2014-15 Undergraduate Index A-Z

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Writing [clear]

Title	Offering	Standing	Credits	Credits	When	F	W	S	Description	Preparatory	Faculty	Days	Multiple Standings	Start Quarters	Open Quarters
Academic Writing at Evergreen Emily Lardner writing	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			This writing intensive course has two purposes. The first is to help students develop as academic writers, to engage in writing as intellectual work. We will work on developing "rhetorical reading" skills--noticing not only what something is about, but also how it is put together. Building on common readings, students will experiment with writing about a topic for different audiences and purposes. We will also explore academic writing at Evergreen--how it is different from and similar to academic writing at other liberal arts colleges. This course can serve as an introduction to academic writing, or as a refresher for students with some prior experience.		Emily Lardner	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
The Art of Writing Poetry Gail Tremblay literature writing	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall	W 15Winter		Poets use language to create an experience for the reader by using images, metaphors, similes, rhythm and sound like musicians use notes, sound and rhythm to tempt audiences to feel deeply what can be known about the roots of the human condition. In this writing-intensive program, students will read poetry by a wide variety of writers, study poetic form and explore a variety of strategies for writing poetry. Fall quarter, they will read by John Frederick Nims and David Mason, and will learn about the history of poetry and the development of different styles and techniques for writing poems. There will be assignments online that allow students to listen to poets and performers read poetry and study techniques for reading poetry as well as writing it. All students will be required to write at least two poems each week and to present those poems for discussion in a writers' workshop. They will continue to work on drafts throughout the quarter. Students will also be required to attend poetry readings, and to study poetry publications and strategies for publishing their work in a variety of magazines, journals and online sites. At the end of the quarter, they will hand in a portfolio that contains all the drafts and comments on their poems with a clean final draft on top. Winter quarter, students will have the opportunity to study a diverse collection of chapbook and book length collections of poems and to discuss how poets choose and arrange poems to prepare them for submission to a press. They will continue to hand in two poems a week for workshop and to work on drafts of their poetry throughout the quarter and submit new drafts to their faculty. They will study publishers of poetry books, and hand in a portfolio with all their drafts at the end of Winter quarter. They will also prepare poetry for submission to a journal before the end of the quarter.	creative writing, editing, and teaching English.	Gail Tremblay	Mon Mon Tue Tue Thu Thu	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
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
Bouncing Back: Writing Personal Resilience Joli Sandoz literature writing	Program	FR–SRFreshmen–Senior	8	08	Weekend		W 15Winter		Resilience is about adaptability, buoyancy, hardiness, and strength. We’ll read about resilience as a concept that applies to both personal and community life, and identify and articulate our own experiences and observations of bouncing back.This is a writing program, which means it’s also a reading program; careful attention to published creative nonfiction about experiences of resilience will be one of two central foci of the program. The other focus will be the writing and polishing of several short creative nonfiction pieces based in observation and personal experience.In all program efforts, we will be especially attentive to the following lines of inquiry and their implications: effective communication of event and emotion, empathy as a mode of response, and the creation on the page of a robust and multi-dimensioned narrator. is designed for anyone interested in exploring ideas and experience in order to learn and write about human resilience. Prospective professionals in the human services, education and health-related fields, and people who want to acquire or sharpen skills applicable to producing vivid and interesting nonfiction writing, may find program content particularly relevant to their interests. Previous creative writing experience is not required. Reading, writing and responding to published and unpublished work of others will make up bulk of our work together. Program participants must be willing to share their writing with all program members for their response, in person and in a program-only space online. Please note that this is not a psychology program, although our focus on resilience certainly relates to working with people; we will draw on tools and methods of analysis from the fields of creative writing, journalism and literature as we do our work.		Joli Sandoz	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Branching Out: An Ethnobotanical Garden in Community Marja Eloheimo Native American studies botany community studies consciousness studies environmental studies health natural history sustainability studies writing	Program	FR–SRFreshmen–Senior	12	12	Weekend	F 14 Fall	W 15Winter	S 15Spring	Working as a project team, this program has a mission. Students will continue to tend and refine habitat and theme areas in the Longhouse Ethnobotanical Garden, including the Sister Garden (patterned after a medicinal garden we created on the Skokomish Indian Reservation) as well as create valuable educational resources that contribute to the Evergreen community, local K-12 schools, local First Nations, and a growing global collective of ethnobotanical gardens that promote environmental and cultural diversity and sustainability. During , we will become acquainted with the garden and its plants, habitats, history, and existing educational materials. We will begin to engage in seasonal garden care and development, learning concepts and skills related to botany, ecology, Indigenous studies, and sustainable medicine. We will also establish goals related to further developing educational materials and activities, including a Web presence. Students will have the opportunity to select and begin specific independent and group projects that include learning knowledge and skills pertinent to their completion. During , we will focus on the garden's "story" through continued project work at a more independent level. Students will work intensively on skill development, research, and project planning and implementation. We will also be active during the winter transplant season and will prepare procurement and planting plans for the spring season. During , we will add plants to and care for the garden, wrapping up all of the work we have begun. We will establish opportunities to share the garden and our newly created educational materials, effectively enabling the garden to "branch out." This program requires commitment to a meaningful real-world project and strongly encourages yearlong participation. It also cultivates community within the program by nurturing each member's contributions and growth, and acknowledges the broader contexts of sustainability and global transformation.		Marja Eloheimo	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Calculated Fiction: Adventures in Structure Steven Hendricks, Brian Walter and Kathleen Eamon aesthetics literature mathematics philosophy writing	Program	JR–SRJunior–Senior	16	16	Day			S 15Spring	This is an upper division program aimed to support interdisciplinary work among students with some experience in any of our disciplines: mathematics, the humanities, or creative writing. Together, and drawing on our respective backgrounds, we will explore how conceptual tools like philosophical terms, fictional narratives, and mathematical systems depend upon and challenge the structures of knowledge—edifices built up against the unknown. We'll see how practices in all three disciplines function to exceed or disrupt conventional thinking, and we'll pursue our own experiments in the use of constraints to help emancipate us from aesthetic traditions and generic structures of meaning.We’ll regard each of these disciplines as ongoing conversations that can both expand and limit what we can know and what we can imagine. For us, mathematics will be an imaginative, humanist endeavor: a study of patterns, a struggle for certainty and precision that yields a language of symbols that in turn reveals new possibilities for inquiry. Philosophy will help us both think about the conditions for the possibility of world-making and examine fictional worlds as aesthetic objects. In our study of literature, we’ll attend closely to structures in language and narrative that make meaning possible. We’ll read work by contemporary literary experimentalists working within the aesthetic and philosophical lineages of Borges and Calvino, story tellers for whom time, space, and being are of more interest than plot. Philosophical texts will likely include works by Kant, Benjamin, Adorno, and Lacan. We'll also read texts that describe the scope, content, and aesthetic of modern mathematical work, such as Davis and Hersh's .		Steven Hendricks Brian Walter Kathleen Eamon		Junior JR Senior SR	Spring	Spring
The (Colonial) Rise of the British Novel Trevor Speller cultural studies literature writing	Program	JR–SRJunior–Senior	16	16	Day			S 15Spring	What is a novel? How did this art form develop? It is perhaps hard for us to imagine a world without novels, where poetry, drama and nonfiction ruled the literary world. Grounded in British literature, this upper-division program will explore the rise of the novel. We will read examples ranging from speculative prose fiction in the 17th century to established examples of the novel in the 19th century. We will consider the novel as both an art form that establishes a genre and one that breaks genre boundaries.The intersection of colonialism, nationalism and the emerging novel will also be an important focus of our attention. Although we call these works "British novels," we might equally view them as an international art form, one concerned with the politics of colonialism, an emerging global empire and the shadowy figures of those who live outside the British Isles.In order to accomplish this, we will read works by Aphra Behn, Daniel Defoe, Samuel Richardson, Maria Edgeworth, Jane Austen, Charlotte Brontë and Joseph Conrad. In addition to these novels, we will read excerpts from other works, critical views on the rise of the novel and contemporary theory concerning literature and colonialism. Film versions of the texts will be shown as required. By the end of the program, students will have a firm foundation in British literature, exposure to significant strands of literary theory and experience with upper-division literary research.In this program, students will be asked to prepare a 20-minute in-class presentation, to lead class discussions and to produce a long (15-plus pages) critical paper, in addition to regular minor assignments. The best work in this program will be useful for graduate school applications.		Trevor Speller	Tue Tue Wed Thu Thu	Junior JR Senior SR	Spring	Spring
Cornerstone: Foundations for Success Stephen Beck education writing	Course	FR–JRFreshmen–Junior	4	04	Evening	F 14 Fall					Stephen Beck	Tue	Freshmen FR Sophomore SO Junior JR	Fall	Fall
Cornerstone: Foundations for Success new Leslie Flemmer cultural studies education writing	Course	FR–JRFreshmen–Junior	4	04	Evening		W 15Winter		For new and returning students, this class is designed to help develop the knowledge, skills and confidence to be successful in your college experience. There are many kinds of academic learning and many ways of knowing. Students will have to make sense of lectures, discussions, literature, and research, all of which involve different approaches to learning. This course is designed to help you discover a pathway toward reading, writing and discussing critical issues relevant to your complex worlds. Students will examine how to increase their understanding and knowledge in relation to Evergreen's Five Foci (Interdisciplinary Study, Collaborative Learning, Learning Across Significant Differences, Personal Engagement, and Linking Theory with Practical Applications) as well as charting a course for a liberal arts degree that links career goals with lifelong learning.		Leslie Flemmer	Tue	Freshmen FR Sophomore SO Junior JR	Winter	Winter
Counter Narratives: Songs and Stories Across Cultures Andrew Buchman and Leslie Flemmer American studies cultural studies gender and women's studies language studies media studies music sociology writing	Program	JR–SRJunior–Senior	16	16	Day			S 15Spring	Counter narratives are personal stories that alter our understanding of dominant cultural narratives. Detailed descriptions of the particular and the local convey unique personal experiences. Storytelling, songs, biographies, and ethnographies all enable us to engage imaginatively in the lives and experiences of people from different cultures, times, and places. Such counter narratives can document the daily encounters of marginalized people, generate knowledge, and build community. They can expand our understanding of reality, and help us to imagine future possibilities. The stories of young people who understand more than one culture through personal experience often undermine older ideas of social identity. Counter narratives can point us toward a future in which people from diverse cultural backgrounds can co-exist peacefully and learn from one another. How can different forms of literacy such as music or songs, media, and popular culture help generate counter narratives? In this unique and collaborative program between two institutions of higher education, Evergreen and Daejeon University in Korea, we will begin to investigate what it means to understand and tell our own stories, across different cultural domains, through music, storytelling, and learning in community. This program will also serve as an opportunity to support students developing more complex language skills through everyday encounters with each other. Evergreen students who engage with the participating group of visiting Korean students in their English language studies will acquire skills in teaching English as a Second Language (ESL). How can examining and sharing stories enable us to develop greater social and academic language skills? Students will mentor each other and collaborate on in-class projects, including ethnographies, story-telling and songwriting workshops, lectures and seminars on films, books, and works of art, field trips and nature walks in the beautiful Pacific Northwest, and other individual and small group creative and scholarly projects. Students in this program may earn credit in cultural studies and humanities, musicianship and story-telling, writing and language studies.		Andrew Buchman Leslie Flemmer		Junior JR Senior SR	Spring	Spring
Environmental Analysis Abir Biswas, Carri LeRoy and Clyde Barlow biology chemistry ecology environmental studies field studies geology writing Signature Required: Winter Spring	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall	W 15Winter	S 15Spring	Well-designed and accurate chemical, ecological and geological measurements are key to assessing the biogeochemistry of natural ecosystems. This is a field- and laboratory-intensive science program designed for students with solid preparations in general chemistry, biology, geology and precalculus math who want to pursue more advanced investigations of bio-geo-chemical systems. Students will study statistics, geochemistry, analytical chemistry, freshwater ecology and GIS programming. Instrumental techniques of chemical analysis will be developed in an advanced laboratory. Program work will emphasize quantitative analysis, quality control procedures, research design and technical writing.During fall and winter quarters, we will address topics in carbon and nutrient cycling in terrestrial and aquatic ecosystems, in addition to analytical chemistry, GIS, statistics and instrumental methods of chemical analysis. Students will participate in group projects studying water quality, trophic structure, organic matter and nutrient cycling processes of local watersheds. Analytical procedures based on EPA, USGS and other guidelines will be utilized to measure major and trace anion and cation concentrations and weathering rates in natural systems, and to measure analytes and phytochemicals critical to quantification of leaf-litter decay processes and marine-derived inputs to ecosystem function in freshwater systems. Computers and statistical methods will be used extensively for data analysis and simulation, as well as for work with GIS.In the fall, there will be a week-long field trip to collect natural waters from diverse sites in Eastern Washington. These samples will form the basis for testing and evaluating chemical analysis methods and for developing a quantitative assessment of the geochemistry of the waters. In the winter, students will collect and analyze samples from a suite of ecosystem compartments (e.g., soil horizons, leaves, woody debris, streams, biota) to quantify nutrient storage and cycling on the landscape.Spring quarter will be devoted to extensive project work building on skills developed in the fall and winter. Students will conduct hypothesis-driven experimental design, sample collection, analysis, and statistical interpretations prior to presenting their results in both oral and written form to conclude the year.		Abir Biswas Carri LeRoy Clyde Barlow		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Forensics and Criminal Behavior Rebecca Sunderman, Andrew Brabban and Toska Olson biochemistry biology chemistry communication gender and women's studies mathematics physiology sociology writing	Program	FR–SRFreshmen–Senior	16	16	Day	F 14 Fall	W 15Winter	S 15Spring	How can we think analytically and critically about crime in America? Why is crime such a central focus in modern American society? How is a crime scene analyzed? How are crimes solved? How can we prevent violent crime and murder? This program will integrate sociological and forensic science perspectives to investigate crime and societal responses to it. We will explore how social and cultural factors including race, class and gender are associated with crime and criminal behavior. In addition, we will consider criminological theories and explore how social scientists can help identify offenders through criminal profiling and forensic psychology.Through our forensics investigations, we will examine subjects including biology, chemistry, pathology and physics. We will study evidentiary techniques for crime scene analysis, such as the examination of fingerprints, DNA, blood spatter, fibers, glass fractures and fragments, hairs, ballistics, teeth, bones and body remains. Students will learn hands-on laboratory and field approaches to the scientific methods used in crime scene investigation. Students will also learn to apply analytical, quantitative and qualitative skills to collect and interpret evidence. Students can expect seminars, labs, lectures, guest speakers and workshops, along with both individual and group project work.This is an introductory program about science, critical thinking and the perspectives of sociology, chemistry and biology through the lens of crime analysis. Students interested in developing their skills in scientific inquiry, critical thinking and interdisciplinary studies should consider this program. Students who may not consider themselves to be "science" students are encouraged to enroll.		Rebecca Sunderman Andrew Brabban Toska Olson		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Give and Take: Reflecting on Helping Others Joli Sandoz education literature philosophy writing	Program	FR–SRFreshmen–Senior	8	08	Weekend			S 15Spring	To whom do we give, and from whom do we take? What is the social "language" of giving and receiving? And what characterizes respectful and mutual relationships between givers and receivers of services, in professional settings? We’ll read, think and write about these questions first in our own lives, and then within the contexts of the human service, medical, writing, teaching, law, community organizing and social justice professions. Writing will be our primary (though not the only) mode of inquiry, as we acknowledge and learn from attention directed toward our own lives and those of others. Members of will draw on empathy and personal experience in addition to our readings, to produce short pieces of story- and experience-based nonfiction. Because this is in part a writing program, it is also a reading program; participants will be expected to read carefully factual and creative assigned texts, with attention to both content and the writer’s craft. Our work in class will include instruction in making decisions ethically, in reading for information and to understand and appreciate creative texts, and in writing to engage and educate readers. Another important part of our work together will be discussing our readings and the writing produced by program members. In all program efforts, we will be especially attentive to the following lines of inquiry and their implications: how best to address inequities and complexity within service relationships, and how to draw on personal energy and knowledges to serve the common good. To lend our classroom work particularity, one focus will be on relationships and reciprocity between people who are abled and people who are disabled by prevailing environmental and social arrangements. Sustainability of personal efforts to reach out to others will be an important consideration.Program participants must be willing to share their writing with all program members for response, in person and in a program-only space online. Previous creative writing experience is not required. Please note that this is not a psychology program, although our work will center on working with people; we will draw on tools and methods of analysis from the fields of writing, literature and ethical decision making.		Joli Sandoz	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Grant Writing and Fundraising: Ideas to Realities Don Chalmers writing	Course	FR–SRFreshmen–Senior	2	02	Weekend			S 15Spring	This course will introduce students to the fundamentals of grant writing and fund raising. After an orientation to contemporary philanthropy and trends, students will learn how to increase the capacity of an organization to be competitive for grants and other donations. We will share ways to plan realistic projects, identify promising funding sources and write clear and compelling components of a grant, based either on guidelines for an actual funder or a generic one. Working individually or in small groups, students will develop their project idea, outline the main components of a grant and prepare a brief common application.	Non-profit grantwriting and fundraising; government resource development.	Don Chalmers	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Grant Writing and Fundraising: Ideas to Realities Don Chalmers writing	Course	FR–SRFreshmen–Senior	2	02	Weekend		W 15Winter		This course will introduce students to the fundamentals of grant writing and fund raising. After an orientation to contemporary philanthropy and trends, students will learn how to increase the capacity of an organization to be competitive for grants and other donations. We will share ways to plan realistic projects, identify promising funding sources and write clear and compelling components of a grant, based either on guidelines for an actual funder or a generic one. Working individually or in small groups, students will develop their project idea, outline the main components of a grant and prepare a brief common application.	Non-profit grantwriting and fundraising; government resource development.	Don Chalmers	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Grant Writing and Fundraising: Ideas to Realities Don Chalmers writing	Course	FR–SRFreshmen–Senior	2	02	Weekend	F 14 Fall			This course will introduce students to the fundamentals of grant writing and fund raising. After an orientation to contemporary philanthropy and trends, students will learn how to increase the capacity of an organization to be competitive for grants and other donations. We will share ways to plan realistic projects, identify promising funding sources and write clear and compelling components of a grant, based either on guidelines for an actual funder or a generic one. Working individually or in small groups, students will develop their project idea, outline the main components of a grant and prepare a brief common application.	Non-profit grantwriting and fundraising; government resource development.	Don Chalmers	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
The Graphic Novel Steve Blakeslee literature visual arts writing	Program	FR–SRFreshmen–Senior	8	08	Evening		W 15Winter	S 15Spring	In the past decade in particular, graphic novels have become recognized as an important form of storytelling, shaping contemporary culture even as they are shaped by it. These book-length, comic-art narratives and compilations employ a complex and iconic visual language. Combining and expanding on elements associated with literature, 2-D visual art, and cinema, the medium offers unique opportunities for reader immersion, emotional involvement, and even imaginative co-creation. In “The Graphic Novel,” we will study sequential narratives that represent diverse periods, perspectives, styles, and subject matter--from the “high art” woodcut novels of the 1930s (e.g., Lynd Ward’s ), to contemporary memoirs such as Marjane Satrapi’s to the bizarre but compelling alternate universe of Jim Woodring’s . While many of our works include humor, they frequently center on serious topics, including war, religious oppression, social and economic inequality, and dilemmas of ethnic and sexual identity. We will carefully examine each text at multiple levels of composition, from single frames to the work as a whole, and read selected theory, criticism, and commentary, including Scott McCloud’s seminal and Matt Madden’s ingenious . As writers, students will develop and articulate their new understandings by means of response papers, visual analyses, bibliographic summaries, and other activities as assigned. Each quarter our studies will conclude with final projects focused on particular artists, works, and themes, or on the creation of original graphic narratives. Finally, while this is not a studio art course, we will experiment with drawing throughout the program as a way to develop an artist’s-eye view of comic art. Our overall goal is to develop an informed and critical perspective on this powerful medium.		Steve Blakeslee	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Green Nature, Human Nature Emily Lardner and Karen Hogan botany ecology environmental studies sustainability studies writing	Program	FR–SRFreshmen–Senior	8, 12	08 12	Evening and Weekend			S 15Spring	Plants keep the Earth and all of us alive. In , we will explore connections and intersections between "green nature"—the beautiful and fascinating realm of plant biology—and human nature. Students will develop a solid foundation in green nature—plant biology—and learn to do qualitative research as they explore how people think and feel about plants. These two questions will guide our work: Whether you’ve been a plant lover all your life or are just starting to notice the green nature around you, this program will introduce you to key concepts in plant biology and ecology and help you develop your skills of observation. We will approach the study of plants through biology and ecology with a mixture of readings, lectures, field observations and laboratory work. We will explore how people think and feel about plants—favorite house plants, flower and vegetable gardens, tree-lined streets, wild forests—by designing and conducting qualitative research studies tied to program readings. Students will engage in a range of learning activities, including frequent short writing exercises designed to increase your understanding of critical biological concepts and your ability to communicate them to non-scientists. Students will also be guided through the process of doing a qualitative research study, exploring current issues in plant-people relationships, conducting interviews and interpreting transcripts, and presenting their results in a formal research paper. Students will also keep field journals, and participate together in at least one community-based plant-related project (such as Native Plant Salvage or Kiwanis Food Bank Garden. The twelve-credit version of the program will overlap with the eight-credit version, and will feature an additional evening of class for hands-on work to develop more depth and detail in the scientific study of plants.		Emily Lardner Karen Hogan	Mon Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
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
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
Individual Study: Humanities and Social Sciences Bill Arney community studies consciousness studies cultural studies education government health literature philosophy philosophy of science political economy political science psychology sociology writing Signature Required: Winter	Contract	FR–SRFreshmen–Senior	16	16	Day		W 15Winter		Individual Study offers opportunities for students to pursue their own courses of study and research through individual learning contracts or internships. Bill Arney sponsors individual learning contracts in the humanities and social sciences. All students ready to do good work are welcome to make a proposal to Bill Arney.		Bill Arney		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Individual Study: Water Law, Cultural Studies and the Arts Cheri Lucas-Jennings American studies aesthetics agriculture community studies cultural studies ecology environmental studies field studies gender and women's studies government health hydrology international studies law and public policy media arts political economy political science sustainability studies visual arts writing Signature Required: Fall	Contract	SO–SRSophomore–Senior	16	16	Day and Evening	F 14 Fall			Individual studies offers important opportunities for advanced students to create their own course of study and research. Prior to the beginning of the quarter, interested individuals or small groups of students must consult with the faculty sponsor to develop an outline of proposed projects to be described in an Individual Learning Contract. If students wish to gain internship experience they must secure the agreement and signature of a field supervisor prior to the initiation of the internship contract.This faculty welcomes internships and contracts in the areas of the arts (including acrylic and oil painting, sculpture, or textiles); water policy and hydrolic systems; environmental health; health policy; public law; cultural studies; ethnic studies; permaculture, economics of agriculture; toxins and brownfields; community planning, intranational relations.This opportunity is open to those who wish to continue with applied projects that seek to create social change in our community; artists engaged in creative projects and those beginning internship work at the State capitol who seek to expand their experience to public agencies and non-profit institutions; and to those interested in the study of low income populations and legal aid.		Cheri Lucas-Jennings		Sophomore SO Junior JR Senior SR	Fall	Fall
Inscribing the Body: Embodiment and the Performance of Gender in Creative Writing David Wolach aesthetics cultural studies gender and women's studies literature media studies writing	Course	FR–SRFreshmen–Senior	4	04	Evening and Weekend		W 15Winter		In what ways is writing gendered? This class will take up "the body" as a site of radical cultural production as expansively as possible within the short time we have, considering some of the ways in which bodies are othered through language, including through discourses of disability, gender performance, and other zones of social dislocation. Each week we'll read texts by contemporary writers that we will use as models for build our own writing portfolios. Though this is primarily a creative writing class, our writing will push itself outside its usual modes of operation. Emphasis will be put on experiments in breaking genre and mixing media, collaborating on pieces as well as making individual works, and developing a poetics in relation to the social-political. We will explore texts anthologized in the recent collection , discuss and critique the rich tradition of "somatic" practices in the world of performance and live art, including the work of artists such as Marina Abramovic, and we will familiarize ourselves with important recent experiments in poetry and prose by authors such as kari edwards, Hannah Weiner, Theresa Hak Kyung Cha, and CA Conrad. Our end goal will be to curate a show and live reading that allows us to test out some of our textual experiments.		David Wolach	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
It's About Time Trevor Speller, Shaw Osha (Flores) and Greg Mullins art history literature visual arts writing	Program	FR ONLYFreshmen Only	16	16	Day	F 14 Fall	W 15Winter		Quick—what time is it? Your answer probably comes from a smartphone that connects you instantly to information across the globe. New technologies drive new experiences of time and writers and artists respond to those new experiences with startling innovations in form and vision.Through the critical study of art and literature, we will explore the experience of time in the modernist period—roughly defined as the first half of the 20th century. In those decades, airplanes, automobiles, telephones and radio sped up time and the modernists responded in kind. How did they experience time? How is this different from our own experience of it?To answer those questions, we will not only study modernist art and literature, but also live like modernists. We will begin the fall quarter with a voyage, sailing the waters of Puget Sound on a 100-year-old schooner. We will slow down by using the technologies of the past. Students will write with ballpoint pens and typewriters, draw from observation and move into abstraction, use film photography, memorize poetry and go to museums, all in the hopes of living more slowly. During both fall and winter quarters we will study movements such as Romanticism, Impressionism, Post-impressionism, Cubism, Dada, Abstraction and Surrealism in visual art and literature. Students will engage with authors like James Joyce, Marcel Proust and Virginia Woolf and artists like Pablo Picasso and Marcel Duchamp.Students in this program can expect to examine art, literature and culture in the modernist period; learn how to draw, paint and write in various ways from naturalism to abstraction; understand the basic principles behind artistic and literary representation in the modernist period; and go on field trips using "slow" technologies (train, boat, walking).		Trevor Speller Shaw Osha (Flores) Greg Mullins		Freshmen FR	Fall	Fall Winter
Lessons Learned, Wisdom Earned: Studies in Identity new W. Joye Hardiman African American studies literature writing	Program	FR–SRFreshmen–Senior	16	16	Day	F 14 Fall			Students in this ambitious program will examine the complexity of identity within the Black experience through lectures and film series, author-led discussions about their autobiographical processes, guest speakers and seminars. They will acquire the necessary concepts, skills and habits, to create their own autobiographies based on the lessons they learned and wisdom they earned from the hills and valleys of their lives through knowledge development workshops, writing workshops and peer collaborations. Students will also draw upon Ancient Egyptian and Classical African worldviews as conceptual lenses, engage in appreciative inquiry as a process and employ a griotic compositional framework.All students will be evaluated on their participation in program activities, an mid-quarter asset–based autobiography, and a autobiographical presentation treatment in a medium of their own choosing during our Identity Fair at the end of the quarter.		W. Joye Hardiman		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Making Meaning Matter: The Ornament of Materiality Sarah Williams and Arlen Speights computer science consciousness studies cultural studies education gender and women's studies media studies somatic studies sustainability studies writing	Program	FR–SRFreshmen–Senior	16	16	Day and Evening	F 14 Fall			What do wampum, bitcoin, quantum computing, 3D printing, community, and forgetting have in common? What does the education of women have to do with reproduction and population growth? How do these "things" differ in connecting the ethereal with the physical? Non-verbal experiences evolve into expressible thoughts and ideas, which can be crafted and manufactured into material existence, all of which may carry value. What are the stakes of each step of reification, given their carbon footprint in an ecozoic anthropocene? What are alternative, sustainable processes for learning, computation, and currency?This program investigates this connection between meaning, making, and matter using scholarly as well as contemplative inquiry, experimental writing, moving images, and 3D printing. We’ll experiment with the role of optimism both in connecting mind and body and in debugging mental habits. Students will use 3D printing to bring an idea, developed through their writing, reading, and film experience into physical being. We'll analyze the relationships between an object’s material and non-material natures and values. Students will begin this program with a meditation retreat to become more familiar with bodily, felt experiences as the materiality of, and for, thought processes.The program is designed to be self-bootstrapping and evolving using innovative pedagogy, through which all students actively participating in activity planning and community building. Possible texts include by James Marcus-Bach, by Lambros Malafouris, by Nassim Taleb, by Neal Stephenson, by Martin Seligman, by Mark Frauenfelder, by David Loy, and by Ruth Ozeki. The program will continue as a studio component of the program “The Nature of Ornament” in the winter and spring quarters.		Sarah Williams Arlen Speights		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Mediaworks Julia Zay and Ruth Hayes art history communication media arts media studies visual arts writing Signature Required: Fall	Program	SO–SRSophomore–Senior	16	16	Day and Evening	F 14 Fall	W 15Winter	S 15Spring	As media artists, we define the responsibilities we have to our audiences and the subjects of our work. This is a foundation arts program that explores what it means to make an image, to make a photographic image, to make moving time-based images and to pair image with sound. We approach these questions philosophically, historically and materially—through the critical-creative practices of reading, writing, making, critique and reflection. This inquiry will require that we examine the implications of making new images and/or appropriating and repurposing old ones in our age of media proliferation and saturation. It also will require that we return to media’s roots in the 19th century to examine how photographers, vaudevillians, artists and others invented their way into cinema. We will critically engage with traditions of film and video practice as well as related forms of visual art, mapping a broad contextual territory and challenging received notions of the boundaries between forms, genres and mediums.We will focus our creative work on a broad category called “nonfiction” that includes experimental and documentary forms, developing skills in the crafting of both live-action and animated moving images. We will explore the technologies and material properties—as well as multiple exhibition modes—of sound and moving image media, and apply these to projects that explore essayistic and autobiographical approaches, among others. We will spend significant time in critique to help each other see, describe, evaluate and improve our creative and critical work.In fall, we will focus on building essential skills in practices of attention: seeing, listening and experiencing. We will apply these skills to everything we do; class sessions will include lectures/screenings, conceptual and technical workshops, seminar, critical reading and writing and critique. We will gain skills in animation, 16mm film, video, audio and drawing as we explore the larger social and historical contexts and philosophical questions surrounding each medium. Students will form collaborative groups to research and develop projects informed by multiple disciplines that will be the focus of their winter quarter creative work. In winter, we will deepen our study and practice of media, moving towards more intentional examinations of how our investments in collaboration, community and networks can animate our intellectual and creative work. We will also consider the environmental impacts of this work. In spring, as a culmination of the work in fall and winter, students will organize themselves into affinity groups as they each prepare an extensive proposal, including research prospectus and planning documents, for an independent nonfiction media project that will include both exhibited and written components. We encourage collaborative projects. Students will sharpen their conceptual design skills as they identify the most useful forms for this work; this could be film or video, animation, audio, installation, performance and/or an internship. Weekly critiques, presentations by visiting artists, screenings, research presentations, community service projects and technical workshops will support each student's emerging work.		Julia Zay Ruth Hayes		Sophomore SO Junior JR Senior SR	Fall	Fall
Musical Cities Stephanie Kozick and Andrea Gullickson aesthetics architecture cultural studies field studies literature music sociology writing	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall	W 15Winter	S 15Spring	Alfred Lord Tennyson This program is a yearlong academic inquiry into the paired realms of music and the city. The history of modern music sits squarely in the emergence of cities. Can we get an impression of the waltz without getting an impression of 18th-century Vienna? Can we consider New Orleans without considering jazz? And certainly, urban recording companies, such as Cincinnati’s King Records in the late 1940s to early 1960s, influenced what urban dwellers listened to. The connected study of these aspects of society—music and cities—creates a lively academic journey. Inquiry in this program will bring to light how cities and music interact with one another, how each changes the essence of the other, how each are expressions of culture. Music and cities are “characters” for deep consideration. The distinct topics of urban life and urban music will be explored through familiar modes of inquiry: readings, workshops, writing and listening. Furthermore, work that combines the two topics will move us to understand their interface. Fiction, such as (Seth, 2000), a tale set in Venice and Vienna that explores how music can both unite and divide, helps portray the urban, international music scene. Kurt Ambruster’s nonfiction (2011) connects the topics through a historical perspective. There are also specific collected urban sound experiments to think about: John Cage’s New York City art and score is one such experiment, and Steve Reich’s minimalist composition is another. This program will experiment with its own collection of city sounds through student fieldwork projects. In this program, expect to develop a new language to express what you are hearing and learning about in the world of music and cities. You will learn to listen critically, to become familiar with genres of music and to understand music’s cultural implications. At the same time you will be immersed in the concept of “city” by experiencing others’ visions of cities, how we navigate urban environments and how we change them. Fall and winter in-class work will be punctuated with fieldwork to explore the sounds of nearby cities. In spring, students will have the opportunity to design a field study that investigates the urban/music significance of a city of your choice and means. A formal field study proposal will be required as a tool to plan a five-week field study.		Stephanie Kozick Andrea Gullickson	Mon Tue Wed Thu	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
The Nature of Ornament: Chaos, Code, Cosmos Robert Leverich, Arlen Speights and Sarah Williams architecture art history computer science consciousness studies cultural studies gender and women's studies visual arts writing	Program	FR–SRFreshmen–Senior	16	16	Day		W 15Winter	S 15Spring	Ornament struggles to serve its ancient purpose, which is to bring order and produce cosmos out of chaos. --Bloomer, Why do we like some objects plain and others ornamented? Does ornament arise out of the making of the thing or is it applied afterward? What are the personal, political, and technological dimensions of ornament within different historical and cultural contexts? Are our possessions—from clothes and cars to laptops and smartphones—a form of ornament? Is thinking always mediated by, alongside,and through objects? How is our relationship to ornament changed by our ability to automate and cheaply create through new technology? From an evolutionary perspective might the neurological be ornamental and reason mere embellishment? Are the abstract, technical artifacts of mathematics and science devoid of ornament or can physical embodiment become mere ornament? We will consider how things—plain or adorned—shape and are shaped by our mental as well as our physical landscapes. Possible sites for our investigation of the cognitive life of vibrant matter are many and diverse: beads (abacus to jewelry), classic Greek running patterns, Islamic interlaces, cursive writing and digital typography, computer-generated art, the design and representation of web pages, 3D-printed objects, pattern creation using cellular automata, Native American figure/ground relationships, Bach’s well-ordered table of musical ornaments, the poetics of Gertrude Stein Louis Sullivan’s Rudolf Steiner’s sequenced instruction in form drawing (and its relationship to projective geometry), or Henry Goodyear’s Each student will choose to do program creative work in two of three interrelated studios each quarter: one focused on materials, tools, and making in wood, metals, clay and plaster; one focused on computer programming using the Processing language and 3D printing; and a third focused on ornament as a creative, gendered, evolutionary and projective process for adding value to materials, tools, making, programming, and printing. Although individual studio work will diverge in addressing how forms and patterns of ornamentation arise from nature, abstract systems, and cultural imperatives, our primary assessment and evaluation practices will focus on small group projects requiring the cultivation and ornamentation of individual work by students from each of the studios each quarter. Winter projects will center on the idea of – permeable surfaces and membranes that frame and modulate movements and flows. Spring projects will address the idea of – multi-dimensional forms and modules that address boundaries between inside and outside. Studio work and small group projects will lead to opportunities for substantive research and creative projects, including a week-long field study winter and a two-week field study or studio intensive spring quarter. Through all-program lectures/workshops, peer presentations, seminars and field trips, as well as studio projects, students will develop abilities in drawing and design, tools and materials (both low-tech and high-tech), and experimental forms of expressive, expository, and reflective thinking, speaking and writing. Book possibilities include: (Pallasmaa), (Trilling), (Pasztory), (Adoo), (Ingold), (Rasula and McCaffery), (Malafouris and Renfrew), (Teyssot), (France), (Stephenson), Ornament: The Politics of Architecture and Subjectivity (Picon), (Berssenbrugge), and (Tufte).		Robert Leverich Arlen Speights Sarah Williams	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter Spring
New Visions: Art and Literature of the Arab World Therese Saliba and Amjad Faur art history cultural studies gender and women's studies literature visual arts writing	Program	FR–SRFreshmen–Senior	16	16	Day			S 15Spring	From the Arab uprisings to the “global war on terror,” literary and artistic interventions from the Arab/Muslim world have played a critical role in confronting Orientalist stereotypes and providing new visions of the region and its peoples. Focusing on contemporary artwork and writings by Arab artists from the Middle East and the diaspora, this program will explore the intersections of literary and artistic production, imperialism, diasporic politics, gender and sexuality, nationalism, religion, and societal change. Through the lenses of art theory and literary theory, as well as postcolonial theory, we will examine the new visions set forth by these artists, and the role of Western gatekeepers in influencing the reception and distribution of their work.We will examine a range of modern and contemporary art and read novels, poetry, essays, and memoirs by Arab writers across the region. We will situate our analysis within the historical and political events that shape artistic and literary production, and examine how artists and writers critique masculinist narratives that justify violence and exclude women’s voices. Students will write art and literary analysis, and engage in independent projects that may include their own creative writing, photography, or research on an artist or writer of their choice. In this study, students will consider the impact of political, economic, cultural and military forces on Arab and Muslim’s lives and artistic production, and examine literary, artistic, and film representations as sites of resistance. Students will also gain a greater understanding of postcolonial, Third World, transnational feminism, and Islamic movements. Students will have the opportunity to attend community-based events that promote an understanding of Arab culture, politics, and aesthetic productions.		Therese Saliba Amjad Faur	Tue Tue Wed Wed Thu Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
On Reading Well Steve Blakeslee literature writing	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			This course will help students to develop clearer and more comprehensive understandings of literary texts, as well as to forge a more rewarding relationship with reading in general. In a supportive group environment, students will explore a range of reading strategies, including textual analysis, background research, response and summary writing, and recitation. Then they will apply these tools to an in-depth study of several literary works; likely titles for Fall 2014 include Mary Shelley’s and Charles Dickens’s Our overall goal is to become more resourceful, effective, and insightful readers.		Steve Blakeslee	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
PLE Document Writing Nancy Parkes communication writing Signature Required: Spring	Course	FR–SRFreshmen–Senior	4, 6, 8	04 06 08	Evening			S 15Spring	Prior Learning from Experience allows people with significant professional and/or community-based experience to kick-start or accelerate a college degree. Students receive significant support from peers and faculty in learning how to assemble a portfolio that shows the “college equivalent learning” they have gained through professional and/or community-based work. Students earn credit through a combination of coursework and faculty evaluation of the completed essay, which is a separate and economical assessment that speeds time to degree. Students completing a PLE document generally describe he experience as “transformative,” helping them to understand he college level equivalence of their professional and community-based experience, as well as preparing them for future academic and professional work. The program has a prerequisite course, which you will find under “Writing from Life.” . You will also find further information, including a video, at . Finally, The Olympian wrote an article about the program, which you can find at		Nancy Parkes	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
PLE Document Writing Nancy Parkes communication writing Signature Required: Fall	Course	FR–SRFreshmen–Senior	4, 6, 8	04 06 08	Evening	F 14 Fall			Prior Learning from Experience allows people with significant professional and/or community-based experience to kick-start or accelerate a college degree. Students receive significant support from peers and faculty in learning how to assemble a portfolio that shows the “college equivalent learning” they have gained through professional and/or community-based work. Students earn credit through a combination of coursework and faculty evaluation of the completed essay.This separate and economical assessment and award of credit for prior learning speeds time to degree. Students completing a PLE document generally describe the experience as “transformative,” helping them to understand the college level equivalence of their professional and community-based experience, as well as preparing them for future academic and professional work. The program has a prerequisite course, which you will find under “Writing from Life.” You will also find further information, including a video, at . Finally, The Olympian wrote an article about the program, which you can find at		Nancy Parkes	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
PLE Document Writing Nancy Parkes communication writing Signature Required: Winter	Course	FR–SRFreshmen–Senior	4, 6, 8	04 06 08	Evening		W 15Winter		Prior Learning from Experience allows people with significant professional and/or community-based experience to kick-start or accelerate a college degree. Students receive significant support from peers and faculty in learning how to assemble a portfolio that shows the “college equivalent learning” they have gained through professional and/or community-based work. Students earn credit through a combination of coursework and faculty evaluation of the completed essay.This separate and economical assessment and award of credit for prior learning speeds time to degree. Students completing a PLE document generally describe the experience as “transformative,” helping them to understand the college level equivalence of their professional and community-based experience, as well as preparing them for future academic and professional work. The program has a prerequisite course, which you will find under “Writing from Life.” You will also find further information, including a video, at . Finally, The Olympian wrote an article about the program, which you can find at .		Nancy Parkes	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Poet-Philosophers/Philosopher-Poets Marianne Bailey and Leonard Schwartz aesthetics classics literature philosophy writing	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall	W 15Winter		From Heraclitus and Nietzsche to Blanchot and Levinas, philosophers have sought to speak as poets: to recreate the language of their tradition in order to speak the ineffable, truths of intuition and experience which seem to lie beyond language as commonly conceived. From Homer to Mallarmé, Artaud or Pound, poets have revealed through their enigmatic languages, truths of our existence and the nature of the world. Poets engage in epistemological inquiry, ask metaphysical questions; philosophers use metaphorical language, symbol, aphorism or parable, as vehicles of insight. In this program we will study a select group of philosophers who, in the wake of Friedrich Nietzsche, write and think as poets and conversely, those poets who write and think philosophically. From Wallace Stevens, there is a lineage of American poetry, which draws from continental philosophy.We will consider how it is that a writer's words open into a multitude of interpretations, or that a symbol, as philosopher Paul Ricoeur writes, points toward a meaning otherwise inaccessible. The poets and philosophers whom we will study never relent in their fascination with the diverse avenues of knowing, or with reconceiving their means of expression; they act with the reckless abandon of the free spirit described by Nietzsche in his essay, "On Truth and Lie in an Extramoral Sense," daring to “speak only in forbidden metaphors.”We will examine works embedded in the creative power of myth and the artist-writer’s work as a ritual gesture. All students will read, write and analyze poetic, philosophical and critical texts; will discuss key theorists in aesthetic theory, and will choose between two series of workshop/seminars: either poetics/creative writing or philosophy/Nietzsche and his work’s influence on contemporary writing. Over the two quarters of this program, students will develop and complete a major personal project. This substantial body of work, students will conceive during Fall quarter, and carry through by the close of winter quarter; this offers serious writers of poetry, theory, philosophy and interpretation the opportunity to undertake a collection of philosophical/poetic experimental writings, a performance/spectacle, or an interpretive work on philosophy or literature.This upper-division program demands a serious commitment of time and effort; the works which we will read are difficult; the writings we expect substantive. We welcome serious students of philosophy, poetics and theory, those capable of designing and carrying through a major independent writing project.		Marianne Bailey Leonard Schwartz		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Poetry for the People: Landscapes of Community Suzanne Simons aesthetics community studies writing	Program	SO–SRSophomore–Senior	8	08	Weekend			S 15Spring	Grace, beauty, hardship, resiliency, humor, creativity. Such are some of the themes found in the poetry of community. In establishing her landmark program Poetry for the People, poet-activist June Jordan recognized the power of poetry to inspire the powerless of all backgrounds to speak their truths and ignite change. That inspiration, wrote Gaston Bachelard in comes from "a consciousness associated with the soul." In cultivating both the expansiveness of the soul necessary to write poetry and the voice needed to speak our truths, this program will explore how communities engage poetry to illluminate stories and images of grace, beauty, creativity, hardship, resiliency and humor. Our basis of exploration will be grounded in both content and form. Regarding content, we will ground our studies in poetry as expression of empowerment among communities, including ones that have traditionally been marginalized. Regarding form, we will explore several poetic structures or genres, from ekphrastic to spoken word, as well as engage with poetic techniques such as metaphor and simile. This program welcomes students with all levels of expertise in poetry, from novice to experienced, as well as those new to poetry who bring a sense of curiosity and openness to experiment with this art form. All students need to come with a willingness to share their poetry, engage in critique, and revise their work. Activities may include extensive reading of published poets, workshopping student poems, field trips, guest speakers, in-class writing exercises, films and seminar. We may also take advantage of opportunities as part of National Poetry Month in April. For final projects, students may choose to create either an individual or small group chapbook of poetry, or a spoken word video. Students will also participate in a public reading/performance of their original work.		Suzanne Simons	Sat	Sophomore SO Junior JR Senior SR	Spring	Spring
Poetry New York Leonard Schwartz literature writing Signature Required: Spring	Program	SO–SRSophomore–Senior	16	16	Day			S 15Spring	The goal of this program will be to immerse students in an intense and various writing community, both as writers of poetry themselves and as critical writers. It is hoped that this daily contact with practicing writers, poets, translators, and publishers will advance each student's writing horizons and range of reading possibilities, demystifying the practice and profession of writing while inspiring students to advance in their own art.This field study program features an immersion in New York City's poetry, literary, art, and publishing worlds. We will spend two weeks on campus preparing for our trip by way of various readings in New York's literary history and in The New York School of Poets. The focus will be on the relationships between poetry and painting in the NY School poets John Ashbery, Barbara Guest, and James Schuyler, the connections between current publishers like Ugly Duckling Presse and New Directions Publishing Company and the writers they choose to publish, and NYC's international literary character. We will then fly to New York City for five weeks, where, in addition to class meetings, students will pursue their own writing, write critical pieces on the poetry they hear at readings, and of the books they read for class, interview poets they meet, and be required to attend at least one event a day (or night) across the city: The St. Marks Poetry Project, The Academy of American Poets, The New York Public Library, Poets House, and so on, are all options for students to pursue their writing. Local projects might include working on poems to appear in public spaces in the city, working collaboratively on translations of poets in town writing in other languages, interning at a publishing house, or compiling a journal of field notes. Field trips will also be arranged to the offices of various publishers of the instructor's acquaintance to study, close up, the way in which literature is made. Some of these publishers might include: The New York Review Of Books, Archipelago Books, Rizzoli Books, New Directions, Farrar, Strauss & Giroux, etc.The final three weeks of the quarter will be spent back on campus in Olympia, debriefing, finishing poems and essays, and producing an anthology of our work.		Leonard Schwartz		Sophomore SO Junior JR Senior SR	Spring	Spring
Political Shakespeares Elizabeth Williamson cultural studies gender and women's studies literature queer studies theater writing	Program	SO–SRSophomore–Senior	16	16	Day		W 15Winter		Shakespeare’s plays are in many ways notoriously conservative. Women dress up as men, only to be railroaded into marriage at the end of the play; Jews and people of color are regularly treated horribly by otherwise likeable characters; servants are routinely sidelined into supporting roles. Early in the 20 century, E.M.W. Tillyard went so far as to argue that the plays were written expressly for the purpose of maintaining the Elizabethan social order. Since the 1960s, however, scholars and theater professionals have been working to draw out the subversive content of the plays, arguing that Shakespeare’s representation of oppressive social norms can be read as a critique of those norms—as well as a prefiguration of our own contemporary political struggles. This program is designed for students who want to engage in the project of reading literary texts against the grain. Liking Shakespeare is not a prerequisite. Rather, our focus will be on studying and practicing various modes of literary criticism—Marxist, feminist, psychoanalytic, and post-colonial, as well as methodologies informed by queer theory and disability studies. Students will read one play (primarily histories and tragedies) per week, along with sample pieces of literary criticism, and will write essays applying particular modes of literary theory to the plays. At the end of the quarter, students will write a dramaturgical analysis informed by at least one mode of literary criticism, and will perform sample scenes that embody their interpretation of the play. Our central question is a simple one: “What, if anything, can Shakespeare’s plays DO for us? What kind of social work can we make them perform?”		Elizabeth Williamson	Tue Tue Wed Fri Fri	Sophomore SO Junior JR Senior SR	Winter	Winter
The Practice of Writing Steve Blakeslee writing	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			This course will give students a broad overview of prose writing and help them to broaden, deepen, and improve their own writing practice. We will explore every element of the writing process, learning to brainstorm, structure, draft, critique, rewrite, polish, share, and reflect. The course will also address key principles of good writing, challenges like procrastination and writer’s block, and ways to develop productive writing routines.		Steve Blakeslee	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Race to the Top, Race to the Bottom: Interrogating Educational Policy, Law and Media Grace Huerta and Artee Young American studies communication community studies education field studies law and public policy media studies writing	Program	SO–SRSophomore–Senior	16	16	Day			S 15Spring	Educational ranking in the United States and globally has long been controversial, even more so today as student and teacher accountability measures drive our perceptions of what constitutes an effective and equitable American school. How exactly have these perceptions of educational success and failure been formed: by history, by legal precedent, by educational policy, by economics, and by the media? In this program, we will analyze how such factors influence our perceptions and assessment of American schooling today.By conducting field research and tutoring in the public schools, comparing and contrasting school practices, policies, local, state and federal laws, as well as tracking media representation, we will analyze the nature of public education and how it has been conceptualized and depicted in the United States and abroad.Our final research project will consider how to interrogate both the depictions of schooling and how accurate depictions play an important role in the shaping of equitable U.S. educational policy in the future.		Grace Huerta Artee Young	Mon Tue Thu	Sophomore SO Junior JR Senior SR	Spring	Spring
Reworking the Subject: Writing and Drawing As Experimental Practice Miranda Mellis and Shaw Osha (Flores) aesthetics art history cultural studies literature visual arts writing	Program	JR–SRJunior–Senior	16	16	Day			S 15Spring	“Beginning again and again is a natural thing,” wrote Gertrude Stein in her 1925 lecture, "Composition as Explanation." In this program we will begin again and again, practicing the arts of writing and drawing by means of continuously returning to the same objects and methods in order to generate, through repetition, a series of interconnected and centripetally formed drawings and texts. This creative writing, critical thinking, and visual art program is for students who are ready to concentrate on working and reworking a series of works of visual art, or writing, or both. Our focus is on practice–the subject is less important than our disciplined return to it. We will be guided by a range of artists and writers who take an experimentalist and recursive approach to composition, as well as philosophers and critics, Elizabeth Grosz in particular, whose book will anchor and orient our thinking about aesthetics in a richly exploratory and cross-disciplinary manner. We'll take inspiration from the repetitive methodology of Expressionist Maria Lassnig, the formal restraint of Giorgio Morandi, and Wassily Kandinsky’s continuous return to . The serial minimalism of musicians such as Julius Eastman and Steve Reich will form a portion of our auditory index, and we’ll also make a study of the insistent return T.J. Clark performs in his book , an extended, recursive, ekphrastic meditation on Poussin’s and Rilke's as exemplars for our own ekprhastic writings. We'll work and re-work our methods and objects, and turn and re-turn to oft-repeated forms such as the refrain, the loop, the drill, and the anecdote. Students should be prepared for intensive reading and writing as well as independent project work in practice and research.		Miranda Mellis Shaw Osha (Flores)	Mon Wed Thu	Junior JR Senior SR	Spring	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
Science Journalism: Foundation for democracy? Suzanne Simons communication writing	Program	FR–SRFreshmen–Senior	8	08	Evening and Weekend	F 14 Fall					Suzanne Simons	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Silence, Solitude, Laziness and Other Pillars of the Good Life Bill Arney and Sara Huntington consciousness studies education philosophy sociology writing	Program	FR–SRFreshmen–Senior	16	16	Day	F 14 Fall			Hayden Carruth, “Freedom and Discipline”Silence has been banished by ear buds, the roar of politics and the economy, and the hum of hard disks doing our searching. Solitude? Think- as you're tempted to buy a retreat in a monastery or take a guided walk in a faraway canyon- of surveillance and our collective reliance on Facebook and its e-cousins. Laziness? We're anxious to be worker bees, and the last defense of a “right to be lazy” was written by Paul Lafargue in 1883. Silence, solitude, laziness: gone.This program will consider three paradoxical, counterintuitive hypotheses: Silence may open space to enjoy the virtues of vernacular speech and living in common. Solitude may allow us to know the importance of embracing others. Laziness may be more productive than work if our aim is the good life.We will follow the paths of iconoclasts, monks, mystics, utopian socialists, Charlie Chaplin and other artists, stoics and cynics and the occasional (certified) sociologist or philosopher to remember what we know about living well.In addition to the common work of the program, students will undertake an independent study of considerable significance that should be more admirable than convincing.At least four class hours each week will be devoted to writing, learning to make artful sentences. Students will read their work aloud and learn to accept and give good, open and public criticism of writing. In addition to the common work of the program, students will undertake an independent study of considerable significance that should be more admirable and beautiful than convincing. This project will account for up to half of the credit to be awarded. If your own writing practice contains even a scintilla of laziness, that’ll change.		Bill Arney Sara Huntington		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Small Things: Intimate Inquiries into Everyday Life Eric Stein and Laura Citrin anthropology psychology sociology writing	Program	FR–SOFreshmen–Sophomore	16	16	Day	F 14 Fall	W 15Winter		This two-quarter introductory program considers how small things—personal affections and distastes, allegiances and exclusions, possessions and wastes—make up our daily worlds and contribute to broader, systemic patterns of order in societies. Grounding our studies in anthropology, social psychology and sociology, we will consider the implications of personal choices and actions on society at large, in the U.S. and in a range of cultural and historical settings. What is the relationship between our identities and the small things we do, think, feel, say, desire, choose, wear or own? How do routine actions contribute to social hierarchies, differences and inequalities? What can looking closely at the micro-social world teach us about power? We will examine a range of minutia: words uttered in routine conversations, facial expressions, bodily adornments, grooming habits, tweets posted and things collected and consumed. Focusing on the key domains of everyday life—work, school and home—we will engage in micro investigations: slowing down, paying close attention, observing systematically and deriving meaning from the details. Program activities, including lectures, workshops, field trips, films and book seminars, will build skills in empirical observation, documentation, asking questions, analysis, interpretation and writing. Students will read anthropological and sociological ethnographies and social psychological studies that inquire into small things and help us develop methodological approaches for studying closely. We will also engage in close readings of challenging theoretical texts that critically explore modes of power. Through these practices, students will learn the foundations of the interpretive social sciences.		Eric Stein Laura Citrin		Freshmen FR Sophomore SO	Fall	Fall Winter
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
Structures and Strictures: Fiction, Mathematics and Philosophy Steven Hendricks, Toshitami Matsumoto, Kathleen Eamon and Brian Walter aesthetics literature mathematics philosophy writing	Program	FR–SOFreshmen–Sophomore	16	16	Day	F 14 Fall	W 15Winter		In this program, we will explore how tools for thinking--like philosophical terms, fictional narratives and mathematical systems--are involved in building up and also challenging structures of knowledge. We will ask: Are these defenses against the unknown or our only ways of accessing it? Through critical and creative writing projects, we will see how practices in all three disciplines also work to disrupt conventional thinking and we will pursue experiments in the use of constraints to free us from our own aesthetic traditions and generic modes of thought.We’ll regard academic disciplines as ongoing conversations that can both expand and limit what we can know and what we can imagine. We will work to understand how mathematics is an imaginative, humanist endeavor, a study of patterns that yields new languages and opens up possibilities in the world. Philosophy will help us both think about the conditions for the possibility of world-making and examine fictional worlds as aesthetic objects. In our study of literature, we’ll attend closely to structures in language and narrative that make meaning happen. We’ll read work from the avant-garde tradition, by contemporary literary experimentalists, and by storytellers for whom time, space and being are of more interest than plot. Philosophical texts will likely include works by Kant, Benjamin, Adorno and Lacan. We'll also read texts that describe the scope, content and aesthetic of modern mathematical work, such as by Philip J. Davis and Reuben Hersh. Many of these texts are challenging, but we will work together to develop the skills needed to approach them in reading, writing and conversation. In fall, students will be introduced to disciplinary approaches to formulating and responding to complex questions. Regular work of the program will include seminars, short papers and workshops in literature, philosophy, writing and mathematics.In winter, in addition to seminar and workshops, students will pursue a creative and critical writing project connecting all three disciplines, with opportunities to develop a chosen emphasis.		Steven Hendricks Toshitami Matsumoto Kathleen Eamon Brian Walter		Freshmen FR Sophomore SO	Fall	Fall Winter
Student-Originated Studies: Independent Projects in Literature, Philosophy, Myth/Religion and Writing Marianne Bailey literature philosophy religious studies writing	SOS	FR–SRFreshmen–Senior	16	16	Day			S 15Spring	In this SOS, students will learn how to conceive, plan, structure and successfully carry through a major independent learning project. More importantly, they will have the pleasure and fulfillment of realizing a major college-level independent body of work. Students have an exciting array of humanities and artistic areas to work in. For example, I can foresee projects as different from one another as a well edited collection of stories or free form poetry, perhaps illustrated and bound in a beautiful book, or a research project in religious symbolism and ritual in Celtic or Haitian worldviews, or in archetypal characters such as the Trickster, the Underworld mediators, or the artist/Orpheus and his quest. A student could write and compile an innovative collection of essays and images dealing with a philosopher such as Nietzsche or Foucault; or with a philosophical topic, such as the human/nature relationship, or the power and nature of artistic language. Students could also plan and research a transformational, pilgrimage journey, keep a rich travel journal, make art quality photographs and present the pilgrimage experiences at the quarter’s end to your colleagues in the class. Students could plan a multimedia spectacle or a short film based on artistic work as a small group in the style of the Surrealists.In other words, if it is a challenging academic or artistic body of work which you find deeply fascinating and which will keep you going enthusiastically for a quarter, we can shape this idea and make it possible for you to carry it through. We will do this step-by-step, in close collaboration between professor and individual student, and with the support of a small group of other program students working in similar veins of inquiry or creation, who will serve as a critique and support group. At Evergreen this mode of intellectual and creative work is a hallmark of our belief in fostering self-direction, intellectual discipline and stamina, and in pursuing academic projects about which we are passionate. It is no easy feat, however, to master the fine art of writing and proposing, let alone bringing to fruition, a top quality independent learning project. The purpose of this SOS is first, to coach you through the conception stage, then, to help you to choose your readings and activities and make your schedule, and finally, to guide and support you along the path to completion of the best work of which you are capable.During the first eight weeks of spring quarter, students will meet every week with their professor as an individual, and as a member of a small work and critique group. We will meet as a large group, as well. Students will report in writing and orally on their progress every week. In the final weeks of the quarter, all students will present their completed work to the group.Students enrolling should have a first proposal of a project which they want strongly to undertake, including, at least, the kind of work you plan to do, for example: writing poetry, studying the work of a given writer or philosopher, and/or studying a particular kind of religious or mythic symbolism. This should be carefully written, typed and ready on the first day of class. The rest we will do during the first two weeks of the program. You may enroll in this program for 12 or 16 credits.		Marianne Bailey	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Technical Writing in the 21st Century Erik Thuesen environmental studies marine science writing zoology	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall	W 15Winter		Each student will choose a specific topic and read 10 documents related to the topic. Based on these readings and other sources, each student will write a corresponding review paper, an online technical digest and a proposal for future work in the specific area. Students will receive critique from peers and the faculty member. Students will be responsible for editing and critiquing a specific number of papers written by other students in the program. A final collaboratively written assignment will also be undertaken. Clear deadlines for reading and writing assignments will be established for all students at the start of the program to make it easier to stay on track. This program will make it possible for students to further develop written work from research projects carried out in previous studies if they so desire. Credit is expected to be awarded in the specific area of research, technical writing and technical editing. Students wishing to enroll in this program for winter quarter only will be welcomed on a space available basis.		Erik Thuesen		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Trees Dylan Fischer biology botany environmental studies field studies natural history writing	Program	FR ONLYFreshmen Only	16	16	Day			S 15Spring	How do trees, and forest communities, function? What makes them tick? What determines the tallest trees in the world? What makes trees some of the oldest organisms on earth? These and many other questions about trees have captivated humans since the dawn of time. In this program we will closely examine trees in their variety of form and function. We will use our studies to learn how understanding of tree form and function integrates study of botany, mathematics, physics, chemistry, geography and ecology.Our studies will be divided between those that focus on individual trees, forests and whole forests. We will also read classic and recent texts about human interactions with trees and how our relationships to trees still help shape our collective identities and cultures. Students will learn how to read and interpret recent scientific studies from peer-reviewed journals and be challenged to reconcile popular belief about the roles of trees with scientific observations. Day trips, workshops, labs and a multiple-day field trip will allow us to observe some of the largest trees on the West Coast and observe and measure trees in extreme environments. Communication skills will be emphasized, particularly reading scientific articles and writing for scientific audiences. We will also practice skills for communicating to a broader public using nonfiction and technical writing.		Dylan Fischer		Freshmen FR	Spring	Spring
Under the Influence: Art, Writing and Inspiration Ann Storey and Nancy Parkes American studies aesthetics art history gender and women's studies international studies literature visual arts writing	Program	SO–SRSophomore–Senior	8	08	Evening and Weekend			S 15Spring	What are the relationships among art, writing and transformation? Have artists been inspired by creative writing and have writers been inspired by art? The answer is a resounding yes! In this interdisciplinary art and writing class we will explore examples of mutually creative influence coming from these sister arts. In turn we will create art and writing that draws on these twin sources of creativity, with a special emphasis on relationship to environment and place. We are concerned with art and writing that addresses both cultural and personal transformation. We will learn the formal analysis of art and literature so that we can engage in "close reading" of both. Also, we will read literature that shows the many ways that works of art can be cherished and understood throughout time. Our primary studio practices will be drawing, assemblage, book arts and collage. Students will also engage in creative writing workshops that often involve art.		Ann Storey Nancy Parkes	Wed Sat	Sophomore SO Junior JR Senior SR	Spring	Spring
Undergraduate Projects in Critical and Creative Practices Naima Lowe, Shaw Osha (Flores), Kathleen Eamon and Joli Sandoz African American studies art history communication cultural studies gender and women's studies literature media arts media studies moving image visual arts writing Signature Required: Fall Winter Spring	Program	SO–SRSophomore–Senior	V	V	Day, Evening and Weekend	F 14 Fall	W 15Winter	S 15Spring	This is an opportunity for students to work on faculty-driven scholarly and creative projects. By working with faculty in a studio and research “apprentice” model, students will gain hands-on experience in visual arts studio practices, film/media production practices, the creative writing workshop focused on craft, critical research and writing, library and archival research practices, and much more. (social and political philosophy, aesthetics, philosophy of art) has interests in German idealism (Kant and Hegel), historical materialism (Marx, 20 C Marxists, and critical theory), and psychoanalysis (Freud and Lacan). She is currently working on an unorthodox project about Kant and Freud, under the working title “States of Partial Undress: the Fantasy of Sociability.” Students working with Kathleen would have opportunities to join her in her inquiry, learn about and pursue research in the humanities, and critically respond to the project as it comes together. In addition to work in Kantian aesthetics and Freudian dream theory, the project will involve questions about futurity, individual wishes and fantasies, and the possibility of collective and progressive models of sociability and fantasy. (experimental media and performance art) creates films, videos, performances and written works that explore issues of race, gender, and embodiment. The majority of her work includes an archival research element that explores historical social relationships and mythic identities. She is currently working on a series of short films and performances that explore racial identity in rural settings. Students working with Naima would have opportunities to learn media production and post-production skills (including storyboarding, scripting, 16mm and HD video shooting, location scouting, audio recording, audio/video editing, etc) through working with a small crew comprised of students and professional artists. Students would also have opportunities to do archival and historical research on African-Americans living in rural settings, and on literature, film and visual art that deals with similar themes. (visual art) works in painting, photography, drawing, writing and video. She explores issues of visual representation, affect as a desire, social relationships and the conditions that surround us. She is currently working on a project based on questions of soul in artwork. Students working with Shaw would have opportunities to learn about artistic research, critique, grant and statement writing, website design, studio work and concerns in contemporary art making. (creative nonfiction) draws from experience and field, archival and library research to write creative essays about experiences and constructions of place, and about cultural practices of embodiment. She also experiments with short lyric nonfiction, and with juxtapositions of diagrams, images and words, including hand-drawn mapping. Students working with Joli will be able to learn their choice of: critical reading approaches to published works (reading as a writer), online and print research and associated information assessment skills, identifying publishing markets for specific pieces of writing, or discussing and responding to creative nonfiction in draft form (workshopping). Joli’s projects underway include essays on illusion and delusion, and on physical achievement and ambition; and a visual/word piece exploring the relationship of the local to the global.Please go to the catalog view for specific information about each option.		Naima Lowe Shaw Osha (Flores) Kathleen Eamon Joli Sandoz		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Projects in Critical and Creative Practices with J. Sandoz Joli Sandoz communication writing Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Evening	F 14 Fall	W 15Winter	S 15Spring	This is an opportunity for students to work on faculty-driven scholarly and creative projects. By working with faculty in a studio and research “apprentice” model, students will gain hands-on experience in visual arts studio practices, film/media production practices, the creative writing workshop focused on craft, critical research and writing, library and archival research practices, and much more. (creative nonfiction) draws from experience and field, archival and library research to write creative essays about experiences and constructions of place, and about cultural practices of embodiment. She also experiments with juxtapositions of diagrams, images and words, including hand-drawn mapping. Students working with Joli will be able to learn their choice of: critical reading approaches to published works (reading as a writer), online and print research and associated information assessment skills, identifying publishing markets for specific pieces of writing, or discussing and responding to creative nonfiction in draft form (workshopping). Joli’s projects underway include a series of essays on place and aging; an essay on physical achievement and ambition; and a visual/word piece exploring the relationship of the local to the global.		Joli Sandoz		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research: Teaching and Learning Emily Lardner education writing Signature Required: Fall Winter Spring	Research	JR–SRJunior–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring	Students who are interested in understanding the relationship between teaching and learning, including students who are interested in pursuing a career in education (at any level--from preschool through college, and in any role--from counselor to teacher to administrator) as well as students who would like to examine the principles and practices embodied in education at Evergreen, are welcome to apply to join this research group. Students will develop their abilities to identify, analyze and synthesize studies related to the research questions. Students will also have opportunities to design individual or collaborative research projects related to the group’s research questions.We will function as a collaborative research group, and our focus will be on understanding how students develop as writers at an interdisciplinary liberal arts college with no required writing classes. We will examine early studies of student writing at Evergreen and current studies of students’ development as writers at colleges across the U.S. We will also review literature on the nature of disciplinary and interdisciplinary understanding. Based on our collective review, we will develop research questions and design research studies that will allow us to probe a variety of topics including the following: Students who participate in this group for the whole year will have opportunities to develop their own research projects related to teaching and learning. Students may choose to organize their work so that it culminates in submissions to peer-reviewed national journals like Y		Emily Lardner		Junior JR Senior SR	Fall	Fall Winter Spring
Vital Signs: Public Health and Social Policy Joli Sandoz health political economy sociology writing	Course	FR–SRFreshmen–Senior	4	04	Weekend	F 14 Fall			This course centers on context for actions residents and policy makers can take to help their communities become healthier, and more flexible and creative in response to change. We will draw on ideas and techniques from the field of public health as we learn about resilience, policy process, and related public health efforts in Washington State and Thurston County. Course participants will also consider the effects of income and wealth inequity on a community’s health and resilience.“Resilience” is often thought of as one person’s reaction to natural disaster or personal tragedy. But shared responses to social and environmental change are equally vital to both individual and collective well-being. Public health professionals focus efforts on fostering wellness in entire groups and populations of people, in addition to working with partners in medical care.Written assignments in will include several short discussion papers to be shared with other participants. As the quarter progresses, this writing will build into an exploratory project on a topic of each student’s choice, based in course readings. Development and use of effective writing, reading and thinking skills will be a major course emphasis. Credit will be awarded in Public Health: Community Resilience or Public Health: Social Policy, depending on the focus of the final project.This course may be taken alone. It is informally linked (with minimal overlap of content) to , another four-credit course also taught on Saturdays by the same faculty. Students enrolled in both courses may choose to complete separate final projects on different topics, or to combine their projects into a single exploratory paper on a topic related to policy and health, accompanied by a short presentation of their work in .		Joli Sandoz	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
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
Wildlife: Conservation and Writing Peter Impara and Anne de Marcken (Forbes) ecology environmental studies field studies geography natural history writing	Program	JR–SRJunior–Senior	16	16	Day	F 14 Fall			What does it take to prevent the extinction of a species? Scientific skills, ecological knowledge, a thorough understanding of governmental process, you have to make people care. This interdisciplinary program will provide students with the tools to develop recovery and conservation plans for endangered species of the Pacific Northwest, and to use writing to communicate the importance of conservation to both scientific and lay audiences. Students will apply a rigorous approach to collecting and analyzing biological, ecological, and habitat data. Using tools such as GIS to develop habitat suitability and cost surface maps, students will learn the importance of developing spatial analyses that communicate ecological information for decision making and planning. They will integrate information into species recovery plans, learning to effectively communicate goals, objectives, actions and options while following federal guidelines.Students will advance their understanding of writing fundamentals while cultivating the ability to shape compelling narratives that engage the imagination. Students will study a variety of science and nature writing for examples of how form and content work together to tell a story. Writing exercises and assignments will help students develop skill with syntax, basic grammar, clarity and form in order to meaningfully contextualize ecological and scientific information.Students will work in research groups to develop their recovery plans, and will work both collaboratively and independently on writing assignments. Lecture topics will include island biogeography and meta-population theory, landscape-scale conservation and ecosystem management approaches, the history and implications of the endangered species act and legal and political issues surrounding species conservation. Writing workshops and assignments, peer and faculty critique, and seminar will be ongoing throughout the program. A 10-day field trip to Yellowstone National Park will allow students to query wildlife managers and conservationists and to experience firsthand one of the most wildlife-intensive areas of North America.		Peter Impara Anne de Marcken (Forbes)		Junior JR Senior SR	Fall	Fall
Winning the Pulitzer Prize: A Century of American Literature Emily Lardner American studies literature writing	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter		Since 1917, a Pulitzer Prize has been awarded to one novel written by an author in the U.S. that focuses on life in the U.S. We’ll use the list of Pulitzer winners to explore what makes literature good, and what literature is good for. We’ll start with the most recent winner, , by Donna Tartt, and work our way back, selectively, to the first winner, , by Ernest Poole, published in 1917. Along the way, we’ll use Terry Eagleton’s book on literary theory to help us become better, more intentional readers.		Emily Lardner	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Writing and Speaking for Change: Advocacy in Times of Economic Inequality Lori Blewett and Nancy Parkes communication media studies political economy sociology writing	Program	SO–SRSophomore–Senior	8	08	Evening and Weekend	F 14 Fall	W 15Winter		More than 46 million U.S. residents live in poverty. Income inequality has reached record levels. Yet poverty and inequality seldom galvanize the mainstream media or elected officials. This program will introduce students to foundational social and economic concepts related to poverty and privilege. We will examine issues though the lens of intersecting community problems, with particular attention to the historical dynamics of race, class, and gender. Linking problems to potential solutions, we will ask: How can writing and speaking be used to address issues of poverty in transformative ways? How can we reach across significant differences to open both minds and hearts? What can we learn from the rhetorical strategies of past and present movements for economic justice? What are the available means of persuasion, and how do we choose among them? How can advocates get their messages heard despite the constraints of corporate-dominated media? is recommended for students interested in affecting public policy and educating the broader public about complex issues. We will consider the elements of effective, content-based advocacy including communicating with elected officials and the media. Special attention will be given to writing skills for print and online media and to public speaking skills for live audiences and radio. Students will learn introductory technical skills needed for social media, web publishing, and audio production. During winter quarter, students will work on a substantial advocacy project that may be shared with the community in written or broadcast format. This program satisfies communication requirements for selected Master in Teaching endorsement areas.		Lori Blewett Nancy Parkes	Mon Wed	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Writing As Experimental Practice Miranda Mellis literature writing	Program	JR–SRJunior–Senior	16	16	Day and Evening		W 15Winter		This upper-division cross-genre literary arts program will give students an opportunity to generate new writing, and/or develop existing writing projects; practice craft in community; analyze contemporary literary texts; and develop tools and techniques with which to critique and revise our own works-in-progress. We'll read as writers, studying and learning from the interplay of structure, lineage, genre, ethics, politics, and aesthetics in powerful, effective literature, with a focus on the idea of writing as experiment. Our readings of outside authors will expose us to a wide range of approaches to literary form.No art form exists in isolation. We'll cultivate our fluency and sharpen our theoretical vision by intersecting with two humanist forums on campus: the Critical & Cultural Theory lecture series, and the Artist’s Lecture Series. Our participation in these series' will increase our understanding of the vital symbiotic interconnections between cultural theory, literature, and the visual arts (of special interest for those who use visual imagery in their creative writing). Come prepared to read anywhere from 100-300 pages a week; write intensively and rigorously; collaborate respectfully; experiment playfully; and think connectively.		Miranda Mellis	Mon Wed Thu	Junior JR Senior SR	Winter	Winter
Writing as Thinking: The Power of Reflection Emily Lardner education writing	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			What are we doing when we put our thoughts into words and then think about what we've done? Why is what we initially write often different from what we imagined before we started writing? Why do some people like to make outlines prior to writing anything, and other people need to write a lot to figure out what they think? The purpose of this course is explore the relationship between writing and thinking, with a specific focus on reflection. Students in this course will develop or refine strategies to support writing, thinking and reflection within the context of a liberal arts college.		Emily Lardner	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Writing from Life Nancy Parkes communication writing Signature Required: Winter	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter		The Writing from Life class serves two distinct groups of students -- those planning to earn credit through Prior Learning from Experience, and those who want to build their skills in creative writing. Students will have the chance to kick-start, or accelerate, a college career by documenting professional and/or community-based experience. With significant support, they will learn to write essays that show the "college equivalent learning" they have gained through professional and/or volunteer work in community. Writing from Life is the springboard to this highly supportive learning community, where adults work together to ensure one another's success. Students headed toward PLE will receive significant faculty support, both one-on-one, and in class. We will also focus on academic skills that will help students to succeed in Prior Learning and in other academic courses and programs at Evergreen. Students earn four credits for this course, and may take up to 16 further credits in the Prior Learning from Experience Program. The Prior Learning prerequisite requires an easily-obtained faculty signature. Please attend the academic fair for the quarter you would like to attend (contact Admissions), and/or contact Nancy A. Parkes at . You will also find further information, including a video, at . Finally, The Olympian wrote an article about the program, which you can find at A group of up to eight students will concentrate on autobiography, essays, and writing of choice. They will participate with future Prior Learning from Experience students in reading and seminars on texts and essays, as well as writing workshops. Students in this section don't require a faculty signature to register, but must be highly capable of independent work.		Nancy Parkes	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Writing from Life Nancy Parkes communication writing Signature Required: Spring	Course	FR–SRFreshmen–Senior	4	04	Evening			S 15Spring	The Writing from Life class serves two distinct groups of students -- those planning to earn credit through Prior Learning from Experience, and those who want to build their skills in creative writing. Students will have the chance to kick-start, or accelerate, a college career by documenting professional and/or community-based experience. With significant support, they will learn to write essays that show the "college equivalent learning" they have gained through professional and/or volunteer work in community. Writing from Life is the springboard to this highly supportive learning community, where adults work together to ensure one another's success. Students headed toward PLE will receive significant faculty support, both one-on-one, and in class. We will also focus on academic skills that will help students to succeed in Prior Learning and in other academic courses and programs at Evergreen. Students earn four credits for this course, and may take up to 16 further credits in the Prior Learning from Experience Program. The Prior Learning prerequisite requires an easily-obtained faculty signature. Please attend the academic fair for the quarter you would like to attend (contact Admissions), and/or contact Nancy A. Parkes at . You will also find further information, including a video, at . Finally, The Olympian wrote an article about the program, which you can find at A group of up to eight students will concentrate on autobiography, essays, and writing of choice. They will participate with future Prior Learning from Experience students in reading and seminars on texts and essays, as well as writing workshops. Students in this section don't require a faculty signature to register, but must be highly capable of independent work.		Nancy Parkes	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Writing from Life Nancy Parkes communication writing Signature Required: Fall	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			The Writing from Life class serves two distinct groups of students -- those planning to earn credit through Prior Learning from Experience, and those who want to build their skills in creative writing. Students will have the chance to kick-start, or accelerate, a college career by documenting professional and/or community-based experience. With significant support, they will learn to write essays that show the "college equivalent learning" they have gained through professional and/or volunteer work in community. Writing from Life is the springboard to this highly supportive learning community, where adults work together to ensure one another's success. Students headed toward PLE will receive significant faculty support, both one-on-one, and in class. We will also focus on academic skills that will help students to succeed in Prior Learning and in other academic courses and programs at Evergreen. Students earn four credits for this course, and may take up to 16 further credits in the Prior Learning from Experience Program. The Prior Learning prerequisite requires an easily-obtained faculty signature. Please attend the academic fair for the quarter you would like to attend (contact Admissions), and/or contact Nancy A. Parkes at . You will also find further information, including a video, at . Finally, The Olympian wrote an article about the program, which you can find at A group of up to eight students will concentrate on autobiography, essays, and writing of choice. They will participate with future Prior Learning from Experience students in reading and seminars on texts and essays, as well as writing workshops. Students in this section don't require a faculty signature to register, but must be highly capable of independent work.		Nancy Parkes	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Writing Our Future Histories: Gender, Race, and Class in Contemporary Text Arts David Wolach aesthetics cultural studies gender and women's studies literature media studies writing	Course	FR–SRFreshmen–Senior	4	04	Evening and Weekend			S 15Spring	This course challenges students to write the world that does not yet exist. Or, as poet and theorist of radical black performance Fred Moten does, we will try to engage in writing that "investigates new ways for people to get together and do stuff in the open, in secret." Each week we’ll work individually and collaboratively on writing experiments—prose, poetry, essay—that critique and advance beyond our own assumptions about what is socially possible or probable and that do so by paying careful attention to the rhythms of current crises. As a basis for this creative production, we will engage critically with writers whose work exists at the point where the border between politics and art ruptures. In sound, in sight, and through a kind of "improvisatory ensemble" (as Moten puts it) we will resist what too often gets counted as the inevitable outcome of a political economy that treats people as objects that just happen to speak. What is inevitable about the future, and what is it about controlled acts of creative improvisation that helps us not just "guess at" but hear our future’s past?		David Wolach	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Writing the New Journalism: Creative Nonfiction Thomas Foote communication writing	Program	FR–SRFreshmen–Senior	16	16	Day	F 14 Fall			Writers have come to realize that the genre of nonfiction writing can be as colorful and gripping as any piece of fiction. The difference is that nonfiction writers are not burdened with inventing characters, dialogue, plot and description because everything they write about actually happened. Creative nonfiction writers assemble the facts and events and array them artistically and stylistically, using the descriptive techniques of the fiction writer. They immerse themselves in a venue, set about gathering their facts while demonstrating scrupulous accuracy, and then write an account of what happened in their own voice. The Greyhound Bus Company advertised “getting there is half the fun.” In the genre of creative nonfiction, because the reader already knows how the piece ends before it begins. Students will become proficient with the form through intensive fieldwork, research and writing. We will begin by studying field research methodology in preparation for observational studies in the field designed to teach the difference between truly seeing and simply looking. Students can’t write and describe something they can’t see clearly.Students will conduct field research to learn to pay attention to detail, read and discuss representative examples of the form, and meet weekly in regularly scheduled writing workshop. Following a period of redrafting and corrections, students will present their final piece to the group in the last week of the quarter. We will read and discuss the following creative nonfiction books: ed. by Sims & Kramer, by Jon Krakauer, by Barbara Myerhoff, by John Berendt, by Mitch Albom, by Robert Kurson, and by Truman Capote.		Thomas Foote		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall