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2012-13 Undergraduate Index A-Z
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offers an opportunity for self-motivated students to create their own advanced course of study and to interact with a community of other students researching related topics. Students enrolled in an SOS design their work with input and support from the faculty member, and participate in class sessions with activities that may include seminars, workshops, lectures, and peer review.
Student Originated Studies (SOS)
| Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days | Multiple Standings | Start Quarters | Open Quarters |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
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Sheryl Shulman
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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 | ||||
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Stacey Davis
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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 | ||||
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Anne Fischel
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 | |||||
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Robert Leverich
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 | ||
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Marianne Bailey
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 | |||||
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Walter Grodzik
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 | |||
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Ariel Goldberger
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 | |||||
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Eddy Brown
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 | |||||
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Jeff Antonelis-Lapp
|
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 | ||||
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Marianne Bailey
|
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 | ||||
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Amjad Faur
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 | |||||
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Laura Citrin
|
SOS | SO–SRSophomore - Senior | 16 | 16 | Day | S 13Spring | This SOS program is designed to provide an opportunity for intermediate and advanced students working within the social sciences to conduct independent projects within psychology or related social science disciplines, within a supportive intellectual environment of other researchers. It is an ideal capstone program for students completing their studies. Research projects may be inductive or deductive in their approach, and may utilize qualitative or quantitative methodology. Research may be aimed at testing a well-established theory, replicating a study, crafting an elegant psychological experiment, designing and executing a written survey, conducting interviews, or engaging in observational, ethnographic research. Faculty will also support substantial work with secondary research (library research) exclusively, resulting in a thorough literature review (a review of all of the work conducted on your topic of interest within the field). Students will form learning communities based on shared research interests (or methodological interests or theoretical interests). Faculty will provide structured support to these learning communities across all aspects of the research process.Students entering this SOS program should do so with a particular project in mind, although faculty will work one-on-one with students to help shape the nature of their project in both practical and theoretically meaningful ways. | Laura Citrin | Mon Tue Thu | Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
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Karen Gaul
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 | |||||
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Marilyn Frasca
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 | ||||
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Yvonne Peterson and Gary Peterson
|
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 | |||
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Cheri Lucas-Jennings
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 |
