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
The Age of Irony: 20th Century America Susan Preciso and John Baldridge American studies geography history literature	Program	FR–SRFreshmen–Senior	12	12	Evening	F 14 Fall	W 15Winter	S 15Spring	What is history for? This year-long investigation of 20 Century American history and culture will be organized around the pivotal roles of wars and social movements as shapers of American life and thought, especially the development of our sense of irony as reflected in politics and culture. Fall quarter's work will focus on World Wars I and II and the Vietnam War. During winter quarter, we will study three key movements for social change: the Progressive movements of the early 20th century, the African American Civil Rights Movement of the mid-century, and the second wave of feminism of the 1960s and 1970s. Students will write articles based on their own historical research and will publish them in a program web-zine. During spring quarter's study of culture as history, we will see how these turning points were and are reflected in our cultural lives. This is an all-level program, ideal for returning and transfer students, especially those pursuing the “Upside Down” BA degree. It is a broad liberal arts program designed for students who want to improve their historical knowledge, research skills and (multi)cultural literacy. We especially encourage those who would like a supportive atmosphere for senior-level project work to attend. Credits may be awarded in twentieth-century American history, labor history, American literature, Geography, and academic writing. It will be possible in our work over three quarters to meet some endorsement prerequisites for the Master in Teaching program. *We strongly encourage students to plan to enter the program in the fall and stay with us for winter and spring. Evergreen is unique in that it gives students the chance to be engaged with a complex intellectual project over time. By the concluding quarter of an all-year program, students amaze us with the quality and complexity of their work.	Susan Preciso John Baldridge	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Alternate Route Jennifer Gerend and Matthew Smith community studies environmental studies geography government history political science sustainability studies	Program	JR–SRJunior–Senior	16	16	Day		W 15Winter		Far more than simply a means of getting somewhere, our roads, trails and paths have significance beyond their everyday utility. From historic trading linkages to the design patterns of a city’s master plan, some routes achieve a permanence we appreciate today while others are eliminated or redirected altogether. We will consider historic and contemporary roads and trails in the U.S. and abroad, from ancient pilgrimage routes in Europe to scenic byways in the U.S. - or today’s planning goals to create “complete streets” (bicycles, cars and pedestrians). How do these routes affect us as human beings, and how do they shape cities and other landscapes?A wide variety of material will address larger theoretical concepts about the role of the street in urban, suburban and rural contexts as well as how roads, paths, and trails are planned and paid for in practice today. Moreover, we will explore formal and less formal arrangements of connecting places (e.g., neighborhood paths, rails-to-trails, and easements). This program theme will be approached from the disciplines of urban planning, political science, and history through readings, lectures, workshops and field trips. Student learning will be achieved through the close examination of texts, papers, explorations in the field, and group work.	Jennifer Gerend Matthew Smith		Junior JR Senior SR	Winter	Winter
Astronomy and Cosmologies EJ Zita astronomy history philosophy physics	Program	SO–SRSophomore–Senior	16	16	Day			S 15Spring	Our goal in this program is to learn beginning to intermediate astronomy through lectures, discussions, interactive workshops and observation, using the naked eye, binoculars and telescopes. We will learn about the evolution and structure of our universe and celestial bodies. Students will build and take home astronomical tools such as spectrometers and position finders. Students will also research a topic of interest via observations and reading, and share their research with classmates.In our seminars we will discuss the idea of cosmologies: how people across cultures and throughout history have understood, modeled, and ordered the universe they perceived. We will study creation stories and worldviews, from those of ancient peoples to modern astrophysicists. Students will meet in small teams for pre-seminar discussion, and write essays and responses to the readings.Students taking this program must be willing to work in teams and use computers for online assignments. Students are invited to help organize an observation field trip to regions with clear skies.	EJ Zita		Sophomore SO Junior JR Senior SR	Spring	Spring
Botany: Plants and People Frederica Bowcutt and Lalita Calabria botany cultural studies environmental studies field studies history natural history writing Signature Required: Winter	Program	SO–SRSophomore–Senior	8, 16	08 16	Day	F 14 Fall	W 15Winter		The fall portion of this program serves both full-time and half-time students who are looking for an opportunity to expand their understanding of plants and challenge themselves. Students will learn about plant anatomy, morphology and systematics. Lectures based on textbook readings supplement the laboratory work. The learning community 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. Students will also learn how to maintain a detailed and illustrated nature journal to develop basic identification skills of common species of plants. Field observational data sharing will occur through online citizen science venues. Quizzes, exams, and weekly assignments will help students and faculty assess learning. In fall there is no upper-division science credit. The part-time option only exists in fall.FULL-TIME ONLY: For students enrolled full-time in the program, this is a two-quarter program, which allows students to learn introductory and advanced botanical material in an interdisciplinary format. In winter, full-time students will study algae, seaweed herbarium specimen preparation, twig identification, and help build a database of phenological information on a variety of local natural events including bud burst. During both fall and winter, they will also focus on people's relationships with plants for food, fiber, medicine and aesthetics. Students will study economic botany through seminar texts, films and lectures that examine agriculture, basketmaking, forestry, herbology and horticulture. They will examine political economic factors that shape our relations with plants. Through economic and historical lenses, the learning community will inquire about why people have favored some plants and not others or radically changed their preferences, such as considering a former cash crop to be a weed. In our readings, we will examine the significant roles botany has played in colonialism, imperialism and globalization. Students will also investigate the gender politics of botany. For example, botany was used to inculcate "appropriate" middle- and upper-class values among American and European women in the 18th and 19th century. Initiatives to foster more socially just and environmentally sustainable relations with plants will be investigated. In fall, weekly workshops will help the full-time students improve their ability to write thesis-driven essays defended with evidence from the assigned texts in cultural studies. In winter, full-time students will write a major research paper on a plant of their choosing applying what they've learned about plant biology and economic botany to their own case study. Through a series of workshops, they will learn to search the scientific literature, manage bibliographic data and interpret and synthesize information, including primary sources. Through their research paper, students will synthesize scientific and cultural information about their plant. : The part-time option is fall only. Students electing to register for this option are encouraged to also register for Field Mycology (8-cr), also fall only.	Frederica Bowcutt Lalita Calabria	Mon Tue Wed Fri	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Chinese, Beginning I, II, III Lin Crowley cultural studies history language studies	Course	FR–SRFreshmen–Senior	4	04	Evening and Weekend	F 14 Fall	W 15Winter	S 15Spring	This introductory Chinese course will emphasize the standard Chinese pronunciation and the building of useful vocabularies. Students with no or little prior experience will learn Chinese pinyin system and modern Mandarin Chinese through interactive practice and continuous 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 may also use this as a prerequisite for a Chinese study abroad program. If you are interested in traveling to China in the summer, please be sure to contact the faculty for more information.	Lin Crowley	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Earth Dynamics: Climate, People and History EJ Zita, Bret Weinstein and Nancy Koppelman American studies agriculture biology ecology economics environmental studies history physics sustainability studies Signature Required: Winter	Program	FR–SOFreshmen–Sophomore	16	16	Day	F 14 Fall	W 15Winter		Earth’s environment has been shaped by human activity for hundreds of thousands of years, since early humans discovered fire. More recently, since Earth warmed out of the last ice age, humans developed agriculture and stable societies enabled the rapid development and self-transformation of cultures. Agricultural activities began to emit greenhouse gases and to change Earth’s air, water and land. People changed as well and began to document their activities, ideas and reflections. Millennia later, modern human societies use fossil fuels and modify landscapes with such intensity that Earth is unlikely to experience another ice age. Both contemporary industrial and ancient subsistence practices are part of the same long story of how human beings have used and shaped the environment and, through it, ourselves.This program will examine how changes in the Earth system facilitated or necessitated human adaptations or evolutions. To Western eyes, until perhaps 150 years ago, the Earth’s resources seemed virtually inexhaustible. Organized human thought and activity unleashed unprecedented powers which reshaped the Earth. Life expectancy increased; arts flourished. The ideas of Enlightenment thinkers and the energies they harnessed seemed to promise unlimited progress. Yet some wondered if progress might have a dark side. They developed critiques of the practices changing how people produced food and materials, traveled and warmed their homes. What can we learn from their voices in the historical record, given what we now know about global warming and other anthropogenic impacts on Earth systems?We’ll ask how human practices changed not only local environments but large-scale global processes. We’ll note patterns of interaction between people and Earth over time. We'll study natural as well as human drivers of climate change, including Sun-Earth interactions, volcanoes and greenhouse gases. We’ll consider the changing role of science in providing the understanding required for people and planet to thrive together. We’ll examine whether/how modern consumer societies are uniquely positioned to hasten and/or slow the dangerous direction in which modern resource use is driving our planet’s ecosystem. Is global warming a disaster, an opportunity or both? How do we adapt now, in the face of the most dramatic change to the Earth system in human history?Our work will include lectures, discussions, workshops, labs, quantitative homework, expository essays, responses to peers’ essays, teamwork and field trips.	EJ Zita Bret Weinstein Nancy Koppelman		Freshmen FR Sophomore SO	Fall	Fall Winter
Entrepreneurship and Economic Development cancelled	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall	W 15Winter		How are organizations managed? What skills and abilities are needed? Organizations fail or succeed according to their ability to adapt to fluid legal, cultural, political and economic realities. The management of organizations will play a seminal role in this program, where the primary focus will be on business and economic development. 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. An effective leader/manager must have the ability to read, comprehend, contextualize and interpret the flow of events impacting the organization. Communication skills, critical reasoning, quantitative (financial) analysis and the ability to research, sort out, comprehend and digest voluminous amounts of material characterize the far-thinking and effective organizational leader/manager.This program will explore the essentials of for-profit and nonprofit business development through the study of classical economics, free market principles, economic development and basic business principles. Selected seminar readings will trace the evolution of free market thinking in our own democratic republic. Critical reasoning will be a significant focus in order to explicate certain economic principles and their 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. Class work will include lectures, book seminars, projects, case studies, leadership, team building and financial analysis. Expect to read a lot, study hard and be challenged to think clearly, logically and often. Texts will include by Thomas Zimmerer by Thomas Sowell, by M. Neil Browne and Stuart Keeley, and by John A. Tracy. A stout list of seminar books will include , by Friedrich von Hayek, by Thomas Paine, and by Alexis De Toqueville. In fall quarter, we will establish a foundation in economics, business, critical reasoning and the history of business development in the United States.Winter quarter will emphasize real-life economic circumstances impacting organizations. You will engage in discussions with practitioners in businesses and various other private sector and government organizations. A primary focus in winter will be on spreadsheet analysis of financial documents.	John Filmer	Mon Wed Fri	Sophomore SO Junior JR Senior SR	Fall
Entrepreneurship and Economic Development new Brenda Hood American studies business and management communication economics government history law and public policy leadership studies political economy	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall			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? Organizations fail or succeed according to their ability to adapt to fluid legal, cultural, political and economic realities. The management of organizations will be a central theme in this program, where the primary focus will be on business, economic, and community development through the lens of sustainability. Management is a highly interdisciplinary profession in which generalized, connected knowledge plays a critical role. Knowledge of the liberal arts or of technological advances may be as vital as skill development in finance, law, organizational dynamics or the latest management theory. An effective entrepreneur must have the ability to read, comprehend, contextualize and interpret the flow of events impacting the organization. Communication skills, critical reasoning, quantitative (financial) analysis and the ability to research, sort out, comprehend and digest voluminous amounts of material characterize the far-thinking and effective organizational entrepreneur.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 education. Critical reasoning will be a significant focus in order to explicate certain entrepreneurship principles and their 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. Class work will include lectures, book seminars, projects, case studies, leadership, team building and financial analysis. Expect to read a lot, study hard and be challenged to think clearly, logically and often. Students can expect to attain a diverse skill set, including entrepreneurship, economics, sustainable business practices, critical reasoning and the ability to integrate business within community development.Texts will include by Norman Scarborough, by Thomas Sowell, by M. Neil Browne and Stuart Keeley. Seminar texts include by Eliyahu Goldratt and Jeff Cox, by Andres Edwards and David Orr, and by Elane Scott and Rick Stephens.	Brenda Hood	Mon Wed Fri	Sophomore SO Junior JR Senior SR	Fall	Fall
Food: Coevolution, Community and Sustainability Martha Rosemeyer, Lori Blewett, Thomas Johnson and Karen Hogan agriculture biology ecology history international studies law and public policy political economy sustainability studies Signature Required: Winter Spring	Program	FR–SRFreshmen–Senior	16	16	Day	F 14 Fall	W 15Winter	S 15Spring	What should we eat? How do we define "organic" and "local" food? Are current food system practices sustainable? What does food sovereignty mean? Why are approximately 1 billion of the world’s population starving and another 1 billion “stuffed” or overstuffed? Is change possible and where does one begin?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 systems approach as it examines the biology and ecology of food, while also incorporating political, economic, historical and anthropological perspectives around the issue of food security and sovereignty.More specifically, our interaction with nature through the food system will be viewed through the lens of both science and policy. We will take a biological and ecological approach to the production of plants and animals for food, as well as examine the transformation of the “raw stuff of nature” through the processes of cooking, baking and fermentation. Topics span a range of scales from basic chemistry to agriculture, as we explore the coevolution of humans and their foodstuffs. A study of policy will examine origins of the current global food system and the challenges and opportunities of creating a more equitable food system at the local, national and global scale.In fall quarter, we will introduce the concept of food systems and analyze conventional and alternative agricultural practices. We will examine the botany of vegetables, fruits, seed grains and legumes that constitute most of the global food supply and their selection through evolution and domestication. Our policy focus will include a study of food system planning at the local level, the role of economics and national policies, the challenges posed by climate change and the role of various food movements.In winter quarter, we shift our attention to cooking and basic aspects of nutrition. We will examine animal products, as well as the chemistry of cooking, baking and food preservation. Additionally, the structure of proteins, carbohydrates and fats, as well as antioxidants, minerals and vitamins will be discussed. Seminar will focus on issues of global hunger, obesity, food sovereignty, farm-worker justice, and international food movements. Finally, we will study the basic physiology of taste and smell, critical for the preparation of food.In spring quarter, we will examine will examine the relationship between food and microbes from several different perspectives. Specifically we will examine fermentation, produce specific fermented foods, while studying the underlying microbial ecology. We will also consider topics in microbiology, as they relate to both food safety and food preservation, and the microbiome of the gut. Seminar will focus on cultural aspects of food.Students will directly apply scientific concepts learned in lectures to experiments in the laboratory and kitchen. Field trips will provide opportunities for observing food production, processing and citizen participation in the making of local food policy. Program themes will be reinforced in workshops and seminar discussions focused on topics addressed by such authors as Pollan, Patel and Mintz.	Martha Rosemeyer Lori Blewett Thomas Johnson Karen Hogan		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Foundations of Washington State’s Governance System Stephen Buxbaum history political economy	Course	JR–SRJunior–Senior	4	04	Evening			S 15Spring	Washington State’s local governance system was forged during two of our nation’s great mass democratic political actions – the Populist and Progressive movements. The cultural, economic and political forces that informed our state’s creation and development provide insight into how social movements develop and what factors contribute to their success and failure. Students will engage in primary source research of events that occurred following Washington’s territorial years to just prior to World War I. Class sessions will be interactive, combining presentations by the instructor and guests with seminar discussions. Learning objectives include developing student's critical thinking and writing skills.	Stephen Buxbaum		Junior JR Senior SR	Spring	Spring
Greece and Italy: An Artistic and Literary Odyssey Bob Haft and Ulrike Krotscheck art history classics history Signature Required: Winter	Program	FR–SRFreshmen–Senior	16	16	Day	F 14 Fall	W 15Winter	S 15Spring	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 that succeeding generations have both struggled against and paid homage to up to the present day. In this program, we will study two of the most dynamic and seminal cultures in Western history: Classical Greece and Renaissance Italy. We will read primary texts from the periods we study (e.g., Homer's , Aeschylus' and Dante’s ), as well as contemporary offerings like Mary Renault's . By coming to a greater understanding of this rich and often controversial legacy, we expect to learn a great deal about ourselves as well. We do not approach the pots, poems or palaces of the past as mere artifacts, but as living expressions of ideas and ideals that deserve serious consideration—not only in terms of their influence, but also in terms of their contemporary viability. Thus, Plato and Michelangelo (to name a couple of examples) can help us deepen our understanding of the nature of human love; Virgil and Dante have much to teach us about the intersection of piety and politics. Fall quarter ("Naissance"), we will investigate the rise of the Greek , or city-state, from the ashes of the Bronze Age Aegean civilizations. In addition to reading primary source materials, both literary and archaeological, we will study the architecture, archaeology, sculpture and painted pottery of the ancient Greek world. To further our understanding, students will also elect to study either the Latin language or the basics 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. In order to learn more about the legacy of Western art and its conception of the visual world, we will also learn the basics of photography.In spring, we will build on the previous two quarters' work. Our work will combine studies of both the ancient Greeks and Romans and the Renaissance Italians and students will be expected to produce a major research paper dealing with some aspect of those worlds.	Bob Haft Ulrike Krotscheck		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Health from the Inside Out Rebecca Chamberlain and Cindy Beck biology botany community studies cultural studies health history literature outdoor leadership and education writing	Program	JR–SRJunior–Senior	8	08	Weekend	F 14 Fall	W 15Winter	S 15Spring	During this year-long program, we will explore the human experience and health from the inside out. What can we do to achieve healthy bodies, minds, and spirits, sometimes referred to as being in the “flow?” Combining science and humanities, we will look at our relationships to food, family, community, culture, movement, fitness, and the environment. Through a study of theory and practice, we will learn to cultivate healthy patterns and lifestyles that develop the body and mind, creativity and human potential, and sustainable relationships with our communities and the natural world. Food For Thought: What is our relationship to food? How does it sustain healthy individuals and communities? How does it affect human potential? What is the role of food in diverse cultures? What is its influence on the history and environment of the places we live? As we explore themes through science, history, culture, literature, folklore, and social media, we will ask: How does the food we eat nourish our cells [another community], and how do our thoughts influence our cells and well-being? We will study nutrition through a practical physiological platform as well as through the tantalizing effects food has in enhancing the senses, creating culture and identity, and through its symbolism in literature, memoirs, films, historical, and journalistic accounts. Students will develop skills of analysis, writing, and performance as they explore the stories, myths, cultural and family traditions around food, from hunting and gathering and early agricultural communities to the global economic, political, and nutritional issues that challenge the world today. Participants will research locally raised and harvested foods including their cultural, environmental, nutritional, and economic influences. Research projects will culminate in a media campaign to promote local foods and connect themes to the larger community. In the Flow: We will deepen our understanding of health, fitness, creativity, and well-being as we continue to train our minds and bodies. How do people achieve their peak potential? What are the principles of movement and mindfulness that give us clues to how the body's healing processes work? From science and medicine to psychology and contemplative practices, we will explore anatomy, physiology, psychoneuroimmunology, epigenetics, exercise, and psychosomatic processes. We will look at fitness versus sports in our society, and how we can incorporate movement into everyday life. Humans need to move and are not made to be sedentary; how has this relatively new phenomenon become a health issue? We will also explore the role of creativity, emotional, and spiritual health, as we look at a variety of diverse philosophic, psychological, historical, cultural, artistic, and literary traditions. As we analyze texts from the world’s literary, mythic and wisdom traditions, we will ask: what have different cultures and traditions suggested about how to achieve balance and well-being? How can we maximize various physiological and psychological processes that integrate our interior lives and imagination with outer experiences and healthy patterns? How does this help us cultivate relationships to our communities and the natural world? Field-trips and activities will encourage both collaborative and self-motivated learning, and students will continue to refine their critical reading, writing, and thinking skills through research and writing projects, essays, poems, and memoirs about health and movement. The Power of Place: We will continue our study of health and the human experience by looking at our interactions with the environment; how does it nourish us, and how do we nurture it? How do healthy patterns help us cultivate relationships to our communities and the natural world? We will explore the role of the physical senses, natural history, literature, and practices of writing, walking, and pilgrimage--even stargazing and basic wilderness skills--as we engage with the natural world through multicultural and interdisciplinary perspectives. We will study local landmarks, historical sites, and native flora and fauna, through scientific research, essay writing, community studies, oral history, art, performance, journalism, or media projects. Fieldtrips, assignments, and activities will encourage both collaborative and self-motivated learning. Students will look at issues unique to their local environment as well as conditions in the global environment. They will choose important issues to focus on, and present their work through final projects and public presentations.	Rebecca Chamberlain Cindy Beck	Sat Sun	Junior JR Senior SR	Fall	Fall Winter Spring
Healthcare in the U.S. - A Systemic Look Nancy Anderson and Kathy Kelly community studies economics gender and women's studies government health history law and government policy law and public policy leadership studies political science	Program	SO–SRSophomore–Senior	8	08	Evening and Weekend	F 14 Fall	W 15Winter	S 15Spring		Nancy Anderson Kathy Kelly	Sat Sun	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Imperialism Eirik Steinhoff history literature political economy political science writing	Program	JR–SRJunior–Senior	16	16	Day	F 14 Fall			By the time the First World War broke out in 1914, the vast majority of the world’s population and territory were under the direct or indirect control of European imperial powers. This was accomplished, on the one hand, through military conquest, genocide, and political subjugation, and it was legitimated, on the other, through religious, economic, and scientific argument. Works of art played their part as well, but also open up spaces of inquiry, critique, and resistance. This program shall accordingly place a special emphasis on critical and creative reading and writing as a way of deepening our inquiry into these challenging materials. What were the arguments made in support of imperialist policy and practice? And what arguments – and other forms of resistance – have been mounted against it? How does imperialism do things with words? And what might words, in turn, do with imperialism? How does the experience of imperialism affect those subjected to it, and what impact does it have on imperialists? And how does the legacy of nineteenth- and twentieth-century imperialism continue to structure our own so-called “post-colonial” epoch?In order to answer these questions, we will study the discursive practices of both the imperial past and the “post-colonial” present, paying special attention, in particular, to verbal actions and reactions in relation to concrete material historical conditions. Our study will be enriched by the theoretical paradigm of Orientalism (as theorized by Edward Said), which shall enable us to examine the ways in which European ideologies underwrote the formation of empire and continues to inscribe asymmetrical relations today under the guise of freedom, modernity, progress, and global economic development.Requirements will include (a) frequent short writings, (b) an end-of-the-quarter research paper and presentation, and (c) weekly seminars. Weekly schedule will consist of presentations by faculty and guest speakers, viewing of films, study groups, and seminar discussion.A reporter once asked Gandhi, “What do you think about Western Civilization?” Gandhi replied wryly: “I think that it would be a good idea.”	Eirik Steinhoff		Junior JR Senior SR	Fall	Fall
In Search of Lost Time Stacey Davis and Samuel Schrager American studies anthropology cultural studies history literature writing	Program	FR–SRFreshmen–Senior	16	16	Day			S 15Spring		Stacey Davis Samuel Schrager		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
India Then and Now Jeanne Hahn and Ratna Roy cultural studies government history literature political economy	Program	SO–SRSophomore–Senior	16	16	Day		W 15Winter		It is often said that an inquiry into the past helps make the present more understandable. Certainly this is the case with India. The roots of today's India lie deep in its early history. One of the world's oldest civilizations, with a body of literature in Sanskrit dating back to l500 BCE, India is the birthplace of Hinduism, Buddhism and Jainism and the home of diverse philosophical thinking that relates to concepts of birth/death, duty, citizenship, state building and governance. Today, India is considered to be the world's largest democracy and a nation undergoing rapid change and modernization. What is the relationship of this long past to today's India? India's ancient inheritance continues to shape modern India, while at the same time creating tensions and contradictions as it changes and finds its place in the world of the 21st century. This program will study aspects of both India's past and its present to gain an understanding of its long historical trajectory, as well as its present society and what it is that connects past to present. We will begin with translated excerpts from ancient texts as literature and gain an understanding of the foundations of Indian thought. A focal point of the first several weeks will be a reading of the great epic text, We will then build on this foundation to investigate the defining cultural, political and economic issues facing contemporary India. In addition to the ancient texts, the program will read contemporary literature, political economy and cultural studies. Writing will include a carefully developed two-part progressive essay that synthesizes and analyzes the program themes.	Jeanne Hahn Ratna Roy		Sophomore SO Junior JR Senior SR	Winter	Winter
Makers of Modern Drama: Chekhov, Ibsen, and Others Marla Elliott and Thomas Rainey cultural studies history literature media studies theater Signature Required: Winter	Program	FR–SRFreshmen–Senior	8, 12	08 12	Evening	F 14 Fall	W 15Winter		This program will explore the Russian short story writer and playwright Anton Chekhov and other European dramatists, such as Heinrich Ibsen, who together are credited with the development of modern drama. We will analyze not only their fictional and dramatic works but also their lives and times, from which they drew their major characters and dramatic situations. We will also study the Stanislavsky Method as well as other aspects of modern acting techniques. During the fall quarter, we will experience Chekhov and Stanislavsky through scene work and culminate those studies in auditions for a full production of Chekhov's which we will perform at the end of winter quarter. During the winter quarter, we will study carefully filmed live performances of plays by Chekhov, Ibsen, Shaw, Brecht, and other dramatists associated with the birth of modern drama. In the winter quarter, we will also continue to read, critique, and discuss commentaries—current and past—on the plays of Chekhov and of the other late nineteenth-century and twentieth-century dramatists and determine the many reasons for the enduring legacy and influence of all these makers of modern drama. Embedded in the program, during the fall quarter, will be a 4-credit segment entitled “Anton Chekhov: Life, Times and Work.” Students enrolled in the program will participate in these seminars and lectures alongside students from the 16-credit program “Russia and the Forging of Empires”. Credit equivalencies will be in cultural history, literature, and drama.	Marla Elliott Thomas Rainey	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Political Economy and Social Movements: Race, Class and Gender revised Peter Bohmer, Martha Schmidt and Savvina Chowdhury African American studies American studies cultural studies economics gender and women's studies government history international studies political economy political science sociology Signature Required: Winter	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall	W 15Winter		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 interaction of 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 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 of key issues such as education, the media, climate change, hunger, debt, immigration and the criminal justice system. There will be workshops on popular education and movement building skills.In fall, the U.S. experience will be the 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 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 and social movements will be a central theme. We will study microeconomics principles from a neoclassical, feminist economics and political economy perspective. Within microeconomics, we will study topics such as the structure and failure of markets, work and wages, growing economic inequality, poverty, debt as a means of dispossession, 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, and the role of multilateral institutions and trade agreements. 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 and the global justice movement 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 study strategies for social change. We will study macroeconomics, including austerity and critiques of it, causes and solutions to the high rates of unemployment and underemployment and to economic instability. In winter quarter, as part of the 16 credits, there will be an optional internship for two 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, guest speakers, films, workshops, synthesis papers based on program material and concepts, and take-home examinations.	Peter Bohmer Martha Schmidt Savvina Chowdhury	Tue Wed Fri	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Power In American Society Lawrence Mosqueda government history political economy	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall			This program 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, films, seminars, a journal and writing short papers.The analysis will be guided by the following questions, as well as others that may emerge from our discussions: What does power mean? 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? What characterizes the struggle for 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 period of war and economic, social and political crisis, a good deal of our study will focus on international relations in a systematic and intellectual manner. There will be a good deal of reading. Please be prepared to work hard and to challenge your and others’ thinking.	Lawrence Mosqueda	Tue Wed Thu	Sophomore SO Junior JR Senior SR	Fall	Fall
Power in American Society (winter) Lawrence Mosqueda government history political economy	Program	SO–SRSophomore–Senior	16	16	Day		W 15Winter		This program repeats the content of Power in American Society offered fall quarter. Students who take the fall quarter program may not sign up for the winter repeat program.This program 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, films, seminars, a journal and writing short papers.The analysis will be guided by the following questions, as well as others that may emerge from our discussions: What does power mean? 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? What characterizes the struggle for 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 period of war and economic, social and political crisis, a good deal of our study will focus on international relations in a systematic and intellectual manner. There will be a good deal of reading. Please be prepared to work hard and to challenge your and others’ thinking.	Lawrence Mosqueda	Tue Tue Wed Wed Thu Thu	Sophomore SO Junior JR Senior SR	Winter	Winter
The Power in Our Hands: Pathways to Social Change revised Tyrus Smith, Peter Boome, TBD, Suzanne Simons, Frances Solomon, Barbara Laners, Peter Bacho, Anthony Zaragoza, Paul McCreary, Gilda Sheppard and Mingxia Li biology community studies cultural studies environmental studies government history law and public policy literature mathematics political economy sociology	Program	JR–SRJunior–Senior	16	16	Day and Evening	F 14 Fall	W 15Winter	S 15Spring	This year’s program is designed to help students explore the history of how working hands have built the material world around us and shaped the environment, which in turn has molded our own consciousness. Realizing the capacity of working hands and the possible dual relationship between our hands with our mind is the critical first step toward empowerment of the working majority and potential social transformation.Arguably, all human expressions of intelligence both in art/craft and the written/spoken word are rooted in the hands. We will examine the theories and practices in humanities, social sciences, mathematics, natural sciences, media and technology that simultaneously represent and influence works by the hands of individuals, groups and organizations to change our society and environment locally, nationally and globally throughout the ages. For example, hands of different genders, races and social affiliations, hands that cradle, cook, weed, maneuver, calculate, experiment, film, draw, write and type will all be possible study subjects. Metaphors originated from hands, such as feel one’s way, to grasp the meaning, the right touch vs. heavy-handed, to be in touch vs. out of touch, and handling it right vs. wrong, as well as in one’s hand vs. out of one’s hand just begin to inform us how important our hands are in our consciousness. Hand gestures that solidify social bonding, express trust and admiration, and symbolize social contract are the beginning toward building social capital and cohesive communities. Our coordinated studies program consists of two major components: 1) whole campus yearlong lyceum/seminar where faculty and students will study the program theme from a broad multi-disciplined perspective, and 2) quarter long courses with a more focused approach. These courses will cover topical areas such as sociology, government, politics, education, math, law, public health, life science, media art, youth study, environment, community development, women's empowerment and political economy. The two components are linked through the program theme. In both components, we will pay particular attention to the “hands-on” style of learning through critical reflection and creative practices. Besides lyceum/seminar, a student will select two additional courses each quarter depending on career interest. The majority of the classes in the program are team-taught.Fall quarter will lay the foundation for the rest of the year, both substantively and in terms of the tools necessary for students to operate effectively in the learning community.During winter quarter, students will collaborate to investigate the characteristics and motivations of social entrepreneurs and develop action plans to promote social change.In spring quarter, we will bridge the gap between theory (mind) and practice (hand) by carrying out an action plan developed during winter quarter.	Tyrus Smith Peter Boome TBD Suzanne Simons Frances Solomon Barbara Laners Peter Bacho Anthony Zaragoza Paul McCreary Gilda Sheppard Mingxia Li		Junior JR Senior SR	Fall	Fall Winter 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
Reservation-Based, Community-Determined Program: Rebuilding Native Nations-Strategies for Governance and Development (Chehalis) new Mary DuPuis and Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 14 Fall	W 15Winter	S 15Spring	This upper division program teaches from a Native-based perspective within the context of the larger global society and is designed for students who have social, cultural or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2014-2015 the theme is In fall, students introduced to the major trends and issues in by comparing and contrasting different approaches to tribal management development and the factors contributing to successful nation building. During winter quarter, students will learn about , which is an exploration of major ethical theories and their applications to a variety of current issues. Students will explore various Native perspectives on ethics and the ways in which they are manifest in contemporary Native America. Developing analytic skills and critical thinking are a key aspect of this course through, amongst other things, the analysis of cases studies on current issues in Indian communities. In spring, students will be enrolled in , which explores leadership in both mainstream and tribal contexts; students will examine how political and social forces create leaders and make history. There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course, taught from a tribal perspective in a global community, is a nine-credit unit within the program taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are two-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar held on the same four Saturdays as the Strands is called Battlegrounds, and is a one-credit workshop generally built around native case studies. The program also includes student initiated work through Independent Study.	Mary DuPuis Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program: Rebuilding Native Nations-Strategies for Governance and Development (Muckleshoot) Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 14 Fall	W 15Winter	S 15Spring	This upper division program teaches from a Native-based perspective within the context of the larger global society and is designed for students who have social, cultural or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2014-2015 the theme is In fall, students introduced to the major trends and issues in by comparing and contrasting different approaches to tribal management development and the factors contributing to successful nation building. During winter quarter, students will learn about , which is an exploration of major ethical theories and their applications to a variety of current issues. Students will explore various Native perspectives on ethics and the ways in which they are manifest in contemporary Native America. Developing analytic skills and critical thinking are a key aspect of this course through, amongst other things, the analysis of cases studies on current issues in Indian communities. In spring, students will be enrolled in , which explores leadership in both mainstream and tribal contexts; students will examine how political and social forces create leaders and make history. There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course, taught from a tribal perspective in a global community, is a nine-credit unit within the program taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are two-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar held on the same four Saturdays as the Strands is called Battlegrounds, and is a one-credit workshop generally built around native case studies. The program also includes student initiated work through Independent Study.	Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program: Rebuilding Native Nations-Strategies for Governance and Development (Nisqually) Mary DuPuis and Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 14 Fall	W 15Winter	S 15Spring	This upper division program teaches from a Native-based perspective within the context of the larger global society and is designed for students who have social, cultural or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2014-2015 the theme is In fall, students introduced to the major trends and issues in by comparing and contrasting different approaches to tribal management development and the factors contributing to successful nation building. During winter quarter, students will learn about , which is an exploration of major ethical theories and their applications to a variety of current issues. Students will explore various Native perspectives on ethics and the ways in which they are manifest in contemporary Native America. Developing analytic skills and critical thinking are a key aspect of this course through, amongst other things, the analysis of cases studies on current issues in Indian communities. In spring, students will be enrolled in , which explores leadership in both mainstream and tribal contexts; students will examine how political and social forces create leaders and make history. There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course, taught from a tribal perspective in a global community, is a nine-credit unit within the program taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are two-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar held on the same four Saturdays as the Strands is called Battlegrounds, and is a one-credit workshop generally built around native case studies. The program also includes student initiated work through Independent Study.	Mary DuPuis Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program: Rebuilding Native Nations-Strategies for Governance and Development (Peninsula) TBA and Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 14 Fall	W 15Winter	S 15Spring	This upper division program teaches from a Native-based perspective within the context of the larger global society and is designed for students who have social, cultural or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2014-2015 the theme is In fall, students introduced to the major trends and issues in by comparing and contrasting different approaches to tribal management development and the factors contributing to successful nation building. During winter quarter, students will learn about , which is an exploration of major ethical theories and their applications to a variety of current issues. Students will explore various Native perspectives on ethics and the ways in which they are manifest in contemporary Native America. Developing analytic skills and critical thinking are a key aspect of this course through, amongst other things, the analysis of cases studies on current issues in Indian communities. In spring, students will be enrolled in , which explores leadership in both mainstream and tribal contexts; students will examine how political and social forces create leaders and make history. There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course, taught from a tribal perspective in a global community, is a nine-credit unit within the program taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are two-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar held on the same four Saturdays as the Strands is called Battlegrounds, and is a one-credit workshop generally built around native case studies. The program also includes student initiated work through Independent Study.	TBA Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program: Rebuilding Native Nations-Strategies for Governance and Development (Port Gamble) TBA and Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 14 Fall	W 15Winter	S 15Spring	This upper division program teaches from a Native-based perspective within the context of the larger global society and is designed for students who have social, cultural or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2014-2015 the theme is In fall, students introduced to the major trends and issues in by comparing and contrasting different approaches to tribal management development and the factors contributing to successful nation building. During winter quarter, students will learn about , which is an exploration of major ethical theories and their applications to a variety of current issues. Students will explore various Native perspectives on ethics and the ways in which they are manifest in contemporary Native America. Developing analytic skills and critical thinking are a key aspect of this course through, amongst other things, the analysis of cases studies on current issues in Indian communities. In spring, students will be enrolled in , which explores leadership in both mainstream and tribal contexts; students will examine how political and social forces create leaders and make history. There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course, taught from a tribal perspective in a global community, is a nine-credit unit within the program taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are two-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar held on the same four Saturdays as the Strands is called Battlegrounds, and is a one-credit workshop generally built around native case studies. The program also includes student initiated work through Independent Study.	TBA Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program: Rebuilding Native Nations-Strategies for Governance and Development (Quinault) Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 14 Fall	W 15Winter	S 15Spring	This upper division program teaches from a Native-based perspective within the context of the larger global society and is designed for students who have social, cultural or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2014-2015 the theme is In fall, students introduced to the major trends and issues in by comparing and contrasting different approaches to tribal management development and the factors contributing to successful nation building. During winter quarter, students will learn about , which is an exploration of major ethical theories and their applications to a variety of current issues. Students will explore various Native perspectives on ethics and the ways in which they are manifest in contemporary Native America. Developing analytic skills and critical thinking are a key aspect of this course through, amongst other things, the analysis of cases studies on current issues in Indian communities. In spring, students will be enrolled in , which explores leadership in both mainstream and tribal contexts; students will examine how political and social forces create leaders and make history. There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course, taught from a tribal perspective in a global community, is a nine-credit unit within the program taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are two-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar held on the same four Saturdays as the Strands is called Battlegrounds, and is a one-credit workshop generally built around native case studies. The program also includes student initiated work through Independent Study.	Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program: Rebuilding Native Nations-Strategies for Governance and Development (Tulalip) Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 14 Fall	W 15Winter	S 15Spring	This upper division program teaches from a Native-based perspective within the context of the larger global society and is designed for students who have social, cultural or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2014-2015 the theme is In fall, students introduced to the major trends and issues in by comparing and contrasting different approaches to tribal management development and the factors contributing to successful nation building. During winter quarter, students will learn about , which is an exploration of major ethical theories and their applications to a variety of current issues. Students will explore various Native perspectives on ethics and the ways in which they are manifest in contemporary Native America. Developing analytic skills and critical thinking are a key aspect of this course through, amongst other things, the analysis of cases studies on current issues in Indian communities. In spring, students will be enrolled in , which explores leadership in both mainstream and tribal contexts; students will examine how political and social forces create leaders and make history. There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course, taught from a tribal perspective in a global community, is a nine-credit unit within the program taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are two-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar held on the same four Saturdays as the Strands is called Battlegrounds, and is a one-credit workshop generally built around native case studies. The program also includes student initiated work through Independent Study.	Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Russia and the Forging of Empires: Vikings, Mongols and Slavs Patricia Krafcik and Robert Smurr cultural studies geography history language studies literature writing	Program	SO–SRSophomore–Senior	12, 16	12 16	Day	F 14 Fall			This program offers an interdisciplinary approach to Russian and Eurasian history, literature, culture, geography and film. Our journey will take us across all of the vast territories that once comprised the Russian and Soviet empires—territories that today make up more than 15 independent states. In lectures, seminars and film analyses and discussions, we will travel from the fjords of Norway to the thriving cities of Constantinople and Baghdad; from the windswept grasslands of Mongolia to the Moscow cathedrals built by Ivan the Terrible; from the Artic Ocean to the marketplaces of Central Asia; from the peaks of the Caucasus Mountains to the deserts of Uzbekistan.Our focus is the rise and fall of empires in this region, beginning with one that no longer exists—the Mongol empire—and one that in many senses still does—the Russian empire. We will investigate the development of the Russians and their nation through history, starting with Viking invasions of Slavic territories in the 800s and progressing to Russia's thriving imperial era in the 1800s. This latter period witnessed not only Napoleon's massive invasion of Russia, but also the emergence of some of the world's greatest literature (including Pushkin, Lermontov, Gogol and Turgenev). The diverse ethnicities that had cultural, political, social, economic and religious contact with the Russians—the Vikings, Mongols, Greeks, Tatars and Turkic peoples, among others—will all play key roles in our examinations. Faculty will provide lectures to guide our study and students will read and discuss a diverse selection of historical and literary texts in seminars, view and discuss relevant documentaries and films, and write three major essays based on seminar readings. One field trip will be to the Maryhill Museum to view its collection of icons and other Russian-related items along with a visit to a Greek Orthodox women's monastery for a tour of the grounds and the icon studio. Another field trip will take us to the Pacific Coast village of La Push, Washington, and the Quileute Reservation, where in the early 19th century a Russian ship was grounded—an event which was preserved in Quileute oral tradition and is significant in our study of the Russian historical presence in Alaska and the Pacific Northwest. Students are strongly urged to take the Beginning Russian Language segment within the full-time program. Studying Russian will enhance their learning experience. Those who opt out of language should register for only 12 credits.	Patricia Krafcik Robert Smurr		Sophomore SO Junior JR Senior SR	Fall	Fall
Russia Falls, the Soviet Union Rises: Imperial Beauty, Turmoil and Tragedy Robert Smurr and Patricia Krafcik cultural studies geography history language studies literature writing	Program	SO–SRSophomore–Senior	16	16	Day		W 15Winter		This program emphasizes the Russian Empire’s extraordinary political, historical, literary, artistic and musical developments of the 19th and early 20th centuries. We will explore literary masterpieces by Dostoevsky, Tolstoy and Chekhov; examine paintings by Repin, Nesterov and Vereshchagin; and listen to the compositions of Musorgsky, Rimsky-Korsakov and Tchaikovsky. We will also examine the rise of the Russian Empire’s radical intelligentsia, thinkers who rebelled against autocratic tsarist policies and the institution of serfdom and whose activities led to the world-changing revolutions of the early 20th century.Readings from social and revolutionary activists, such as Marx, Lenin and Trotsky, will allow us to better understand how these thinkers managed to transform the economically and socially “backward” Russian Empire into the planet’s most experimental and, at times, most feared political power. Our diverse readings from Russian and Soviet imperial literature and history will help us gain an appreciation for the cultural, social and political nuances of these expansive, beguiling and enigmatic lands. Faculty will provide lectures to guide our study. Students will read and discuss in seminar a diverse selection of historical and literary texts; view and discuss relevant documentaries and films; and write three major essays based on seminar readings. A special all-program workshop in (wax-resist egg decorating) will offer a hands-on Slavic folk art experience. New language students will be accepted in the Beginning Russian Language segment within the program if they have one college quarter of Russian or the equivalent.A special history workshop segment is available to students within or from outside the program for 4 credits. It will investigate the origins, development and dissolution of nine separate wars in which the former Russian Empire, the former Soviet Union and contemporary Russia have been involved. The workshop, entitled "Russian, Soviet, and Post-Soviet Wars," will start with the Napoleonic invasion of the Russian Empire and progress chronologically to a new war each week.	Robert Smurr Patricia Krafcik		Sophomore SO Junior JR Senior SR	Winter	Winter
Sculptural Ceramics and the Art of Mexico Ann Storey and Aisha Harrison Native American studies aesthetics anthropology cultural studies gender and women's studies history international studies literature visual arts	Program	SO–SRSophomore–Senior	12	12	Evening and Weekend	F 14 Fall	W 15Winter		This will be an interdisciplinary ceramic sculpture and art history program that will explore the dynamic artistic traditions of Mexico from ancient times to the present. We will take a thematic approach to our historical studies, exploring Mesoamerican art and spirituality, colonial artistic traditions, Day of the Dead belief and rituals, the Virgin of Guadalupe and the on-going contribution of women to the culture, the post-revolutionary mural and printmaking traditions, and Chicano culture. Moving from theory to practice we will work to deepen our understanding of the ideas we have discussed in seminar through an intense ceramic studio practice. Fall quarter, we will focus on drawing and sculpting the human figure/skeleton; developing our sense of the human form, working on abstraction, and creating a Day of the Dead sculpture/altar. Winter quarter we will continue to use the handbuilding skills learned in fall to create a Tree of Life sculpture and a ceramic tile mural.	Ann Storey Aisha Harrison	Tue Thu Sat	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Ships of Wisdom: Ancient Trade Routes and the Diffusion of Ideas Joseph Tougas and Ulrike Krotscheck classics cultural studies history maritime studies philosophy	Program	FR–SOFreshmen–Sophomore	16	16	Day		W 15Winter	S 15Spring	In this program, we will investigate how and why humans, throughout history, have taken to the sea to explore the limits of their known world. What were the motives and the consequences of these dangerous ventures? We will focus on some specific case studies, including the ancient Mediterranean, the Pacific Northwest, the Chinese empire, the Polynesian islanders and the Atlantic during the age of sail. We will also learn about some theories of economic and cultural exchange over long distances. Some of the questions we will address include: How did humans develop the navigational and boat-building technologies needed for overseas exploration? What motivated overseas exploration? What new kinds of knowledge were gained through this travel and what is the relationship between the material goods and the ideas and ideologies that were traded? How do modern archaeologists and historians go about piecing together answers to questions like these?We will read texts on archaeology, ancient history and philosophy, anthropology and maritime studies. In addition to historical and scientific accounts, we’ll read works of literature, seeking an understanding of the age-old connections between human cultures and the sea. We will consider the religious, philosophical and scientific practices that grew out of those connections—practices that are the common heritage of coast-dwelling peoples around the globe. We will also work on reading, writing and critical thinking skills. In order to test our theories in practice, we will have opportunities to become familiar with the local coastal environment and its rich cultural history. This will take the form of a field trip to the Makah Museum and other sites of historical and archaeological interest on the Washington coast in winter and a three-day sailing expedition in spring.	Joseph Tougas Ulrike Krotscheck		Freshmen FR Sophomore SO	Winter	Winter Spring
The Soviet Union and the Rebirth of Russia: Stalin, Gorbachev and Putin Robert Smurr and Patricia Krafcik cultural studies geography history language studies literature writing	Program	SO–SRSophomore–Senior	16	16	Day			S 15Spring	This program will investigate the 74-year lifespan of the Union of Soviet Socialist Republics (USSR), as well as the two decades that have passed since its collapse in 1991. We will explore Russian and Eurasian poetry and prose from this period and analyze the reasons why the USSR produced such remarkable and world-renowned talents as the writers Bulgakov and Solzhenitsyn and such composers as Prokofiev and Shostakovich. We shall also investigate how this society included inhuman prison camps, governmental rule by terror and totalitarian rule. Indeed, we shall attempt to determine how Josef Stalin became responsible for the murder of at least 20 million of his fellow citizens while at the same time transforming a relatively backward empire into an undisputed world power.Economic difficulties and shortages of consumer goods continued to plague citizens of the USSR until its collapse, but the empire’s last leader, Mikhail Gorbachev, did his best to revitalize the Soviet socialist experiment via peaceful and more open means. Gorbachev’s campaigns to “restructure” the empire’s economy and become more “open” towards a free press simply hastened the collapse of the empire. We will examine these policies, but equally as important, we will also investigate the rise of 15 independent states that emerged from the ashes of the former Soviet Empire and trace their paths since they gained independence in 1991. Vladimir Putin has led Russia since 2000 and his authoritarian policies suggest that he will remain in power until 2024. Faculty will provide lectures to guide our study and students will read and discuss a diverse selection of historical and literary texts in seminars and will view and discuss relevant documentaries and films. The centerpiece of student work will be a major research paper on any topic connected with the Soviet Union and Russia, along with the production of a professional-quality poster for the students' final presentation of their research this term. Students are strongly urged, but not required, to take the Beginning Russian Language segment within the full-time program. To enter language study at this point, students should have the equivalent of two quarters of college Russian. A special history workshop segment is available to students within or from outside the program for four credits. It will investigate aspects of the "Cold War" from U.S. and Soviet perspectives, as well as lend a greater understanding of the worldwide struggle for political, economic, military and ideological supremacy.	Robert Smurr Patricia Krafcik		Sophomore SO Junior JR Senior SR	Spring	Spring
The Spanish-Speaking World: Cultural Crossings Alice Nelson, David Phillips and Catalina Ocampo cultural studies history language studies literature study abroad writing Signature Required: Winter Spring	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall	W 15Winter	S 15Spring	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 cultural production 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 the fall.Fall quarter, we will explore cultural crossings in Spain and Latin America prior to the 20th century. We will study the coexistence of Jews, Christians and Muslims in medieval Spain and the suppression of Jewish and Muslim communities during the Spanish Inquisition. We will also examine violence against indigenous peoples and Africans during Spain's process of imperial expansion and how subsequent colonial institutions were contested by diverse resistance movements, including Latin America's struggles for independence in the 19th century. Our readings will include historical accounts as well as contemporary cultural products that reexamine and reimagine these encounters.Winter quarter, we will turn to the 20th and 21st centuries in Latin America, with emphasis on the roles of class, gender and ethnicity in various groups' struggles to contest unequal power relations and determine their own futures. Possible cases include: ethnic and national movements in the Caribbean; ongoing issues of land, violence and sovereignty in Mexico; indigenism and indigeneity in Mexico, Guatemala and Peru; legacies of the Nicaraguan revolution; roles of new social movements in transitions to democracy in the Southern Cone; and the impact of unprecedented migration in the Americas. In each of these contexts, we will explore the interrelationships between politics and cultural production and how literature and film can impact processes of social change.Spring quarter offers two options for study abroad and an internship option 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 Mérida, Mexico option is co-coordinated with HABLA Language and Culture Center, and is open to 15 or more students of all language levels. For students staying in Olympia, the program will have an on-campus core of Spanish classes and seminars focused on Latino/a communities in the U.S. and the opportunity for student-originated projects and/or internships. All classes during spring quarter, in Olympia and abroad, will be conducted entirely in Spanish.	Alice Nelson David Phillips Catalina Ocampo		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
What Are Children For? Nancy Koppelman and Charles Pailthorp American studies history sociology writing	Program	FR–SOFreshmen–Sophomore	16	16	Day			S 15Spring	Childhood is not just a biological fact of life. Philippe Aries famously argued that children and childhood did not exist before the modern era. How do ideas about children, the conditions of child rearing and of childhood, and conventions of education change over time? And if the meanings of "children" and "childhood" change throughout history and across cultures, how can people ever know if they are making the "best" decisions on behalf of the children whom they raise, educate, care for, advocate for, employ or support? In this program, students will learn how children’s experience and adult interpretations of childhood have changed in the Western world over the last 400 years. Until about 150 years ago, most children were necessary: they contributed labor to the maintenance of the family home and were expected to reproduce the circumstances of their birth. The social revolutions of the 18th century disrupted all social hierarchies, including those within families. We will examine how these disruptions transformed childhood and moved children from the periphery to the center of adult intellectual, moral and medical interest.Students will learn how children in North America lived and were viewed by adults from the 16th century forward, and examine how the meaning of childhood was transformed during the flowering of the Enlightenment. We will study the changing meanings of innocence and sin, labor and leisure, value and sacredness, and how those meanings figured in the way children were seen and treated. Guest speakers from the community who have a professional or political interest in children will share their experiences with the program.The class befits students who work with or care about children. It will also enlighten anyone who has grown up, is still trying to grow up, or wonders if she or he has, or should ever, grow up.	Nancy Koppelman Charles Pailthorp		Freshmen FR Sophomore SO	Spring	Spring
What Does it Mean to be an "American"? Colonial America to Present Michael Vavrus, Artee Young and Liza Rognas American studies cultural studies gender and women's studies history law and public policy political economy political science	Program	FR–SOFreshmen–Sophomore	16	16	Day	F 14 Fall	W 15Winter		This introductory program examines how the meaning of “American” has changed historically and into our current era. Specifically, we examine how the concept of “democracy” has been applied historically. Democracy is a participatory form of government, yet many groups and individuals have not been allowed to participate fully in U.S. democratic systems since the beginning of the Republic. Our inquiry includes: What does social belonging involve? Why are some individuals included while others are excluded from full participation in civic life? How do individual or group identities influence participation in social, economic and political processes? Where and how do differences and diversity fit with the idea of the “American Dream?”To address these questions and others, this two-quarter program explores the origins and manifestations of the contested concepts of race, gender, and socioeconomic class in U.S. history as part of an investigation into identity. We will explore how identity and perceived identity have resulted in differential social, economic and political treatments and how social movements emerged to challenge systemic inequities.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 and gendered. Students will examine related contemporary concepts such as racism, prejudice, discrimination, patriarchy, gender, class, affirmative action, white privilege and color-blindness. Students will consider current research and commentaries that surround debates on genetics vs. culture (“nature vs. nurture”).Students will engage historic and contemporary perceptions of identity through readings, dialogue in seminars, workshops, films, and academic writing that integrate program material. A goal of the program is for students to acquire knowledge of the past and its association with the present in order to connect and recognize contemporary expressions of power and privilege 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 identities by researching the historic foundations of their own personal narratives. Current approaches from social psychology will be foundational in this aspect of the program.Visits to local cultural museums, to the Washington State Archives, the National Archives in Seattle, and attendance at a theatrical performance are tentatively planned as part of this program. Disclaimer: Films and other program materials periodically describe and present images of violence and use language that may be considered offensive, especially in regards to racial identification. The purpose of this material is to present significant events within their respective historical contexts.	Michael Vavrus Artee Young Liza Rognas	Tue Tue Wed Fri Fri	Freshmen FR Sophomore SO	Fall	Fall Winter
Worlds of Waste: Urbanization, Sanitation, and Design Eric Stein and Jennifer Gerend anthropology cultural studies environmental studies health history law and public policy	Program	FR–SRFreshmen–Senior	16	16	Day			S 15Spring	In this one quarter program, we will explore the connections between human waste, urbanization, disease, and cultural order. Looking both globally and in the U.S., with an emphasis on the Puget Sound Region, we will consider wastewater planning efforts both past and present. From global philanthropic efforts to address sanitary living conditions to new innovations in household bathroom infrastructure, our examination will address both system-wide plans as well as detailed design issues of individual units. Students will learn about urban wastewater infrastructure, technical innovations in green building solutions, such as grey water systems, and developments in low-income settings globally. We will also explore the cultural dimensions of purity and waste, looking at potty humor, the gendering of bathroom spaces, pollution, and social class. Students should be prepared to confront and question their own "yuck" thresholds as we peek into sewers, observe wastewater treatment, and inhale the waft of waste.Students will be engaged in group projects and presentations, writing based on readings of texts, fieldtrips to waste management sites, speakers, and documentaries. This program will uniquely prepare students planning to pursue careers or graduate work in public infrastructure, urban planning, global health, international development and philanthropy, or engineering.	Eric Stein Jennifer Gerend		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring