2014-15 Undergraduate Index A-Z

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Title	Offering	Standing	Credits	Credits	When	F	W	S	Description	Faculty	Days	Multiple Standings	Start Quarters	Open Quarters
Algebraic Thinking Vauhn Foster-Grahler education mathematics	Course	FR–SRFreshmen–Senior	4	04	Day	F 14 Fall				Vauhn Foster-Grahler	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Arts and the Child: Early Childhood Hirsh Diamant education visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			All children enjoy singing, painting, and dancing, yet as we grow up this natural ability becomes suppressed and often lost. This sequence of courses will reach out to the inner child in students and provide opportunities to support children in need of care and education in the community. Lectures, studio arts, research, field trips and volunteer work with children in the community will develop students’ competency as artists, parents, and educators. The course will examine practices of education and self-cultivation from Eastern and Western perspectives. The fall course is designed with a focus on children of preschool age, 0-3 years old. Courses in winter and spring will focus on the elementary years and allow students to pursue further projects.Credit will be awarded in arts and human development.	Hirsh Diamant	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Arts and the Child: Elementary School Hirsh Diamant education visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter		All children enjoy singing, painting, and dancing, yet as we grow up this natural ability becomes suppressed and often lost. This sequence of courses will reach out to the inner child in students and provide opportunities to support children in need of care and education in the community. Lectures, studio arts, research, field trips and volunteer work with children in the community will develop students’ competency as artists, parents, and educators. The course will examine practices of education and self-cultivation from Eastern and Western perspectives. The winter course is designed with a focus on children beginning their formal schooling, K-3 grade. The course in spring will focus on grades 3-5 and above and allow students to pursue further projects.Credit will be awarded in arts and human development.	Hirsh Diamant	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Arts and the Child: Grades 3-5 and above Hirsh Diamant education media arts visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening			S 15Spring	All children enjoy singing, painting, and dancing, yet as we grow up this natural ability becomes suppressed and often lost. The spring course is designed with a focus on children during the transition from grades 3-5 and above. The objective of the course is to reach out to the inner child in students and provide opportunities to support children in need of care and education in the community. Lectures, studio arts, research, field trips and volunteer work with children in the community will develop students’ competency as artists, parents, and educators. The course will examine practices of education and self-cultivation from Eastern and Western perspectives. Course work will allow students to pursue further independent projects.Credit will be awarded in arts and human development.Class time is on Thursdays, 5:30-9pm	Hirsh Diamant	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Business and Culture Along the Silk Roads Hirsh Diamant and Thuy Vu business and management cultural studies education field studies study abroad Signature Required: Spring	Program	FR–SRFreshmen–Senior	8, 12	08 12	Weekend	F 14 Fall	W 15Winter	S 15Spring	Good training in business management and cultural competence are essential requirements 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. 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. Winter quarter will also provide an opportunity for selected students to travel on Silk Roads to China and Vietnam with faculty members Thuy Vu and Hirsh Diamant to study business, economy, culture, and education there. (Students traveling abroad can earn 12 credits.) In spring quarter we will work on practical application of acquired skills in intercultural leadership, international trade, marketing, and developing sustainable applications of students’ business plans.	Hirsh Diamant Thuy Vu	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Cornerstone: Foundations for Success Stephen Beck education writing	Course	FR–JRFreshmen–Junior	4	04	Evening	F 14 Fall				Stephen Beck	Tue	Freshmen FR Sophomore SO Junior JR	Fall	Fall
Cornerstone: Foundations for Success new Leslie Flemmer cultural studies education writing	Course	FR–JRFreshmen–Junior	4	04	Evening		W 15Winter		For new and returning students, this class is designed to help develop the knowledge, skills and confidence to be successful in your college experience. There are many kinds of academic learning and many ways of knowing. Students will have to make sense of lectures, discussions, literature, and research, all of which involve different approaches to learning. This course is designed to help you discover a pathway toward reading, writing and discussing critical issues relevant to your complex worlds. Students will examine how to increase their understanding and knowledge in relation to Evergreen's Five Foci (Interdisciplinary Study, Collaborative Learning, Learning Across Significant Differences, Personal Engagement, and Linking Theory with Practical Applications) as well as charting a course for a liberal arts degree that links career goals with lifelong learning.	Leslie Flemmer	Tue	Freshmen FR Sophomore SO Junior JR	Winter	Winter
Development and Learning: Birth to 14 Terry Ford and Sherry Walton communication education	Program	JR–SRJunior–Senior	16	16	Day		W 15Winter	S 15Spring	This two-quarter program is designed for those interested in the interrelationships of development and learning and for those who wish to pursue a career in teaching. Participants will explore neurological, social, cognitive, linguistic and literacy development in children from birth to 14 years of age and will examine the implications of “neurotypical” and “neurodiverse” development for individuals, their parents and their teachers. Neurotypical individuals are those whose development falls within current norms specified by society, psychologists and medical doctors; neurodiverse individuals are those whose development does not conform to stated norms but who exhibit their own unique strengths, gifts and challenges.Winter quarter, guiding questions include: 1) Which factors shape development in young children?; 2) How does language develop and affect the learning process?; 3) What are the similarities, differences and influences of first and second language on development?; and 4) What roles do societal norms and expectations play in the expression of development in children’s lives?Spring quarter, guiding questions include: 1) How are neurotypical and neurodiverse individuals alike and different?; 2) How does public schooling impact development of children who are neurotypical and neurodiverse, particularly in the area of literacy acquisition?; 3) How is oral language acquisition related to literacy acquisition and how do we evaluate reading development in children?; and 4) How might we advocate for diverse learners?Students will develop knowledge in a research-based understanding of child development from a variety of theoretical perspectives; the relationships of language development, literacy acquisition and learning; an understanding of how to support the acquisition of English for students who are second language learners; the historical, sociocultural and political contexts of public schooling; information about neurotypical and neurodiverse development; and the ways in which children acquire literacy skills.In addition, students will develop skills in observing and documenting language development of individual and groups of children; analyzing oral and written language development; determining ways to advocate for and include diverse learners in the classroom; methods for determining children’s strengths and needs in reading acquisition; and interpreting reading assessment results.Program activities include interactive lectures and workshops, seminars, weekly writing, small group investigations and a long-term case study project documenting the growth of one child. Participants’ work in the program will be assessed through a case study project, written papers, participation in all class and assigned activities and a final portfolio.	Terry Ford Sherry Walton		Junior JR Senior SR	Winter	Winter Spring
Diversity and Dissent in Education and the Media Grace Huerta and Laurie Meeker community studies cultural studies education field studies gender and women's studies media arts	Program	FR ONLYFreshmen Only	16	16	Day	F 14 Fall	W 15Winter		As communities continue to reflect the country's increasingly diverse population, what media representations challenge and support discrimination in our communities, schools and institutions? How can we generate a framework for actions that reject inaccurate representations of human difference, value diverse forms of knowledge and question institutional inequalities? In this program, we will pursue answers to these questions by examining identity, educational history, cultural studies and the media in order to design strategies to support a more equitable school system and to create diverse forms of media expression.We will begin by analyzing a working definition of racism and sexism that frames intentional, as well as unintentional, normalized acts of inequality over time. We will challenge depictions in literature and the media that promote the stereotyping of diverse groups. Through an analysis of anti-racist and anti-sexist case study research and the media, we will also explore the lived experiences of diverse populations whose identities are often impacted by assumptions and disparities found in communities and school settings based upon the social construction of race and gender and the stereotyping of immigrant students. In order to break down such assumptions, students will engage in community service, writing and media analysis over the course of the program. In the fall, community service will take the form of student engagement in student groups at Evergreen, followed by collaborations with community-based organizations in winter.In addition, we will investigate specific everyday actions that media artists, activists and educators generate to confront these inequalities. By incorporating media and writing workshops, qualitative research methods such as interviews and participant observation, we will collect various sources of data and present our work which documents how specific counter-narratives can be created that affirm and support diverse learners to achieve within their schools and communities. Writing workshops will help students develop skills in critical analysis and media analysis, while media workshops (which may include photography, digital video and/or new media) will helps students develop skills in visual literacy and visual expression. Lastly, we will demonstrate our understanding of everyday anti-racist/anti-sexist practices by creating presentations that merge theory, community service and writing. Possible themes that may emerge through our own study may include examining the community and students' funds of knowledge, the use alternative media outlets and the arts as tools of empowerment which specifically recognize our collective cultural hybridity. This program will provide background knowledge and skill development for students interested in careers in teaching, media production, cultural studies and community service.	Grace Huerta Laurie Meeker	Mon Tue Thu	Freshmen FR	Fall	Fall Winter
The Empty Space: Performance, Movement and Theatre Walter Grodzik and Cynthia Kennedy aesthetics consciousness studies cultural studies dance education media studies queer studies somatic studies theater	Program	FR–SRFreshmen–Senior	16	16	Day	F 14 Fall	W 15Winter	S 15Spring	How does imagination respond to the emotional self, the physiology of the body and the psychology of the mind? How can we become more expressive and responsive to our inner selves? This program will explore the interior spaces where performances begin and the exterior spaces where performances are realized. Through the understanding and embodiment of somatic concepts such as awareness, intention, centering, authenticity and the interplay of mind and body, students will have the opportunity to explore the creative imagination as it expresses itself from their own life processes, rather than from externally imposed images, standards and expectations.Students will begin with movement and theatre exercises that center and focus the mind and body in order to open themselves to creative possibilities and performance. Students will also study movement and theatre as a means of physical and psychological focus and flexibility that enable them to more fully utilize their bodies and emotional selves in creating theatrical performance. Students will be invited to explore and enjoy the movement already going on inside their bodies to learn to perceive, interpret and trust the natural intelligence of intrinsic bodily sensations. The class will use experiential techniques derived from several traditions of somatic philosophy. In seminar, students will read a broad variety of texts about creativity, movement, theatre and dramatic literature.The program will include weekly seminars, workshops in movement and theatre, and film screenings of various movement/theatre and theatre productions. We welcome students of all abilities who bring their excitement, commitment and creativity to the performing arts.	Walter Grodzik Cynthia Kennedy		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Gateways for Incarcerated Youth Chico Herbison American studies cultural studies education Signature Required: Fall Winter Spring	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall	W 15Winter	S 15Spring	This program offers Evergreen students the opportunity to co-learn with individuals incarcerated in a maximum-security institution for juvenile males. It is high stakes work that demands consistent engagement—approximately 10-12 hours a week in class and 4-6 hours a week at the institution (including travel time). The learning of students enrolled in this program fuels and is fueled by the learning of the incarcerated students.A fundamental principle of the Gateways program is that every person has talents given to them at birth and valuable experiences that can contribute to our shared learning. It is our job as human creatures to encourage each other to seek out and develop our passions and gifts. These values are manifested in the practices of popular education, which will serve as both the process and the content of our work. Our goal is to create an environment in which each person becomes empowered to share their knowledge, creativity, values and goals by connecting respectfully with people from other cultural and class backgrounds. All students will wrestle with topics in diversity and social justice alongside other subjects chosen by the incarcerated students—the main feature of popular education is that it empowers those seeking education to be the local experts in shaping their own course of study.Popular education works through conscientization, the ongoing process of joining with others to give a name to socioeconomic conditions, to reflect critically on those conditions, and thereby to imagine new possibilities for living. In order to do this work successfully, students will practice learning how to meet other learners "where they are at" (literally, in order to better understand the conditions that put some of us in prisons and others in colleges). Students will also develop or hone their skills in contextualizing and analyzing socioeconomic phenomena. Most importantly, students will learn that solidarity does not mean "saving" other people or solving their problems—it means creating conditions that allow them to articulate those problems through genuine dialogue and supporting them as they work toward their own solutions. Program participants will have the opportunity to reflect on how different individuals access and manifest their learning as they gain experience in facilitating discussions and workshops. In the process of collectively shaping the Gateways seminar, they will also learn how to organize productive meetings and work through conflict. Each quarter, students will take increasing responsibility for designing, implementing and assessing the program workshops and seminars. Throughout the year we will seek to expand our collective knowledge about various kinds of relative advantage or privilege while continually working to create a space that is welcoming and generative for all learners.High stakes community-based work requires trust, and trust requires sustained commitment. This program requires that all participants be ready to commit themselves to the program for the entire academic year.	Chico Herbison		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Give and Take: Reflecting on Helping Others Joli Sandoz education literature philosophy writing	Program	FR–SRFreshmen–Senior	8	08	Weekend			S 15Spring	To whom do we give, and from whom do we take? What is the social "language" of giving and receiving? And what characterizes respectful and mutual relationships between givers and receivers of services, in professional settings? We’ll read, think and write about these questions first in our own lives, and then within the contexts of the human service, medical, writing, teaching, law, community organizing and social justice professions. Writing will be our primary (though not the only) mode of inquiry, as we acknowledge and learn from attention directed toward our own lives and those of others. Members of will draw on empathy and personal experience in addition to our readings, to produce short pieces of story- and experience-based nonfiction. Because this is in part a writing program, it is also a reading program; participants will be expected to read carefully factual and creative assigned texts, with attention to both content and the writer’s craft. Our work in class will include instruction in making decisions ethically, in reading for information and to understand and appreciate creative texts, and in writing to engage and educate readers. Another important part of our work together will be discussing our readings and the writing produced by program members. In all program efforts, we will be especially attentive to the following lines of inquiry and their implications: how best to address inequities and complexity within service relationships, and how to draw on personal energy and knowledges to serve the common good. To lend our classroom work particularity, one focus will be on relationships and reciprocity between people who are abled and people who are disabled by prevailing environmental and social arrangements. Sustainability of personal efforts to reach out to others will be an important consideration.Program participants must be willing to share their writing with all program members for response, in person and in a program-only space online. Previous creative writing experience is not required. Please note that this is not a psychology program, although our work will center on working with people; we will draw on tools and methods of analysis from the fields of writing, literature and ethical decision making.	Joli Sandoz	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Individual Study: Humanities and Social Sciences Bill Arney community studies consciousness studies cultural studies education government health literature philosophy philosophy of science political economy political science psychology sociology writing Signature Required: Winter	Contract	FR–SRFreshmen–Senior	16	16	Day		W 15Winter		Individual Study offers opportunities for students to pursue their own courses of study and research through individual learning contracts or internships. Bill Arney sponsors individual learning contracts in the humanities and social sciences. All students ready to do good work are welcome to make a proposal to Bill Arney.	Bill Arney		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Introduction to Natural Science Thane Taylor, Pauline Yu and James Neitzel biology chemistry education mathematics	Program	FR–SRFreshmen–Senior	16	16	Day	F 14 Fall	W 15Winter	S 15Spring	This program will offer students a conceptual and methodological introduction to biology, chemistry, mathematics and computation. In order to understand our world from a scientific perspective, we need to be able to analyze complex systems at multiple levels. We need to understand the ways that matter transforms chemically and how energy and entropy drive those transformations. Biological systems can be understood at the molecular level, but we also need to know about cells, organisms and ecological systems and how they change over time. The language for describing these systems is both quantitative and computational. The integration of biology, chemistry, mathematics and computing 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, the equations governing chemical equilibria and kinetics, and the algorithms underlying bioinformatics. Program activities will include lectures, small group problem-solving workshops, laboratory and field work and seminar discussions. Students will learn to describe their work through scientific writing and public presentations. Our laboratory work in biology and chemistry will also allow us to observe phenomena, collect data and gain firsthand insight into the complex relationship between mathematical models and experimental results. 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. Biology laboratories in this program will include participation in the SEA-PHAGE program coordinated by the Howard Hughes Medical Institute and the use of bioinformatics tools on a bacteriophage genome. In addition to studying current scientific theories, we will consider the historical, societal and personal factors that influence our thinking about the natural world. We will also examine the impacts on societies due to changes in science and technology. During spring quarter, there will be an opportunity for small student groups to conduct an independent, scientific investigation designed in collaboration with the program faculty.This program is designed for students who want a solid preparation for further study in the sciences. Students who only want to get a taste of science will find this program quite demanding and should consult the faculty before the program begins. Overall, we expect students to end the program in the spring with a working knowledge of scientific, mathematical and computational concepts, with the ability to reason critically and to solve problems and with hands-on experience in natural science.	Thane Taylor Pauline Yu James Neitzel		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Making Meaning Matter: The Ornament of Materiality Sarah Williams and Arlen Speights computer science consciousness studies cultural studies education gender and women's studies media studies somatic studies sustainability studies writing	Program	FR–SRFreshmen–Senior	16	16	Day and Evening	F 14 Fall			What do wampum, bitcoin, quantum computing, 3D printing, community, and forgetting have in common? What does the education of women have to do with reproduction and population growth? How do these "things" differ in connecting the ethereal with the physical? Non-verbal experiences evolve into expressible thoughts and ideas, which can be crafted and manufactured into material existence, all of which may carry value. What are the stakes of each step of reification, given their carbon footprint in an ecozoic anthropocene? What are alternative, sustainable processes for learning, computation, and currency?This program investigates this connection between meaning, making, and matter using scholarly as well as contemplative inquiry, experimental writing, moving images, and 3D printing. We’ll experiment with the role of optimism both in connecting mind and body and in debugging mental habits. Students will use 3D printing to bring an idea, developed through their writing, reading, and film experience into physical being. We'll analyze the relationships between an object’s material and non-material natures and values. Students will begin this program with a meditation retreat to become more familiar with bodily, felt experiences as the materiality of, and for, thought processes.The program is designed to be self-bootstrapping and evolving using innovative pedagogy, through which all students actively participating in activity planning and community building. Possible texts include by James Marcus-Bach, by Lambros Malafouris, by Nassim Taleb, by Neal Stephenson, by Martin Seligman, by Mark Frauenfelder, by David Loy, and by Ruth Ozeki. The program will continue as a studio component of the program “The Nature of Ornament” in the winter and spring quarters.	Sarah Williams Arlen Speights		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Movement/Thought Bill Arney and Kabby Mitchell dance education philosophy	Program	FR–SRFreshmen–Senior	16	16	Day			S 15Spring	Ever been moved by a thought? Ever find yourself moving through your thoughtfulness? Ever think, 'I'd better get a move on'? In this program, you will, all that and more. We'll take up thoughts and dance with them. We'll think about movement, our own, others', our own in groups. The earliest schools of philosophy in the West aimed not for correct systematic thinking but for fashioning an 'art of living.' We'll see and feel what that can possibly mean in our time. Students will come to enjoy more flexibility and coordination, in body and mind.In addition to the common work of the program, students will complete an independent study project worth up to half the award of credit.	Bill Arney Kabby Mitchell		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Race to the Top, Race to the Bottom: Interrogating Educational Policy, Law and Media Grace Huerta and Artee Young American studies communication community studies education field studies law and public policy media studies writing	Program	SO–SRSophomore–Senior	16	16	Day			S 15Spring	Educational ranking in the United States and globally has long been controversial, even more so today as student and teacher accountability measures drive our perceptions of what constitutes an effective and equitable American school. How exactly have these perceptions of educational success and failure been formed: by history, by legal precedent, by educational policy, by economics, and by the media? In this program, we will analyze how such factors influence our perceptions and assessment of American schooling today.By conducting field research and tutoring in the public schools, comparing and contrasting school practices, policies, local, state and federal laws, as well as tracking media representation, we will analyze the nature of public education and how it has been conceptualized and depicted in the United States and abroad.Our final research project will consider how to interrogate both the depictions of schooling and how accurate depictions play an important role in the shaping of equitable U.S. educational policy in the future.	Grace Huerta Artee Young	Mon Tue Thu	Sophomore SO Junior JR Senior SR	Spring	Spring
Reflecting on Activism: Custer Died for Your Sins Yvonne Peterson and Gary Peterson Native American studies community studies cultural studies education field studies history law and government policy law and public policy philosophy sociology	Program	FR–SRFreshmen–Senior	16	16	Day and Weekend	F 14 Fall	W 15Winter	S 15Spring	This program is intended for students committed to activism and praxis. We’ll study the scholarship of American Indian author Vine Deloria, Jr., who drew attention to Native American issues since the 1960’s. We will focus on some of Deloria's essential questions to guide research, seminars, independent projects, and community service. Students will explore ways in which American Indians have been deprived of land, economic opportunities, treaty rights, natural resources, religious freedom, repatriation, and access to and protection for sacred places. We will conduct ethnographic interviews, historical research, and write a series of plays for tribal schools. During fall quarter we will examine how knowledge becomes a tool of social change. We will pay special attention to the differences between the knowledge bases of indigenous peoples and the dominant European-American model. How do these differences influence the political and economic realities faced by Native communities? How does one “word smith” activism and praxis for young indigenous learners? During fall and winter quarters, we will study U.S. history, critically considering the “doctrine of discovery”, colonization, and court and government decisions regarding indigenous peoples. Indian activists, tribal leaders, and scholars from the Vine Deloria, Jr. symposium will enrich the work of this program through live appearances and media presentations.Lectures, films, readings, and student-led text-based seminars will compose the primary structures used by this learning community. Quarterly, students will complete an academic project related to the theme of the program and will work in groups to explore shadow liberation theatre for Indigenous youth. Students will have the option to engage in service learning volunteer projects and internships during winter and spring quarters. Participation in this program means practicing accountability to the learning community, other communities, interacting as a respectful guest with other cultures, and engaging in constant communication with co-learners.	Yvonne Peterson Gary Peterson		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Silence, Solitude, Laziness and Other Pillars of the Good Life Bill Arney and Sara Huntington consciousness studies education philosophy sociology writing	Program	FR–SRFreshmen–Senior	16	16	Day	F 14 Fall			Hayden Carruth, “Freedom and Discipline”Silence has been banished by ear buds, the roar of politics and the economy, and the hum of hard disks doing our searching. Solitude? Think- as you're tempted to buy a retreat in a monastery or take a guided walk in a faraway canyon- of surveillance and our collective reliance on Facebook and its e-cousins. Laziness? We're anxious to be worker bees, and the last defense of a “right to be lazy” was written by Paul Lafargue in 1883. Silence, solitude, laziness: gone.This program will consider three paradoxical, counterintuitive hypotheses: Silence may open space to enjoy the virtues of vernacular speech and living in common. Solitude may allow us to know the importance of embracing others. Laziness may be more productive than work if our aim is the good life.We will follow the paths of iconoclasts, monks, mystics, utopian socialists, Charlie Chaplin and other artists, stoics and cynics and the occasional (certified) sociologist or philosopher to remember what we know about living well.In addition to the common work of the program, students will undertake an independent study of considerable significance that should be more admirable than convincing.At least four class hours each week will be devoted to writing, learning to make artful sentences. Students will read their work aloud and learn to accept and give good, open and public criticism of writing. In addition to the common work of the program, students will undertake an independent study of considerable significance that should be more admirable and beautiful than convincing. This project will account for up to half of the credit to be awarded. If your own writing practice contains even a scintilla of laziness, that’ll change.	Bill Arney Sara Huntington		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Teaching for a Cause: When Social Justice Meets Education Leslie Flemmer cultural studies education	Program	FR–SOFreshmen–Sophomore	16	16	Day	F 14 Fall			What is your cause? If you could use your knowledge, education, and community outreach skills to pursue social justice, what would that look like? How would your research inform and teach others about your call to act? The Brazilian educator, Paulo Freire posited that it is not enough for people to come together in dialogue in order to gain knowledge of our social reality. We must act together in our environment to reflect upon our reality and so transform it through further action and critical reflection.This one-quarter program invites students interested in examining a social justice perspective through the lens of education, democracy and creative possibilities for learning. Students will imagine a teaching career committed to equity and the vision that public education is central to a true democracy where citizens are active problem solvers and organizers in their communities.This program will explore how socially conscious organizations begin to address local problems such as oppression, hunger, and discrimination by providing outreach, education and volunteering opportunities (Ex: GRuB, CIELO, Nourishing Networks, etc.). In order to learn more about alternative approaches to education and problem solving, we will read, study, and research an educational approach called Place- and Community-Based Education in Schools or PBCE.Place- and Community-Based Education is a theory and educational practice (praxis) which provides authentic learning and teaching opportunities for students, teachers and communities to help prepare youth to become active participants in local problem solving activities. Through this program, students will no longer question why certain subjects must be studied, or why a class is important. PCBE helps students learn intrinsically by connecting their interests, skills, knowledge, and culture.	Leslie Flemmer		Freshmen FR Sophomore SO	Fall	Fall
Toward Becoming a Teacher Steve Cifka education	Course	JR–SRJunior–Senior	4	04	Evening		W 15Winter		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 a professor 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
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 14 Fall	W 15Winter	S 15Spring	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. (chemistry) would like to engage students in two projects: (1) There is concern that toxic metals are found in unsafe quantities in children’s toys and cosmetics. I would like to engage a student in the quantitative determination of these metals using the AA and the ICP-MS. Students who are interested in learning to use these instruments and quantitative analysis techniques 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.	Dharshi Bopegedera		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research: Teaching and Learning Emily Lardner education writing Signature Required: Fall Winter Spring	Research	JR–SRJunior–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring	Students who are interested in understanding the relationship between teaching and learning, including students who are interested in pursuing a career in education (at any level--from preschool through college, and in any role--from counselor to teacher to administrator) as well as students who would like to examine the principles and practices embodied in education at Evergreen, are welcome to apply to join this research group. Students will develop their abilities to identify, analyze and synthesize studies related to the research questions. Students will also have opportunities to design individual or collaborative research projects related to the group’s research questions.We will function as a collaborative research group, and our focus will be on understanding how students develop as writers at an interdisciplinary liberal arts college with no required writing classes. We will examine early studies of student writing at Evergreen and current studies of students’ development as writers at colleges across the U.S. We will also review literature on the nature of disciplinary and interdisciplinary understanding. Based on our collective review, we will develop research questions and design research studies that will allow us to probe a variety of topics including the following: Students who participate in this group for the whole year will have opportunities to develop their own research projects related to teaching and learning. Students may choose to organize their work so that it culminates in submissions to peer-reviewed national journals like Y	Emily Lardner		Junior JR Senior SR	Fall	Fall Winter Spring
Writing as Thinking: The Power of Reflection Emily Lardner education writing	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			What are we doing when we put our thoughts into words and then think about what we've done? Why is what we initially write often different from what we imagined before we started writing? Why do some people like to make outlines prior to writing anything, and other people need to write a lot to figure out what they think? The purpose of this course is explore the relationship between writing and thinking, with a specific focus on reflection. Students in this course will develop or refine strategies to support writing, thinking and reflection within the context of a liberal arts college.	Emily Lardner	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall