing the morphological and genomic history and diversity of this clade. Innovations have marked the history of vertebrates, including the origins of cartilage, bone, brains, endothermy, and the amniotic egg, which allowed for the invasion of terrestrial habitats. The transformation of existing structures to take on new functions has been another notable feature of vertebrate evolution: from swim bladder into lungs, hands into wings, and scales into both feathers and hair. This vertebrate diversification involved genomic innovation, particularly that involving the variation in the regulation of gene expression and regular bouts of gene duplication and diversification.Classroom work will include workshops and lectures in which active participation by all students will facilitate an enriching learning community. The labs will involve studying the focal traits of the primary two approaches to studying vertebrate evolution: morphological and molecular.In the wet lab, we will study the comparative anatomy of vertebrate skulls and skeletons, and dissect cats and sharks. We will also sequence genes and portions of the genome of various vertebrates. In the computer lab, we will use analyze our genomic data. We will combine our morphological and molecular investigations using software designed for systematic character analysis and for testing the pattern of selection across traits. Using this software, students will generate and analyze molecular and morphological datasets. There will be two multi-day field trips. Students will present short lectures on topics in genomics, molecular evolution, anatomy or physiology (e.g. circulatory system, musclephysiology). Students will also conduct extensive research on a current unresolved topic in vertebrate evolution, and will present that research in both a paper and a talk.		Heather Heying Jennifer Calkins		Junior JR Senior SR	Fall	Fall
Video in/and Performance Art Naima Lowe art history gender and women's studies media studies queer studies theater visual arts Signature Required: Winter	Program	JR–SRJunior - Senior	16	16	Day	F 12 Fall	W 13Winter	S 13Spring		This is an opportunity for advanced students with a background in a variety of art forms to build on their skills in the history, theory and creation of visual, performance and media art with the support of a learning community. Our focus will be on the exploration of Video Art and Performance Art as forms that have histories and practices that simultaneously draw upon traditions of experimental film and avant-garde theater while staking unique allegiances to the worlds of sculpture, photography, painting, spoken word and experimental music. We will explore these practices as creative practitioners, curators, and theoreticians of Video and Performance Art. In we will study the intertwined histories of Video (including Video Installation Art) and Performance Art from the 1960s to the present. We will centrally ask: How do Performance and Video Artists uniquely explore issues of race, gender, interactivity, place and the body? We will read, screen and discuss the work of artists and art historians who will help us put Video and Performance Art into historical and theoretical context. These explorations will be accentuated by creative exercises in performance and video, as well as short papers and collaborative research assignments. We will end Fall Quarter with a retreat during which students and faculty will work together to determine further areas of skill building and research to explore during Winter and Spring Quarters. will be made up of technique workshops, guest artists and longer form projects in which students will explore their own creative practices in depth. Lectures, seminar readings and a 10-15 page research paper will deepen our engagement of the material. The content of the technique workshops will be developed during the fall retreat, and include Vocal Performance, Interactive Computing (Arduino/MaxMSP), Lighting for Film/Video, Costuming, Video Installation, etc. By the end of Winter Quarter each student will complete a proposal for a Spring Quarter project that will be exhibited for the Evergreen community. Students will also collectively curate and organize a screening and performance series that will take place during the Spring Quarter. Winter Quarter will also include a While in New York, we will also visit other museums, galleries and performance spaces such as The Studio Museum in Harlem, The Kitchen, The Coney Island Museum, and PS 122. We will visit several locations as a group, as well as having opportunities for exploring the city independently. will be primarily dedicated to independent work and work-in-progress critiques of the final project, as well as the organization of the screening and performance series. For more information:		Naima Lowe		Junior JR Senior SR	Fall	Fall Winter
Visual Literacies Hirsh Diamant education media arts visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening		W 13Winter			Visual literacy skills enhance communication, advance learning, and expand thinking. They are essential for effectively navigating today's social and cultural environment. In this course we will explore Western and non-Western art while focusing on how we see, how we learn, and how visual information can be used generally in communication and specifically in education. Our study will be enhanced by weekly art and media workshops which will include work with digital photography, video, iMovie, and presentation software.		Hirsh Diamant	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Washington State Legislative Internships Cheri Lucas-Jennings government law and public policy Signature Required: Winter	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
Water and Watersheds Paul Pickett environmental studies sustainability studies	Course	SO–SRSophomore - Senior	4	04	Evening				Su 13Summer Session II	Water has been described as the "Oil of the 21st Century." The world’s limited supply of water faces huge challenges of human demand and contamination. This course explores the many dimensions of water resources and the critical problems of managing water for humans and the environment. An integrating focus for the course will be watersheds, where many dimensions of environmental function and human activity overlap.		Paul Pickett	Mon Wed	Sophomore SO Junior JR Senior SR	Summer	Summer
Water in the West: Ecology and History Matthew Smith and Dylan Fischer ecology environmental studies history writing	Program	FR–SRFreshmen - Senior	16	16	Day	F 12 Fall	W 13Winter			“There are two ways to die in the desert, too much water and not enough.” In this two-quarter program, we will focus an interdisciplinary lens on the myriad ways we survive when water is scarce and when water is overwhelmingly present.Life and growth in the west has always been limited by availability of water. Human interactions with rivers, lakes, rainfall, snow pack, and ground water resources have been central themes of the western experience. Ownership of water and apportioning its use has been a constant dilemma and struggle among myriad users and claimants, human and natural. Climate change threatens different patterns of precipitation and more rapid evaporation. This will intensify these dilemmas and calls for new physical and policy responses, along with new adaptations and efficiencies in water use.Water has limited the spread of organisms in the American West for millions of years. We will examine how organisms have adapted to water scarcity in diverse and interesting ways. Understanding biological adaptations to water abundance and scarcity requires an understanding of general ecology that may provide analogies for solutions to the current water crises humans face in an era of climate change. Just as humans deal with what climate change means for the future of water availability, ecosystems have been adapting to changing water availability since the dawn of terrestrial life forms.This program will first explore what it’s like to live with water scarcity (in the fall), and then what it’s like to live in the presence of overabundance of water (in the winter). We will contrast wet and dry landscapes in the American west using water as a central theme. We will use a combination of modern environmental literature, classic environmental nonfiction, field trips, hands-on experiences, guest speakers and seminars to help us delve deep into the central theme of this program.		Matthew Smith Dylan Fischer		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Web Design and Programming Richard Weiss and Arlen Speights computer science	Program	FR–SRFreshmen - Senior	8	08	Day				Su 13Summer Session II	In this course, students will learn the basics of Web programming. There has been a shift in recent years from writing web pages in HTML to using content management systems. Modifying these systems and creating templates requires some programming, and it also emphasizes the design process. The designer needs to be concerned with the content and the user experience. Our class will include CSS interface design, search engine optimization, programming in JavaScript and PHP, and SQL database design. In order to accommodate a range of interests and backgrounds, each student may choose to focus on design or programming. Students should have an interest in programming, but need not have programming experience. However, having either some programming or HTML and CSS experience would be helpful.		Richard Weiss Arlen Speights	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
When to Follow - When to Lead Marcella Benson-Quaziena business and management leadership studies psychology	Program	JR–SRJunior - Senior	8	08	Weekend		W 13Winter	S 13Spring		To be a successful leader one must be an active follower and to be a successful follower one must be an adaptive leader. This two-quarter long program is designed for students who wish to understand the relationship between followership and leadership and to develop or enhance their leadership knowledge and skills. The program will concentrate on the personal, interpersonal and group skills essential for effective followership and leadership. We will contrast leadership styles and focus on the self-examination necessary for adaptive leadership with the goal of developing effective skills for contemporary organizations. The program assumes a willingness to accept necessary changes in behavior, to practice, to apply skills, and to evaluate skill development through assessment of practice.Please note: Students must be present at the first class to be considered registered. Use of Moodle Web-based software is a required part of this program.		Marcella Benson-Quaziena	Sat Sun	Junior JR Senior SR	Winter	Winter
Wilderness First Responder Joel Reid health and related topics	Course	FR–SRFreshmen - Senior	4	04	Day, Evening and Weekend				Su 13Summer Session II	Wilderness First Responder (WFR), taught by the Wilderness Medicine Training Center, is designed specifically to meet the needs of wilderness guides, trip leaders, and outdoor enthusiasts. It is the outdoor recreation industry's standard for wilderness medical training. This program emphasizes a variety of problems that might be encountered in a wilderness setting, including trauma, hypothermia, allergies, lightning, infections, and asthma. While the focus remains on expedition medicine, the information and skills learned in the WFR can be directly applied to other emergency medical situations where ambulances and advanced medical care are not available such as disaster relief and international travel. This is a hands-on program that utilizes both the classroom and outdoors to teach effective patient care, at least 50% of the course will take place outside in a variety of environmental conditions, students should be able to walk for 1/2 hour with a backpack and lift 50 lbs. Students who successfully complete the course will receive nationally recognized WFR and CPR certification.		Joel Reid	Mon Tue Wed Thu Fri Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Woodworking Daryl Morgan visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening	F 12 Fall				There is a sense of personal satisfaction and creative accomplishment to be gained from working with wood. The aim of this course is to provide a way to realize that intention through an understanding of the basic principles of designing in wood, the physical properties of the material, and the fundamental skills necessary to shape timber to a purpose.		Daryl Morgan	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Work and the Human Condition Stephen Beck and Susan Preciso history literature philosophy	Program	FR–SRFreshmen - Senior	16	16	Day and Evening	F 12 Fall	W 13Winter			In this two-quarter program, we will examine the nature and place of work in human life and culture. Studying literature, philosophy, and history in the Western tradition, we will develop an understanding of work that goes well beyond the concept of work as a way to pay the bills. We will consider important questions: Why is work important in a complete human life? What roles can it play both for an individual and for the whole social system? What meaning does, or can, work have in a person's life and in a society? What ways of working should a person strive to practice? Who does what work? To better understand and critique challenging material, we will spend time improving skills in close reading, critical reasoning, writing clearly and well, and in research methods. We will examine the ways in which approaching an idea through different disciplinary lenses allows us to deepen our understanding of it—often complicating the picture in generative ways. During fall quarter, we begin our study of ideas about the place of work in the human condition. We will begin reading Hannah Arendt’s and central ancient texts, including passages from the Bible, Hesiod, Aristotle, and the Stoics. We will continue our study by considering medieval ideas about work, as seen in art, philosophy, and literature, through passages from as well as histories of feudal life and thought. The quarter will conclude with examination of the move into the modern world, focusing on the Protestant Reformation and the rise of capitalism. We will analyze selections from John Locke and Adam Smith, and we will read , putting this work into its complicated historical and cultural context. Winter quarter’s work will begin with the 19th century and the great changes that came with the Industrial Revolution and take us into the 20th century. Our reading will include Karl Marx, Henry David Thoreau's , Elizabeth Gaskell’s , and Daniel Rodgers’ . We will examine the ways in which the new industrial economy changed where people lived, the work they did, and the ways in which some challenged the capitalist model. We will conclude the program by examining more recent ideas about the values and challenges of work and working. We will conclude our study of Arendt's , and students will learn directly from people about the work they do, by interviewing them and taking their oral histories, seeing the ways in which people answer the questions with which we began: Why is work important in a complete human life? What roles can it play both for an individual and for the whole social system? What ways of working should a person strive to practice? Who does what work? They will document work and working through writing and other media they find useful and effective.		Stephen Beck Susan Preciso	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Working Artists: The Business of Creativity and Art Tom Womeldorff and Lisa Sweet business and management economics visual arts	Program	JR–SRJunior - Senior	16	16	Day			S 13Spring		What does it mean to be a working artist? How does the need to make money influence our artistic expression? Are artistic freedom, authenticity and purity of expression inevitably tarnished once art is produced in anticipation of sale? From the buyer's perspective, what exactly is being bought? Is it the aesthetics of the object or is it the name of the artist being purchased, or even an intimate relationship with the artist herself? How do the artist, the gallery and the buyer determine the appropriate price? What roles do galleries and other intermediaries play in uniting the artist with the connoisseur? These are not new questions. In fact, artists such as Michelangelo depended on patronage; their artistic expression was defined and constrained by those paying them to be artists. Today this process reaches into every corner of the globe; Australian aborigines, for example, have rescaled their art to easily fit in suitcases of their tourist buyers. We will explore these issues in this program, designed for students interested in the intersection of art and business. Our focus will be the economic, cultural and production dynamics involved in making a living as an artist or entrepreneur in the art world. We will critically explore the commercial relationships and market transactions among artists, gallerists, collectors and patrons. This program is a preparatory course on how to make a living as an artist, on marketing strategies, or establishing portfolios and promotional materials. Artists who sustain life-long artistic practice and make a living in the process do so by undertaking daily--often uninspiring--practices. We will similarly engage in daily practice as artists in business, developing skills in observational drawing and personal finance. Our regular rigorous practice will serve both as metaphors for the daily work of artistic production, and as opportunities for improving foundational skills necessary for the business of art.In addition to seminar, lecture, workshops, writing and exams, each week will include twelve hours in drawing and personal finance. Sharpen your pencils, grab your calculators and join us, 8:23 am sharp.		Tom Womeldorff Lisa Sweet	Tue Wed Thu Fri	Junior JR Senior SR	Spring	Spring
Working in 3D Bob Woods visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening			S 13Spring		This studio course is an introduction to ways of thinking about and working with three dimensional form as it applies to sculpture and design. Formative principles, ideas, and methods will be presented. Work will include reading, slide presentations, hands-on exercises, and assigned projects using a variety of materials and techniques. Open to all levels of experience.		Bob Woods	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Write Where You Are Anne de Marcken (Forbes) community studies writing	Program	FR–SRFreshmen - Senior	8	08	Day				Su 13Summer Session I	- Gretel Erlich Professor of social and cultural geography Tim Cresswell calls place, "not just a thing in the world but a way of understanding the world." Using writing as a creative/critical mode of inquiry, and working in a variety of traditional, innovative and hyrbid forms, members of this program will investigate this place—Olympia—in an effort to come to a more nuanced and complex understanding of our world and perhaps themselves and one another. Students will participate in intensive critique sessions and seminars on critical and literary texts and screenings, will conduct research into the nature of place and into Olympia's cultural and natural history, will go on writing/research field trips around the Olympia area, will experiment and gain skill with the elements of narrative and lyrical discourse, and will cultivate the makings of a sustaining and sustainable creative practice.Members of this program will spend extensive time in the field. We will experiment with different ways of getting from place to place and different ways of experiencing place that are both defamiliarizing and connection-forming. Students may have the opportunity to work in multidisciplinary and experimental literary forms depending upon the skill-level and interest of program participants.		Anne de Marcken (Forbes)	Tue Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Writer's Paradise Steven Hendricks and Nancy Parkes literature visual arts writing	Program	FR–SRFreshmen - Senior	8, 16	08 16	Evening and Weekend				Su 13Summer Full	Fiction! Essays! Creative non-fiction! Academic writing! Journalism! Poetry! Dive into any of these genres in . This craft-intensive program has it all: weekly peer-critique groups; copious, ongoing feedback from faculty; seminars on fiction and creative non-fiction; workshops to sharpen skills and generate ideas; and guided, in-class, one-on-one, and online critique. Deepen your engagement with your own writing, build your close reading skills, and refine your editorial eyes and ears. Use your summer to draft a number of smaller projects; push yourself and produce a finished, publishable manuscript; get the time and support you need to make your writing project the capstone of your academic year.In addition to intensive writing and revision, you’ll get to engage in writing-related activities that celebrate the creative process and the written word: is designed for accomplished and beginning writers to engage deeply in creative processes and to build skills that they can use artistically, academically, and professionally. The program includes two weekend sessions (one per session) during which we’ll meet all day Saturday and Sunday for workshops, walks, sharing work, and discussion. Students may enroll for the full 10-week quarter or for either of the 5-week sessions.		Steven Hendricks Nancy Parkes	Mon Wed Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Writing from Life Nancy Parkes writing Signature Required: Spring	Course	FR–SRFreshmen - Senior	4	04	Evening			S 13Spring		This course is designed to help prepare Prior Learning from Experience (PLE) students to write documents that provide evidence of college-level learning from life experience. We will explore various techniques for deriving, clarifying, and expressing meaning from life experience. Students will identify specific knowledge they have gained and will explore various writing techniques available for self-expression. There are also openings in this course for another set of students who will engage in the same readings and preparatory work about effective writing but will engage in creative writing workshops while the PLE students concentrate on learning how to create their PLE documents. Though both groups will follow different writing tracks, we will all share time together supporting and enjoying one another’s work. All students should be prepared to work collaboratively in small groups to discuss ideas and give feedback on each other's writing.		Nancy Parkes	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Writing from Life Nancy Parkes writing Signature Required: Fall	Course	FR–SRFreshmen - Senior	4	04	Evening	F 12 Fall				This course is designed to help prepare Prior Learning from Experience (PLE) students to write documents that provide evidence of college-level learning from life experience. We will explore various techniques for deriving, clarifying, and expressing meaning from life experience. Students will identify specific knowledge they have gained and will explore various writing techniques available for self-expression. There are also openings in this course for another set of students who will engage in the same readings and preparatory work about effective writing but will engage in creative writing workshops while the PLE students concentrate on learning how to create their PLE documents. Though both groups will follow different writing tracks, we will all share time together supporting and enjoying one another’s work. All students should be prepared to work collaboratively in small groups to discuss ideas and give feedback on each other's writing.		Nancy Parkes	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Writing from Life Nancy Parkes writing Signature Required: Winter	Course	FR–SRFreshmen - Senior	4	04	Evening		W 13Winter			This course is designed to help prepare Prior Learning from Experience (PLE) students to write documents that provide evidence of college-level learning from life experience. We will explore various techniques for deriving, clarifying, and expressing meaning from life experience. Students will identify specific knowledge they have gained and will explore various writing techniques available for self-expression. There are also openings in this course for another set of students who will engage in the same readings and preparatory work about effective writing but will engage in creative writing workshops while the PLE students concentrate on learning how to create their PLE documents. Though both groups will follow different writing tracks, we will all share time together supporting and enjoying one another’s work. All students should be prepared to work collaboratively in small groups to discuss ideas and give feedback on each other's writing.		Nancy Parkes	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Writing Nature, Writing "Race" Chico Herbison American studies cultural studies environmental studies history literature writing	Program	FR ONLYFreshmen Only	16	16	Day	F 12 Fall	W 13Winter			"What then, is Earth to American people of color?" (Alison H. Deming and Lauret E. Savoy, ) This two quarter program explores nature writing by people of color in the United States. Deming and Savoy provide an eloquent and passionate starting point, as well as critical unifying themes and issues, for our exploration: "[if nature writing] examines human perceptions and experiences of nature, if an intimacy with and response to the larger-than-human world define who or what we are, if we as people are part of nature, then the experiences of all people on this land are necessary stories, even if some voices have been silent, silenced, or simply not recognized as nature writing."We will begin our quest by addressing the many meanings of "nature" and, by extension, "nature writing." Our journey's next phase will involve an introduction to, and brief overview of, the American nature writing tradition. Students will read selections from some of the country's best-known nature writers, including Henry David Thoreau, Ralph Waldo Emerson, John Muir, Mary Hunter Austin, Wendell Berry, Rachel Carson, Barry Lopez, Annie Dillard and Terry Tempest Williams. Fall quarter will conclude with introductory readings on the historical and cultural relationships between people of color and nature. Students will engage with program readings, not only to develop a stronger appreciation of, and respect for, nature writing, but also to strengthen their critical thinking, reading and academic writing skills. In winter quarter, our selection of texts will foreground major works of nature writing by people of color, including writings by Toni Morrison, Leslie Marmon Silko, Ruth Ozeki, Percival Everett, and by those anthologized in . Students will continue to hone their academic writing skills; however, they will have the opportunity to explore "the colors of nature" through a variety of other writing forms: fiction, poetry, music lyrics, and creative nonfiction, among others. By winter quarter's end, students will be equipped to respond, in a variety of ways, to that question posed above: "What then, is Earth to American people of color?" Only at that point can we begin to address the enduring question, "What then, is Earth to all people?" Program activities will include lectures, workshops, seminars, film screenings, guest presentations and field trips. Students should be prepared to devote at least twice as many hours outside of class, as those spent in class, to program readings, writing and other assignments.	the humanities, writing, education, and environmental studies.	Chico Herbison	Tue Thu Fri	Freshmen FR	Fall	Fall
Writing our Future Histories: Creative writing out of struggle David Wolach cultural studies political economy writing	Course	FR–SRFreshmen - Senior	4	04	Evening and Weekend		W 13Winter			This course challenges students to write the world that does not yet exist. Or, as Marxian poet and theorist of radical black performance Fred Moten proposes, we will engage in writing that "investigates new ways for people to get together and do stuff in the open, in secret." Each week we’ll work individually and collaboratively on writing experiments—prose, poetry, essay—that critique and advance beyond our own assumptions about what is socially possible and that do so by paying careful attention to the rhythms of current crises. As a basis for this creative production, we will engage critically with writers whose work exists at the point where the border between politics and art ruptures. In sound, in sight, and through a kind of improvisatory ensemble we will resist what too often gets counted as the inevitable outcome of a political economy that treats people as objects that just happen to speak. What is inevitable about the future, and what is it about controlled acts of creative improvisation that helps us not just see but hear our future’s past?		David Wolach	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Yoga/Sustainabilty: Theory/Practice Karen Gaul somatic studies sustainability studies	Program	FR–SRFreshmen - Senior	8	08	Day				Su 13Summer Session II	The yogic sysetm, emerging through a complex history over several millenia, is extremely relevant in today’s world. As a "science of the mind," yogic inquiry offers concrete ways to closely examine habits of behavior and thought. Through theory and , this program explores intersections between yoga and sustainability. The of Patanjali and other texts will be examined for key guidelines for sustainable and just living. We will journey to inner landscapes and outward to our local community and world around us. We will bring theory to practice through collective service work at local community gardens. For all bodies; no experience of yoga necessary.		Karen Gaul	Tue Tue Wed Wed Thu Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer

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