2014-15 Undergraduate Index A-Z

Find the right fit; Academic Advising wants to help you.

Leave feedback about the online catalog or tell us ideas about what Evergreen could offer in the future.

Catalog Views (Recently Updated, Evening & Weekend Studies, Freshman Programs, and More)

Featured Areas

View by Location

Note: No need to submit! Your results are filtered in real time, as you type.

Olympia

Title	Offering	Standing	Credits	Credits	When	F	W	S	Description	Preparatory	Faculty	Days	Multiple Standings	Start Quarters	Open Quarters
Abnormal Psychology Susan Cummings psychology	Course	SO–SRSophomore–Senior	4	04	Evening			S 15Spring	This course is designed to help students examine abnormal and normal behavior and experience along several dimensions. These dimensions include the historical and cultural influences in Western psychology, current views on abnormality and psychological health, cultural differences in the approach and treatment of psychopathology, and the role of healthy habitat in healthy mind. Traditional classification of psychopathology will be studied, including theories around etiology and treatment strategies. Non-traditional approaches will be examined including the role of eco-psychology in abnormal psychology. This course is a core course, required for pursuit of graduate studies in psychology.		Susan Cummings	Tue	Sophomore SO Junior JR Senior SR	Spring	Spring
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
Advanced Field and Laboratory Biology in Southwestern Ecosystems Dylan Fischer and Clarissa Dirks biology botany ecology field studies natural history outdoor leadership and education zoology	Program	JR–SRJunior–Senior	16	16	Day	F 14 Fall	W 15Winter		The southwestern U.S. is unique in the diversity of habitats that can occur along with dramatic temperature and moisture gradients. Major advances in ecology have been made in these extreme environments, and important work in global change biology is currently being conducted in these ecosystems. This program will use field sites in the desert Southwest as living laboratories for investigating patterns in ecology, biology, microbiology and evolution. Students will learn about arid environments, plant ecology, field biology and molecular genetics. They will also conduct student-originated research projects in both laboratory and remote environments.We will use detailed studies of southwestern cottonwood trees, lichens, mosses, tardigrades (water-bears) and micromolluscs as examples that will let us dive deeply into laboratory and field experiments. We will pair those investigations with broader exploration of southwestern environments to learn about ecosystems and how climate change impacts organisms within them. Students will learn to conduct DNA analyses on plants and skills in microbiology and molecular biology so that they can apply these methods in new investigations. We will then travel to remote field sites in the Southwest to apply these techniques to questions about organisms in southwestern ecosystems. All students will participate in a mandatory two-week field ecology module each quarter where they will engage in major research projects examining the effects of desert-tree genetic diversity on ecosystems and the biodiversity of cryptic organisms. During the trips, students will learn to identify plant species of the Southwest and conduct field science experiments in these harsh habitats. We will also visit environmentally significant sites in the Southwest, including cactus forests, canyons, mountain peaks and water diversion projects. Students will use research conducted on these trips as the foundation for research papers they will write throughout both quarters. Students will receive specialized training in scientific writing, presentation, statistical analysis of data and techniques in laboratory and field biology.This program is designed for students who have a strong background in biology or ecology and are ready for advanced work. There will be an emphasis on student- and faculty-derived research projects, requiring students to do large amounts of lab and/or field work, reading of the literature, writing a research proposal and presenting their work at the end of the program. Students should be prepared for extensive time living and working in the field and should be committed to working through conflicts in group dynamics.If you are a student with a disability and would like to request accommodations, please contact the faculty or the office of Access Services (Library Bldg., Rm. 2153, PH: 360-867-6348; TTY 360-867-6834) prior to the start of the quarter. If you require accessible transportation for field trips, please contact the faculty well in advance of the field trip dates to allow time to arrange this.		Dylan Fischer Clarissa Dirks		Junior JR Senior SR	Fall	Fall Winter
Advanced Projects in Music: From Poetry and Montage to Sound Arun Chandra literature media studies music	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall			The creation and the performance of music involves the structuring of time (now this movement, then that sound, but first a grand entrance!), and an aesthetic goal (how does one perform an 'I don't care!' attitude? with what sound can one express hunger? Does one preclude the other?). In this program, we'll explore the performance of music, as mediated by what one can learn from poetry and theories of film. We'll read and study the poetry of T.S. Eliot (his ) and Aime Cesaire (a 20 century Caribbean poet) particularly his and his version of Shakespeare's We will also read and study essays on film composition by Sergei Eisenstein (an early 20 century Russian filmmaker and theoretician). From the work of these artists, we will create weekly performance assignments. Students, working in small groups will create responses to these assignments, and receive weekly feedback from the class and from the faculty. The assignments will address issues of montage, aesthetics, sequence, dynamics and other structural considerations. Students will be challenged to create music works starting from the poetry and the structural relations we study. During the final week of the quarter, some of the assignments will be chosen by the class for public performance.		Arun Chandra		Sophomore SO Junior JR Senior SR	Fall	Fall
Advanced Research in Environmental Studies Dylan Fischer, Carri LeRoy, Abir Biswas, Erik Thuesen and Alison Styring agriculture botany community studies ecology environmental studies geography geology health hydrology law and government policy marine science zoology Signature Required: Fall Winter Spring	Program	JR–SRJunior–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Environmental Studies. This independent learning opportunity is designed to allow advanced students to delve into real-world research with faculty who are currently engaged in specific projects. The program will help students develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration and critical thinking skills—all of which are of particular value for students who are pursuing a graduate degree, as well as for graduates who are already in the job market. studies in nutrient and toxic trace metal cycles in terrestrial and coastal ecosystems. Potential projects could include studies of mineral weathering, wildfires and mercury cycling in ecosystems. Students could pursue these interests at the laboratory-scale or through field-scale biogeochemistry studies taking advantage of the Evergreen Ecological Observation Network (EEON), a long-term ecological study area. Students with backgrounds in a combination of geology, biology or chemistry could gain skills in soil, vegetation and water collection and learn methods of sample preparation and analysis for major and trace elements. studies plant ecosystem ecology, carbon dynamics and nutrient cycling in forests of the Southwest and western Washington. This work includes image analysis of tree roots, molecular genetics, plant physiology, carbon balance, nitrogen cycling, species interactions, community analysis and restoration ecology. He also manages the EEON project (blogs.evergreen.edu/eeon/). See more about his lab's work at: blogs.evergreen.edu/ecology. Students participating in this program work closely with ongoing research in the lab, participate in weekly lab meetings and develop their own research projects. conducts research on linkages between terrestrial and aquatic environments. She is trained as a freshwater ecologist and primarily studies in-stream ecosystem processes and aquatic communities. She and her students study leaf litter decomposition in streams as a major input of organic material to aquatic systems. In addition, she conducts research on aquatic macroinvertebrate community structure, aquatic fungal biomass and standard water quality and hydrology measurements in stream and river environments. studies birds. Current activity in her lab includes avian bioacoustics and avian monitoring and research in Evergreen’s campus forest and other nearby locations. Bioacoustic research includes field monitoring of local birds using bioacoustics methods and editing and identifying avian songs and calls from an extensive collection of sounds from the campus forest as well as tropical forest sites in Borneo. Local research projects in the campus forest and nearby locations include mapping and monitoring snags (standing dead trees) for wildlife use and monitoring bird populations and communities using a variety of standard approaches. conducts research on the ecological physiology of marine animals. He and his students are currently investigating the physiological, behavioral and biochemical adaptations of gelatinous zooplankton to environmental stress and climate change. Other research is focused on the biodiversity of marine zooplankton. Students working in his lab typically have backgrounds in different aspects of marine science, ecology, physiology and biochemistry.		Dylan Fischer Carri LeRoy Abir Biswas Erik Thuesen Alison Styring		Junior JR Senior SR	Fall	Fall Winter Spring
Advanced Research in Environmental Studies with A. Biswas Abir Biswas ecology environmental studies field studies Signature Required: Fall Winter Spring	Research	JR–SRJunior–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring			Abir Biswas		Junior JR Senior SR	Fall	Fall Winter Spring
Advanced Research in Environmental Studies with A. Styring Alison Styring ecology environmental studies field studies Signature Required: Fall Winter Spring	Research	JR–SRJunior–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring			Alison Styring		Junior JR Senior SR	Fall	Fall Winter Spring
Advanced Research in Environmental Studies with C. LeRoy new Carri LeRoy ecology environmental studies field studies Signature Required: Fall Winter Spring	Research	JR–SRJunior–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring			Carri LeRoy		Junior JR Senior SR	Fall	Fall Winter Spring
Advanced Research in Environmental Studies with D. Fischer Dylan Fischer ecology environmental studies field studies Signature Required: Fall Winter Spring	Research	JR–SRJunior–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring		plant ecology and physiology, field ecology, restoration ecology	Dylan Fischer		Junior JR Senior SR	Fall	Fall Winter Spring
Advanced Research in Environmental Studies with E. Thuesen Erik Thuesen marine science zoology Signature Required: Fall Winter Spring	Research	JR–SRJunior–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring			Erik Thuesen		Junior JR Senior SR	Fall	Fall Winter Spring
Afro-Brazilian Dance (A) Janelle Campoverde dance	Course	FR–SRFreshmen–Senior	2	02	Weekend		W 15Winter		Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Afro-Brazilian Dance (A) Janelle Campoverde dance	Course	FR–SRFreshmen–Senior	2	02	Weekend	F 14 Fall			Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Afro-Brazilian Dance (B) Janelle Campoverde dance	Course	FR–SRFreshmen–Senior	2	02	Weekend		W 15Winter		Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Afro-Brazilian Dance (B) Janelle Campoverde dance	Course	FR–SRFreshmen–Senior	2	02	Weekend	F 14 Fall			Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
The Age of Irony: 20th Century America Susan Preciso and John Baldridge American studies geography history literature	Program	FR–SRFreshmen–Senior	12	12	Evening	F 14 Fall	W 15Winter	S 15Spring	What is history for? This year-long investigation of 20 Century American history and culture will be organized around the pivotal roles of wars and social movements as shapers of American life and thought, especially the development of our sense of irony as reflected in politics and culture. Fall quarter's work will focus on World Wars I and II and the Vietnam War. During winter quarter, we will study three key movements for social change: the Progressive movements of the early 20th century, the African American Civil Rights Movement of the mid-century, and the second wave of feminism of the 1960s and 1970s. Students will write articles based on their own historical research and will publish them in a program web-zine. During spring quarter's study of culture as history, we will see how these turning points were and are reflected in our cultural lives. This is an all-level program, ideal for returning and transfer students, especially those pursuing the “Upside Down” BA degree. It is a broad liberal arts program designed for students who want to improve their historical knowledge, research skills and (multi)cultural literacy. We especially encourage those who would like a supportive atmosphere for senior-level project work to attend. Credits may be awarded in twentieth-century American history, labor history, American literature, Geography, and academic writing. It will be possible in our work over three quarters to meet some endorsement prerequisites for the Master in Teaching program. *We strongly encourage students to plan to enter the program in the fall and stay with us for winter and spring. Evergreen is unique in that it gives students the chance to be engaged with a complex intellectual project over time. By the concluding quarter of an all-year program, students amaze us with the quality and complexity of their work.		Susan Preciso John Baldridge	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Agricultural Sciences Steven Scheuerell and Michael Paros agriculture biology botany physiology zoology	Program	FR–SRFreshmen–Senior	16	16	Day	F 14 Fall	W 15Winter		A basic understanding of agriculture, with its central role in civilization, is a critical part of a liberal arts education. The United Nations recently announced that agricultural production should increase 70% by the year 2050 to meet development and consumption projections; do you understand the demand this will place on natural resources and the role of agricultural sciences in responding to this challenge? Can you explain the biology, chemistry, and technology that underlie agricultural production systems? Whatever your philosophical and political perspectives may be on food and agriculture, it is essential to have a fundamental understanding of agricultural sciences and technology to foster informed debate about one of the most critical and pressing planetary issues - agriculture.Focusing on key Northwest crop and livestock species such as orchard fruit, wheat, potatoes, cattle, and poultry, this program will teach the fundamentals of agricultural science. During fall quarter, day and overnight field trips will take students to a variety of agriculture operations and processing/storage facilities in the Pacific Northwest to learn about key species and to familiarize ourselves with intensification technologies commonly utilized by organic and conventional farms, such as mechanization, irrigation, herbicides, pesticides, and biotechnology. Students will study the anatomy and physiology of animals and plants in order to learn how things grow and function in response to nutrients and other environmental variables that are managed in farming systems. The basic chemistry required to understand plant and animal nutrition, nutrient cycling and fertilizers will be taught. Applied and environmental microbiology will be taught to learn about the role of microbes in nutrient cycling, and to show examples of how plant-microbe and animal-microbe interactions are managed to optimize the nutrition and health of crops and livestock.In winter quarter we will continue our disciplinary studies and integrate an understanding of plants, animals, microbes, and chemistry to learn the science of soil conservation. This will focus on organic matter management via the utilization of animal manure, compost, crop residues, cover crops, and conservation tillage. Taking a systems approach to combine learning in biology, chemistry, technology, and farm management, we will address on-farm energy flow and nutrient cycling to understand how farms may increase production while minimizing fossil fuel use, pollution, and soil loss. Program format will consist of lectures, readings, and labs that relate to what students see firsthand on fieldtrips. In Winter quarter, a week-long field trip to California’s vast agricultural production areas and the World Ag Expo will serve to integrate program themes. Students unable to participate in the California field trip will complete a case study project to remain eligible to earn full credit.		Steven Scheuerell Michael Paros	Tue Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Algebraic Thinking Vauhn Foster-Grahler education mathematics	Course	FR–SRFreshmen–Senior	4	04	Day	F 14 Fall					Vauhn Foster-Grahler	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Alternate Route Jennifer Gerend and Matthew Smith community studies environmental studies geography government history political science sustainability studies	Program	JR–SRJunior–Senior	16	16	Day		W 15Winter		Far more than simply a means of getting somewhere, our roads, trails and paths have significance beyond their everyday utility. From historic trading linkages to the design patterns of a city’s master plan, some routes achieve a permanence we appreciate today while others are eliminated or redirected altogether. We will consider historic and contemporary roads and trails in the U.S. and abroad, from ancient pilgrimage routes in Europe to scenic byways in the U.S. - or today’s planning goals to create “complete streets” (bicycles, cars and pedestrians). How do these routes affect us as human beings, and how do they shape cities and other landscapes?A wide variety of material will address larger theoretical concepts about the role of the street in urban, suburban and rural contexts as well as how roads, paths, and trails are planned and paid for in practice today. Moreover, we will explore formal and less formal arrangements of connecting places (e.g., neighborhood paths, rails-to-trails, and easements). This program theme will be approached from the disciplines of urban planning, political science, and history through readings, lectures, workshops and field trips. Student learning will be achieved through the close examination of texts, papers, explorations in the field, and group work.		Jennifer Gerend Matthew Smith		Junior JR Senior SR	Winter	Winter
American Sign Language I, II, III (A) Beth Schoenberg language studies	Course	FR–SRFreshmen–Senior	4	04	Day	F 14 Fall	W 15Winter	S 15Spring			Beth Schoenberg	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
American Sign Language I, II, III (B) Beth Schoenberg language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring			Beth Schoenberg	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
American Sign Language IV - at SPSCC cancelled	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			This second-year ASL course will emphasize expressive and receptive skills development and American Sign Language fluency. Focus will be given to correct formation of signs, movement, rhythm and clarity. Idioms and slang will be taught. Prerequisite: ASL I, II, III. Credits awarded will be 4 Evergreen credits.NOTE: Course meets at South Puget Community College, Main Campus, 2011 Mottman Road SW, Olympia, WA 98512, Tuesdays and Thursdays, from 5:30 – 7:45 pm in BLDG 21, Room 286 -- The first class will meet on Tuesday, September 23 (before Evergreen's start date). Students must be registered by 5:00 PM on Thursday September 18th.		Raymond Bateh	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Approaching Modern Theatre: Acting and Directing Rose Jang theater	Program	SO–SRSophomore–Senior	16	16	Day		W 15Winter	S 15Spring	This program is focused on the study of modern theatre, primarily the twentieth-century theatre in the West, through both theoretical explorations and practical exercises. We will examine the history and theory of modern theatre, from the turn of the twentieth century to the early phase of postmodernity later in the century, with a special emphasis on the development of acting and directing. Major movements, pivotal happenings, influential artists, plays and playwrights from around the world, with their indelible marks on the modern stage, will inform the program inquiry and drive our own creative work at the same time. Workshop exercises, training regimen, and production work in acting and directing will be built on the foundation of serious historical and theoretical analyses. Students will constantly navigate between theory and practice: they will have ample opportunities to apply conceptual learning to actual work with acting and directing. In the winter quarter, the whole program will work with a faculty-directed production of by Friedrich Dürrenmatt, scheduled to be performed at the quarter’s end. Students do not need acting and directing credentials to join the program, but they have to participate in a two-part audition for the faculty to get to know them. The first audition will take place prior to the start of winter quarter (date and details to be announced), and another on the first week of winter. Focused on acting experiments, the production will have the essentials of a college production with less emphasis on the technical effects. Spring quarter will start with serious reviews and reflections on the collective experience in . Students will then transfer their experiential knowledge gained from the winter production into a multitude of exercises and projects lasting through spring. These hands-on exercises and projects will allow them to directly attack the intricate arts of acting and directing. They will experiment with different acting styles and techniques in modern and postmodern theories; they will also exercise the sophisticated craft of directing through stages. At the end of the quarter, students will showcase their exemplary work in acting and directing within a series of small pieces for public viewing. The low-tech final presentation will give a clear indication of the extent of the students’ artistic command and intellectual understanding of acting and directing in modern theatre.		Rose Jang		Sophomore SO Junior JR Senior SR	Winter	Winter Spring
The Art and Science of Sport Mark Harrison and Allen Mauney American studies cultural studies mathematics media studies physics	Program	SO–SRSophomore–Senior	8	08	Evening and Weekend	F 14 Fall	W 15Winter		-- Sport embodies an ideal of performance and meaningful action. Since ancient times, we have engaged in spectacles of play, utilizing formal and complex actions governed by rules (or conventions), rituals and aesthetics, and the laws of physics. As audiences, we derive meaning through winning and losing; we construct narratives and project values onto players and play. Through conflict, competition, and collaboration, sport reflects our deepest individual and cultural identities and desires. In its numerous iterations, sport is a singular form of human play where success and failure are by and large determined by numerical outcomes. In the last 100 years, statistical bookkeeping and quantitative analysis have played an increasingly important role in defining the quality of competiton and performance, of winning and losing. This trend points to societal values that displace human expression and cultural meaning in favor of outcomes drained of human involvement. The widespread intrusion of technology into sports training suggests that the athlete is increasingly viewed in part as a machine that can be retooled to achieve desired outcomes.Participants in this program will examine the human condition “cut to the bone” and be challenged to re-conceptualize the way we experience and think about sport through the perspective of art and science. Sport is born of human imagination and embodies deeply held ideas including competition, conflict, and collaboration. Sport is played on a moral stage with scripts taken from our culture. We will develop statistical tools to engage in increasingly data-driven conversations about sports. We will use human movement to study basic scientific descriptions of the operations of our world. Through sport we will be able to examine the psychology of play and playing, constructions of time and space, and the intersections of aesthetics, science, and technique. We will also consider the ways we mediate performance (through film, television, and other media) to generate excitement, meaning, and profits.Expect to engage through readings, films, discussions, writing and statistical assignments, and independent and collaborative work. Active learning in the form of workshops, exercises, and field trips to sporting events and performances will be a central focus of the program.		Mark Harrison Allen Mauney	Wed Sat	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Art of Helping Mary Dean sociology	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			Doing well while doing good is a challenge. Whereas some kind of help is the kind of help that helps, some kind of help we can do without. Gaining wisdom to know the paths of skillful helping of self and others is the focus of this four-credit course. We will explore knowing who we are, identifying caring as a moral attitude, relating wisely to others, maintaining trust, and working together to make change possible.		Mary Dean	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
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
Art Practices: Exploring the Role of the Object Evan Blackwell and Susan Aurand aesthetics art history visual arts	Program	JR–SRJunior–Senior	16	16	Day			S 15Spring	This studio arts program examines the role of the object in art history and contemporary artistic practice. Students will have the option to work either in painting or in ceramic sculpture and to combine 2- and 3-D approaches in their individual creative projects. Our thematic focus will be on the object, the “still life.” Our objects reflect and represent us; they embody our tastes, values, hopes, and identities. Through lectures, readings and seminars, we will examine how humans have historically used inanimate objects to present religious, allegorical, personal and political ideas. And through our own creative projects we will explore what role the object plays in contemporary art and the relationship between image and object. Students entering the program with an interest in painting must have a solid background in representational drawing. Students will have the opportunity to develop technical skills in the use of acrylics and oils and to learn about the history of painting. Each student in the program will create a series of creative works an individual theme related to the object over the course of the quarter. This program is designed for students who have a strong work ethic and self-discipline and who are willing to work long hours in the studio on campus in company with their fellow students.		Evan Blackwell Susan Aurand		Junior JR Senior SR	Spring	Spring
Arts and the Child: Early Childhood Hirsh Diamant education visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			All children enjoy singing, painting, and dancing, yet as we grow up this natural ability becomes suppressed and often lost. This sequence of courses will reach out to the inner child in students and provide opportunities to support children in need of care and education in the community. Lectures, studio arts, research, field trips and volunteer work with children in the community will develop students’ competency as artists, parents, and educators. The course will examine practices of education and self-cultivation from Eastern and Western perspectives. The fall course is designed with a focus on children of preschool age, 0-3 years old. Courses in winter and spring will focus on the elementary years and allow students to pursue further projects.Credit will be awarded in arts and human development.		Hirsh Diamant	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Arts and the Child: Elementary School Hirsh Diamant education visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter		All children enjoy singing, painting, and dancing, yet as we grow up this natural ability becomes suppressed and often lost. This sequence of courses will reach out to the inner child in students and provide opportunities to support children in need of care and education in the community. Lectures, studio arts, research, field trips and volunteer work with children in the community will develop students’ competency as artists, parents, and educators. The course will examine practices of education and self-cultivation from Eastern and Western perspectives. The winter course is designed with a focus on children beginning their formal schooling, K-3 grade. The course in spring will focus on grades 3-5 and above and allow students to pursue further projects.Credit will be awarded in arts and human development.		Hirsh Diamant	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Arts and the Child: Grades 3-5 and above Hirsh Diamant education media arts visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening			S 15Spring	All children enjoy singing, painting, and dancing, yet as we grow up this natural ability becomes suppressed and often lost. The spring course is designed with a focus on children during the transition from grades 3-5 and above. The objective of the course is to reach out to the inner child in students and provide opportunities to support children in need of care and education in the community. Lectures, studio arts, research, field trips and volunteer work with children in the community will develop students’ competency as artists, parents, and educators. The course will examine practices of education and self-cultivation from Eastern and Western perspectives. Course work will allow students to pursue further independent projects.Credit will be awarded in arts and human development.Class time is on Thursdays, 5:30-9pm		Hirsh Diamant	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Astronomy and Cosmologies EJ Zita astronomy history philosophy physics	Program	SO–SRSophomore–Senior	16	16	Day			S 15Spring	Our goal in this program is to learn beginning to intermediate astronomy through lectures, discussions, interactive workshops and observation, using the naked eye, binoculars and telescopes. We will learn about the evolution and structure of our universe and celestial bodies. Students will build and take home astronomical tools such as spectrometers and position finders. Students will also research a topic of interest via observations and reading, and share their research with classmates.In our seminars we will discuss the idea of cosmologies: how people across cultures and throughout history have understood, modeled, and ordered the universe they perceived. We will study creation stories and worldviews, from those of ancient peoples to modern astrophysicists. Students will meet in small teams for pre-seminar discussion, and write essays and responses to the readings.Students taking this program must be willing to work in teams and use computers for online assignments. Students are invited to help organize an observation field trip to regions with clear skies.		EJ Zita		Sophomore SO Junior JR Senior SR	Spring	Spring
Audio Recording I, II Zenaida Vergara media arts Signature Required: Fall Winter	Course	SO–SRSophomore–Senior	4	04	Evening	F 14 Fall	W 15Winter		This sequence of courses introduces the subject of audio production and its relation to modern media. Fall quarter will focus on analog mixers and magnetic recording with some work in digital editing. Main topics will include field recording, digital audio editing, microphone design and application, analog multi-track recording, and audio console signal flow. Winter continues this work while starting to work with computer-based multitrack production. Additional topics will include acoustics, reverb, and digital effects processing. Students will have weekly reading assignments and weekly lab assignments outside of class time.		Zenaida Vergara	Wed	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Avian Monitoring and Research Methods Alison Styring biology ecology environmental studies field studies natural history zoology	Program	SO–SRSophomore–Senior	16	16	Day		W 15Winter		Birds are important indicators of habitat quality and are often the focus of conservation-oriented research, restoration, and monitoring. We will cover a variety of field and analytical methods commonly used in bird monitoring and avian research. Students will link theory to practice in the field and lab where they will develop skills in fieldwork, data management, and statistical analysis. Students will demonstrate their learning through active participation in all class activities; a detailed field journal; in-class, take-home, and field assignments; and a final project.An understanding of avian natural history is important to any successful project, and students without a working knowledge of the common birds in the South Puget Sound region are expected to improve their identification skills to a level that will allow them to effectively contribute to class efforts both in the field and in class.		Alison Styring		Sophomore SO Junior JR Senior SR	Winter	Winter
Awakening the Leader Within Dariush Khaleghi business and management leadership studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			The notion of leadership that once resonated with greatness no longer inspires new dreams, compelling visions, and revolutionary actions. The unethical behavior, self-indulging decisions, and ego-driven conduct of many contemporary leaders have eroded the society’s trust in their corporate, public and political leaders. There is an urgent need for conscious and principled leaders who are driven by a set of universal virtues, a strong moral compass, and a deep desire to serve a global society and a sustainable world. This course teaches students critical concepts and skills to examine their passion and purpose, develop vision, mission, values, and a plan of action to serve their communities. This course provides students with the opportunity to reflect, collaborate, and learn through individual and group activities including self-evaluation, cases, discussions and seminars, and team projects.		Dariush Khaleghi	Wed Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Being Mixed Tom Womeldorff African American studies Native American studies sociology	Course	SO–SRSophomore–Senior	2	02	Day and Evening	F 14 Fall			We will focus on complexities facing mixed-raced individuals as they strive for clear identity in a culture characterized by binaries which push individuals towards identifying with only one race. We will explore racial identity development models, documents such as the , and anthologies of personal stories such as and . The class will be seminar-based. There will be short reflection papers associated with readings and class discussion.		Tom Womeldorff	Thu	Sophomore SO Junior JR Senior SR	Fall	Fall
Between Land and Sea: Observations on Biological and Cultural Change Heather Heying, Andrew Buchman and Sarah Pedersen biology literature maritime studies media studies	Program	FR ONLYFreshmen Only	16	16	Day	F 14 Fall	W 15Winter	S 15Spring	What does it mean to observe? When things change—the stakes, the shoreline, or the technology, the observed or the observer—how does what we see change? How are vision and insight intertwined into representations of the natural world? Through the perspectives, methodologies and skills of artistic practice, field studies, literary criticism, evolutionary science and seamanship, we will study, interpret and communicate what we see, how we see and why. Beginning the year with a six-day field trip, we will engage in sail training aboard a classic sailing vessel and practice both foundational field methods in evolutionary studies and the documentation of sights and sounds through recordings and field journals. We will then return to the sea in spring with a two-week long expedition. How will our senses, and the brains that interpret for them, have changed in the interim? What might we see that we could not before? What do we see in the spring that was truly not there in the fall?As we move between sea and shore, we will focus on borders and boundaries: physical, sensory and cultural; metaphorical and literal. Coastlines are both fixed, defining a transition between two other real things, and in constant flux. We will look for pattern and subtlety in the places in between the dichotomies, developing stories about the changes and the boundaries we’ve observed. We will consider what makes a good story in science, art and literature, and we will investigate how to create, tell, assess and destroy stories. The stories that we know to be true sometimes aren’t, and those that we know to be false are sometimes true; we will ask how the stories that we tell and believe are influenced not just by our eyes and other senses, but also by our histories, personal and cultural. What we want to see influences what we do see. Why do our brains deceive us and when?In this program, students will study and practice observation and representation in the fields of audio and video recordings of nature and culture, performance and visual art, evolutionary biology, literary studies and seamanship:		Heather Heying Andrew Buchman Sarah Pedersen		Freshmen FR	Fall	Fall
Bodies of Knowledge Donald Morisato and Rita Pougiales anthropology biology cultural studies literature philosophy of science Signature Required: Winter Spring	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall	W 15Winter	S 15Spring	The human body has long been a natural locus of study, interpretation and storytelling. Corporeal existence has been conceptualized and experienced in radically different ways across time and across cultures, conceived as an irreducible whole by some and as an amalgam of separate systems or individual elements by others. How has our philosophical and biological conception of the body changed over time? How is the body used to find or express meaning? What is the relationship of the body to the mind and the soul?In this program, we will explore the nature and essence of the body and reflect on the experience of being human. Knowledge about the body and our lived experiences within our bodies has been created from the culturally distinct perspectives of biologists, social scientists, artists, philosophers and storytellers. We will read philosophical and historical texts and closely analyze some of the ideas that have helped shape our conception of the body. We will study the genetic development and biological function of the body, carrying out experiments in the laboratory to get a direct sense of the process of scientific investigation. Finally, we will read novels and look at visual images as other ways of engaging with the body, particularly the physical manifestation and representation of emotion. Throughout our inquiry, we will ask how we have come to know what we claim to know.Our investigations will follow a particular progression. In fall quarter, we will consider the body: the history of the conception of the body, images of the body, evolution of the body, the body as the site of meaning-making and genetic approaches to deciphering the development of the human organism. In winter quarter, we will examine aspects of the mind: the Cartesian dualism, the functional organization of the brain, processes of cognition, measuring intelligence, use of language and the importance of emotions. In spring quarter, we will explore the notion of the soul: death and burial rituals in different cultures, philosophical and literary investigations of the soul, ethics, beauty and religion. The program will use regular writing assignments, including essays and papers, to strengthen and deepen analytical thinking skills. We anticipate reading such authors as Michel Foucault, Rene Descartes, Martha Nussbaum, Thomas Kuhn, Oliver Sacks, Antonio Damasio, Clifford Geertz, Gregory Bateson, Paul Rabinow, Joao Biehl, Emily Martin, Virginia Woolf, Robert Musil, Kazuo Ishiguro and Jeffrey Eugenides.		Donald Morisato Rita Pougiales		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Botany: Plants and People Frederica Bowcutt and Lalita Calabria botany cultural studies environmental studies field studies history natural history writing Signature Required: Winter	Program	SO–SRSophomore–Senior	8, 16	08 16	Day	F 14 Fall	W 15Winter		The fall portion of this program serves both full-time and half-time students who are looking for an opportunity to expand their understanding of plants and challenge themselves. Students will learn about plant anatomy, morphology and systematics. Lectures based on textbook readings supplement the laboratory work. The learning community will explore how present form and function informs us about the evolution of major groups of plants such as mosses, ferns, conifers and flowering plants. Students will get hands-on experience studying plants under microscopes and in the field. Students will also learn how to maintain a detailed and illustrated nature journal to develop basic identification skills of common species of plants. Field observational data sharing will occur through online citizen science venues. Quizzes, exams, and weekly assignments will help students and faculty assess learning. In fall there is no upper-division science credit. The part-time option only exists in fall.FULL-TIME ONLY: For students enrolled full-time in the program, this is a two-quarter program, which allows students to learn introductory and advanced botanical material in an interdisciplinary format. In winter, full-time students will study algae, seaweed herbarium specimen preparation, twig identification, and help build a database of phenological information on a variety of local natural events including bud burst. During both fall and winter, they will also focus on people's relationships with plants for food, fiber, medicine and aesthetics. Students will study economic botany through seminar texts, films and lectures that examine agriculture, basketmaking, forestry, herbology and horticulture. They will examine political economic factors that shape our relations with plants. Through economic and historical lenses, the learning community will inquire about why people have favored some plants and not others or radically changed their preferences, such as considering a former cash crop to be a weed. In our readings, we will examine the significant roles botany has played in colonialism, imperialism and globalization. Students will also investigate the gender politics of botany. For example, botany was used to inculcate "appropriate" middle- and upper-class values among American and European women in the 18th and 19th century. Initiatives to foster more socially just and environmentally sustainable relations with plants will be investigated. In fall, weekly workshops will help the full-time students improve their ability to write thesis-driven essays defended with evidence from the assigned texts in cultural studies. In winter, full-time students will write a major research paper on a plant of their choosing applying what they've learned about plant biology and economic botany to their own case study. Through a series of workshops, they will learn to search the scientific literature, manage bibliographic data and interpret and synthesize information, including primary sources. Through their research paper, students will synthesize scientific and cultural information about their plant. : The part-time option is fall only. Students electing to register for this option are encouraged to also register for Field Mycology (8-cr), also fall only.		Frederica Bowcutt Lalita Calabria	Mon Tue Wed Fri	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
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
Business and Culture Along the Silk Roads Hirsh Diamant and Thuy Vu business and management cultural studies education field studies study abroad Signature Required: Spring	Program	FR–SRFreshmen–Senior	8, 12	08 12	Weekend	F 14 Fall	W 15Winter	S 15Spring	Good training in business management and cultural competence are essential requirements for the development of successful and sustainable enterprises. This program will focus on the interconnections between business, economy, and culture, with a specific application to trade, cultural exchange, and community development along the Silk Roads. For centuries, the ancient Silk Roads moved ideas and goods between the great civilizations of Asia, Pacific Rim, the Middle East, and the New World. From the time of Marco Polo and Genghis Khan to Yo Yo Ma, the Silk Roads have connected empires and fostered the development of music, art, religion, and commerce. In this program we will study contemporary and historical Silk Roads to envision sustainable commerce of Silk Roads in the future. We will develop learning, skills, and practical knowledge that are necessary to provide a strong foundation and vision for understanding the business and economic development potential of selected cultures along the Silk Roads. We will examine how developing commerce of Pacific Rim can impact the economic future of Washington State. We will learn about international trade, socially responsible enterprises, and intercultural communication. We will learn about the use of money and alternative business financing models. The program will be foundational for forming business pathways to move toward greater cultural, economic, and environmental sustainability. In fall quarter, we will learn the skills necessary for understanding the historical, cultural, and economic significance of Silk Roads and for creating a sustainable business plan. Our study in fall quarter will include learning about community resources, business economics, and social/business enterprises along the Silk Roads. In winter quarter we will learn about intercultural communication, alternative business financing models, leadership, and application of business skills in non-profit and corporate enterprises. Winter quarter will also provide an opportunity for selected students to travel on Silk Roads to China and Vietnam with faculty members Thuy Vu and Hirsh Diamant to study business, economy, culture, and education there. (Students traveling abroad can earn 12 credits.) In spring quarter we will work on practical application of acquired skills in intercultural leadership, international trade, marketing, and developing sustainable applications of students’ business plans.		Hirsh Diamant Thuy Vu	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Business and Management Strategies for a Global Society Theresa Aragon business and management	Program	JR–SRJunior–Senior	12	12	Weekend	F 14 Fall	W 15Winter	S 15Spring	This year-long, weekend-intensive, business and management program will assess business, management, and leadership in the context of contemporary technological advances and globalization. Organizations will be examined within their economic, political, and social environment. Organizational development and management strategies will be analyzed in terms of current and future utility. Traditional elements of management such as decision making, strategic planning, organizational behavior, human resources, and conflict management are incorporated throughout the program. Application of theory and enhancement of critical thinking will occur through problem solving and case study analyses. Assignments will place a heavy emphasis on developing analytical, verbal, written, and electronic communication skills through dialogue, seminars, critical essays, training modules, research papers, and formal presentations. Managerial skills will be developed through scenario building, scripting, role-play, and case development among other techniques.Fall quarter will focus on managerial self-assessment, interpersonal management skills, leadership, strategic management, and conflict management. Learning objectives will include developing an understanding of leadership and global leaders, development of interpersonal managerial skills and team building skills, and strategic planning. Winter quarter will focus on strategic management theory and organizational development. Learning objectives will include developing an understanding of basic finance, economic concepts, and strategic management. Spring quarter will focus on applying managerial skills and strategic management concepts and analytical tools in the workplace via internships. Learning objectives will include developing an ability to apply managerial skills in the workplace; developing an ability to utilize core concepts and analytical tools in strategic management in the workplace; developing an understanding of change management and the ability to apply these concepts to change in a global corporation and to develop the ability to critique and apply literature on managing people and change management in the workplace		Theresa Aragon	Sat Sun	Junior JR Senior SR	Fall	Fall Winter
Business for Good Joseph Tougas and Russell Lidman business and management communication community studies economics leadership studies philosophy political economy	Program	FR–SRFreshmen–Senior	16	16	Day	F 14 Fall			Most of our wants and needs are met through the activities of private business enterprises, and, to a lesser extent, of entrepreneurial nonprofits. You may be considering a career in business or entrepreneurship, or perhaps you are just exploring career options. This introductory program will provide perspective on and a foundation in skills essential for success in business and social entrepreneurship. A measure of this program’s success is whether it supports you in developing your talents and abilities, to enable you to play a positive role in these arenas. The content of this program includes economics and business statistics, as well as the study of ethics and values as they apply to leadership and decision-making. Students will acquire an understanding of the economy and its impact on firms, industries, communities, and households. They will be exposed to descriptive and inferential business statistics—necessary background for any subsequent work in marketing, finance, auditing and accounting. Students will be challenged with ethical problems that will require careful, analytical thought. In connection with the readings on ethical values, students will be encouraged to think through how their own sense of what makes life worthwhile would influence their decisions as a businessperson or community organizer. Students will need to squarely face the conflicts that inevitably arise in a pluralistic society, and learn to respond honestly and constructively in conflict situations. They will participate in team-building tasks which will provide perspective on working as part of a team, as well as independently. All of this will occur in the context of an interdisciplinary liberal education, oriented to the student’s intellectual and personal growth.The program will include lectures, seminars, workshops, guest lectures and field work. Our guest lecturers will come from successful local businesses and nonprofits. The field work will involve visiting a nearby community and producing a detailed analysis of its economic well-being. Reading for this program will include texts in economics, business statistics, and practical ethics, along with short stories and novels that illustrate the challenges of making business decisions that are both ethically and economically sound. Students will also develop practical skills working with the spreadsheet software Excel.		Joseph Tougas Russell Lidman	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Business: Innovation, Stewardship and Change David Shaw and Zoe Van Schyndel business and management economics leadership studies	Program	FR–SRFreshmen–Senior	16	16	Day	F 14 Fall	W 15Winter		What’s next for business? Pure profit-oriented approaches to business may fail socially, ethically and economically. Change is a constant in business, including innovation, value creation and responsibility for others. The roles we are asked to play in organizations and in business can and do vary. The desire to innovate drives the entrepreneurial spirit, whether to make money, underwrite a particular lifestyle, do good and/or create jobs for others. The managerial role, in contrast, demands one act on behalf of the best interests of the organization and its stakeholders and serve as the responsible steward for different interests. With multiple roles like these to juggle, how is it possible to find the proper balance, if any, among them? Students will answer these questions for themselves by participating in field trips, seminars, workshops, listening to guest speakers, watching movies and attending lectures.This program is designed for students who want to build a strong foundation in business. We will take an introductory look at the business disciplines of accounting, finance, management, entrepreneurship, marketing and economics over two quarters. Students who successfully complete the program will develop a solid foundation for doing business, creating their own business or nonprofit, or working with or consulting with others founding or growing their own organizations. It will also help those interested in pursuing advanced studies in business or the social sciences, or seeking employment in the private sector, government or nonprofit organizations. Students should also leave the program with a deeper appreciation of emerging issues at the intersection between business and society.Students will find a basic level of quantitative competence, including the ability to create, use and interpret spreadsheets (e.g., MS Excel), useful. Students who do not yet have these skills will have an opportunity to expand these skills in program assignments.		David Shaw Zoe Van Schyndel	Mon Mon Wed Thu Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Business on the Brink: Ethics and the Financial Crisis Stephen Beck business and management philosophy political economy	Program	SO–SRSophomore–Senior	8	08	Evening	F 14 Fall			The financial collapse of 2007-2008 triggered the "Great Recession" in the U.S. and had devastating consequences on people worldwide. In this country, many people lost their houses through foreclosure and their jobs through the resulting contraction that rippled through the economy. While today the U.S. economy is officially in recovery, many people have yet to feel the recovery's benefits.Yet the financial collapse was no natural disaster. What was the role of people in power, both in business and in government, in making decisions and taking actions with far-reaching consequences? Taking as our starting point the principle that with power comes responsibility, in this program we will examine the ethical lessons of the financial crisis and its fallout. We will examine events surrounding the financial crisis in order to develop a preliminary understanding of it as well as to motivate our central questions: What ethical, political and social responsibilities people in various roles and positions of power have? Did ethical and political lapses in the way that we conceive of and conduct business and finance allow this crisis to unfold? And, perhaps most important, what kind of power can gain by coming to a greater understanding of these matters? Students will come to understand different ways to conceive of their ethical relationships to those close to them as well as to society and the world more broadly, and they will exercise their understanding in careful thinking about the recent financial crisis, to culminate in an ethical position essay. This program is preparatory to work and further study in ethics, politics, business, and social responsibility.		Stephen Beck	Wed Sat	Sophomore SO Junior JR Senior SR	Fall	Fall
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
Calculus I, II, and III (A) Vauhn Foster-Grahler mathematics	Course	FR–SRFreshmen–Senior	4	04	Day	F 14 Fall	W 15Winter	S 15Spring	Calculus I, II, and III is a year-long sequence of courses that will provide a rigorous treatment of the procedures, concepts, and applications of differential and integral calculus, multi-dimensional space, sequences, and series. This year-long sequence is appropriate for students who are planning to teach secondary mathematics or engage in further study in mathematics, science, or economics. During fall quarter, we will engage in a rigorous study of derivatives and their applications through multiple modes of inquiry. Winter quarter will focus on procedures and applications of integration. Spring quarter topics include introduction to multi-dimensional space, sequences and series. There will be an emphasis on context-based problem solving and collaborative learning. If you have questions about your readiness to take this class, please contact the faculty.		Vauhn Foster-Grahler	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Calculus I, II and III (B) Mario Gadea	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring			Mario Gadea	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Ceramics: Form and Function Aisha Harrison visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening			S 15Spring	In this class students will explore the sculptural and design potential of functional ceramic forms. Topics discussed will include elements of design, historical and cultural significances of functional forms, and integration of surface and form. Techniques will include wheel throwing, alteration of thrown forms, piecing parts to make complex or larger forms, and creating hand-built accoutrements.		Aisha Harrison	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Chemistry Counts! Dharshi Bopegedera and Vauhn Foster-Grahler chemistry mathematics	Program	FR–SRFreshmen–Senior	16	16	Day			S 15Spring	This program will explore topics in chemistry at the introductory level. It is designed for students who are eager to gain an understanding of chemistry so that they can pursue further studies at the general chemistry level and for those who are seeking to broaden their liberal arts education. Program activities will include lectures, workshops, and laboratory experiments. We will begin the study of introductory chemistry by exploring the structure of the atom, the nature of the chemical bond, and proceed towards an understanding of molecular geometry.This will lead us to discussions of the periodic table, chemical reactions, mole concepts, and stoichiometry. In the laboratory we will develop bench skills and lab techniques. In particular we will focus on measurements, preparing solutions, titrations, and spectroscopy while learning how to use spreadsheet software for data collection and analysis. In chemistry workshops, students will work in small groups to solve problems that further their understanding of the topics covered in lectures. Collaborative learning will be expected and emphasized although students will be responsible for their individual work.In the mathematics workshops we will study linear, exponential, rational, and logarithmic functions using a problem-solving approach to college algebra. Collaborative learning will be emphasized. A graphing calculator is required.Students will have the opportunity to do an independent project to demonstrate their understanding of chemistry and mathematics by developing a hands-on lab activity to teach chemistry and math concepts to middle school children. Students will present these activities at the Annual Evergreen Science Carnival.		Dharshi Bopegedera Vauhn Foster-Grahler		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
The Chemistry of Living Systems Lydia McKinstry and Paula Schofield biochemistry chemistry Signature Required: Fall Winter	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall	W 15Winter		This upper-division science program will develop and interrelate concepts in experimental (laboratory) organic chemistry and biochemistry. It will cover the chemistry material that is usually offered in Molecule to Organism. Throughout both quarters we will integrate topics in both subjects to gain an understanding of the structure-property relationship of synthetic and natural organic compounds. We will also examine the key chemical reactions of industrial processes as well as those reactions that are important to the metabolic processes of living systems.There will be a significant laboratory component—students can expect to spend at least a full day in lab each week, maintain laboratory notebooks, write formal laboratory reports and give formal presentations of their work. Students will work collaboratively on laboratory and library research projects incorporating the theories and techniques of chemical synthesis and instrumental methods of chemical analysis. All laboratory work and approximately one half of the non-lecture time will be spent working in collaborative problem-solving groups. This is an intensive program. The subjects are complex, and the sophisticated understanding we expect to develop will require devoted attention and many hours of scheduled lab work each week. Each student will be expected to develop a sufficient basis of advanced conceptual knowledge and practical skills necessary for pursuing work in a chemistry-based discipline.	chemistry, biochemistry, industrial or pharmaceutical research, medicine, dentistry, veterinary medicine, naturopathy, optometry and pharmacy.	Lydia McKinstry Paula Schofield		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Chinese, Beginning I, II, III Lin Crowley cultural studies history language studies	Course	FR–SRFreshmen–Senior	4	04	Evening and Weekend	F 14 Fall	W 15Winter	S 15Spring	This introductory Chinese course will emphasize the standard Chinese pronunciation and the building of useful vocabularies. Students with no or little prior experience will learn Chinese pinyin system and modern Mandarin Chinese through interactive practice and continuous small group activities. Learning activities may also include speaker presentations and field trips. Chinese history and culture will be included as it relates to each language lesson.Students enrolling in this course may also use this as a prerequisite for a Chinese study abroad program. If you are interested in traveling to China in the summer, please be sure to contact the faculty for more information.		Lin Crowley	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Climate Solutions Rob Cole environmental studies law and public policy sustainability studies	Program	JR–SRJunior–Senior	16	16	Day		W 15Winter		We will explore the causes of global climate change and study the many actions and social behaviors that we can take to minimize human contributions to it. We will examine the scientific evidence for global warming and the efforts to discredit that evidence. We will study the role of multinational corporations in global climate change and how they influence governmental policies and public opinion. We will focus on how to respond to global warming in a fashion that works toward sustainability and equity in the ecosystems that support life on the planet. We will pay particular attention to issues of justice between humans and how humans interact with other species.In order to understand actions we can take, this program will explore sustainable lifestyle strategies as well as how to resist corporate influence on consumer consumption. We will study the approaches of biomimicry, sustainable architecture, equitable distribution of food and shelter, minimal-impact industrial processes, local food production, less toxic methods of producing and a variety of low-impact lifestyles. We will examine the methods advocated by visionary groups like Second Nature, Climate Solutions and Cradle-to-Cradle. We will study current federal energy policy and its connection to climate change, as well as the more proactive policies adopted by hundreds of cities. Students will complete a series of audits of their personal consumption and carbon-generation patterns. We will study methods of computing carbon dioxide budgets including carbon sequestration methods, the intricacies of carbon capping and offsetting strategies and opportunities to reduce net carbon dioxide production. Students can expect to do research on emerging technologies and strategies that move us to carbon neutrality while fostering sustainability and justice.In addition to exploring how we can all lessen our impact on global climate change and move toward equity, students can expect to sharpen their critical reasoning, writing and speaking skills, as well as their ability to work with quantitative methods and to interpret quantitative data from a variety of sources.Students will be expected to make at least two small-group presentations on a climate solution of their own choosing and complete a term research paper on a topic of their choice.		Rob Cole	Mon Wed Thu	Junior JR Senior SR	Winter	Winter
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
Community Resilience: An Introduction to Public Policy Joli Sandoz health political economy political science	Course	FR–SRFreshmen–Senior	4	04	Weekend	F 14 Fall			The role of public policy in strengthening local communities will be our primary emphasis, as we explore ways we can help collective efforts to respond positively to change. Course participants will begin by investigating two key concepts: "community resilience" and "public policy." Then we'll shift our attention to how public policy is formulated and implemented, and also how process helps shape a policy’s effectiveness. Part of our work will take place in simulations and serious games, widely-accepted methods of research and field inquiry in a board range of fields, including the social sciences and natural resource management.Development and application of effective presentation-preparation skills, including thinking and writing, will be a major course emphasis. Participants will be expected to attend in person or to watch online a minimum of two public meetings relevant to our work, and to write a brief report about each. Additional written assignments will include several short weekly discussion papers to be shared with other course participants. As the quarter progresses, this writing will build into a final 10 minute in-course presentation with associated documentation, based on course readings and knowledge of a specific community, to explore a topic of each student’s choice. Credit will be awarded in Public Policy: Community Resilience.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 12-15 page exploratory paper on a topic related to public policy and human health, accompanied by a short presentation of their work in .		Joli Sandoz	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Computability and Language Theory Sheryl Shulman, Richard Weiss and Neal Nelson computer science mathematics Signature Required: Winter	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall	W 15Winter		This program will explore what computers can do, how we get them to do it and what they can't do. It is designed for advanced computer science students and students with an interest in both mathematics and computer science. The program covers topics in formal computer languages, systems of formal logic, computability theory and programming language design and implementation. Students will also study a functional programming language, Haskell, learn the theoretical basis of programming languages and do an in-depth comparison of the properties and capabilities of languages in the four primary programming paradigms: functional, logic, imperative and object-oriented. Program seminars will explore selected advanced topics in logic, language theory and computability.These topics are offered in four distinct threads. The Formal Languages thread will cover the theoretical basis of language definitions, concluding with a study of what is computable. The Logic thread will cover traditional logic systems and their applications to programming languages and computer science. The Functional Language thread covers advanced programming techniques using the programming language Haskell. The Programming Language thread covers both the theoretical basis and practical implementation of programming languages by comparing the design and implementation of the four distinct programming language paradigms. Students will have a project opportunity to implement an interpreter for a small programming language.		Sheryl Shulman Richard Weiss Neal Nelson		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Computer Applications for the Fiber Arts: Pathways to Innovative Design Gail Tremblay and Richard Weiss art history computer science visual arts	Program	SO–SRSophomore–Senior	16	16	Day			S 15Spring	This interdisciplinary program links computational thinking with fiber arts. It is an opportunity for upper division students with expertise in either one of these fields to learn how to integrate that understanding with the other field. Students in this program will master a variety of techniques used by Fiber Artists to design both fine art and fine craftwork in the field. Everyone will design a warp, warp a loom, and draft and design treadling and weave patterns using a four-quadrant system to create color drafts on the computer. All students will weave a sampler, and learn a variety of off loom processes including felting, and a variety needle arts techniques in which they can use programmable Arduino LilyPad threads that will allow them to design art pieces which have elements that light up, make sound, or do other functions. Students will learn color theory, as it relates to design, and the history of Fiber Arts, in order to understand the evolution of the field over the past seventy-five years. Everyone will be required to design one major individual project and one major group project that they will exhibit at the end of the quarter. To create their projects students will be required to either use computer-aided design for drafting, apply computer science to a design problem, or use programmable threads as part of their projects. In the process, students will learn about the history of computer-aided design (CAD) in industrial and fine art production of fiber arts and robotics and automation. Students will investigate standard CAD tools, as well as theories needed to design programs to create original fiber arts designs. This history will start with the Jacquard loom first introduced in 1801 to allow weavers to automatically program brocade patterns by using a series of cards and end with modern computer driven looms that allow weavers to create complex multi-harness designs. Students will study computational thinking, which is the basis for all programming.Based on their prior experience with programming students will either learn the fundamentals of programming and algorithmic thinking, or for students who would like to do advanced work in computer science, there will be a weekly workshop on Machine Learning and Statistics. The work will include problem sets and programming.The program will include guest lectures by noted artists in the field and at least one field trip, All students will do a research paper and presentation on a fiber artist whose work combines computer applications for the development of fiber designs, and a short PowerPoint Presentation on their work to the class.;		Gail Tremblay Richard Weiss		Sophomore SO Junior JR Senior SR	Spring	Spring
Computer Science Foundations revised Sheryl Shulman, Rik Smoody, Richard Weiss and Neal Nelson computer science mathematics Signature Required: Winter	Program	FR–SRFreshmen–Senior	16	16	Day	F 14 Fall	W 15Winter		In this program, students will have the opportunity to learn the intellectual concepts and skills that are essential for advanced work in computer science and beneficial for computing work in support of other disciplines. Students will achieve a deeper understanding of increasingly complex computing systems by acquiring knowledge and skills in mathematical abstraction, problem solving and the organization and analysis of hardware and software systems. The program covers material such as algorithms, data structures, computer organization and architecture, logic, discrete mathematics and programming in the context of the liberal arts and compatible with the model curriculum developed by the Association for Computing Machinery's Liberal Arts Computer Science Consortium.The program content will be organized around four interwoven themes. The computational organization theme covers concepts and structures of computing systems from digital logic to the computer architecture supporting high level languages and operating systems. The programming theme concentrates on learning how to design and code programs to solve problems. The mathematical theme helps develop mathematical reasoning, theoretical abstractions and problem-solving skills needed for computer scientists. A technology and society theme explores social, historical or philosophical topics related to science and technology.		Sheryl Shulman Rik Smoody Richard Weiss Neal Nelson	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Computers and Cognition revised Ab Van Etten computer science consciousness studies	Program	FR–SRFreshmen–Senior	8	08	Evening			S 15Spring	What types of problems can be solved by computers? How do humans and computers differ in the types of problems they can solve? What is the future of computing, and will computers evolve an intelligence that includes what we would define as human thought? Can computers learn or create on their own? This program will explore the basics of computer science, how computers work, and their possibilities and limits. The program will include basic programming in Javascript, Web development, introductory computer electronics, and other computer science topics. We will contrast this with human cognition. We will then look at how computers will likely affect the way we live, work, and relate in the future. In seminar we will explore the issues surrounding machine vs human consciousness and strong artificial intelligence.		Ab Van Etten	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Consciousness: Pathways to the Self Donald Middendorf and Terry Setter consciousness studies philosophy of science psychology	Program	FR ONLYFreshmen Only	16	16	Day	F 14 Fall	W 15Winter	S 15Spring	What is the relationship between our understanding of consciousness and our self-understanding? This yearlong, interdisciplinary program will provide an opportunity for students who are interested in doing intensive work on the nature of consciousness to cultivate self-awareness through challenging readings, written and expressive responses to program materials and self-reflection. We will examine our beliefs about the nature of reality from a variety of disciplinary viewpoints, including physics, music, psychology and philosophy. Prospective students should have a strong interest in the experiential study of relationships between reality and consciousness as well as college-level skills in reading, writing and pursuing research topics. Sincere effort and self-motivation will be essential for succeeding in this yearlong community learning process.We will take an approach that welcomes and explores the complexity of many different views of consciousness as proposed by researchers, philosophers and spiritual leaders. We will read texts that cover many contemporary models of consciousness and we will examine topics from the basics of Jungian psychology through alternative areas of research, such as lucid dreaming and paranormal phenomena. Students will keep a structured journal of activities and practices that explores their developing understanding of the nature of consciousness. The fall quarter will include an overnight, off-campus retreat. During the winter and spring quarters we will integrate contemplative disciplines into our study as well as an in-depth study of dreams. This will include keeping a journal of experiences during contemplative practices and a dream journal. In spring, students will have the opportunity to pursue their interests in individually selected areas of activity for up to four credits.This is an experiential and rigorous full-time program in which students will be expected to participate in all program activities and to document at least 40 hours of work per week being invested in program related activities.		Donald Middendorf Terry Setter	Tue Wed Thu	Freshmen FR	Fall	Fall Winter Spring
Contested Bodies: Representations of Martyrdom Elizabeth Williamson and Amjad Faur aesthetics cultural studies religious studies visual arts	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall			How is the image of the martyr a revolutionary image? What is the function of the martyr’s body as a sign of her beliefs? This upper-division program will examine representations of martyrdom in a variety of historical and contemporary contexts, with a particular emphasis on colonialism and its aftermath. Students will deepen their skills in visual analysis through careful study of the visual languages of European (Christian) martyrdom, Shi’a martyrdom and contemporary Islamic martyrdom.Martyrdom is by no means an exclusively religious phenomenon—it has always been shaped by larger political struggles—but we will pay attention to the representational paradoxes involved in making images of martyrs within communities in which idol worship is technically forbidden. Most of all, we will seek to resist the stereotypical notion of the martyr as mindless fanatic. To do this, we will examine the conditions of oppression under which martyrdom becomes one of a small number of viable choices, as well as the individual martyr’s resistance to those conditions. The martyr’s body is a site of contestation between various ideological frameworks, but it can also be a site of empowerment.This program is ideal for students who wish to hone their analytical skills, especially in relation to the close reading of images within their historical contexts. Students will complete investigative assignments to supplement the case studies covered in lecture and will be asked to design a research-based independent project related to program themes. The reading load for this program will be heavy and will involve critical theory as well as essays on particular historical moments and images. There will be no studio instruction in photography. Students will benefit from previous study of art history and/or post-colonialism, but neither are required in order to succeed in the program.		Elizabeth Williamson Amjad Faur		Sophomore SO Junior JR Senior SR	Fall	Fall
Core Ballet A Jehrin Alexandria	Course	FR–SRFreshmen–Senior	2	02	Weekend	F 14 Fall		S 15Spring			Jehrin Alexandria	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Spring
Core Ballet B Jehrin Alexandria	Course	FR–SRFreshmen–Senior	2	02	Evening	F 14 Fall		S 15Spring			Jehrin Alexandria	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall 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
Creating Dance Here and Now Robert Esposito aesthetics art history dance somatic studies	Program	SO–SRSophomore–Senior	16	16	Day		W 15Winter		This focused, one-quarter, dance-based program, involves progressive study in modern dance composition, theory, and technique. Prior dance experience at the beginner/intermediate level is advised.Activities will include regular classes in Nikolais/Louis dance technique, theory, improvisation, composition, performance forum, critique, and seminar. Students will engage in disciplined kinetic activities while studying basic anatomy and dance kinesiology, using a Pilates-based floor barre and Laban movement analysis. Deep somatic work will be based on Feldenkrais’ “Awareness Through Movement”, theories of Gestalt psychology, and principles of creative visualization. Regular work in dance improvisation and composition will encourage personal empowerment, artistic freedom, community, and the enjoyment of beauty through the art of motion. Students will learn basic craft principles of composition: the formal design of space, time, shape and motion, drawing content from their own life experience and past interdisciplinary study to create original dance theatre work. Compositions will be performed weekly in performance forums that include faculty and student-centered critique and analysis.Theory, texts, and seminars will review the history, development, and methodology of dance and movement as fine art, draw distinctions between art and psychotherapy, cultural expression, and compare the creative process in other art forms, such as drawing, painting, and poetry. Seminar will draw on texts in psychology, art history, linguistics, color theory, poetics, and neurophysiology, to develop skills in critical analysis and discourse, as well as situating texts, art and performance in their historical and sociocultural contexts. Writing will balance creative and analytical forms and research styles. The program culminates with a recital of selected student work.		Robert Esposito	Mon Tue Wed Thu	Sophomore SO Junior JR Senior SR	Winter	Winter
Critical Reasoning Stephen Beck	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter		In this intensive writing course, students will learn how to critically evaluate persuasive writing as well as how to write well-reasoned, persuasive writing of their own. Students will study informal reasoning and develop their own abilities to give good reasons in writing for their own views. Students will develop their reasoning and writing skills through sustained engagement with a particular theme. This quarter's theme will be the place of "new media" (mainly, the Internet, its various highways and byways, and the myriad portable means of accessing it) in a reflective and responsibly engaged life within contemporary society.		Stephen Beck	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Critical Thought and Social Consciousness through Film Michelle Aguilar-Wells consciousness studies media studies	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall			-Laura Bickford, Oscar nominated producer of "Traffic" Film can revolve around complex issues found in society and offer different perspectives on human and societal behavior. Students in the all level class will view and analyze a minimum of 20 films from the big screen, small screen, and documentary categories. The class will be divided into four topical areas: race relations, corporate influence and impacts, LGBT community issues, and a miscellaneous category. Examples of films that may be included are: Crash, Milk, American History X, Wall Street, Grand Torino, 4 Months, 3 Weeks, 2 Days, Traffic, Two Spirits, and How to Survive a Plague. Students will review critiques of the films, participate in seminars, use organizing techniques to identify concepts, and review competing and historical perspectives. In addition, students will analyze each film’s individual perspectives, techniques, and impacts. Students will produce reflections and/or film analysis, a final term paper that is a comparative analysis within one of the categories, deep reflective questions for each film, and research work associated with each film category. They will learn to apply critical modes of questioning to issues in their own communities. They will understand the meaning of social consciousness and the value of significant dialogue. Students should be prepared to enter into difficult discussions with civility and respect. Students can expect to examine their own beliefs in light of differing perspectives. Students can expect to receive credit in film analysis, critical thought, and social consciousness or justice. : students in this program must be prepared to view films that offer controversial subject matter and perspectives and may be rated R.		Michelle Aguilar-Wells	Mon Tue Wed	Sophomore SO Junior JR Senior SR	Fall	Fall
Cultural Landscapes: Sustainable Communities, Environmental Justice and the Media Therese Saliba, Anne Fischel and Ted Whitesell community studies cultural studies environmental studies media studies sustainability studies Signature Required: Winter Spring	Program	FR–SOFreshmen–Sophomore	16	16	Day	F 14 Fall	W 15Winter	S 15Spring	How do different cultures, communities, classes, genders and other groups experience and utilize landscapes differently? How do peoples’ stories or histories converge or conflict in relationship to any given place? What are communities doing to build a more just and sustainable future? How do we read power relations in the landscape?Studying “cultural landscapes” means looking at how the land bears the imprint of generations of human cultures. We will learn to read landscapes as primary sources of information about culture, community identity and the relationship between humans and their environment.This program will focus on how the transformations of landscapes are linked to struggles for sustainability and justice. In the exploration of these questions, we will study the foundations of cultural, environmental, media and sustainability studies. Selected topics in sustainability studies will be introduced, including the study of complex systems, climate change, human population, environmental justice, energy and species extinction. We will look at the role of photography and film in shaping our understanding of people, places and resources. We will also learn how people in diverse political, economic and social situations are working to create just and sustainable communities, as we observe, analyze and engage with communities involved in these efforts.We will examine the histories of expansion, colonization, globalization and migration in the Middle East, the American West and the U.S./Mexico border region during fall quarter. In winter, we will examine specific contested landscapes through international case studies of Iraq, Israel/Palestine, Egypt Venezuela and Brazil. The centerpiece of spring quarter will be learning about landscapes of sustainability and justice through active engagement with the communities here in South Puget Sound.Each quarter, students will get hands-on field experience in the landscapes and cultures of the Pacific Northwest, through multiple field trips lasting between one and three days. We’ll focus on the importance of regional river systems like the Columbia, Elwha and Duwamish Rivers and we’ll examine the controversies and struggles that different communities and cultures have engaged in regarding their use. We may also visit Mount Rainier, Whidbey Island and the cities of Seattle, Centralia, Shelton and Olympia. Students will learn skills in field observation through the use of field journals, descriptive writing and photography. Students will have the option to develop a practice of photography that reflects on what they have learned to see in the landscape and makes visible some of the contested histories and cultures of the places we are coming to know. Finally, students will gain skills in expository writing and analysis of cultural texts, including literature and films that explore the relationships of communities to their environments and how their identity is influenced by their sense of place.		Therese Saliba Anne Fischel Ted Whitesell		Freshmen FR Sophomore SO	Fall	Fall Winter Spring
Current Economic and Social Issues: Explanations, Actions and Solutions Peter Bohmer American studies communication economics media studies political economy political science sociology	Program	FR ONLYFreshmen Only	16	16	Day			S 15Spring	The outcome of current social and economic problems will shape the future for us all. This program focuses on analyzing these problems and developing skills to contribute to debates and effective action in the public sphere. We will address major contemporary issues such as poverty and economic inequality, immigration, sexual violence, incarceration, climate change, and war on a global and national level. We will draw on political science, economics and political economy, sociology, and communication studies for our analysis, with particular attention to dimensions of class, race, gender, and global inequalities.We will build our analyses using data-driven descriptions, narratives of those directly affected, and theories that place issues in larger social and historical contexts. Students will be introduced to competing theoretical frameworks and perspectives for explaining the causes of social problems and their potential solutions (frameworks such as neoclassical economics, liberalism, Marxism, feminism, and anarchism). We will study how social movements have actively addressed the problems and investigate their short- and long-term proposals and solutions. We will also examine how alternative economic and social systems address these issues.Through critical analysis of media representations of current issues, students will learn to create alternative representations in the form of radio broadcasts or podcasts. Students will learn basic recording, editing, writing, and performance skills needed for audio interviews, commentaries, and documentaries.We will choose the specific issues to be addressed in the program as spring 2015 approaches, so that our study will be as relevant as possible. For each topic studied, we will combine readings with lectures, films, and workshops, along with guest speakers and field trips as appropriate to observe problems and responses first hand.Students will write short papers on each of the social and economic issues we are analyzing. You will also in groups examine in more depth and report on one of these areas.		Peter Bohmer	Tue Tue Wed Fri Fri	Freshmen FR	Spring	Spring
Democracy and Free Speech revised Jay Stansell government law and government policy law and public policy political science	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall			May racists burn crosses to express their supremacist views? May protesters burn flags to express their opposition to government policy? The First Amendment is most vulnerable to erosion when we fail to protect expression that some or many find unpopular, offensive, repugnant, indecent, subversive, unpatriotic, heretical, blasphemous, etc. This program will be a comprehensive and critical examination of the wide range of issues implicated by the protection and censorship of expression.We will use the case method to study every major free speech opinion issued by the courts. This intensive study necessarily focuses on the last 90 years, since it was not until well into the 20th century that the United States Supreme Court began to protect speech from governmental suppression. Our study of controversies will include the new challenges presented by hate speech, government-subsidized art, political campaign spending and virtual technologies. Students will be expected to examine critically the formalist free speech paradigms that have evolved and to question the continuing viability of the "free marketplace of ideas" metaphor.Working in legal teams, students will develop appellate briefs on real free speech cases decided recently by the U.S. Court of Appeals and will present oral arguments before the "Evergreen Supreme Court." Students will also rotate as justices to read their peers' appellate briefs, hear arguments and render decisions. Reading for the course will include court opinions, Internet resources and various books and journal articles on our subject. Study will be rigorous; the principal text will be a law school casebook.		Jay Stansell		Sophomore SO Junior JR Senior SR	Fall	Fall
Development and Learning: Birth to 14 Terry Ford and Sherry Walton communication education	Program	JR–SRJunior–Senior	16	16	Day		W 15Winter	S 15Spring	This two-quarter program is designed for those interested in the interrelationships of development and learning and for those who wish to pursue a career in teaching. Participants will explore neurological, social, cognitive, linguistic and literacy development in children from birth to 14 years of age and will examine the implications of “neurotypical” and “neurodiverse” development for individuals, their parents and their teachers. Neurotypical individuals are those whose development falls within current norms specified by society, psychologists and medical doctors; neurodiverse individuals are those whose development does not conform to stated norms but who exhibit their own unique strengths, gifts and challenges.Winter quarter, guiding questions include: 1) Which factors shape development in young children?; 2) How does language develop and affect the learning process?; 3) What are the similarities, differences and influences of first and second language on development?; and 4) What roles do societal norms and expectations play in the expression of development in children’s lives?Spring quarter, guiding questions include: 1) How are neurotypical and neurodiverse individuals alike and different?; 2) How does public schooling impact development of children who are neurotypical and neurodiverse, particularly in the area of literacy acquisition?; 3) How is oral language acquisition related to literacy acquisition and how do we evaluate reading development in children?; and 4) How might we advocate for diverse learners?Students will develop knowledge in a research-based understanding of child development from a variety of theoretical perspectives; the relationships of language development, literacy acquisition and learning; an understanding of how to support the acquisition of English for students who are second language learners; the historical, sociocultural and political contexts of public schooling; information about neurotypical and neurodiverse development; and the ways in which children acquire literacy skills.In addition, students will develop skills in observing and documenting language development of individual and groups of children; analyzing oral and written language development; determining ways to advocate for and include diverse learners in the classroom; methods for determining children’s strengths and needs in reading acquisition; and interpreting reading assessment results.Program activities include interactive lectures and workshops, seminars, weekly writing, small group investigations and a long-term case study project documenting the growth of one child. Participants’ work in the program will be assessed through a case study project, written papers, participation in all class and assigned activities and a final portfolio.		Terry Ford Sherry Walton		Junior JR Senior SR	Winter	Winter Spring
Diversity and Dissent in Education and the Media Grace Huerta and Laurie Meeker community studies cultural studies education field studies gender and women's studies media arts	Program	FR ONLYFreshmen Only	16	16	Day	F 14 Fall	W 15Winter		As communities continue to reflect the country's increasingly diverse population, what media representations challenge and support discrimination in our communities, schools and institutions? How can we generate a framework for actions that reject inaccurate representations of human difference, value diverse forms of knowledge and question institutional inequalities? In this program, we will pursue answers to these questions by examining identity, educational history, cultural studies and the media in order to design strategies to support a more equitable school system and to create diverse forms of media expression.We will begin by analyzing a working definition of racism and sexism that frames intentional, as well as unintentional, normalized acts of inequality over time. We will challenge depictions in literature and the media that promote the stereotyping of diverse groups. Through an analysis of anti-racist and anti-sexist case study research and the media, we will also explore the lived experiences of diverse populations whose identities are often impacted by assumptions and disparities found in communities and school settings based upon the social construction of race and gender and the stereotyping of immigrant students. In order to break down such assumptions, students will engage in community service, writing and media analysis over the course of the program. In the fall, community service will take the form of student engagement in student groups at Evergreen, followed by collaborations with community-based organizations in winter.In addition, we will investigate specific everyday actions that media artists, activists and educators generate to confront these inequalities. By incorporating media and writing workshops, qualitative research methods such as interviews and participant observation, we will collect various sources of data and present our work which documents how specific counter-narratives can be created that affirm and support diverse learners to achieve within their schools and communities. Writing workshops will help students develop skills in critical analysis and media analysis, while media workshops (which may include photography, digital video and/or new media) will helps students develop skills in visual literacy and visual expression. Lastly, we will demonstrate our understanding of everyday anti-racist/anti-sexist practices by creating presentations that merge theory, community service and writing. Possible themes that may emerge through our own study may include examining the community and students' funds of knowledge, the use alternative media outlets and the arts as tools of empowerment which specifically recognize our collective cultural hybridity. This program will provide background knowledge and skill development for students interested in careers in teaching, media production, cultural studies and community service.		Grace Huerta Laurie Meeker	Mon Tue Thu	Freshmen FR	Fall	Fall Winter
Drawing Practices: Figurative Studies Bruce Thompson visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter		This course focuses on the traditional life-drawing practices of observing and drawing the human figure from live models. Students will use a variety of media ranging from graphite to gouache as they learn to correctly anatomically render the human form. Homework assignments will supplement in-class instruction and visual presentations. Several readings will also be given throughout the quarter. While previous drawing experience is not required, it is recommended.		Bruce Thompson	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Drawing Practices: Foundations Bruce Thompson	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			This course is an introduction to principles and techniques in drawing. Students will gain a working knowledge of line, shape, perspective, proportion, volume, and composition. Using both wet and dry media, students will experiment with the traditions of hand-drawn imagery. Students will work toward the development of an informed, personal style, aided by research of various artistic movements and influential artists. Students will be required to keep a sketchbook throughout the quarter and complete drawing assignments outside of studio time. Presentations on the history and contemporary application of drawing will contextualize studio work. A final portfolio of completed assignments is due at the end of the quarter.		Bruce Thompson	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Drawing Time Robert Leverich aesthetics architecture art history visual arts	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall			This program is for students eager to advance their drawing abilities and deepen their own sense of place in the history of art and image making. In regular drawing studios each week, we will address skills and expression through representational drawing, life drawing, spatial studies, iterative studies and non-representative abstraction, using a variety of old and new tools and media, from vine charcoal to digital collage. Students will be called on to develop a regular drawing practice outside the studio as well and to take on a substantive drawing project for a final exhibition. In lecture/workshops and seminars, we will use drawing as a connecting reference across time and cultures to study history and ideas of art and image making. We will consider how forms, methods and meanings appear, transform and reappear, from cave drawings, alphabets and portraiture to graffiti, maps and the mediations of technology. Students will be asked to do a research project exploring the relationship of drawing and art history to another discipline and to present their findings to their peers. Book possibilities include (Ingold), (Focillon), (Pasztory), (Scolari) and (Dexter). Engaged students will develop a stronger drawing practice, new ideas, a fuller sense of their work in historical and cultural contexts and skill in connecting art making and art history to other disciplines, informing and enriching all three.		Robert Leverich		Sophomore SO Junior JR Senior SR	Fall	Fall
Earth Dynamics: Climate, People and History EJ Zita, Bret Weinstein and Nancy Koppelman American studies agriculture biology ecology economics environmental studies history physics sustainability studies Signature Required: Winter	Program	FR–SOFreshmen–Sophomore	16	16	Day	F 14 Fall	W 15Winter		Earth’s environment has been shaped by human activity for hundreds of thousands of years, since early humans discovered fire. More recently, since Earth warmed out of the last ice age, humans developed agriculture and stable societies enabled the rapid development and self-transformation of cultures. Agricultural activities began to emit greenhouse gases and to change Earth’s air, water and land. People changed as well and began to document their activities, ideas and reflections. Millennia later, modern human societies use fossil fuels and modify landscapes with such intensity that Earth is unlikely to experience another ice age. Both contemporary industrial and ancient subsistence practices are part of the same long story of how human beings have used and shaped the environment and, through it, ourselves.This program will examine how changes in the Earth system facilitated or necessitated human adaptations or evolutions. To Western eyes, until perhaps 150 years ago, the Earth’s resources seemed virtually inexhaustible. Organized human thought and activity unleashed unprecedented powers which reshaped the Earth. Life expectancy increased; arts flourished. The ideas of Enlightenment thinkers and the energies they harnessed seemed to promise unlimited progress. Yet some wondered if progress might have a dark side. They developed critiques of the practices changing how people produced food and materials, traveled and warmed their homes. What can we learn from their voices in the historical record, given what we now know about global warming and other anthropogenic impacts on Earth systems?We’ll ask how human practices changed not only local environments but large-scale global processes. We’ll note patterns of interaction between people and Earth over time. We'll study natural as well as human drivers of climate change, including Sun-Earth interactions, volcanoes and greenhouse gases. We’ll consider the changing role of science in providing the understanding required for people and planet to thrive together. We’ll examine whether/how modern consumer societies are uniquely positioned to hasten and/or slow the dangerous direction in which modern resource use is driving our planet’s ecosystem. Is global warming a disaster, an opportunity or both? How do we adapt now, in the face of the most dramatic change to the Earth system in human history?Our work will include lectures, discussions, workshops, labs, quantitative homework, expository essays, responses to peers’ essays, teamwork and field trips.		EJ Zita Bret Weinstein Nancy Koppelman		Freshmen FR Sophomore SO	Fall	Fall Winter
Ecology of Grazing and Grasslands in the Pacific Northwest Michael Paros agriculture biology ecology Signature Required: Spring	Program	FR–SRFreshmen–Senior	16	16	Day			S 15Spring	This academically rigorous field-based program will provide students with the fundamental tools to manage livestock and grasslands by exploring the ecological relationships between ruminants and the land. We will begin the quarter learning about the physiology of grasses and their response to grazing and fire. Practical forage identification, morphology and production will be taught. Ruminant nutrition, foraging behavior, and digestive physiology will be covered as a precursor to learning about the practical aspects of establishing, assessing and managing livestock rotational grazing operations. Ecological assessments of energy flow and nutrient cycling in grassland systems will be emphasized. We will divide our time equally between intensive grazing west of the Cascades and extensive rangeland systems in the east. Classroom lectures, workshops and guest speakers will be paired with weekly field trips to dairy, beef, sheep and goat grazing farms. There will be overnight trips to Willamette Valley where we will study managed intensive grazing dairy operations and forage production, and Eastern Washington/Oregon where students can practice their skills in rangeland monitoring and grazing plan development. Other special topics that will be covered in the program include: co-evolutionary relationships between ruminants and grasses, targeted and multi-species grazing, prairie ecology and restoration, riparian ecosystems, controversies in public land grazing, interactions between wildlife and domestic ruminants, and analysis of large scale livestock production systems.		Michael Paros		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Ecology of Harmful Algal Blooms Gerardo Chin-Leo biology ecology marine science	Program	SO–SRSophomore–Senior	16	16	Day			S 15Spring	Coastal waters worldwide have experienced an increase in the occurrence of large concentrations of harmful algal species, now commonly referred to as harmful algal blooms (HAB). HAB species that contain toxins can cause direct mortality of marine life. Humans can be indirectly affected through the consumption of contaminated seafood. Large blooms of non-toxic species can also have negative impacts on aquatic habitats by shading benthic plants or by interfering with the activities of other organisms. Furthermore, if these algal blooms are not grazed or diluted, their decomposition by bacteria can deplete the dissolved oxygen in the water, causing the mortality of aquatic organisms and forming dead zones.This program will study the environmental factors controlling the abundance and productivity of aquatic algae, the ecology of harmful algal species and the possible role of human activities in causing the increase of HAB. In addition, we will examine the efforts of scientists and government agencies to monitor HAB and to control their impact on fisheries and public health. The material will be developed through lectures, labs and field trips. In addition, there will be an independent project to learn about current research on HAB.		Gerardo Chin-Leo	Tue Wed Thu Fri	Sophomore SO Junior JR Senior SR	Spring	Spring
The Empty Space: Performance, Movement and Theatre Walter Grodzik and Cynthia Kennedy aesthetics consciousness studies cultural studies dance education media studies queer studies somatic studies theater	Program	FR–SRFreshmen–Senior	16	16	Day	F 14 Fall	W 15Winter	S 15Spring	How does imagination respond to the emotional self, the physiology of the body and the psychology of the mind? How can we become more expressive and responsive to our inner selves? This program will explore the interior spaces where performances begin and the exterior spaces where performances are realized. Through the understanding and embodiment of somatic concepts such as awareness, intention, centering, authenticity and the interplay of mind and body, students will have the opportunity to explore the creative imagination as it expresses itself from their own life processes, rather than from externally imposed images, standards and expectations.Students will begin with movement and theatre exercises that center and focus the mind and body in order to open themselves to creative possibilities and performance. Students will also study movement and theatre as a means of physical and psychological focus and flexibility that enable them to more fully utilize their bodies and emotional selves in creating theatrical performance. Students will be invited to explore and enjoy the movement already going on inside their bodies to learn to perceive, interpret and trust the natural intelligence of intrinsic bodily sensations. The class will use experiential techniques derived from several traditions of somatic philosophy. In seminar, students will read a broad variety of texts about creativity, movement, theatre and dramatic literature.The program will include weekly seminars, workshops in movement and theatre, and film screenings of various movement/theatre and theatre productions. We welcome students of all abilities who bring their excitement, commitment and creativity to the performing arts.		Walter Grodzik Cynthia Kennedy		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Engineering Beauty: The Architecture of the Renaissance Daryl Morgan aesthetics art history visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			The great dome of Santa Maria del Fiore, the Palazzo Medici, La Rotunda of the Villa Capra, St. Peter's Basilica. For a period of nearly three centuries these iconic structures, and hundreds of others, were imagined and then constructed by a group of architect/builders whose work is still admired for its marriage of elegant and innovative engineering with the design principles of classical antiquity. In this course we will examine the work of Brunelleschi, Alberti, Palladio, Michelozzo, da Vinci, Michelangelo and others as we attempt to determine the reasons for the enduring influence of the buildings they designed and the engineering principles they employed. Students will also have the opportunity to build architectural models of these structures as well as working models of the machines that were used to build them.		Daryl Morgan		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Entrepreneurial Ventures: Logistics, Macroeconomics, Marketing and Strategy David Shaw and John Filmer business and management economics	Program	SO–SRSophomore–Senior	16	16	Day			S 15Spring	What is an entrepreneur? What does it take to become an entrepreneur? What is involved in starting up a new venture (for-profit, nonprofit or social)? Where should one focus their attention, and when? Does one stay faithful to the plan, or adapt to a fast-changing environment? And then what? Stay with the budding venture, sell it, or shut it down to move onto something else?This intermediate program builds on the concepts and tools learned in basic business programs (e.g., Business: Innovation, Stewardship and Change; Entrepreneurship and Economic Development) to provide an introduction to entrepreneurial theory and practice. The focus here is on helping students interested in developing or refining their own individual business plan for a startup venture. Seminar readings will examine advanced topics and approaches to entrepreneurship. In addition, lectures, workshops and additional readings will focus on the areas of logistics, macroeconomics, marketing and business strategy to examine how theories and practices in those areas are adapted or adjusted for in an entrepreneurial context.There will be a quarter-long, team-based online business simulation that will build skills in dynamic business strategy making and financial statement analysis. An individual research project, including a draft business plan, marketing plan, feasibility study or critical book review on entrepreneurship (and/or a business discipline) with an end-of-quarter presentation will complete the program. Students should leave the program with a deeper appreciation of emerging issues at the intersection between business and society.Students entering this program will benefit from having previously completed some college-level studies in business, including basic familiarity with accounting, economics, marketing and/or finance. A basic level of quantitative competence, including the ability to create, use and interpret spreadsheets (e.g., MS Excel), is assumed.		David Shaw John Filmer		Sophomore SO Junior JR Senior SR	Spring	Spring
Entrepreneurship and Business Plan Development Allen Jenkins business and management leadership studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			A successful business idea is one that survives in the market. However, not all new business ideas are good ones; many are unlikely to succeed, causing serious financial and personal impact on the entrepreneurs who took the chance. Business planning and analysis aids in selecting those ideas with the highest likelihood of success. Students will study evaluation techniques for determining the business feasibility of a new idea (business modeling), methods of performing a market analysis and sales estimates with special focus on spotting market trends and opportunities. Students will learn to appreciate the business plan as an organizational and personal change agent as well as a sales document. Students will study the details associated with starting a functional new business or organization with a seminal assignment, the writing of a business plan worthy of submission to UW Foster School’s Environmental Innovation Challenge or Business Plan Competition.		Allen Jenkins	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Entrepreneurship and Economic Development cancelled	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall	W 15Winter		How are organizations managed? What skills and abilities are needed? Organizations fail or succeed according to their ability to adapt to fluid legal, cultural, political and economic realities. The management of organizations will play a seminal role in this program, where the primary focus will be on business and economic development. Management is a highly interdisciplinary profession where generalized, connected knowledge plays a critical role. Knowledge of the liberal arts/humanities or of technological advances may be as vital as skill development in finance, law, organizational dynamics or the latest management theory. An effective leader/manager must have the ability to read, comprehend, contextualize and interpret the flow of events impacting the organization. Communication skills, critical reasoning, quantitative (financial) analysis and the ability to research, sort out, comprehend and digest voluminous amounts of material characterize the far-thinking and effective organizational leader/manager.This program will explore the essentials of for-profit and nonprofit business development through the study of classical economics, free market principles, economic development and basic business principles. Selected seminar readings will trace the evolution of free market thinking in our own democratic republic. Critical reasoning will be a significant focus in order to explicate certain economic principles and their application to the business environment. You will be introduced to the tools, skills and concepts you need to develop strategies for navigating your organization in an ever-changing environment. Class work will include lectures, book seminars, projects, case studies, leadership, team building and financial analysis. Expect to read a lot, study hard and be challenged to think clearly, logically and often. Texts will include by Thomas Zimmerer by Thomas Sowell, by M. Neil Browne and Stuart Keeley, and by John A. Tracy. A stout list of seminar books will include , by Friedrich von Hayek, by Thomas Paine, and by Alexis De Toqueville. In fall quarter, we will establish a foundation in economics, business, critical reasoning and the history of business development in the United States.Winter quarter will emphasize real-life economic circumstances impacting organizations. You will engage in discussions with practitioners in businesses and various other private sector and government organizations. A primary focus in winter will be on spreadsheet analysis of financial documents.		John Filmer	Mon Wed Fri	Sophomore SO Junior JR Senior SR	Fall
Entrepreneurship and Economic Development new Brenda Hood American studies business and management communication economics government history law and public policy leadership studies political economy	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall			What does it mean to be a successful entrepreneur? What does authentic success look like, to the individual, to the organization, to the larger community, and to the economy? Organizations fail or succeed according to their ability to adapt to fluid legal, cultural, political and economic realities. The management of organizations will be a central theme in this program, where the primary focus will be on business, economic, and community development through the lens of sustainability. Management is a highly interdisciplinary profession in which generalized, connected knowledge plays a critical role. Knowledge of the liberal arts or of technological advances may be as vital as skill development in finance, law, organizational dynamics or the latest management theory. An effective entrepreneur must have the ability to read, comprehend, contextualize and interpret the flow of events impacting the organization. Communication skills, critical reasoning, quantitative (financial) analysis and the ability to research, sort out, comprehend and digest voluminous amounts of material characterize the far-thinking and effective organizational entrepreneur.The program will be foundational for forming business pathways to move toward greater cultural, economic, and environmental sustainability. Throughout the program, we will ask: how might entrepreneurs innovate, challenge, and transform their cultures and their environments as well as themselves? One of the goals of this program is to develop a set of competencies that will address this need in an increasingly challenging economic and business climate, as we also engage in developing a well-rounded education. Critical reasoning will be a significant focus in order to explicate certain entrepreneurship principles and their application to the business environment. You will be introduced to the tools, skills and concepts you need to develop strategies for navigating your organization in an ever-changing environment. Class work will include lectures, book seminars, projects, case studies, leadership, team building and financial analysis. Expect to read a lot, study hard and be challenged to think clearly, logically and often. Students can expect to attain a diverse skill set, including entrepreneurship, economics, sustainable business practices, critical reasoning and the ability to integrate business within community development.Texts will include by Norman Scarborough, by Thomas Sowell, by M. Neil Browne and Stuart Keeley. Seminar texts include by Eliyahu Goldratt and Jeff Cox, by Andres Edwards and David Orr, and by Elane Scott and Rick Stephens.		Brenda Hood	Mon Wed Fri	Sophomore SO Junior JR Senior SR	Fall	Fall
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
Even When Erased, We Exist: Native American Women Standing Strong for Justice Frances V. Rains Native American studies gender and women's studies leadership studies	Program	FR–SRFreshmen–Senior	16	16	Day	F 14 Fall			Native American women have been erased from history. It is not that they did not exist; it is that they were , omitted from history. At the same time, stereotypes such as "squaw" and "princess" have plagued Native women since 1492. Ironically, the history of Native women has reflected a different reality with a long tradition of standing strong for justice. Native women have stood to protect the lands and the natural world, their cultures, languages, the health of their families, and Tribal Sovereignty. But few learn about these Native women, who consistently defied the stereotypes in order to work for the betterment of their peoples and nations. Drawing upon the experiences and writings of such women, we will explore the ways in which leadership is articulated in many Native American communities. We will critique how feminist theory has both served and ignored Native women. Through case studies, autobiography, literature and films, we will analyze how Native women have argued for sovereignty and developed agendas that privilege community over individuality. We will explore the activism of 20th century Native women leaders, particularly in the areas of the environment, the family system and the law.This program will implement decolonizing methodologies to give voice to some of these women, while deconstructing the stereotypes, in order to honor and provide a different way of knowing about these courageous Native American women, past and present. Students will develop skills as writers, researchers and potential advocates by studying scholarly and imaginative works and conducting research. Through extensive reading and writing, dialogue, art, films and possible guest speakers, we will investigate important aspects of the life and times of some of these Native American women across the centuries.		Frances V. Rains	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
The Evergreen Singers Marla Elliott music	Course	FR–SRFreshmen–Senior	2	02	Evening	F 14 Fall	W 15Winter	S 15Spring	No auditions are needed for this continuing singing ensemble. We learn the basics of good voice production and master songs from a wide range of musical idioms. Members of the Evergreen Singers should be able to carry a tune, learn their parts, and sing their parts with their section. This class requires excellent attendance and basic musicianship skills. Credit will be awarded in Chorus.		Marla Elliott	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Field Mycology: Mushrooms of the Pacific Northwest Noelle Machnicki botany environmental studies field studies natural history	Program	SO–SRSophomore–Senior	8	08	Day	F 14 Fall			This 8-credit, fall quarter program is intended for both beginning and advanced students who are interested in exploring biology, basic ecology, and natural history though the lens of fungi.Students will participate in active lectures and discussions of reading material to learn about the fundamentals of fungal biology, ecology, and explore connections between fungi, humans, and the environment. Weekly labs and field work will provide students with hands-on workshops on the morphology, identification, and systematics of mushroom-forming fungi in the Pacific Northwest. Students will learn to formally describe and identify fungi using morphological and microscopic techniques and learn to use a variety of taxonomic resources, including keys and computer programs. At the end of the quarter, students will be able to identify many local mushrooms on sight, including edible, medicinal, and poisonous species. Several day trips will provide students with an opportunity for collecting specimens in varied habitats and to learn about the natural history of western Washington.		Noelle Machnicki	Wed Wed Thu Thu	Sophomore SO Junior JR Senior SR	Fall	Fall
Financial Accounting, Ethics, & Accountability Allen Jenkins business and management leadership studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			This course is preparatory for careers and future studies in accounting, business, finance, and management. Financial accounting assumes no prior background in accounting. This course will cover the essentials of financial and managerial accounting for small businesses, financial statement analysis, internal control, cash management systems, and ethics. We will explore the significant roles they have in making sound business decisions, and in the management of a business; students will learn about QuickBooks accounting software. Allocating resources rely heavily on concise, credible, and understandable financial information. Anyone who wants to acquire knowledge of accounting, whether to build an effective accounting process, how to get the most out of financial reporting software, or how to use a company’s financial statements, will benefit from this course.		Allen Jenkins	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Food: Coevolution, Community and Sustainability Martha Rosemeyer, Lori Blewett, Thomas Johnson and Karen Hogan agriculture biology ecology history international studies law and public policy political economy sustainability studies Signature Required: Winter Spring	Program	FR–SRFreshmen–Senior	16	16	Day	F 14 Fall	W 15Winter	S 15Spring	What should we eat? How do we define "organic" and "local" food? Are current food system practices sustainable? What does food sovereignty mean? Why are approximately 1 billion of the world’s population starving and another 1 billion “stuffed” or overstuffed? Is change possible and where does one begin?Throughout history, food and cooking have not only been essential for human sustenance, but have played a central role in the economic and cultural life of civilizations. This interdisciplinary exploration of food will take a systems approach as it examines the biology and ecology of food, while also incorporating political, economic, historical and anthropological perspectives around the issue of food security and sovereignty.More specifically, our interaction with nature through the food system will be viewed through the lens of both science and policy. We will take a biological and ecological approach to the production of plants and animals for food, as well as examine the transformation of the “raw stuff of nature” through the processes of cooking, baking and fermentation. Topics span a range of scales from basic chemistry to agriculture, as we explore the coevolution of humans and their foodstuffs. A study of policy will examine origins of the current global food system and the challenges and opportunities of creating a more equitable food system at the local, national and global scale.In fall quarter, we will introduce the concept of food systems and analyze conventional and alternative agricultural practices. We will examine the botany of vegetables, fruits, seed grains and legumes that constitute most of the global food supply and their selection through evolution and domestication. Our policy focus will include a study of food system planning at the local level, the role of economics and national policies, the challenges posed by climate change and the role of various food movements.In winter quarter, we shift our attention to cooking and basic aspects of nutrition. We will examine animal products, as well as the chemistry of cooking, baking and food preservation. Additionally, the structure of proteins, carbohydrates and fats, as well as antioxidants, minerals and vitamins will be discussed. Seminar will focus on issues of global hunger, obesity, food sovereignty, farm-worker justice, and international food movements. Finally, we will study the basic physiology of taste and smell, critical for the preparation of food.In spring quarter, we will examine will examine the relationship between food and microbes from several different perspectives. Specifically we will examine fermentation, produce specific fermented foods, while studying the underlying microbial ecology. We will also consider topics in microbiology, as they relate to both food safety and food preservation, and the microbiome of the gut. Seminar will focus on cultural aspects of food.Students will directly apply scientific concepts learned in lectures to experiments in the laboratory and kitchen. Field trips will provide opportunities for observing food production, processing and citizen participation in the making of local food policy. Program themes will be reinforced in workshops and seminar discussions focused on topics addressed by such authors as Pollan, Patel and Mintz.		Martha Rosemeyer Lori Blewett Thomas Johnson Karen Hogan		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
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
Foundations of Washington State’s Governance System Stephen Buxbaum history political economy	Course	JR–SRJunior–Senior	4	04	Evening			S 15Spring	Washington State’s local governance system was forged during two of our nation’s great mass democratic political actions – the Populist and Progressive movements. The cultural, economic and political forces that informed our state’s creation and development provide insight into how social movements develop and what factors contribute to their success and failure. Students will engage in primary source research of events that occurred following Washington’s territorial years to just prior to World War I. Class sessions will be interactive, combining presentations by the instructor and guests with seminar discussions. Learning objectives include developing student's critical thinking and writing skills.		Stephen Buxbaum		Junior JR Senior SR	Spring	Spring
French - First Year I (A), II, III Judith Gabriele language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring	This year-long sequence of courses in French emphasizes mastery of basic skills through a solid study of grammatical structures and focus on interactive oral activities. Classes use immersion style learning and students are surrounded by authentic French from the start. Student work encompasses all four language skills: listening, speaking, reading and writing. They will develop accurate pronunciation, build a useful vocabulary, work regularly in small groups and learn conversational skills. Classes are lively and fast-paced with a wide variety of creative, fun activities including music, poetry, videos, role-play, and web sites. Winter quarter themes focus on regional French traditions, cuisine, fables and poetry. Spring quarter themes focus on development of reading skills through tales, legends and viewing Francophone films from the Francophone world alongside grammatical study. Through aloud reading and discussions in French, students will acquire vocabulary proficiency, accurate pronunciation, fluidity, and dialogues. Throughout the year, students use the Language Laboratory to accelerate their skills.		Judith Gabriele	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
French - First Year I (B) Judith Gabriele language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			This first quarter of the year-long sequence of courses in French emphasizes mastery of basic skills through a solid study of grammatical structures and focus on interactive oral activities. Classes use immersion style learning and students are surrounded by authentic French from the start. Student work encompasses all four language skills: listening, speaking, reading and writing. They will develop accurate pronunciation, build a useful vocabulary, work regularly in small groups and learn conversational skills. Classes are lively and fast-paced with a wide variety of creative, fun activities including music, poetry, videos, role-play, and web sites. Students can choose to continue on in Winter quarter by joining the Tuesday/Thursday course.		Judith Gabriele	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
French - Second Year I, II, III Judith Gabriele language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring	This year-long course is designed for those who are in between Beginning and Intermediate Level, but beyond basic Beginner level. It is targeted to bring student skills up with overview and review of first year structures moving quickly to more advanced grammar. Classes will be conducted entirely in French. Students need to have a working knowledge of basic structures, particularly present and past tenses. The primary objectives are communicative interactions in French, alongside enhanced development of grammatical proficiency. Students will practice all four language skills: listening, speaking, reading and writing. They will learn not only to express themselves in French, but to understand written and spoken French and discover much they didn't know about themselves. Fall quarter Students will develop reading skills through short stories and poetry. Winter quarter themes will include theater scenes, role-play and work with films. Spring quarter students will read a short novel and work with its companion film. Throughout the year, students use the Language Laboratory to accelerate their skills.		Judith Gabriele	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Gateways for Incarcerated Youth Chico Herbison American studies cultural studies education Signature Required: Fall Winter Spring	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall	W 15Winter	S 15Spring	This program offers Evergreen students the opportunity to co-learn with individuals incarcerated in a maximum-security institution for juvenile males. It is high stakes work that demands consistent engagement—approximately 10-12 hours a week in class and 4-6 hours a week at the institution (including travel time). The learning of students enrolled in this program fuels and is fueled by the learning of the incarcerated students.A fundamental principle of the Gateways program is that every person has talents given to them at birth and valuable experiences that can contribute to our shared learning. It is our job as human creatures to encourage each other to seek out and develop our passions and gifts. These values are manifested in the practices of popular education, which will serve as both the process and the content of our work. Our goal is to create an environment in which each person becomes empowered to share their knowledge, creativity, values and goals by connecting respectfully with people from other cultural and class backgrounds. All students will wrestle with topics in diversity and social justice alongside other subjects chosen by the incarcerated students—the main feature of popular education is that it empowers those seeking education to be the local experts in shaping their own course of study.Popular education works through conscientization, the ongoing process of joining with others to give a name to socioeconomic conditions, to reflect critically on those conditions, and thereby to imagine new possibilities for living. In order to do this work successfully, students will practice learning how to meet other learners "where they are at" (literally, in order to better understand the conditions that put some of us in prisons and others in colleges). Students will also develop or hone their skills in contextualizing and analyzing socioeconomic phenomena. Most importantly, students will learn that solidarity does not mean "saving" other people or solving their problems—it means creating conditions that allow them to articulate those problems through genuine dialogue and supporting them as they work toward their own solutions. Program participants will have the opportunity to reflect on how different individuals access and manifest their learning as they gain experience in facilitating discussions and workshops. In the process of collectively shaping the Gateways seminar, they will also learn how to organize productive meetings and work through conflict. Each quarter, students will take increasing responsibility for designing, implementing and assessing the program workshops and seminars. Throughout the year we will seek to expand our collective knowledge about various kinds of relative advantage or privilege while continually working to create a space that is welcoming and generative for all learners.High stakes community-based work requires trust, and trust requires sustained commitment. This program requires that all participants be ready to commit themselves to the program for the entire academic year.		Chico Herbison		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
General Chemistry Lydia McKinstry and Paula Schofield chemistry	Program	FR–SRFreshmen–Senior	16	16	Day			S 15Spring	This one-quarter program will offer an intensive introduction to the concepts and methods of college-level general chemistry. We will use an organizing theme that is based on the cycles and transformations of matter and energy at a variety of scales in both living and nonliving systems. Use of quantitative methods will be emphasized in all areas of the program, providing additional insights into these processes. Students will undertake assignments focused on interpreting and integrating all of the topics covered. Our work will emphasize critical thinking and quantitative reasoning, as well as the development of proficient writing and speaking skills.Program activities will include lectures, small-group problem-solving workshops, laboratories and field trips. Students can expect to spend at least a full day in lab each week, maintain laboratory notebooks, write formal laboratory reports and give formal presentations of their work. Group work will also include reading and discussion of topics of current or historical significance in chemistry. This will be a rigorous program, requiring a serious commitment of time and effort on the part of the student. Overall, we expect students to end the program with the ability to reason critically, solve problems and have hands-on experience with general chemistry.This program provides the equivalent of a yearlong course in general chemistry and will give students the chemistry prerequisite needed to pursue upper division work in chemistry, biochemistry and environmental science.		Lydia McKinstry Paula Schofield		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
General Chemistry with Laboratory I, II, III David Smith chemistry	Course	FR–SRFreshmen–Senior	6	06	Evening	F 14 Fall	W 15Winter	S 15Spring	Chemistry is the foundation for everything around us and relates to everything we do. These courses provide the fundamental principles of general chemistry. They also provide the prerequisites for advanced chemistry, health sciences, and medical offerings. These courses also provide a basic laboratory science for students seeking a well rounded liberal arts education. This is the first course in a year-long general chemistry sequence. Topics covered in fall quarter include unit conversions, electron structures, and chemical bonding and will include related laboratory experiments. General Chemistry II builds upon material covered in General Chemistry I. Topics covered in winter quarter include thermochemistry, chemical kinetics, chemical equilibria, and acid-base equilibria. Lab work will complement in-class learning. General Chemistry III will continue with acid-base chemistry, pH, complex ion equilibria, entropy, and transition metals, as well as other related topics. This quarter also includes a lab section that will complement the course work.		David Smith	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Geopolitics, Energy, Economics and Stewardship of the Pacific Northwest Ralph Murphy and Zoe Van Schyndel business and management economics environmental studies political economy political science sustainability studies	Program	SO–SRSophomore–Senior	16	16	Day			S 15Spring	This program examines the political, ecological and energy-related foundations of the Pacific Northwest’s culture and economy. The unique mix of energy, natural resources, agriculture, manufacturing, military, high technology and finance have created a diverse cultural and economic base. The regional economy, led by manufacturing, agriculture, forest products and finance, served the region well during most of the 20th century, creating a variety of sources of employment and opportunities for families to achieve a high quality of life.Changes in the late 20th and early 21st century present new challenges. As we explore these changes, our goals are to define a concrete vision of a sustainable economy in the Pacific Northwest that will account for employment, prosperity and preservation and restoration of the environment, as well as to examine the roles public policy and entrepreneurship can play to ensure it is achievable, and to understand why it is important to transition to a sustainable future. We believe innovation, creativity and stewardship will help achieve the goals of this program to positively benefit the region.Three overarching topics will be explored in depth. Pacific Northwest energy regimes—including natural gas, hydroelectric sources and emerging technologies of tidal, geothermal and wind—will be examined. Energy is vital to the Pacific Northwest because of the comparative advantages on price the region has long enjoyed. We will examine the composition of, and changes in, the regional economy, including how to understand key economic relationships, how technology and other emerging sectors impact education, demographics, employment, wage structures and demands for infrastructure and tax base. To fully understand energy and the regional economy, we will integrate considerations of how economics, governance and ecology are now at critical turning points.This program is organized around class work that includes lectures, workshops, book seminars and field trips. Assignments will include seminar papers, field trip reports, briefing papers, individual and team research and a final project and presentation.		Ralph Murphy Zoe Van Schyndel	Tue Tue Wed Thu Fri Fri	Sophomore SO Junior JR Senior SR	Spring	Spring
German, Beginning I (A),II,III Marianne Hoepli language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring	Komm und lern Deutsch! This year-long sequence of courses for beginning German students will cover basic grammatical concepts, vocabulary, and conversation. Students will develop basic skills in speaking, reading, translating, and writing standard high German. Students will also learn about culture, traditions, and customs of the German people, new and old. Through involvement in children’s stories, music, and activities in the language laboratory, students will also become familiar with idiomatic expressions. By the end of the year, students will improve their oral skills to the point of discussing short films and modern short stories and learning how to write a formal letter, a resumé, or a job application. Classes will use a communicative method and will move quickly toward being conducted primarily in German.Taught by a NATIVE SPEAKER.		Marianne Hoepli	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
German, Beginning I (B) Marianne Hoepli language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			Komm und lern Deutsch! This beginning course is part of a year-long sequence of courses for beginning German students will cover basic grammatical concepts, vocabulary, and conversation. Students will develop basic skills in speaking, reading, translating, and writing standard high German. Students will also learn about culture, traditions, and customs of the German people, new and old. Through involvement in children’s stories, music, and activities in the language laboratory, students will also become familiar with idiomatic expressions. By the end of the year, students will improve their oral skills to the point of discussing short films and modern short stories and learning how to write a formal letter, a resumé, or a job application. Classes will use a communicative method and will move quickly toward being conducted primarily in German. Taught by a NATIVE SPEAKER.		Marianne Hoepli	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
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
Grammar in Context Emily Lardner	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter				Emily Lardner	Wed	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			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
Greece and Italy: An Artistic and Literary Odyssey Bob Haft and Ulrike Krotscheck art history classics history Signature Required: Winter	Program	FR–SRFreshmen–Senior	16	16	Day	F 14 Fall	W 15Winter	S 15Spring	The legacy of the Greek and Italian cultures in the Western world—from the Minoan world to that of the Italian Renaissance—continues to hold considerable sway over contemporary cultures. The great writings and powerful visual arts that were produced in Greece and Italy established standards of excellence that succeeding generations have both struggled against and paid homage to up to the present day. In this program, we will study two of the most dynamic and seminal cultures in Western history: Classical Greece and Renaissance Italy. We will read primary texts from the periods we study (e.g., Homer's , Aeschylus' and Dante’s ), as well as contemporary offerings like Mary Renault's . By coming to a greater understanding of this rich and often controversial legacy, we expect to learn a great deal about ourselves as well. We do not approach the pots, poems or palaces of the past as mere artifacts, but as living expressions of ideas and ideals that deserve serious consideration—not only in terms of their influence, but also in terms of their contemporary viability. Thus, Plato and Michelangelo (to name a couple of examples) can help us deepen our understanding of the nature of human love; Virgil and Dante have much to teach us about the intersection of piety and politics. Fall quarter ("Naissance"), we will investigate the rise of the Greek , or city-state, from the ashes of the Bronze Age Aegean civilizations. In addition to reading primary source materials, both literary and archaeological, we will study the architecture, archaeology, sculpture and painted pottery of the ancient Greek world. To further our understanding, students will also elect to study either the Latin language or the basics of drawing. Winter quarter ("Renaissance"), our focus will be on the Roman appropriation of Greek art and thought and the later Florentine rediscovery and interpretation of the Classical past. We'll study how 15th-century Italians used the ideas they found in classical literature and learning as the basis for revolutions both in artistic practices and the conception of humanity. In order to learn more about the legacy of Western art and its conception of the visual world, we will also learn the basics of photography.In spring, we will build on the previous two quarters' work. Our work will combine studies of both the ancient Greeks and Romans and the Renaissance Italians and students will be expected to produce a major research paper dealing with some aspect of those worlds.		Bob Haft Ulrike Krotscheck		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
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: A Biopsychosocial Inquiry Carrie Margolin, Wenhong Wang and Carolyn Prouty biology health physiology psychology sociology	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall	W 15Winter		Is ADHD a real disease? Should vaccinations be mandatory? When, if ever, should health care be rationed? Are eating disorders contagious? Should Evergreen ban smoking? Questions such as these arise in the intersections of public and private health, and demand that we examine our individual beliefs and practices, our biological selves, and our medical policies and institutions.This two-quarter interdisciplinary program will build a background in human biology, introductory psychology, and sociology, affording students the knowledge to help make informed analytical choices in their own lives, and to investigate health and health policies from a societal level. Attaining good health is a multifaceted process, therefore our exploration of healthy lifestyles will include an exploration of physiological, psychological, financial, and emotional health. We will learn what choices and decisions we can make that will lead to a better quality of life throughout the lifespan.Enhancing our study of human systems biology (introductory anatomy and physiology), we will examine topics such as cancer, tobacco, and HIV/AIDS, the Affordable Care Act, how cultures interact with medical systems, and end-of-life decision-making. These specific topics will provide the platform to explore concepts in medical sociology such as health care systems, social and cultural constructions of health and illness, the social determinants of health, role development of health care professionals and their relationships with patients, and ethical issues confronted by health care professionals.The program format will include workshops, lectures, films, seminars, physiology labs, guest presentations and group and individual projects. We will focus on clarity in oral and written communication, critical thinking skills, basic microscopy and dissection skills, and the ability to work across significant differences.Students who complete both quarters will have a solid foundation in human physiology, psychology, and medical sociology with a working knowledge of the biological, social and ethical principles relating to human health and public health. Credit may be earned in introduction to human anatomy and physiology, introduction to psychology, and medical sociology.		Carrie Margolin Wenhong Wang Carolyn Prouty		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Health vs. Wealth Mary Dean health sustainability studies	Course	FR–SRFreshmen–Senior	4	04	Evening			S 15Spring	We will explore the intersection where valued health care meets paid health care. In the health care arena, good intent is plagued by paradox and can yield under-funding and a mismatch with initial intent. Paradoxes and costs haunting prevention, access, and treatment will be reviewed. The books and aid our journey as will the video series, "Remaking American Medicine", "Sick Around the World," and "Sick Around America". We will consider the path of unintended consequences where piles of dollars are not the full answer to identified need.		Mary Dean	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Healthcare in the U.S. - A Systemic Look Nancy Anderson and Kathy Kelly community studies economics gender and women's studies government health history law and government policy law and public policy leadership studies political science	Program	SO–SRSophomore–Senior	8	08	Evening and Weekend	F 14 Fall	W 15Winter	S 15Spring			Nancy Anderson Kathy Kelly	Sat Sun	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Histories and Mysteries of English Diego de Acosta language studies linguistics	Program	FR–SRFreshmen–Senior	16	16	Day		W 15Winter		Walt Whitman once described the English language as “the accretion and growth of every dialect, race, and range of time... the free and compacted composition of all.” Just how did English grow from its humble origins on a small island in the North Atlantic to become a global lingua franca? What does this growth and development reveal about the cultural and social histories of English-speaking peoples? Could the continued expansion of English spell disaster for smaller languages around the world?In this program, we’ll examine the history of English vocabulary and the structure of English grammar from its distant prehistoric roots to the very latest slang and technospeak. We’ll look at syntactic and semantic change, borrowings from foreign languages, “standard language” and “dialects,” taboo and euphemism, pidgins and creoles, and much more.We’ll also consider how English has been regarded through the ages, both by its own speakers and by others. We’ll study the earliest written English of the Anglo-Saxon period, the effects of the Norman Conquest on English society and literature, the rise of a written standard between the lifetimes of Chaucer and Shakespeare, the development of American English, and the relationship between the spread of English and the increased number of dying languages all over the globe.This program will be an intensive examination of topics requiring a significant amount of reading. There will be regular problem sets in linguistic analysis and essays on various sociolinguistic topics.	communications, language studies, and linguistics.	Diego de Acosta		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
History and Systems in Psychology Susan Cummings psychology	Course	SO–SRSophomore–Senior	4	04	Evening	F 14 Fall			The purpose of this course is to provide an overall view of the emergence of psychology as a field, its historical roots, its evolution within a broader sociocultural context, and philosophical currents running throughout this evolution. Attention will be paid to the interaction of theory development and the social milieu, the cultural biases within theory, and the effect of personal history on theoretical claims. This course is a core course, required for pursuit of graduate studies in psychology.		Susan Cummings	Tue	Sophomore SO Junior JR Senior SR	Fall	Fall
How Language Works Rachel Hastings and Diego de Acosta communication language studies linguistics	Program	FR–SRFreshmen–Senior	16	16	Day			S 15Spring	What do you know when you know a language? How do you get that knowledge? Are there properties that all languages share? How do languages change over time? Why are half of the world's languages now under threat of extinction?We will consider these questions and others through the lens of linguistics. We will study the sound systems of languages (phonetics and phonology), the structure and meaning of sentences (semantics and syntax) and the mysteries of word formation (morphology). We will discuss ways in which languages change and interact with societal structures (sociolinguistics), the nature of language life cycles and the process of language acquisition. We will look at the grammar of English as well as less-known languages from different parts of the world. Through the course of the program students will learn a variety of conceptual and empirical techniques, from analyzing speech sounds to calculating aspects of linguistic meaning to identifying conditions associated with language change and loss in human societies.This program will be an intensive examination of topics requiring a significant amount of reading as well as regular problem sets and essays.		Rachel Hastings Diego de Acosta		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Hybrid Music I, II, III Ben Kamen Signature Required: Fall Winter Spring	Course	SO–SRSophomore–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring	Students in Hybrid Music will develop original electro-acoustic compositions while developing advanced techniques in the music technology labs. Each student will complete two compositions per quarter, taking inspiration from the ideas and music of 20th century and contemporary composers. Along the way, students will develop and strengthen their technical skills through studio work. In the fall, topics will include advanced analog synthesis, effect processing, editing, and mixing. Winter quarter will focus on digital synthesis techniques, MIDI sequencing, live electronics, and multi-channel sound. In the spring, students will develop independent projects to be presented in a final public performance.		Ben Kamen	Wed	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Imperialism Eirik Steinhoff history literature political economy political science writing	Program	JR–SRJunior–Senior	16	16	Day	F 14 Fall			By the time the First World War broke out in 1914, the vast majority of the world’s population and territory were under the direct or indirect control of European imperial powers. This was accomplished, on the one hand, through military conquest, genocide, and political subjugation, and it was legitimated, on the other, through religious, economic, and scientific argument. Works of art played their part as well, but also open up spaces of inquiry, critique, and resistance. This program shall accordingly place a special emphasis on critical and creative reading and writing as a way of deepening our inquiry into these challenging materials. What were the arguments made in support of imperialist policy and practice? And what arguments – and other forms of resistance – have been mounted against it? How does imperialism do things with words? And what might words, in turn, do with imperialism? How does the experience of imperialism affect those subjected to it, and what impact does it have on imperialists? And how does the legacy of nineteenth- and twentieth-century imperialism continue to structure our own so-called “post-colonial” epoch?In order to answer these questions, we will study the discursive practices of both the imperial past and the “post-colonial” present, paying special attention, in particular, to verbal actions and reactions in relation to concrete material historical conditions. Our study will be enriched by the theoretical paradigm of Orientalism (as theorized by Edward Said), which shall enable us to examine the ways in which European ideologies underwrote the formation of empire and continues to inscribe asymmetrical relations today under the guise of freedom, modernity, progress, and global economic development.Requirements will include (a) frequent short writings, (b) an end-of-the-quarter research paper and presentation, and (c) weekly seminars. Weekly schedule will consist of presentations by faculty and guest speakers, viewing of films, study groups, and seminar discussion.A reporter once asked Gandhi, “What do you think about Western Civilization?” Gandhi replied wryly: “I think that it would be a good idea.”		Eirik Steinhoff		Junior JR Senior SR	Fall	Fall
In Search of Lost Time Stacey Davis and Samuel Schrager American studies anthropology cultural studies history literature writing	Program	FR–SRFreshmen–Senior	16	16	Day			S 15Spring			Stacey Davis Samuel Schrager		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
India Then and Now Jeanne Hahn and Ratna Roy cultural studies government history literature political economy	Program	SO–SRSophomore–Senior	16	16	Day		W 15Winter		It is often said that an inquiry into the past helps make the present more understandable. Certainly this is the case with India. The roots of today's India lie deep in its early history. One of the world's oldest civilizations, with a body of literature in Sanskrit dating back to l500 BCE, India is the birthplace of Hinduism, Buddhism and Jainism and the home of diverse philosophical thinking that relates to concepts of birth/death, duty, citizenship, state building and governance. Today, India is considered to be the world's largest democracy and a nation undergoing rapid change and modernization. What is the relationship of this long past to today's India? India's ancient inheritance continues to shape modern India, while at the same time creating tensions and contradictions as it changes and finds its place in the world of the 21st century. This program will study aspects of both India's past and its present to gain an understanding of its long historical trajectory, as well as its present society and what it is that connects past to present. We will begin with translated excerpts from ancient texts as literature and gain an understanding of the foundations of Indian thought. A focal point of the first several weeks will be a reading of the great epic text, We will then build on this foundation to investigate the defining cultural, political and economic issues facing contemporary India. In addition to the ancient texts, the program will read contemporary literature, political economy and cultural studies. Writing will include a carefully developed two-part progressive essay that synthesizes and analyzes the program themes.		Jeanne Hahn Ratna Roy		Sophomore SO Junior JR Senior SR	Winter	Winter
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
Intermediate Macroeconomics Tom Womeldorff economics government political economy Signature Required: Fall	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall			This program is designed for students who are interested in critically studying economics beyond the introductory level. In lecture and workshop, we will complete the equivalent of textbook intermediate macroeconomics which focuses primarily on the determinants of economic growth, employment rates, inflation and income distribution. We will assess the "appropriate" roles for the federal government in the economy (e.g., determining the right fiscal and monetary policy mix, setting exchange rates and eliminating/creating trade barriers). While there is no specific math prerequisite, extending our math skills will be an objective of the program. In the process, we will critically assess the limits of macroeconomic theory. For example, does the theory adequately consider income distribution effects of policy options? Do macroeconomic prescriptions contribute to gender inequalities? To what extent do ideological predispositions intersect with the science of economics, influencing prescriptions about the size of the money supply or the judged appropriateness of tax cuts?In seminar, we will survey areas of applied macroeconomics and gain familiarity with the various schools of thought (i.e., Keynesian, Post-Keynesian, Monetarist, Austrian and Marxian approaches).Program activities will include lectures, workshops, exams, short research papers and seminar.		Tom Womeldorff		Sophomore SO Junior JR Senior SR	Fall	Fall
Introduction to Electronics in Music (I, II, III) Ben Kamen Signature Required: Fall Winter Spring	Course	SO–SRSophomore–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring	Students in this year-long course will be introduced to the creative application of music technology from the perspective of the composer. Students will complete two compositions per quarter, developing technical skills along the way. Listening and reading taken from the early pioneers of electronic music will guide and contextualize our creative work. In the fall quarter, students will work almost exclusively in the analog domain, using mixers, tape machines, hardware effects, and analog synthesizers as their primary tools. In winter quarter, we will shift our focus to the possibilities presented by digital audio editing tools and MIDI. Students will continue to work in the digital domain in the spring quarter, further developing their skills with software synthesizers, samplers and digital effects.		Ben Kamen	Tue	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Introduction to Environmental Studies Gerardo Chin-Leo, Dharshi Bopegedera and Ralph Murphy chemistry ecology economics environmental studies political science Signature Required: Winter	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall	W 15Winter		This two-quarter program is designed to serve as a foundation for advanced programs in environmental studies. As such, it will survey a range of disciplines and skills essential for environmental problem solving from both a scientific and social science perspective. Specifically, we will study ecology, chemistry, American political and economic history, political science, environmental policy-making and micro/environmental economics. In addition, we will develop field, lab, quantitative reasoning and statistics skills with the goal of understanding current issues on a wide range of topics in environmental studies.In fall quarter, we will examine local environmental issues such as degradation of aquatic systems, introduced exotic species, harmful algal blooms, salmon fisheries and local consequences of global climate change. Science lectures will develop the principles and skills relevant to understanding environmental phenomena and processes; the ecology lectures and fieldwork will examine the factors controlling the species diversity, distribution and productivity of organisms; and the chemistry lectures and labs will present atomic structure, the applications of the periodic table, nature of the chemical bond and stoichiometric calculations while developing students’ quantitative reasoning skills. Social science lectures will examine how the values of democracy and capitalism from the founding era to the present influence resource management, the scope and limitations of governmental policymaking, regulatory agencies and environmental law. Understanding the different levels (federal, state, local) of governmental responsibility for environmental protection will be explored in-depth. Finally, there will be an introduction to research design and statistics.In winter quarter, we will continue the presentation of principles in ecology, chemistry and social science relevant to environmental studies and continue to develop quantitative approaches to data analysis. The thematic focus will shift to a more global scale and we will examine in depth three major challenges for the early 21th century: natural resources, global warming and energy. These related topics require an understanding of the science, politics and economics of each issue and how they interact. In addition to studying the science and policy underlying these issues, we will explore how economic analysis can be used as a problem-solving tool for environmental issues.The material will be presented through lectures, workshops, seminars, labs, field trips/fieldwork and quantitative methods. Field trips, seminar and case studies will offer opportunities to see how science and policy interact in environmental issues.		Gerardo Chin-Leo Dharshi Bopegedera Ralph Murphy		Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Introduction to Natural Science Thane Taylor, Pauline Yu and James Neitzel biology chemistry education mathematics	Program	FR–SRFreshmen–Senior	16	16	Day	F 14 Fall	W 15Winter	S 15Spring	This program will offer students a conceptual and methodological introduction to biology, chemistry, mathematics and computation. In order to understand our world from a scientific perspective, we need to be able to analyze complex systems at multiple levels. We need to understand the ways that matter transforms chemically and how energy and entropy drive those transformations. Biological systems can be understood at the molecular level, but we also need to know about cells, organisms and ecological systems and how they change over time. The language for describing these systems is both quantitative and computational. The integration of biology, chemistry, mathematics and computing will assist us in asking and answering questions that lie in the intersections of these fields. Such topics include the chemical structure of DNA, the mathematical modeling of biological population growth, the equations governing chemical equilibria and kinetics, and the algorithms underlying bioinformatics. Program activities will include lectures, small group problem-solving workshops, laboratory and field work and seminar discussions. Students will learn to describe their work through scientific writing and public presentations. Our laboratory work in biology and chemistry will also allow us to observe phenomena, collect data and gain firsthand insight into the complex relationship between mathematical models and experimental results. There will be a significant laboratory component—students can expect to spend at least a full day in lab each week, maintain laboratory notebooks, write formal laboratory reports and give formal presentations of their work. Biology laboratories in this program will include participation in the SEA-PHAGE program coordinated by the Howard Hughes Medical Institute and the use of bioinformatics tools on a bacteriophage genome. In addition to studying current scientific theories, we will consider the historical, societal and personal factors that influence our thinking about the natural world. We will also examine the impacts on societies due to changes in science and technology. During spring quarter, there will be an opportunity for small student groups to conduct an independent, scientific investigation designed in collaboration with the program faculty.This program is designed for students who want a solid preparation for further study in the sciences. Students who only want to get a taste of science will find this program quite demanding and should consult the faculty before the program begins. Overall, we expect students to end the program in the spring with a working knowledge of scientific, mathematical and computational concepts, with the ability to reason critically and to solve problems and with hands-on experience in natural science.		Thane Taylor Pauline Yu James Neitzel		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
It's About Style Greg Mullins and Julie Russo literature media studies queer studies	Program	FR–SOFreshmen–Sophomore	16	16	Day			S 15Spring	This program offers an introduction to queer studies and an avenue to continue the study of literature and visual culture that students may have begun in “It’s About Time.” Through the critical study of film and fiction students will expand their appreciation for how words and images open horizons of understanding sex and gender and the cultural politics of sex and gender.Style (in literature, film, art, fashion, design) is notoriously easy to recognize and challenging to define. You know an Olympia hipster when you see one, but what makes a hipster “hip”?Queer writers, critics and media artists have historically deployed styles at once visible and elusive. Why? To what effects? (Think: Ziggy Stardust. Think: Margaret Cho.)This program will explore style as an aesthetic and political practice. We will focus on queer politics and on ways that gender and sexuality might interrupt narratives that, on their surface, appear quite tranquil. Our visual studies will center on narrative cinema; our textual studies will focus on novels. Expect to devote long hours to reading richly stylized fiction, literary criticism and queer theory. Expect also to write expository essays.A sense of fashion is not a prerequisite, but a willingness to explore style (in your writing, at least) is.		Greg Mullins Julie Russo		Freshmen FR Sophomore SO	Spring	Spring
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
Japanese - First Year I, II, III Tomoko Hirai Ulmer language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring			Tomoko Hirai Ulmer	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Japanese - Second Year I, II, III Tomoko Hirai Ulmer language studies	Course	FR–SRFreshmen–Senior	4	04	Day	F 14 Fall	W 15Winter	S 15Spring			Tomoko Hirai Ulmer	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Jazz Ensemble - at SPSCC James Schneider music	Course	FR–SRFreshmen–Senior	2	02	Evening	F 14 Fall			This class provides the instrumentalist with an opportunity to study, rehearse and perform selected jazz music. Students will develop skill in musical improvisation. Participation by “non-music majors” is highly encouraged. Students must have the ability to read music and have basic knowledge of music theory and ability to play a jazz instrument. College drums and piano will be used. Otherwise, students are expected to use their own instruments. If you’re uncertain whether your instrument is appropriate for this ensemble, contact faculty. Fees payable at SPSCC: $10 for music Faculty: James Schneider NOTE: 2011 Mottman Road, SW, Olympia, WA 98512, in Building 21, Room 253, Tuesday evenings from 5:30 to 8:30 p.m. BOOKS: If a text is required students will need to purchase texts for this course from the SPSCC bookstore. The book list can be found on the bookstore website under the course Musc 134.		James Schneider	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Landscapes of Faith and Power in the Eastern Mediterranean Steven Niva, Sarah Eltantawi and Martha Henderson geography international studies religious studies study abroad Signature Required: Winter	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall	W 15Winter	S 15Spring	This program explores the geography of religion, culture and politics in the Eastern Mediterranean region with a special emphasis on the culture and politics of Egypt and Turkey. Drawing upon the fields of political ecology, comparative religion and political science, we will examine how political power and religious beliefs appear on the landscape of the region and how this landscape has been transformed and contested through political and social change. The program will look at how various empires, states and religious traditions have transformed the geography of the region and left a visible trace on the landscape, while also addressing how contemporary struggles for justice or cultural identity are creating new geographies and landscapes. We will learn to read the landscape as an artifact of historical social processes and as emblematic of contemporary identities and power relations. We will explore the major religious traditions in the region, the role of sacred spaces and religious practices in community formation, ecological conditions as the product of political pressures, and the shaping of cultural and political conditions across this region through the rise and fall of past empires and the creation of modern states.In the fall and winter quarters, students will learn about contemporary political struggles in the region resulting from the Arab and Turkish democratic uprisings, cultural and political geography, environmental conditions, comparative religious study and how to read landscapes with a particular focus on Turkey and Egypt. Students will develop a strong regional understanding of the history of Eastern Mediterranean, including the history and culture of ancient Egypt and Neolithic Anatolia; the rise of Judaism, Christianity and Islam; the transformation of the region through European colonialism and the rise of modern nation-states. We will also examine the politics of inclusion/exclusion and economic inequality in important urban landscapes like Istanbul, Cairo and Jerusalem.In the spring, some students will have the opportunity to participate in a seven-week study-abroad program that goes to Turkey and Egypt and further explores questions about geography, landscape, faith and power. Students who do not travel will build upon their program work to examine the landscapes of faith and power that link the Middle East with the Pacific Northwest through a study of cultural and religious geography in this region.		Steven Niva Sarah Eltantawi Martha Henderson		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
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
Makers of Modern Drama: Chekhov, Ibsen, and Others Marla Elliott and Thomas Rainey cultural studies history literature media studies theater Signature Required: Winter	Program	FR–SRFreshmen–Senior	8, 12	08 12	Evening	F 14 Fall	W 15Winter		This program will explore the Russian short story writer and playwright Anton Chekhov and other European dramatists, such as Heinrich Ibsen, who together are credited with the development of modern drama. We will analyze not only their fictional and dramatic works but also their lives and times, from which they drew their major characters and dramatic situations. We will also study the Stanislavsky Method as well as other aspects of modern acting techniques. During the fall quarter, we will experience Chekhov and Stanislavsky through scene work and culminate those studies in auditions for a full production of Chekhov's which we will perform at the end of winter quarter. During the winter quarter, we will study carefully filmed live performances of plays by Chekhov, Ibsen, Shaw, Brecht, and other dramatists associated with the birth of modern drama. In the winter quarter, we will also continue to read, critique, and discuss commentaries—current and past—on the plays of Chekhov and of the other late nineteenth-century and twentieth-century dramatists and determine the many reasons for the enduring legacy and influence of all these makers of modern drama. Embedded in the program, during the fall quarter, will be a 4-credit segment entitled “Anton Chekhov: Life, Times and Work.” Students enrolled in the program will participate in these seminars and lectures alongside students from the 16-credit program “Russia and the Forging of Empires”. Credit equivalencies will be in cultural history, literature, and drama.		Marla Elliott Thomas Rainey	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Making A Difference/Doing Social Change Lawrence Mosqueda community studies law and public policy political economy Signature Required: Spring	Program	SO–SRSophomore–Senior	16	16	Day			S 15Spring	Even a casual observation of society indicates that serious social change is necessary. The question is: what are the most effective ways to make a significant change that will be long lasting and sustainable?In this program, students will study methods of social change in the classroom and participate in local, regional, national or international groups that are making a difference and have significant promise of continuing to do so in the future. Students will determine the area where they wish to work and come together to study theories of social change and test those theories in their work throughout the quarter. Our seminars will examine the readings for the week and also the work each of us is engaged in for the quarter.		Lawrence Mosqueda	Tue Thu	Sophomore SO Junior JR Senior SR	Spring	Spring
Making Change Happen Marcella Benson-Quaziena and George Freeman African American studies community studies cultural studies gender and women's studies leadership studies psychology queer studies	Program	JR–SRJunior–Senior	8, 16	08 16	Day and Weekend	F 14 Fall	W 15Winter	S 15Spring	Institutions and organizations are always in states of flux, responding to environmental and personal demands. How does institutional change happen? How do we move institutions and organizations toward greater inclusivity, equity and social justice? The guiding questions of this program are framed in terms of democracy, social justice, welfare, civil rights and personal transformation and transcendence. We will explore how we engage institutions and organizations in transformation, effective change strategies that allow for both personal and institutional paradigmatic shifts and how we become the leaders of the process. We will examine the psychology of change, what role transcendence plays in our ways of thinking about change and how equity and justice are served. This program will explore these questions in the context of systems theory, multicultural and anti-oppression frameworks, leadership development, and within the context of the civil rights movement.Our focus fall quarter is on personal development and change. We believe that the personal is political (and vice versa), so we have to understand what experiences inform our stance towards change. The focus is on the self, particularly from a cultural and autobiographical perspective, as it informs our world view. The assignments are geared to self-reflection. Remember, in order to impact change you must challenge yourself to become the change.Winter quarter's focus is on cultural groups and their development, norms and boundaries. We will examine what defines the boundaries of these groups, the norms and variation to these norms present in the group. We'll also work on the relationship of the cultural group to the larger society. Our work is geared toward understanding the collective group's position in the world and your personal and small-group interface to the group of your faculty-approved choice. This involves the central themes of democracy, social justice, inclusivity and exclusivity that form the foundation of the program. Those wanting internships will have the option of beginning this quarter. For spring, the program will broaden its areas of interest to include the community. We will examine how the self, the group and the community intersect. We will explore these points of intersection as influenced and shaped by the personal, cultural and sociopolitical forces at work in our communities. We plan to travel on a field trip to the Highlander Center ( ) this quarter. Students will put into practice the theory of the prior two quarters and the understanding they have gained about the self, the self in groups and the power of the group. Full-time program content offers additional focus on the history of psychology, systems and theories of psychology and research approaches in the field of clinical and counseling psychology. This component will include a small group, collaborative research-based project.		Marcella Benson-Quaziena George Freeman		Junior JR Senior SR	Fall	Fall Winter
Making Change Happen (8 credit option of 16 credit program) Marcella Benson-Quaziena and George Freeman African American studies community studies cultural studies gender and women's studies leadership studies psychology queer studies	Program	JR–SRJunior–Senior	8	08	Weekend	F 14 Fall	W 15Winter	S 15Spring	Institutions and organizations are always in states of flux, responding to environmental and personal demands. How does institutional change happen? How do we move institutions and organizations toward greater inclusivity, equity and social justice? The guiding questions of this program are framed in terms of democracy, social justice, welfare, civil rights and personal transformation and transcendence. We will explore how we engage institutions and organizations in transformation, effective change strategies that allow for both personal and institutional paradigmatic shifts and how we become the leaders of the process. We will examine the psychology of change, what role transcendence plays in our ways of thinking about change and how equity and justice are served. This program will explore these questions in the context of systems theory, multicultural and anti-oppression frameworks, leadership development, and within the context of the civil rights movement.Our focus fall quarter is on personal development and change. We believe that the personal is political (and vice versa), so we have to understand what experiences inform our stance towards change. The focus is on the self, particularly from a cultural and autobiographical perspective, as it informs our world view. The assignments are geared to self-reflection. Remember, in order to impact change you must challenge yourself to become the change.Winter quarter's focus is on cultural groups and their development, norms and boundaries. We will examine what defines the boundaries of these groups, the norms and variation to these norms present in the group. We'll also work on the relationship of the cultural group to the larger society. Our work is geared toward understanding the collective group's position in the world and your personal and small-group interface to the group of your faculty-approved choice. This involves the central themes of democracy, social justice, inclusivity and exclusivity that form the foundation of the program. Those wanting internships will have the option of beginning this quarter. For spring, the program will broaden its areas of interest to include the community. We will examine how the self, the group and the community intersect. We will explore these points of intersection as influenced and shaped by the personal, cultural and sociopolitical forces at work in our communities. We plan to travel on a field trip to the Highlander Center ( ) this quarter. Students will put into practice the theory of the prior two quarters and the understanding they have gained about the self, the self in groups and the power of the group.		Marcella Benson-Quaziena George Freeman		Junior JR Senior SR	Fall	Fall Winter
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
Marine Biodiversity Erik Thuesen and Pauline Yu environmental studies field studies marine science zoology	Program	JR–SRJunior–Senior	16	16	Day			S 15Spring	This program focuses on learning the identity and evolutionary relationships of marine multicellular organisms. Oceans support an extremely diverse group of autotrophic and heterotrophic organisms, which together comprise an important fraction of Earth’s biodiversity. The proximity of Evergreen's campus to various marine habitats provides excellent opportunities to study many diverse groups of organisms. Emphasis will be placed on learning the regional marine flora and fauna. Students will learn fundamental laboratory and field techniques and will be required to complete a research project utilizing the available microscopy facilities (light and scanning electron microscopes). Workshops on the statistical analysis of biodiversity will provide a quantitative aspect to our work. This program will include extensive work in both the lab and field.		Erik Thuesen Pauline Yu		Junior JR Senior SR	Spring	Spring
Meaning, Satisfaction, Fulfillment, Service: Applied Psychology in the Workplace Mark Hurst and Dariush Khaleghi business and management leadership studies psychology	Program	SO–SRSophomore–Senior	8	08	Weekend		W 15Winter	S 15Spring	What is “work”? Why do we work? What are the optimal conditions for self and environment in a thriving work situation? These questions are at the center of our inquiry into human motivation, cognition, emotion, behavior and social behavior surrounding the purpose, values, efficacy, and worth that humans find in work. They involve not only the issues of the individual worker, but the settings and groups in which people work, and the ability to change and adapt to technological advances.Historically, the need to work was rooted in biological necessity (i.e., the gaining of shelter and food). This has been transformed by cultures into issues involving identity, status, roles, and tasks that make up the categories of jobs, careers, and callings.In this two-quarter program, we will examine the history of work, the current state of the world of work, and the social science that informs us of the best models of leadership and service, as we seek meaning and satisfaction in our daily lives. Students will explore work as a central source of life meaning as they engage in: 1) self (and other) awareness, assessment, regulation, and personal leadership; 2) building a knowledge base and skill set regarding character development, and social and organizational effectiveness; and 3) understanding and developing proficiency in the pro-social use of social power and social influence principles in becoming effective change agents and leaders for the “common good”. Additionally, students will examine critical topics emerging in the modern workplace (i.e., ethics, organizational justice, workplace psychology, positive and conscious leadership, etc.).We will use a variety of instructional strategies such as small and large group seminars, lectures, workshops, films, role-playing, field trips, and guest lectures and videoconferences with leaders and scientists. The material covered in this program is relevant to daily living, as well as preparatory for careers and future studies across many disciplines (Psychology and Social Service, Education, Business, Government, Human Resources, Medicine, Corrections, Law, High Tech).		Mark Hurst Dariush Khaleghi	Sat Sun	Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Media Internships Peter Randlette, Ruth Hayes and Julia Zay media arts media studies moving image Signature Required: Fall	Contract	JR–SRJunior–Senior	16	16	Day	F 14 Fall	W 15Winter	S 15Spring	The Electronic Media internships provide opportunities for in-depth learning of a variety of media skills and concepts. They require a year-long commitment for fall, winter and spring quarters. Interns enroll for 12-16 credits per quarter with room for a 4-credit part-time class or other academic components. Interns work 30 to 40 hours a week and pay depends upon hours worked as defined in the internship agreement. The intern's primary responsibilities are focused on supporting instruction, maintenance and administration for specific labs, facilities and production needs under the supervision of the staff. The interns meet weekly as a group to share skills, collaborate on projects, and to facilitate working together on productions and cross training between areas. All interns will be working in the Center for Creative and Applied Media, the rebuilt HD video and 5.1 surround audio production studios. For specific descriptions of the internships, please refer to .		Peter Randlette Ruth Hayes Julia Zay		Junior JR Senior SR	Fall	Fall
Media/Culture: Advanced Practices Naima Lowe media studies visual arts Signature Required: Winter	Program	JR–SRJunior–Senior	12, 16	12 16	Day	F 14 Fall	W 15Winter	S 15Spring	This program is an opportunity for advanced students to study the theory and practice of contemporary media (as a visual art, site of political engagement, and way of thinking) with the support of a learning community. Students in this program will have a chance to develop independent research and creative projects in film, video, performance and installation art that centers on issues of import to contemporary cultural studies including critical race studies, queer theory, post-colonial/de-colonial art practices, feminist studies, intersections of technology/science and art, and more. Students will be asked to think critically and creatively about how their artistic practices are informed by and respond to issues of power, privilege, and accountability.In fall students will create shared visual and critical vocabulary through readings, screenings, short papers and workshops in film, video, performance art and installation. Students will also work in research and practice cohorts that will be driven by student interests. By the end of fall quarter students will develop a project proposal and outline of work to be done during winter and spring including a detailed syllabus and week by week schedule of work practices.In winter students will have the opportunity to work in a largely independent framework, including time to travel off campus for filming and research purposes. Students will have bi-weekly conferences with peers and faculty where work progress will be assessed. Students will also have the option to enroll for reduced credit in order to take classes to support skill development in language, visual art, writing, music, etc.In spring we will reconvene as a full group and work together to develop a theme and approach to a group showing of creative and research projects for the campus community. The primary work of quarter will include in depth critiques and peer review of creative and research projects.		Naima Lowe	Mon Tue Tue Wed Thu	Junior JR Senior SR	Fall	Fall Winter
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
Medical Assisting, A Practical Approach Barbara Krulich and Elizabeth McHugh Signature Required: Fall	Course	SO–SRSophomore–Senior	2, 4	02 04	Day and Evening	F 14 Fall	W 15Winter	S 15Spring	This nine-month pre-medical practicum designed for students who are interested in careers in health and medical care allows students to work closely with health care professionals in a clinical setting. During the academic year, students will receive the credits and training necessary to become licensed in the state of Washington as Medical Assistants - Registered. See for more information.		Barbara Krulich Elizabeth McHugh		Sophomore SO Junior JR Senior SR	Fall	Fall
Metalworking Bob Woods visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening			S 15Spring	This course is an introduction to the tools and processes of metal fabrication. Students will practice sheet-metal construction, forming, forging, and welding, among other techniques, while accomplishing a series of projects that encourage student-centered design.		Bob Woods	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Metalworking Bob Woods visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter		This course is an introduction to the tools and processes of metal fabrication. Students will practice sheet-metal construction, forming, forging, and welding, among other techniques, while accomplishing a series of projects that encourage student-centered design.		Bob Woods	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Metalworking (A) Bob Woods visual arts	Course	FR–SOFreshmen–Sophomore	4	04	Evening	F 14 Fall			This course is an introduction to the tools and processes of metal fabrication. Students will practice sheet-metal construction, forming, forging, and welding, among other techniques, while accomplishing a series of projects that encourage student-centered design.		Bob Woods	Tue	Freshmen FR Sophomore SO	Fall	Fall
Metalworking (B) Bob Woods visual arts	Course	JR–SRJunior–Senior	4	04	Evening	F 14 Fall			This course is an introduction to the tools and processes of metal fabrication. Students will practice sheet-metal construction, forming, forging, and welding, among other techniques, while accomplishing a series of projects that encourage student-centered design.		Bob Woods	Thu	Junior JR Senior SR	Fall	Fall
Models of Motion Krishna Chowdary, Neil Switz and Rachel Hastings mathematics philosophy of science physics	Program	FR–SRFreshmen–Senior	16	16	Day	F 14 Fall	W 15Winter	S 15Spring	In this introductory program, we will integrate material from first-year university physics and calculus with relevant areas of history and scientific literature as we explore how mathematicians and physicists make sense of, and intervene in, the natural and human-created worlds. Students will be supported in developing a firm background in college-level science, becoming prepared for further work in the mathematical and physical sciences. Our aim is to learn to think and communicate mathematically and scientifically.Scientists gather data, make observations, look for patterns, build models and use those models to predict behavior. Powerful models in physics help us explain interactions involving matter and energy. New models require new mathematical methods—for example, calculus was developed partly to understand models of motion. Even with powerful mathematics, a model may yield answers only in simplified circumstances. We can analyze more complicated physical systems by simulating them on a computer. Learning how to create and apply mathematical and computational methods to models in physics will be one of the major goals of this program.The program will have a significant laboratory component, using hands-on investigations and computational tools to explore and analyze the nature of mathematical and physical systems; this work will take place in a highly collaborative environment. Workshops and seminar discussions will also allow for collaborative work on math and physics problems as well as an opportunity to explore connections between history, theory and practice. The program is intended for students with solid high-school level backgrounds in science and mathematics—in particular, a good grasp of precalculus (including algebra and trigonometry) will be assumed. Equally important for success, however, will be a commitment to working hard and learning together.The work will be intensive—students should expect to spend over 50 hours per week engaged with material during and outside of class. We will learn process and content through readings, lectures, labs, workshops, seminars and projects. Students will have multiple opportunities to demonstrate their learning in individual and collaborative contexts, including in-class work, homework, papers, presentations and exams.		Krishna Chowdary Neil Switz Rachel Hastings		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Mona Lisa Overdrive: Science in Art and Culture Amy Cook and Julie Russo biology cultural studies literature media studies	Program	FR–SOFreshmen–Sophomore	16	16	Day	F 14 Fall	W 15Winter		Leonardo da Vinci Throughout the centuries that span Leonardo's Mona Lisa (painted in the early 1500s) and William Gibson's cyberpunk classic (published in 1988), the worlds of science and art have been in dialogue, and those conversations lie at the heart of this two-quarter program. We will explore the many meanings of “science”: how do scientists and non-scientists define it, and on what points do they agree and disagree? We will examine science in a variety of contexts to gain a deeper understanding of how it functions in culture(s): what is the relationship between what chemist and novelist C.P. Snow termed “the two cultures” (the sciences and humanities) and the larger culture(s) of which they are part? To answer this question, students will consider, in detail, the choices that artists, writers and media creators make about how to interweave science with storytelling and aesthetics. We will undertake this journey by navigating a conceptual double helix that bridges introductory life science and introductory media studies (analyzing film, television, and new media). Such a schema involves thinking through how research and ideas about the nature of life have been shaped by media technologies and representations, and vice versa. In Fall quarter, we will begin a path of study in general biology with a focus on cell biology and genetics. Over the course of two quarters, we will cover major concepts in organic chemistry, microbiology, evolutionary biology, physiology, and ecology. Equally importantly, students will supplement their humanities toolkit by honing their critical thinking, reading and writing skills. Equipped with this knowledge and these skills, we will examine and critique how issues like biotechnology, epidemics, race and gender have been presented in the news media and both nonfiction and science fiction film and television, from to . In Winter quarter, we will continue our study of biology with a focus on organisms (plants, animals and fungi) and ecosystems. We will also explore the media's portrayal of these concepts through themes such as monsters, anthropomorphism, reproduction and eugenics, and the human/machine binary. The scope of our analysis will expand to include computers, the internet, video games, and other independent or varied multimedia. Singers and songwriters like Ian Anderson of Jethro Tull, Maddy Prior and Ray Troll incorporate themes from biology and geology into their music. Visual artists like da Vinci have delved into science to lend their work a high degree of scientific accuracy and filmmakers such as Steven Spielberg hire scientists for similar reasons. Mary Shelley, Barbara Kingsolver, William Gibson and a host of other creative writers merge science and art to produce what may be called “lab lit.” How these artists attempt to achieve balance between the application of scientific exactitude and the exercise of artistic license will be a guiding question in winter quarter.Program activities will include biology lectures and labs, seminars on texts that explore science from a variety of different perspectives, film/media screenings and discussions, and field trips. Students will have the opportunity to develop a deeper understanding of science, culture and media and to develop their skills in the analysis of texts and in academic and creative writing and media practice.		Amy Cook Julie Russo	Tue Wed Thu Thu Fri	Freshmen FR Sophomore SO	Fall	Fall Winter
Movement/Thought Bill Arney and Kabby Mitchell dance education philosophy	Program	FR–SRFreshmen–Senior	16	16	Day			S 15Spring	Ever been moved by a thought? Ever find yourself moving through your thoughtfulness? Ever think, 'I'd better get a move on'? In this program, you will, all that and more. We'll take up thoughts and dance with them. We'll think about movement, our own, others', our own in groups. The earliest schools of philosophy in the West aimed not for correct systematic thinking but for fashioning an 'art of living.' We'll see and feel what that can possibly mean in our time. Students will come to enjoy more flexibility and coordination, in body and mind.In addition to the common work of the program, students will complete an independent study project worth up to half the award of credit.		Bill Arney Kabby Mitchell		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Multicultural Counseling: A Holistic Perspective Heesoon Jun communication consciousness studies cultural studies health psychology Signature Required: Fall	Program	SR ONLYSenior Only	16	16	Day	F 14 Fall	W 15Winter	S 15Spring	The program is designed to meet the multicultural counseling competency requirements of the American Psychological Association (APA): counselor awareness of his or her own cultural values and biases, counselor awareness of the client’s worldview and culturally appropriate intervention strategies. Students will critically examine roles of ethnocentric bias, attribution error, asymmetric perception, social projection, implicit learning, inappropriate generalizations in research, governmental and institutional policies, and developing inter- and intra-personal communications. Each quarter, students are required to complete reflective and transformative learning activities, participate in somatic psychology through mindfulness movement, record weekly conscious raising activities, participate in videotaped counseling skill building, semiweekly intensive journal writing and weekly collaborative work. Fall quarter emphasis is awareness of students’ own values and biases through writing their own personality development according to conventional personality theories. Winter quarter emphasis is awareness of the client’s worldview through increasing critical reasoning skills, learning to integrate scientific inquiry with clinical inquiry by learning to examine primary research journal articles and their utility in counseling, in addition to learning multicultural counseling skills. Spring quarter emphasis is culturally appropriate assessment, diagnosis and treatment through learning the APA's ethics code. In both winter and spring quarters, students will be required to complete internships of 10 hours per week at social and human service organizations which provide opportunities to apply their classroom learning in a practical setting.The program will emphasize consciousness studies, psychological research interpretation, studies in internalized oppression/privilege and systemic oppression/privilege, multicultural counseling theories and practice, and social justice and equity.		Heesoon Jun	Tue Wed Fri	Senior SR	Fall	Fall
Multitrack Composition I, II, III Peter Randlette media studies music Signature Required: Fall Winter Spring	Course	JR–SRJunior–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring	Multitrack Composition is the study of audio technology and its role in changing the art of music composition and production. This three quarter long continuing class is concerned with the use of modern recording technologies as instrument. The use of signal processing, tape/computer based manipulation, and the structure of multitrack recorders and audio consoles allow a great number of techniques to be created on the fly to generate, modify, and document musical sound. Fall quarter will be spent reviewing operation, design and application of the campus facilities to gain common skill levels and technical knowledge, and complete proficiency in the Communications Building API1608 and Neve 5088 studios and associated facilities. The course is for musicians and engineers who want to develop compositional, technical and collaborative skills in modern production. This is a lab course with limited (20) positions available. Please make sure you complete an application and speak with the sponsor regarding your skills. If you have any questions, please contact the sponsor.		Peter Randlette	Tue	Junior JR Senior SR	Fall	Fall Winter Spring
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
Musical Instruments: Design, Build, Play Bob Woods visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter		In accompaniment to the study of musical sound, participants will construct a series of simple musical instruments that incorporate a vibrating membrane, vibrating string(s), or column of air. These unique soundings will present further exploration of scales/tunings, electrification, composition and more. We will practice playing our instruments together with help from a guest artist. No previous experience (musical or otherwise) is required, and all levels (especially musical) are welcome. Required text: by Bart Hopkin.		Bob Woods	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Musical Theatre as Liberal Education: Interdisciplinary Lessons from Sondheim Marla Elliott and Mark Harrison literature music theater	Program	FR–SRFreshmen–Senior	8	08	Evening and Weekend			S 15Spring	“Art, in itself, is an attempt to bring order out of chaos.” “Musicals are, by nature, theatrical, meaning poetic, meaning having to move the audience's imagination and create a suspension of disbelief, by which I mean there's no fourth wall.” --Stephen Sondheim Stephen Sondheim is widely considered by critics and public alike to be the most influential and innovative composer/lyricist in American musical theatre. His works demonstrate that musicals, both on and off Broadway, are powerful vehicles for important ideas about self, culture, history, and creativity. Working with the sources, scores, and texts for these complex and subtle musical plays requires us to collaborate, to cross cultural barriers, and to become personally engaged with the ways they are embodied. We will learn how Sondheim brings "order out of chaos.” From a performance standpoint, we will study (and sing!) representative songs from Sondheim’s musicals. Students will also actively participate in staging practices of the musical in general and Sondheim's works in particular. Our examination of Sondheim's art will also involve analysis and some writing. Students will be expected to read the assigned texts, do required listening and screening, and complete all writing assignments.		Marla Elliott Mark Harrison	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Musicianship Marla Elliott music	Course	FR–SRFreshmen–Senior	2	02	Evening			S 15Spring	Students will learn fundamentals of music literacy and piano technique, and develop free, healthy singing voices. This class emphasizes the value of live performance and collaboration with other musicians. At the end of the quarter, students will perform both vocally and on piano for other class participants and invited family and friends. This class requires excellent attendance and a commitment to practice every day. Credit will be awarded in Musicianship.		Marla Elliott	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Musicianship Marla Elliott music	Course	FR–SRFreshmen–Senior	2	02	Evening	F 14 Fall			Students will learn fundamentals of music literacy and piano technique, and develop free, healthy singing voices. This class emphasizes the value of live performance and collaboration with other musicians. At the end of the quarter, students will perform both vocally and on piano for other class participants and invited family and friends. This class requires excellent attendance and a commitment to practice every day. Credit will be awarded in Musicianship.		Marla Elliott	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
The Narrative Tableau: Conceptual Strategies in Studio Photography Amjad Faur art history media arts media studies visual arts	Program	SO–SRSophomore–Senior	16	16	Day and Evening		W 15Winter		This program will explore the range of challenges, problems and possibilities in conceptualizing, constructing, and photographing in a studio environment. Students can expect to use a broad range of materials (cameras, printing techniques, etc.) but all shooting will remain on film (35mm, medium, and large format). While students can expect to print from those negatives in traditional black and white and color darkrooms, the program will also cover the process of scanning negatives and producing digital prints from those scans. The primary focus of the program will be how to formulate the outlines of a cohesive body of work, conduct research for that content, and for students to ultimately produce images based on that research in a controlled, studio environment.We will employ strategies for challenging basic assumptions about the role and lexicon of the constructed image as well as immerse ourselves in the rich history of narrative tableaus (still lifes, historical paintings, etc.) as they have developed over the course of art history. Students will be asked to place their work and ideas within the context of contemporary photography and contemporary art, more generally, as the photograph has become an almost ubiquitous surrogate for lived experience. Students will be especially challenged to confront how their photographs are situated within the context of representation and depiction (addressing the inevitable conclusion that all images are, at their core, political in one way or another).Students will be responsible for providing a written statement regarding their final body of work, which will reflect the quarter’s accumulation of research, transformation, and final production. Students can expect to edit down their quarter’s worth of images to 8-11 final photographs, which will constitute their final body of work. There will be weekly lectures, critiques, and seminars in addition to workshops and studio time. Students will also be required to attend the weekly Critical and Cultural Theory lecture series. Students can expect weekly reading assignments followed with written responses and formal participation in each seminar.		Amjad Faur	Mon Tue Wed Thu	Sophomore SO Junior JR Senior SR	Winter	Winter
Native Decolonization in the Pacific Rim: From the Northwest to New Zealand revised Kristina Ackley and Zoltan Grossman Native American studies cultural studies geography law and public policy literature study abroad Signature Required: Spring	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall	W 15Winter	S 15Spring	Maori scholar Linda Tuhiwai Smith asserts, “Our communities, cultures, languages and social practices—all may be spaces of marginalization, but they have also become spaces of resistance and hope.” In this program we will identify and contextualize these spaces and the politics of indigeneity and settler colonialism. We will use the Pacific Rim broadly as a geographic frame, with a focus on the Pacific Northwest Native nations and the Maori in Aotearoa (New Zealand). A comparative study of the role of treaties in Washington state and New Zealand—in natural resources, governance, the arts, education, etc.—will provide a key framework for the program.By concentrating on a larger region, students will have an opportunity to broaden Indigenous studies beyond the Lower 48 states and explore common processes of Native decolonization in different settler societies. We will be studying decolonization through cultural revitalization and sovereign jurisdiction of First Nations. In order to examine the central role of Indigenous peoples in the region's cultural and environmental survival, we will use the lenses of geography, history, and literature.In fall our focus will be on familiarizing students with the concept of sovereignty, working with local Native nations and preparing to travel to Aotearoa or elsewhere. The concept of sovereignty must be placed within a local, historical, cultural and global context. Through theoretical readings and discussion, we will move from state-building in the U.S. and Canada to Native forms of nationalism. We will stress the complexities and intricacies of colonization and decolonization by concentrating on the First Nations of Western Washington and British Columbia.We will later expand the focus to appreciate the similarities and differences of Indigenous experiences in other areas of the Pacific Rim, such as Native Alaskans, Aboriginal peoples in Australia and South Pacific island peoples. We will emphasize common Pacific Rim concerns such as climate change, tourism and cultural domination.For up to seven weeks spanning the last half of winter quarter and the beginning of spring quarter, many of us will travel to Aotearoa, where we will learn in a respectful and participatory way how the Maori have been engaged in revitalizing their language, art, land and politics, and their still unfolding, changing relationships with the Pakeha (non-Maori) people and society. Students will learn about the ongoing effects of colonization as well as gain a foundation in theories and practices of decolonization. We will take as our basic premise in this program that those wishing to know about the history of a particular Native group should write it with a purpose to be in solidarity with these people today.Students will develop skills as writers and researchers by studying scholarly and imaginative works, by conducting policy research and fieldwork with Native and non-Native communities, and by comparing community and government relationships in the U.S., Canada and New Zealand. Students will be expected to integrate extensive readings, lecture notes, films, interviews and other sources in writing assignments.		Kristina Ackley Zoltan Grossman	Tue Tue Wed Fri Fri	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
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
Odissi Dance and Culture Jamie Colley anthropology consciousness studies cultural studies dance religious studies	Course	FR–SRFreshmen–Senior	4	04	Evening			S 15Spring	Odissi, one of the major classical dances of India, combines both complex rhythmic patterns and expressive mime. This class will be devoted to the principles of Odissi dance, the synthesis of foot, wrist, hand and face movements in a lyrical flow to express the philosophy of yoga based dance. Throughout the quarter, we will study the music, religion, and history of Indian dance and culture.		Jamie Colley	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Odissi Dance and Culture Jamie Colley anthropology consciousness studies cultural studies dance religious studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			Odissi, one of the major classical dances of India, combines both complex rhythmic patterns and expressive mime. This class will be devoted to the principles of Odissi dance, the synthesis of foot, wrist, hand and face movements in a lyrical flow to express the philosophy of yoga based dance. Throughout the quarter, we will study the music, religion, and history of Indian dance and culture.		Jamie Colley	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
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
Operating Manual for Spaceship Earth Karen Gaul, Evan Blackwell and Anthony Tindill anthropology architecture art history community studies consciousness studies cultural studies somatic studies sustainability studies visual arts	Program	JR–SRJunior–Senior	16	16	Day	F 14 Fall	W 15Winter	S 15Spring	Fifty years ago, Buckminster Fuller contemplated our planetary future and our limited ability to imagine alternative futures in his book, . In this program, we will consider what it means to be astronauts on our home planet and how to creatively imagine healthy and sustainable future scenarios. Guiding questions for the program will include: What shapes cultural values and how do cultures change, adapt and form new paths? How do we weave together various branches of knowledge into a healthy system and vision for the world? What do we make with the abundance of material goods that fill our daily lives? How do we design objects and spaces to create a more sustainable and fulfilling existence? To address these questions, we will consider traditions of the past and present that demonstrate cultural responses to environmental limits and possibilities. Yogic philosophy, for example, offers critical guidelines for sustainable living and we will explore the principles and practices of this tradition. We will examine the ideologies of the Arts and Crafts movement, the modernist avant-garde, social sculpture and art as social practice. These will be connected with the environmental movement and current trends such as upcycling, cradle-to-cradle design and the resurgence in handiwork and traditions of craft.Students will research and construct their own “Operating Manuals” over the course of the three quarters. This will include a critical look at alternative and utopian models for living, as well as engage with powerful sustainability and justice movements already at work in our community. This program will challenge students to engage through readings and weekly seminar discussions, field visits and research papers, as well as visual art projects and critiques.In fall quarter, we will build vocabularies and skills for thinking about sustainability and community transformation. Studio work in two- and three-dimensional design and ceramics will emphasize redesigning, repurposing and reusing the proliferation of materials available all around us. Yoga labs will help us to integrate work in the classroom and studio with yogic thought and somatic experiences. Study and comparison of cross-cultural examples of sustainability practices will guide the development of our Operating Manuals.In winter quarter, we will work to develop community projects and/or individual visual artworks. We will work with organizations such as Sustainable South Sound and The Commons to develop applied projects. Students will research and report on local and regional alternative, intentional communities. Our critical analysis of sustainability discourses will inform all of our studio work.Spring quarter will offer opportunities to further develop and implement community projects. These may take the form of public art projects, sculptures or installations that enhance public spaces such as community or school gardens or parks. They may also involve facilitating public art processes that integrate the concepts and design principles central to this program.		Karen Gaul Evan Blackwell Anthony Tindill		Junior JR Senior SR	Fall	Fall Winter Spring
Orchestra - at SPSCC Chip Schooler music	Course	FR–SRFreshmen–Senior	2	02	Evening	F 14 Fall			Musicians proficient on orchestral instruments will rehearse and perform works from the standard orchestral repertoire, together with students at South Puget Sound Community College. No audition is required. Required fee payable at SPSCC: $45 for orchestra music Faculty: Chip Schooler NOTE: , 2011 Mottman Road, SW, Olympia, WA 98512, Building 21, room 253, Thursdays, from 7-9:30 pm BOOKS: If a text is required students will need to purchase texts for this course from the SPSCC bookstore. The book list can be found on the bookstore website under the course Musc 160		Chip Schooler	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Ornithology Alison Styring biology ecology environmental studies field studies natural history zoology	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall			Birds are among the most diverse vertebrates found on the earth. We will explore the causes of this incredible diversity through a well-rounded investigation of general bird biology, the evolution of flight (and its implications) and the complex ecological interactions of birds with their environments. This program has considerable field and lab components and students will be expected to develop strong bird identification skills, including Latin names, and extensive knowledge of avian anatomy and physiology. We will learn a variety of field and analytical techniques currently used in bird monitoring and research. We will take several day trips to field sites in the Puget Sound region throughout the quarter to hone our bird-watching skills and practice field-monitoring techniques. Students will keep field journals documenting their skill development in species identification and proficiency in a variety of field methodologies. Learning will also be assessed through exams, quizzes, field assignments, group work and participation.		Alison Styring		Sophomore SO Junior JR Senior SR	Fall	Fall
Painting: An Introduction Bruce Thompson visual arts Signature Required: Spring	Course	FR–SRFreshmen–Senior	4	04	Evening			S 15Spring	Designed for intermediate to advanced art students, this course will focus on introductory painting techniques using a variety of media. It is highly recommended that students have previous experience with college level drawing courses. As a class, we will paint from observation using still lifes, the figure, and the landscape. Abstraction in contemporary painting will also be addressed. Class time will be devoted to studio work, presentations, demonstrations, and critiques. Students will be expected to work outside of designated class time to complete all required assignments.		Bruce Thompson	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Personal Finance and Investing Allen Jenkins business and management leadership studies	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter		The first part of this course looks at the problems and techniques of personal financial planning. Topics covered include managing personal cash income, controlling expenditures; dealing with inflation and recession; taxes, insurance, annuities, credit, budgeting, home ownership, bank accounts, debt abatement and how to manage credit reporting and credit scores. The second part of this course is an in-depth examination of long-term value investment decisions. The material covered includes the theories and techniques employed in investment analyses and portfolio management decisions. This course is a hands-on interactive class designed to help students understand the mechanics and importance of managing personal finances, credit, and value investing for the future. Students will develop an understanding of the investment markets, with all their potential and their warts. Students will gain an appreciation for a basic understanding how economics influence/shape markets. Students will learn about the stock market using proven business like principles within a value-investing framework. Each student will create and manage a mock investment portfolio.		Allen Jenkins	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Photography, Beginning Steve Davis media arts visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening			S 15Spring	This course emphasizes beginning-level skill development in camera use, lighting, exposure, b/w film and print processing. We will also briefly explore digital photography techniques. The essential elements of the class will include assignments, critiques and surveys of images by other photographers. Students of this class will develop a basic understanding of the language of photography, as a communications tool and a means for personal expression. Students must invest ample time outside of class to complete assignments.		Steve Davis	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Photography, Beginning Hugh Lentz media arts visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			This course emphasizes beginning-level skill development in camera function, exposure, and black-and-white film development and darkroom printing. We will focus on photography's role in issues of the arts, cultural representation, and mass media. Students will have assignments, critiques, collaborations, and viewing of work by other photographers. Each student will complete a final project for the end of the quarter.		Hugh Lentz	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Photography, Color and Lighting Hugh Lentz media arts visual arts Signature Required: Winter	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter		In this course we'll be learning to print from color negatives, work with medium format cameras, photograph with electronic flash and work in the studio environment. There will be assignments, critiques, and viewing the work of other photographers. All assignments and all work for this class will be in the studio with lighting set-ups. In addition to assignments, each student will be expected to produce a final project of their own choosing and turn in a portfolio at the end of the quarter.		Hugh Lentz	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Photography, Digital Steve Davis communication media arts visual arts	Course	SO–SRSophomore–Senior	4	04	Evening	F 14 Fall			This course will introduce students to photographic practice through digital means. A brief introduction to digital video will also be included. Students will create work as exhibition-quality prints, and also create a photographic portfolio for the Web.		Steve Davis	Tue Thu	Sophomore SO Junior JR Senior SR	Fall	Fall
Photography, Documentary Steve Davis communication media arts visual arts Signature Required: Winter	Course	SO–SRSophomore–Senior	4	04	Evening		W 15Winter		This class will explore how photography can be effectively used as a tool for creative documentation. You may work in any photographic mediums with which you are experienced (conventional B/W, color, digital). Students will be expected to maintain an online blog/web gallery showing in-progress photography with appropriate text. Final projects must address a particular topic (from your perspective) and clearly communicate your message to a broad audience.		Steve Davis	Tue Thu	Sophomore SO Junior JR Senior SR	Winter	Winter
Photography Techniques Hugh Lentz media arts visual arts Signature Required: Spring	Course	SO–SRSophomore–Senior	4	04	Evening			S 15Spring	This is an intermediate to advanced class where students will be using older photographic methods and techniques. We’ll be spending a significant part of this class learning about and using view cameras. Additionally, we'll be working with UV printing, lith films, pinhole cameras, and more. There will be assignments based in these processes, and each student will produce a final project. We’ll also look at the work of contemporary and historical artists using these methods.		Hugh Lentz	Mon Wed	Sophomore SO Junior JR Senior SR	Spring	Spring
Physical Systems and Applied Mathematics Neil Switz, Rachel Hastings and Krishna Chowdary astronomy mathematics philosophy of science physics Signature Required: Winter Spring	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall	W 15Winter	S 15Spring	This is an intermediate to advanced-level program. Students will build on their prior knowledge of calculus and calculus-based physics to deepen their understanding of nature, how it can be represented via physical models, and the powerful connections between mathematics and physical theories. The program will involve a mix of advanced mathematics (some of it extraordinarily beautiful, as well as powerful), experiments in modern physics involving electromagnetic and quantum phenomena, and a deep immersion in modern physical theories.Topics will include nonrelativistic quantum mechanics, the theory which revolutionized our understanding of nature and underlies much of modern chemistry, physics, and engineering; classical electrodynamics, the quintessential model of a successful unified (and relativistic) field theory; and classical mechanics with special attention to the profound “least action” principle, which provides a bridge between the classical and quantum mechanical. The mathematics underlying these theories – vector calculus, linear algebra, differential equations, and especially Fourier analysis (a technique which provides an entirely new way of looking at the world) – will be developed in the context of their use in the physical sciences. Students will also develop facility with the scientific software MATLAB, using it to solve problems as well as to build physical intuition by visualizing the behavior of matter and fields. The theoretical focus of the program will be complemented with elements of hands-on laboratory work to observe and illustrate the phenomena under discussion. We will also devote time to examining the study of physics in a broader historical, philosophical, and cultural context.The program material will be challenging, and will demand both hard work and engaged collaboration with both the subject matter and one’s fellow students. A major goal of the program is to provide students the opportunity to develop the conceptual knowledge and mathematical background required to pursue advanced work in physics and related disciplines.		Neil Switz Rachel Hastings Krishna Chowdary		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Physics I, II and III Mario Gadea	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring			Mario Gadea	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
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 Economy and Social Movements: Race, Class and Gender revised Peter Bohmer, Martha Schmidt and Savvina Chowdhury African American studies American studies cultural studies economics gender and women's studies government history international studies political economy political science sociology Signature Required: Winter	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall	W 15Winter		We will examine the nature, development and concrete workings of modern capitalism and the interrelationship of race, class and gender in historical and contemporary contexts. Recurring themes will be the interaction of oppression, exploitation, social movements, reform and fundamental change, and the construction of alternatives to capitalism, nationally and globally. We will examine how social change has occurred in the past, present trends and alternatives for the future. We will examine different theoretical frameworks such as liberalism, Marxism, feminism, anarchism and neoclassical economics, and their explanations of the current U.S. and global political economy and of key issues such as education, the media, climate change, hunger, debt, immigration and the criminal justice system. There will be workshops on popular education and movement building skills.In fall, the U.S. experience will be the focus, whereas winter quarter will have a global focus. We will begin with the colonization of the U.S., and the material and ideological foundations of the U.S. political economy from the 18th century to the present. We will explore specific issues including the slave trade, racial, gender and economic inequality, the labor movement and the western push to "American Empire." We will examine the linkages from the past to the present between the economic core of capitalism, political and social structures, and gender, race and class relations. Resistance and social movements will be a central theme. We will study microeconomics principles from a neoclassical, feminist economics and political economy perspective. Within microeconomics, we will study topics such as the structure and failure of markets, work and wages, growing economic inequality, poverty, debt as a means of dispossession, and the gender and racial division of labor.In winter, we will examine the interrelationship between the U.S. political economy and the changing global system, and U.S. foreign policy. We will study causes and consequences of the globalization of capital and its effects in our daily lives, international migration, and the role of multilateral institutions and trade agreements. This program will analyze the response of societies such as Venezuela and Bolivia and social movements such as labor, feminist, anti-war, environmental, indigenous and youth and the global justice movement in the U.S. and internationally in opposing the global order. We will look at alternatives to neoliberal capitalism including socialism, participatory economies and community-based economies and study strategies for social change. We will study macroeconomics, including austerity and critiques of it, causes and solutions to the high rates of unemployment and underemployment and to economic instability. In winter quarter, as part of the 16 credits, there will be an optional internship for two credits in organizations and groups whose activities are closely related to the themes of this program or the opportunity to write a research paper on a relevant political economy topic.Students will engage the material through seminars, lectures, guest speakers, films, workshops, synthesis papers based on program material and concepts, and take-home examinations.		Peter Bohmer Martha Schmidt Savvina Chowdhury	Tue Wed Fri	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
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
Positive Psychology (A) Mark Hurst psychology	Course	FR–SRFreshmen–Senior	4	04	Weekend	F 14 Fall			Following Frankl's existentialist urgings toward hope and meaning, as well as the humanists’ emphasis on self-actualization, leading scholars in psychology founded "positive psychology" in 1998. Since that time, we now have a better understanding of humans at their best. This worldwide collaborative effort has attempted to balance early psychology’s focus on psychopathology. In this class, we will study correlates to life satisfaction and examine empirical science as well as practical strategies for promoting well being, quality of life, and resilience. Students will engage in experiential activities related to gratitude, hope, altruism, etc., as well as seminar with inmates working on this material in a state prison.		Mark Hurst	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Positive Psychology (B) Mark Hurst psychology	Course	FR–SRFreshmen–Senior	4	04	Weekend	F 14 Fall			Following Frankl's existentialist urgings toward hope and meaning, as well as the humanists’ emphasis on self-actualization, leading scholars in psychology founded "positive psychology" in 1998. Since that time, we now have a better understanding of humans at their best. This worldwide collaborative effort has attempted to balance early psychology’s focus on psychopathology. In this class, we will study correlates to life satisfaction and examine empirical science as well as practical strategies for promoting well being, quality of life, and resilience. Students will engage in experiential activities related to gratitude, hope, altruism, etc., as well as seminar with inmates working on this material in a state prison.		Mark Hurst	Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Power In American Society Lawrence Mosqueda government history political economy	Program	SO–SRSophomore–Senior	16	16	Day	F 14 Fall			This program will investigate the nature of economic, political, social, military, ideological and interpersonal power. The interrelationship of these dimensions will be a primary area of study. We will explore these themes through lectures, films, seminars, a journal and writing short papers.The analysis will be guided by the following questions, as well as others that may emerge from our discussions: What does power mean? Are there different kinds of power and how are they interrelated? Who has power in American society? Who is relatively powerless? Why? How is power accumulated? What resources are involved? How is power utilized and with what impact on various sectors of the population? What characterizes the struggle for power? How does domestic power relate to international power? How is international power used? How are people affected by the current power structure? What responsibilities do citizens have to alter the structure of power? What alternative structures are possible, probable, necessary or desirable?In this period of war and economic, social and political crisis, a good deal of our study will focus on international relations in a systematic and intellectual manner. There will be a good deal of reading. Please be prepared to work hard and to challenge your and others’ thinking.		Lawrence Mosqueda	Tue Wed Thu	Sophomore SO Junior JR Senior SR	Fall	Fall
Power in American Society (winter) Lawrence Mosqueda government history political economy	Program	SO–SRSophomore–Senior	16	16	Day		W 15Winter		This program repeats the content of Power in American Society offered fall quarter. Students who take the fall quarter program may not sign up for the winter repeat program.This program will investigate the nature of economic, political, social, military, ideological and interpersonal power. The interrelationship of these dimensions will be a primary area of study. We will explore these themes through lectures, films, seminars, a journal and writing short papers.The analysis will be guided by the following questions, as well as others that may emerge from our discussions: What does power mean? Are there different kinds of power and how are they interrelated? Who has power in American society? Who is relatively powerless? Why? How is power accumulated? What resources are involved? How is power utilized and with what impact on various sectors of the population? What characterizes the struggle for power? How does domestic power relate to international power? How is international power used? How are people affected by the current power structure? What responsibilities do citizens have to alter the structure of power? What alternative structures are possible, probable, necessary or desirable?In this period of war and economic, social and political crisis, a good deal of our study will focus on international relations in a systematic and intellectual manner. There will be a good deal of reading. Please be prepared to work hard and to challenge your and others’ thinking.		Lawrence Mosqueda	Tue Tue Wed Wed Thu Thu	Sophomore SO Junior JR Senior SR	Winter	Winter
Practice of Organic Agriculture: Spring, Summer David Muehleisen and Paul Przybylowicz agriculture botany business and management ecology environmental studies Signature Required: Spring	Program	FR–SRFreshmen–Senior	16	16	Day			S 15Spring	This three-quarter program (spring, summer and fall quarters) will explore the details of organic farming and food production systems using the underlying sciences as a framework. Due to the interdisciplinary nature of agriculture, the various topical threads (botany, soils, horticulture, business etc.) will be presented throughout all three quarters, and while our primary focus will be on small-scale organic production, we will examine a variety of production systems. Our emphasis will be on the scientific underpinning and practical applications critical for growing food using ecologically informed methods, along with the management and business skills appropriate for small-scale production.We will be studying and working on the Evergreen Organic Farm through an entire growing season, from starting seed to the sale of farm products. The farm includes an on-campus market stand and CSA as well as a variety of other demonstration areas. All students will work on the farm every week to gain practical experiential learning. This program is rigorous both physically and academically and requires a willingness to work outside in adverse weather on a schedule determined by the needs of crops and animals raised on the farm.During spring quarter, we will focus on soil science, nutrient management, and crop botany. Additional topics may include introduction to animal husbandry, annual and perennial plant propagation, season extension, and the principles and practice of composting. In summer, the main topics will be disease and pest management, which include entomology, plant pathology and weed biology. Water management, irrigation system design, maximizing market and value-added opportunities and regulatory issues will also be covered. Fall quarter's focus will be on farm and business planning, crop physiology, storage techniques and cover crops.If you are a student with a disability and would like to request accommodations, please contact the faculty or the office of Access Services (Library Bldg. Rm. 2153, PH: 360.867.6348; TTY 360.867.6834) prior to the start of the quarter. If you require accessible transportation for field trips, please contact the faculty well in advance of the field trip dates to allow time to arrange this.Students planning to take this program who are receiving financial aid should contact financial aid early in fall quarter 2014 to develop a financial aid plan that includes summer quarter 2015.		David Muehleisen Paul Przybylowicz		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Practice of Sustainable Agriculture: Fall David Muehleisen and Paul Przybylowicz agriculture biology botany ecology field studies sustainability studies Signature Required: Fall	Program	FR–SRFreshmen–Senior	16	16	Day	F 14 Fall			This is the third quarter of a spring-summer-fall program.This three-quarter program (spring, summer and fall quarters) will explore the details of sustainable food production systems using the underlying sciences as a framework. Due to the interdisciplinary nature of agriculture, the various topical threads (botany, soils, horticulture, business etc.) will be presented throughout all three quarters, and while our primary focus will be on small-scale organic production, we will examine a variety of production systems. Our focus will be on the scientific underpinning and practical applications critical for growing food using ecologically informed methods, along with the management and business skills appropriate for small-scale production.We will be studying and working on the Evergreen Organic Farm through an entire growing season, from starting seed to the sale of farm products. The farm includes an on-campus market stand and CSA as well as a variety of other demonstration areas. All students will work on the farm every week to gain practical experiential learning. This program is rigorous both physically and academically and requires a willingness to work outside in adverse weather on a schedule determined by the needs of crops and animals raised on the farm.During spring quarter, we will focus on soil science, nutrient management, and crop botany. Additional topics may include introduction to animal husbandry, annual and perennial plant propagation, season extension, and the principles and practice of composting. In summer, the main topics will be disease and pest management, which include entomology, plant pathology and weed biology. Water management, irrigation system design, maximizing market and value-added opportunities and regulatory issues will also be covered. Fall quarter's focus will be on farm and business planning, crop physiology, storage techniques and cover crops.If you are a student with a disability and would like to request accommodations, please contact the faculty or the office of Access Services (Library Bldg. Rm. 2153, PH: 360.867.6348; TTY 360.867.6834) prior to the start of the quarter. If you require accessible transportation for field trips, please contact the faculty well in advance of the field trip dates to allow time to arrange this.		David Muehleisen Paul Przybylowicz		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
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
Principles of Finance - at SPSCC Karen Halpern business and management	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			This class will introduce students to basic finance theory and decision-making. Students will learn to analyze financial statements, evaluate risk and return, and examine sources of internal and external funds for businesses. The class will review basic economic concepts, including the effect of monetary policy and will study securities, the securities market, and the effect of debt. The key concepts are applicable to both small and large businesses.		Karen Halpern	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Psychology and Mindfulness Mukti Khanna and Jamyang Tsultrim consciousness studies psychology	Program	SO–SRSophomore–Senior	4, 16	04 16	Day, Evening and Weekend	F 14 Fall	W 15Winter	S 15Spring	Mindfulness is the ability to fully attend to what is at hand and be in the present moment. Mindfulness is being applied to a variety of professional fields, including health care and education, to improve effectiveness and enhance well-being. The practice of mindfulness can increase our individual and collective resiliency to respond to changing personal and global situations in adaptive and creative ways.The program will focus on mindfulness through theory, practice and its application in relation to developmental psychology and abnormal psychology. Questions to be explored include how is mindfulness being integrated into working with people at various developmental stages of life? How can mindfulness be applied to emotional health? How is mindfulness being integrated in working with physical and mental health?Fall quarter will focus on developing a foundational understanding of constructive thought and emotion from both Eastern and Western perspectives based on philosophy, psychology and neuroscience. Students will also study developmental psychology of birth through adolescence in terms of emotional, physical and mental development. Winter quarter will focus on mindfulness, destructive thought and emotions through exploring habitual patterns of thought, emotion and behaviors. Students will also study human development from adult, geriatric and end of life perspectives. Spring quarter will focus on how mindfulness is being applied in clinical settings to promote physical and mental health. Students will also study abnormal psychology and see how mindfulness is being integrated into the treatment of mental health, pain, addictions, hypertension and other health conditions. The four credit module will focus on mindfulness through constructive human experience (fall), destructive human experience (winter) and clinical applications of mindfulness (spring). The sixteen credit program will look at how these dimensions of mindfulness interface with developmental and abnormal psychology.Students will have an opportunity to learn in many ways using diverse modalities and multiple intelligences. We will integrate mindfulness practices into our studies, including movement, integrative health practices and expressive art workshops (no prior experience necessary). We will participate in community readings, rigorous writing assignments, theoretical tests and critical study of important texts. This program is designed as three-quarter program of study preparatory for careers and further study in psychology, philosophy of mind/emotion and the mental health field.		Mukti Khanna Jamyang Tsultrim		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Psychology and Mindfulness (4 credit component of 16 credit program) Mukti Khanna and Jamyang Tsultrim consciousness studies psychology	Program	SO–SRSophomore–Senior	4	04	Day, Evening and Weekend	F 14 Fall	W 15Winter	S 15Spring	Mindfulness is the ability to fully attend to what is at hand and be in the present moment. Mindfulness is being applied to a variety of professional fields, including health care and education, to improve effectiveness and enhance well-being. The practice of mindfulness can increase our individual and collective resiliency to respond to changing personal and global situations in adaptive and creative ways.The program will focus on mindfulness through theory, practice and its application in relation to developmental psychology and abnormal psychology. Questions to be explored include how is mindfulness being integrated into working with people at various developmental stages of life? How can mindfulness be applied to emotional health? How is mindfulness being integrated in working with physical and mental health?Fall quarter will focus on developing a foundational understanding of constructive thought and emotion from both Eastern and Western perspectives based on philosophy, psychology and neuroscience. Students will also study developmental psychology of birth through adolescence in terms of emotional, physical and mental development. Winter quarter will focus on mindfulness, destructive thought and emotions through exploring habitual patterns of thought, emotion and behaviors. Students will also study human development from adult, geriatric and end of life perspectives. Spring quarter will focus on how mindfulness is being applied in clinical settings to promote physical and mental health. Students will also study abnormal psychology and see how mindfulness is being integrated into the treatment of mental health, pain, addictions, hypertension and other health conditions. The four credit module will focus on mindfulness through constructive human experience (fall), destructive human experience (winter) and clinical applications of mindfulness (spring). The sixteen credit program will look at how these dimensions of mindfulness interface with developmental and abnormal psychology.Students will have an opportunity to learn in many ways using diverse modalities and multiple intelligences. We will integrate mindfulness practices into our studies, including movement, integrative health practices and expressive art workshops (no prior experience necessary). We will participate in community readings, rigorous writing assignments, theoretical tests and critical study of important texts. This program is designed as three-quarter program of study preparatory for careers and further study in psychology, philosophy of mind/emotion and the mental health field.		Mukti Khanna Jamyang Tsultrim		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Race to the Top, Race to the Bottom: Interrogating Educational Policy, Law and Media Grace Huerta and Artee Young American studies communication community studies education field studies law and public policy media studies writing	Program	SO–SRSophomore–Senior	16	16	Day			S 15Spring	Educational ranking in the United States and globally has long been controversial, even more so today as student and teacher accountability measures drive our perceptions of what constitutes an effective and equitable American school. How exactly have these perceptions of educational success and failure been formed: by history, by legal precedent, by educational policy, by economics, and by the media? In this program, we will analyze how such factors influence our perceptions and assessment of American schooling today.By conducting field research and tutoring in the public schools, comparing and contrasting school practices, policies, local, state and federal laws, as well as tracking media representation, we will analyze the nature of public education and how it has been conceptualized and depicted in the United States and abroad.Our final research project will consider how to interrogate both the depictions of schooling and how accurate depictions play an important role in the shaping of equitable U.S. educational policy in the future.		Grace Huerta Artee Young	Mon Tue Thu	Sophomore SO Junior JR Senior SR	Spring	Spring
Reality Check: Indian Images and [Mis]Representations Frances V. Rains Native American studies gender and women's studies political science	Program	FR–SRFreshmen–Senior	16	16	Day		W 15Winter		This program will address historic and contemporary images and misrepresentations of Indians in a variety of media. Indian images from films, photographs, language, mascots, popular culture and commercial interests will be deconstructed and analyzed for meaning, significance, power, representation and issues of authenticity. Colonialism, U.S./Indian history, geo-politics, and economics will be decolonized through the lenses of Native resistance, Native sovereignty and Native political and economic issues. Essential to this exploration will be an investigation of the dynamics of "self" and "other."Learning will take place through readings, seminars, lectures, films and workshops. Students will improve their research skills through document review, observations and critical analysis. Students will also have opportunities to improve their writing skills through weekly written assignments. Verbal skills will be improved through small group and whole class seminar discussions, and through individual final project presentations. Options for the final project will be discussed in the syllabus and in class.	art, cultural studies, education, geography, history, media studies, Native studies and political science.	Frances V. Rains	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Reflecting on Activism: Custer Died for Your Sins Yvonne Peterson and Gary Peterson Native American studies community studies cultural studies education field studies history law and government policy law and public policy philosophy sociology	Program	FR–SRFreshmen–Senior	16	16	Day and Weekend	F 14 Fall	W 15Winter	S 15Spring	This program is intended for students committed to activism and praxis. We’ll study the scholarship of American Indian author Vine Deloria, Jr., who drew attention to Native American issues since the 1960’s. We will focus on some of Deloria's essential questions to guide research, seminars, independent projects, and community service. Students will explore ways in which American Indians have been deprived of land, economic opportunities, treaty rights, natural resources, religious freedom, repatriation, and access to and protection for sacred places. We will conduct ethnographic interviews, historical research, and write a series of plays for tribal schools. During fall quarter we will examine how knowledge becomes a tool of social change. We will pay special attention to the differences between the knowledge bases of indigenous peoples and the dominant European-American model. How do these differences influence the political and economic realities faced by Native communities? How does one “word smith” activism and praxis for young indigenous learners? During fall and winter quarters, we will study U.S. history, critically considering the “doctrine of discovery”, colonization, and court and government decisions regarding indigenous peoples. Indian activists, tribal leaders, and scholars from the Vine Deloria, Jr. symposium will enrich the work of this program through live appearances and media presentations.Lectures, films, readings, and student-led text-based seminars will compose the primary structures used by this learning community. Quarterly, students will complete an academic project related to the theme of the program and will work in groups to explore shadow liberation theatre for Indigenous youth. Students will have the option to engage in service learning volunteer projects and internships during winter and spring quarters. Participation in this program means practicing accountability to the learning community, other communities, interacting as a respectful guest with other cultures, and engaging in constant communication with co-learners.		Yvonne Peterson Gary Peterson		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Religion and the Constitution cancelled	Program	SO–SRSophomore–Senior	16	16	Day		W 15Winter		The framers of the U.S. Constitution sought to ensure that the federal government would neither promote religion nor interfere with religious liberty. The very first two clauses of the First Amendment capture the framers' concern: "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof." On parchment, those 16 words seem simple enough. In practice, however, the two clauses often are in tension and give rise to enduring controversy over the meaning of "establishment" and "free exercise." For example, if the government exempts church property from taxation, is it assisting the establishment of religion? If the government does not exempt church property from taxation, is it interfering in the free exercise of religion?In the United States, controversies about what the religion clauses prohibit or protect intensified in the 1940s, when the U.S. Supreme Court first recognized that the First Amendment applied to the states, not just to the federal government. We will use the case method to study every major court opinion that implicates the First Amendment's religion clauses. This intensive study necessarily focuses on the last 75 years, since it was not until the 1940 case of Cantwell v. Connecticut that the Supreme Court began to protect religious rights under the First Amendment.Working in legal teams, students will develop appellate briefs on real freedom of religion cases decided recently by the U.S. Courts of Appeals and will present oral arguments before the "Evergreen Supreme Court." Students will also rotate as justices to read their peers' appellate briefs, hear arguments and render decisions. Readings for the program will include Internet resources and various books and journal articles, as well as court opinions. Study will be rigorous; the principal text will be a law school casebook.		Jose Gomez		Sophomore SO Junior JR Senior SR	Winter
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
River Resources Kenneth Tabbutt and Tom Womeldorff economics environmental studies geology hydrology political economy	Program	SO–SRSophomore–Senior	16	16	Day		W 15Winter	S 15Spring	River systems carry more than water. Rivers transfer energy, sediment and dissolved materials; modify the landscape; provide water and nutrients to ecosystems and agriculture. They are corridors for the migration of fish, facilitate commerce, and attract recreation and development.Because of the wide range of demands placed on rivers, laws and policies have been developed to limit and allocate how these resources can be used. Effective management of river resources is inherently interdisciplinary, requiring the application of knowledge in both environmental sciences and management. We will examine geology, hydrology, fluvial geomorphology and aqueous chemistry, environmental economics and benefit-cost analysis with an emphasis on how society has impacted some of the natural river processes. Our modes of learning will include seminars, lectures, problem-solving workshops, science and GIS labs, project work and field studies.In winter, we will focus on natural resource economics, physical geology and surface water hydrology. Quantitative problem solving will be emphasized. In addition, students will be introduced to Geographic Information Systems (GIS) and develop skills in analyzing and displaying spatial data associated with river systems and drainage basins. There will be several daylong field trips to study local river systems in Western Washington.In spring quarter, we will turn our attention to fluvial geomorphology, aqueous chemistry and benefit-cost analysis. Students will participate in project work and there will be an extended field trip to the Columbia River Basin in Eastern Washington.		Kenneth Tabbutt Tom Womeldorff		Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Russia and the Forging of Empires: Vikings, Mongols and Slavs Patricia Krafcik and Robert Smurr cultural studies geography history language studies literature writing	Program	SO–SRSophomore–Senior	12, 16	12 16	Day	F 14 Fall			This program offers an interdisciplinary approach to Russian and Eurasian history, literature, culture, geography and film. Our journey will take us across all of the vast territories that once comprised the Russian and Soviet empires—territories that today make up more than 15 independent states. In lectures, seminars and film analyses and discussions, we will travel from the fjords of Norway to the thriving cities of Constantinople and Baghdad; from the windswept grasslands of Mongolia to the Moscow cathedrals built by Ivan the Terrible; from the Artic Ocean to the marketplaces of Central Asia; from the peaks of the Caucasus Mountains to the deserts of Uzbekistan.Our focus is the rise and fall of empires in this region, beginning with one that no longer exists—the Mongol empire—and one that in many senses still does—the Russian empire. We will investigate the development of the Russians and their nation through history, starting with Viking invasions of Slavic territories in the 800s and progressing to Russia's thriving imperial era in the 1800s. This latter period witnessed not only Napoleon's massive invasion of Russia, but also the emergence of some of the world's greatest literature (including Pushkin, Lermontov, Gogol and Turgenev). The diverse ethnicities that had cultural, political, social, economic and religious contact with the Russians—the Vikings, Mongols, Greeks, Tatars and Turkic peoples, among others—will all play key roles in our examinations. Faculty will provide lectures to guide our study and students will read and discuss a diverse selection of historical and literary texts in seminars, view and discuss relevant documentaries and films, and write three major essays based on seminar readings. One field trip will be to the Maryhill Museum to view its collection of icons and other Russian-related items along with a visit to a Greek Orthodox women's monastery for a tour of the grounds and the icon studio. Another field trip will take us to the Pacific Coast village of La Push, Washington, and the Quileute Reservation, where in the early 19th century a Russian ship was grounded—an event which was preserved in Quileute oral tradition and is significant in our study of the Russian historical presence in Alaska and the Pacific Northwest. Students are strongly urged to take the Beginning Russian Language segment within the full-time program. Studying Russian will enhance their learning experience. Those who opt out of language should register for only 12 credits.		Patricia Krafcik Robert Smurr		Sophomore SO Junior JR Senior SR	Fall	Fall
Russia Falls, the Soviet Union Rises: Imperial Beauty, Turmoil and Tragedy Robert Smurr and Patricia Krafcik cultural studies geography history language studies literature writing	Program	SO–SRSophomore–Senior	16	16	Day		W 15Winter		This program emphasizes the Russian Empire’s extraordinary political, historical, literary, artistic and musical developments of the 19th and early 20th centuries. We will explore literary masterpieces by Dostoevsky, Tolstoy and Chekhov; examine paintings by Repin, Nesterov and Vereshchagin; and listen to the compositions of Musorgsky, Rimsky-Korsakov and Tchaikovsky. We will also examine the rise of the Russian Empire’s radical intelligentsia, thinkers who rebelled against autocratic tsarist policies and the institution of serfdom and whose activities led to the world-changing revolutions of the early 20th century.Readings from social and revolutionary activists, such as Marx, Lenin and Trotsky, will allow us to better understand how these thinkers managed to transform the economically and socially “backward” Russian Empire into the planet’s most experimental and, at times, most feared political power. Our diverse readings from Russian and Soviet imperial literature and history will help us gain an appreciation for the cultural, social and political nuances of these expansive, beguiling and enigmatic lands. Faculty will provide lectures to guide our study. Students will read and discuss in seminar a diverse selection of historical and literary texts; view and discuss relevant documentaries and films; and write three major essays based on seminar readings. A special all-program workshop in (wax-resist egg decorating) will offer a hands-on Slavic folk art experience. New language students will be accepted in the Beginning Russian Language segment within the program if they have one college quarter of Russian or the equivalent.A special history workshop segment is available to students within or from outside the program for 4 credits. It will investigate the origins, development and dissolution of nine separate wars in which the former Russian Empire, the former Soviet Union and contemporary Russia have been involved. The workshop, entitled "Russian, Soviet, and Post-Soviet Wars," will start with the Napoleonic invasion of the Russian Empire and progress chronologically to a new war each week.		Robert Smurr Patricia Krafcik		Sophomore SO Junior JR Senior SR	Winter	Winter
Russian, Beginning I, II, III Elena Smith cultural studies language studies literature visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring	This year-long course is designed to teach students to read the mysterious looking Cyrillic script, write the unique Russian cursive, construct sentences and express themselves in Russian. Students will immerse themselves in the colorful cultural and historical context provided by authentic text, film, music, and visual arts. Exploring selected works by such literary masters as A. Pushkin, L. Tolstoy, and A. Chekhov, to name a few, students will be able to understand not only the specifics of Russian grammar and vocabulary but also the complexities of Russian character and the Russian way of thinking as documented and preserved by outstanding Russian authors.		Elena Smith	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Sacred Movement, Sacred Sound Sean Williams and Robert Esposito dance international studies music religious studies somatic studies	Program	FR–SRFreshmen–Senior	16	16	Day	F 14 Fall			This program explores the connection between spirituality and the performing arts in multiple contexts. First, we will examine the physical context of ritual spaces such as temples and landscapes in Japan, India, China, Tibet, and elsewhere. Second, we will discuss the context of the mind, in which spiritual concepts of liminality, cosmology, and mindfulness combine with both Asian and Western ways of thinking. In addition, because interdependence in community and family is an essential aspect of spiritual ways of knowing; some of our work includes collaboration through discussion, presentation, and performance. We will use sound and movement in theory and practice to better understand these connections. Each week will include lectures, workshops, seminars, films, and some type of engagement in the arts. The college owns an Indonesian gamelan, which students in this program will learn to play as part of their work in understanding community music-making from an Asian culture. Gamelan playing requires sitting on the floor, letting go of starring in the rehearsal or performance, and playing well with others. We will incorporate physical movement throughout the quarter as we come to develop our understanding of the relationship between body, mind, and spirit.Students enrolled in this program will be expected to participate fully in all program activities, including those that require some element of the unfamiliar (for example, moving the body in various ways and learning to make new vocal and instrumental sounds). In the ten weeks of fall quarter, each student is expected to write two research papers, develop one collaborative presentation, and create one solo presentation. Other writing, rehearsals, and exploratory activities will occur as well. Your contribution to this program will be most effective if you choose to take your work and your ideas as seriously as we do.		Sean Williams Robert Esposito	Mon Tue Tue Tue Wed Wed Thu Thu Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
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
Science Seminar in Astronomy and Cosmologies EJ Zita astronomy cultural studies philosophy of science physics Signature Required: Spring	Program	FR–SRFreshmen–Senior	8	08	Day			S 15Spring	How have humans understood the universe and our place in it, from ancient to modern times? Our readings will explore questions like this, from the perspective of several cultures.In conjunction with the program Astronomy and Cosmologies, a limited number of students are invited to join our seminar to discuss the idea of cosmologies. We will study creation stories and worldviews, from those of ancient peoples to modern astrophysicists. We will all read the same seminar texts. Science Seminar students will read the same seminar texts as Astronomy and Cosmologies, but will do half the work—no math, half the class meetings, and a little more writing.Students will work in teams to prepare for each seminar. Teams will post pre-seminar assignments online, and individuals will post essays (and responses to peers' essays) online. We will have two seminars per week. Our class meetings will be in person, and the online work will contribute importantly to our community-based learning.	conceptual astronomy and cosmology, history and philosophy of science	EJ Zita		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Sculptural Ceramics and the Art of Mexico Ann Storey and Aisha Harrison Native American studies aesthetics anthropology cultural studies gender and women's studies history international studies literature visual arts	Program	SO–SRSophomore–Senior	12	12	Evening and Weekend	F 14 Fall	W 15Winter		This will be an interdisciplinary ceramic sculpture and art history program that will explore the dynamic artistic traditions of Mexico from ancient times to the present. We will take a thematic approach to our historical studies, exploring Mesoamerican art and spirituality, colonial artistic traditions, Day of the Dead belief and rituals, the Virgin of Guadalupe and the on-going contribution of women to the culture, the post-revolutionary mural and printmaking traditions, and Chicano culture. Moving from theory to practice we will work to deepen our understanding of the ideas we have discussed in seminar through an intense ceramic studio practice. Fall quarter, we will focus on drawing and sculpting the human figure/skeleton; developing our sense of the human form, working on abstraction, and creating a Day of the Dead sculpture/altar. Winter quarter we will continue to use the handbuilding skills learned in fall to create a Tree of Life sculpture and a ceramic tile mural.		Ann Storey Aisha Harrison	Tue Thu Sat	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Senior Seminar: Reflections on Becoming Educated Stephen Beck	Course	SR ONLYSenior Only	4	04	Evening			S 15Spring			Stephen Beck	Tue	Senior SR	Spring	Spring
Ships of Wisdom: Ancient Trade Routes and the Diffusion of Ideas Joseph Tougas and Ulrike Krotscheck classics cultural studies history maritime studies philosophy	Program	FR–SOFreshmen–Sophomore	16	16	Day		W 15Winter	S 15Spring	In this program, we will investigate how and why humans, throughout history, have taken to the sea to explore the limits of their known world. What were the motives and the consequences of these dangerous ventures? We will focus on some specific case studies, including the ancient Mediterranean, the Pacific Northwest, the Chinese empire, the Polynesian islanders and the Atlantic during the age of sail. We will also learn about some theories of economic and cultural exchange over long distances. Some of the questions we will address include: How did humans develop the navigational and boat-building technologies needed for overseas exploration? What motivated overseas exploration? What new kinds of knowledge were gained through this travel and what is the relationship between the material goods and the ideas and ideologies that were traded? How do modern archaeologists and historians go about piecing together answers to questions like these?We will read texts on archaeology, ancient history and philosophy, anthropology and maritime studies. In addition to historical and scientific accounts, we’ll read works of literature, seeking an understanding of the age-old connections between human cultures and the sea. We will consider the religious, philosophical and scientific practices that grew out of those connections—practices that are the common heritage of coast-dwelling peoples around the globe. We will also work on reading, writing and critical thinking skills. In order to test our theories in practice, we will have opportunities to become familiar with the local coastal environment and its rich cultural history. This will take the form of a field trip to the Makah Museum and other sites of historical and archaeological interest on the Washington coast in winter and a three-day sailing expedition in spring.		Joseph Tougas Ulrike Krotscheck		Freshmen FR Sophomore SO	Winter	Winter Spring
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 Business Finance and Development Allen Jenkins business and management leadership studies	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter		This course is preparatory for careers and future studies in business, finance, and management. Small Business Finance assumes no prior background in finance or quantitative methods; it will cover the analysis of financial statements and the use of ratio analysis to interpret how well a company has performed; operational levers that affect company performance; and the cost of raising money (cost of capital) in debt markets and in equity (stock) markets. The program endeavors to engender financial intelligence, and quantitative reasoning using everyday business situations (case studies) as a way to uncover what is real, to "look through" nicely ordered numbers for clues to potential problems, interpret, and convey financial data clearly, concisely, and accurately. Excel is used for assignments, and in so doing, the complexities of calculations should not be an impediment to learning and will allow students to concentrate on analytical thinking. Practical applications will include the time value of money, problems with financial statements, vertical and horizontal analysis, ratio analysis, profitability, break-even analysis, forecasting, pro-forma financial statements, working capital management, effective rate of return, cash flow analysis, and forecasting, techniques of capital budgeting, and risk managementThe course will provide tools to guide understanding of "What the Numbers Really Mean," the essentials of finance for entrepreneurs, small business owners, and managers. We will discover why liquidity is not the same as profitability, and why cash is so important to a business. We will study how investments made in a business add value to the business, and how to manage working capital to improve a company’s cash flow and profitability. Data analysis is pervasive in business as a way of limiting risk and forecasting in an uncertain world. In this respect, business analysis forms analytical bridges across diverse fields of business, and assist in tackling complex business problems.		Allen Jenkins	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
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
So You Want to be a Psychologist Carrie Margolin psychology	Program	FR–SRFreshmen–Senior	16	16	Day			S 15Spring	Students will investigate theories and practices of psychologists to enhance their understanding of counseling, social services and the science of psychology. We will cover history and systems of psychology. Students will read original source literature from the major divisions of the field, including both classic and contemporary journal articles and books by well-known psychologists. Students will explore careers in psychology and the academic preparations necessary for these career choices. We will cover the typical activities of psychologists who work in academia, schools, counseling and clinical settings, social work agencies and applied research settings.Among our studies will be ethical quandaries in psychology, including the ethics of human and animal experimentation. Library research skills, in particular the use of PsycInfo and Science and Social Science Citation Indexes, will be emphasized. Students will gain expertise in the technical writing style of the American Psychological Association (APA). The class format will include lectures, guest speakers, workshops, discussions, films and an optional field trip.There's no better way to explore the range of activities and topics that psychology offers—and to learn of cutting edge research in the field—than to attend and participate in a convention of psychology professionals and students. To that end, students have the option of attending the annual convention of the Western Psychological Association, which is the western regional arm of the APA. This year's convention will be held in Las Vegas, Nevada, on April 30-May 3, 2015.	psychology, education and social work.	Carrie Margolin	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
The Social Animal Laura Citrin psychology sociology	Program	FR–SOFreshmen–Sophomore	16	16	Day			S 15Spring	Eliot Aronson, , 2012 In this full-time program, we will explore the fundamentals of social psychology, the field that bridges psychology and sociology, to examine how people think, feel, and behave because of the real (or imagined) presence of social others. This program starts with the premise that human beings are inherently beings informed, influenced, and constituted by the social world. Using this perspective as a launching off point, we will investigate everyday life--from the mundane to the extraordinary--as it is lived and experienced by individuals involved in an intricate web of social relationships. This social psychological view of the self explores the ways that individuals are enmeshed and embodied within the social context both in the moment and the long-term, ever constructing who we are, how we present ourselves to the world, and how we are perceived by others. Through lecture, workshop, twice-weekly seminar, film, reading, writing and research assignments, we will cover most of the fundamental topics within the field including: conformity, emotions and sentiments, persuasion and propaganda, obedience to authority, social cognition, attitudes, aggression, attraction, and desire. We will also learn about and practice social psychological research methods. A final project will be to conduct primary and secondary research on a social psychological phenomenon of students’ own interest, and to use one’s findings to create a segment for a podcast in a style similar to NPR’s “This American Life."		Laura Citrin		Freshmen FR Sophomore SO	Spring	Spring
The Soviet Union and the Rebirth of Russia: Stalin, Gorbachev and Putin Robert Smurr and Patricia Krafcik cultural studies geography history language studies literature writing	Program	SO–SRSophomore–Senior	16	16	Day			S 15Spring	This program will investigate the 74-year lifespan of the Union of Soviet Socialist Republics (USSR), as well as the two decades that have passed since its collapse in 1991. We will explore Russian and Eurasian poetry and prose from this period and analyze the reasons why the USSR produced such remarkable and world-renowned talents as the writers Bulgakov and Solzhenitsyn and such composers as Prokofiev and Shostakovich. We shall also investigate how this society included inhuman prison camps, governmental rule by terror and totalitarian rule. Indeed, we shall attempt to determine how Josef Stalin became responsible for the murder of at least 20 million of his fellow citizens while at the same time transforming a relatively backward empire into an undisputed world power.Economic difficulties and shortages of consumer goods continued to plague citizens of the USSR until its collapse, but the empire’s last leader, Mikhail Gorbachev, did his best to revitalize the Soviet socialist experiment via peaceful and more open means. Gorbachev’s campaigns to “restructure” the empire’s economy and become more “open” towards a free press simply hastened the collapse of the empire. We will examine these policies, but equally as important, we will also investigate the rise of 15 independent states that emerged from the ashes of the former Soviet Empire and trace their paths since they gained independence in 1991. Vladimir Putin has led Russia since 2000 and his authoritarian policies suggest that he will remain in power until 2024. Faculty will provide lectures to guide our study and students will read and discuss a diverse selection of historical and literary texts in seminars and will view and discuss relevant documentaries and films. The centerpiece of student work will be a major research paper on any topic connected with the Soviet Union and Russia, along with the production of a professional-quality poster for the students' final presentation of their research this term. Students are strongly urged, but not required, to take the Beginning Russian Language segment within the full-time program. To enter language study at this point, students should have the equivalent of two quarters of college Russian. A special history workshop segment is available to students within or from outside the program for four credits. It will investigate aspects of the "Cold War" from U.S. and Soviet perspectives, as well as lend a greater understanding of the worldwide struggle for political, economic, military and ideological supremacy.		Robert Smurr Patricia Krafcik		Sophomore SO Junior JR Senior SR	Spring	Spring
Spanish, Beginning I, II, III (A) Arleen Sandifer language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring	This year-long sequence of courses covers the first year of Spanish. Have you wanted to learn Spanish so you can communicate face-to-face when you take that long-dreamed of trip to the sunny beaches of Mexico, Central or South America? Have you noticed that you hear more Spanish being spoken in the various community locations you frequent such as grocery, hardware and department stores? Are you curious about the culture of the people that now constitute the largest ethnic minority in the United States? Have you come to the conclusion that being able to communicate in Spanish would greatly increase your professional or academic flexibility and value? Did you study Spanish previously and want to “brush up” on your skills? Any and all of these are excellent reasons to study Spanish, and one of the Spanish classes offered at Evergreen will meet your needs.You may need to start with Beginning Spanish I if you have little or no experience with learning the language or if your previous experience with studying the language was some years ago. Beginning Spanish II may be the best class for you if you have fairly recent or familial experience with the language and a good grasp of the fundamentals of grammar such as conjugation of verbs and the appropriate use of . Sometimes, students with recent, more advanced study, whether through real world or academic experience, are ready for Beginning Spanish III. One of the Spanish language faculty can assist you in finding the right class for your needs. Classes are highly interactive, safe environments to practice your new skills. A wide range of learning activities is provided so that students learn to read, write, speak and understand the language. Students use a written text and workbook for self-study. An online learning vehicle is also used so that students are immersed in the various components of the language. Students have access to a language lab that incorporates Rosetta Stone for additional practice. Cultural activities are integrated into the classes so that students learn not only the language but also the major cultural values and traditions of countries where Spanish is spoken. A culminating language fair is held during spring quarter in conjunction with other language classes and provides language students with opportunities to display their own learning as well as learn about the other cultures represented by those languages. Come join us and begin expanding your world – present and future!The following is a short description of the material covered in each of the Beginning Spanish classes:Beginning Spanish I: Beginning Spanish I students acquire the skills to understand written and oral language and to express themselves in written and oral language about the following: greetings, introductions, expressions of courtesy, academic life, days of the week, schedules, family, identifying and describing people, professions and occupations, leisure activities, sports, asking for and giving directions within a city or campus, travel and vacation arrangements and activities, months and seasons of the year and weather. Students acquire the following grammatical structures: use of the verbs and , conjugation of verbs in the present tense including stem-changing verbs, and , noun/adjective agreement, subject/verb agreement, and various idiomatic expressions related to the topics studied.Beginning Spanish II: Beginning Spanish II students acquire the skills to understand written and oral language and to express themselves in written and oral language about the following: vacations and other free time activities, months of the year, seasons and weather, clothing and shopping, negotiating a price and buying, colors, daily routines and time expressions, food and meals. Students acquire the following grammatical structures: use of the reflexive mood and preterit tense, including verbs and in the preterit, demonstrative pronouns, direct and indirect object pronouns, and various idiomatic expressions related to the topics studied.Beginning Spanish III: Beginning Spanish III students continue to build their knowledge base of the foundational communicative structures, including: use of reflexive verbs, indefinite and negative words, preterite of irregular and stem-changing verbs, double object pronouns, the imperfect tense, contrasting uses and meanings of preterite and imperfect tenses, familiar and formal commands, and the present subjunctive. These structures are acquired while communicating about the following: describing one’s daily personal hygiene and life routines, shopping for and describing food and preparing meals, parties and celebrations, family relationships and stages of life, identifying parts of the body and symptoms and medical conditions to obtain medical assistance and daily domestic chores and routines.		Arleen Sandifer	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Spanish, Beginning I, II, III (B) David Phillips language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring	Students in Beginning Spanish I gain foundational skills and begin efforts to communicate in the language. This immersion-mode Spanish course is designed for students with little or no experience in the language. Initially, students listen closely, acquire useful vocabulary and learn basics of pronunciation. Students practice speaking and share readings in small collaborative groups. All along we strive to create an active, stress-free learning environment. In-context topics include people, school, pastimes, time, home, food, and travel. Elements of grammar are integrated into written practice exercises. The textbook, audiovisuals, music and games complement the learning. This Beginning Spanish sequence continues on with courses in winter and spring quarters.In Beginning Spanish II, students build upon what they learned previously to develop Spanish language skills in listening comprehension, conversation, reading and writing. One prior quarter of college-level Spanish or one year of high school Spanish is required. The course takes place entirely in Spanish in an interactive learning environment. Conversation sessions in small groups involve practical topics. Class discussions and audiovisual presentations cover diverse issues related to Latin American societies and Hispanic cultures. Students expand their range of vocabulary, with emphasis on verbs in past tenses, pronouns and other key elements of grammar. Written assignments are extensive, with opportunities for self-directed creative writing and reading. This course sequence continues into spring quarter. Beginning Spanish III prepares students for future language studies at intermediate level, as well to communicate in Spanish during travel and studies abroad, and in the workplace. Two prior quarters of college-level Spanish or two years of high school Spanish are required. Emphasis is placed on reinforcing writing and grammar skills, and on developing conversational fluency. In-depth readings and basic level research help to expand knowledge of vocabulary and syntax. The course involves readings and interactive discussions of Latin American and Hispanic cultures, societies and environment. Students will have opportunities to carry out individual research and writing projects on topics of their choice.		David Phillips	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Spanish, Beginning II new David Phillips language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			Beginning Spanish II is designed for students with some prior Spanish studies; for example, one quarter at college-level or a year in high school. The course takes place entirely in Spanish in an interactive learning environment. Students review and build upon their language skills through listening, conversation, reading and writing. Conversation takes place mainly in small groups. Class discussions and audiovisual presentations will cover a wide range of practical and cultural topics. Students acquire and expand their working vocabulary, with emphasis on applying verbs, pronouns and key elements of grammar. Writing and reading assignments reinforce their communication skills. Level testing and placement advising will be available during the first week to help students who need to determine their skill level.		David Phillips	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Spanish, Intermediate I, II, III Hugo Flores language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring	This year-long sequence of courses is designed for students who have developed conversational Spanish language skills. Communication in class takes place entirely in Spanish. These courses build upon previous work to strengthen communication skills and fluency in Spanish. Coursework focuses on intensive conversation, reading, and writing, as well as practice of selected grammatical structures. Group conversations and written work will focus on practical themes as well as on many topics related to Latin American societies and Hispanic cultures. By spring, students will be working with complex and abstract ideas in their reading of selected short stories and current news from different sources and in their writing of papers based on specific questions.		Hugo Flores	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
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
Statistics I Alvin Josephy mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Alvin Josephy	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Statistics I (A) Alvin Josephy mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter		This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Alvin Josephy	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Statistics I (A) Alvin Josephy mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening			S 15Spring	This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Alvin Josephy	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Statistics I (B) Allen Mauney mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Allen Mauney	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Statistics I (B) Allen Mauney mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter		This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Allen Mauney	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Statistics II Alvin Josephy mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter		In this class we will explore the concepts of inferential statistics. This class assumes that the student has a prior background in descriptive statistics. The class will discuss probability, especially in terms of probability distributions, and move on to hypothesis testing. In this context, the class will work with several distributions, such as t, chi square, F as well as the normal distribution, and work with ANOVA and multiple regression. The class will finish with an introduction to non-parametric statistics. In addition, the students will consider journal articles and research concepts, and will prepare a small presentation using the concepts from the class.		Alvin Josephy	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Statistics II Alvin Josephy mathematics	Course	FR–SRFreshmen–Senior	4	04	Evening			S 15Spring	In this class we will explore the concepts of inferential statistics. This class assumes that the student has a prior background in descriptive statistics. The class will discuss probability, especially in terms of probability distributions, and move on to hypothesis testing. In this context, the class will work with several distributions, such as t, chi square, F as well as the normal distribution, and work with ANOVA and multiple regression. The class will finish with an introduction to non-parametric statistics. In addition, the students will consider journal articles and research concepts, and will prepare a small presentation using the concepts from the class.		Alvin Josephy	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
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: Creating Dance in an Imagined Future Robert Esposito aesthetics art history dance theater Signature Required: Spring	SOS	SO–SRSophomore–Senior	16	16	Day			S 15Spring	This full-time, one-quarter Student-Originated Study is designed for students prepared for intermediate to advanced work in the theory and practice of contemporary dance theatre, and requires prior choreographic and/or performance experience. Student cohorts will form to investigate a variety of dance theatre forms around themes of personal and cultural power, freedom, belonging, and fun. Specific content of research, papers, texts, critiques, and seminars is student-centered and co-developed with faculty. In a pre-registration interview with the faculty, students state a clear theme or genre of interest and propose a viable performance project. Next, student cohorts co-design a 10-week syllabus, including texts, learning objectives, activities, related research topics, and overlapping production schedules for casting, rehearsals, and technical support (costumes, lighting, sets, props, stage management, box office, publicity,) culminating in a Week 10 concert, venue to be determined. In addition to producing finished performance work, students will research the history, principals, and sociocultural context of their chosen genre, including, but not limited to modern dance, world dance, ballet, physical theatre, Butoh, etc. The goal is not to mimic extant forms, but to further each genre or theme into an imagined future. Expect to work on program assignments 15-20 hours per week outside of scheduled meetings with faculty. Research and rehearsal processes will be documented by each student in a multimedia log or journal serving as a reference when working with faculty, and providing a history of the development of each finished work. Work in progress will be shared in faculty-supported performance forums and dance labs throughout the quarter. This study requires discipline, clarity of focus, the ability to be self-directed, and the willingness to collaborate with others. Previous experience in technique, improvisation, and composition at an intermediate proficiency level is required.		Robert Esposito	Mon Tue Wed Thu	Sophomore SO Junior JR Senior SR	Spring	Spring
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
Student-Originated Studies: Performing Arts Kabby Mitchell cultural studies dance media arts media studies music theater visual arts	SOS	SO–SRSophomore–Senior	16	16	Day	F 14 Fall	W 15Winter		This is an opportunity for well-prepared students to do authentic, significant, independent work in dance, theatre, music or film production. Students enrolling in this program should have one or more potential project ideas before the start of fall quarter. Please contact the faculty with any questions regarding your specific ideas.Participants will meet weekly to discuss their projects and to collaboratively work in small groups. Students will be expected to give progress updates, outline challenges, and share ideas for increasing the quality of the work that they are doing throughout the quarter. Specific descriptions of learning goals and activities will be developed individually between the student and faculty to insure quality work. At the end of the quarter students will present their projects to their peers in the most suitable manner for their particular project.	performance art, dance, theater, music, and cultural studies.	Kabby Mitchell	Wed Wed	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Studio Projects: Tradition and Innovation Lisa Sweet and Alexander McCarty art history visual arts Signature Required: Spring	Program	FR–SOFreshmen–Sophomore	16	16	Day	F 14 Fall	W 15Winter	S 15Spring	This is an entry-level program emphasizing studio practice in 2D and 3D (wood carving and woodcut printmaking), art histories, visual literacy, and artistic research. The thematic thread will address a range of visual languages, design strategies, and traditions employed by various communities, including Northwest Coast Native design history and traditions, and early European prints used for religious practice and political dissent. These approaches to images and objects are quite different from conventional, western ideas about “Art” that is primarily aesthetically pleasing or focused on self-expression. The program is designed to support both students who are visual art emphasizers, as well as those who are curious about the skills and knowledge necessary for sustained creative work. No prior art experience necessary -- enthusiasm, good organization, and a strong work ethic are required. Students should be prepared to dedicate 40 hours per week to studio projects, and rigorous reading and writing on topics related to the concepts of craft and art, the functions, legacies, and histories surrounding objects and images. Students working in 3D will be provided with access to traditional Northwest coast Native carving tools. The fall and winter quarters will provide students with basic studio and tool use techniques in woodworking and printmaking, as well as design and drawing workshops. Students will work in either 2D 3D the fall quarter, switching to the other medium in winter. The spring quarter will provide students with the opportunity to apply their learning to more advanced projects, utilizing knowledge and skills gained over the fall and winter. A central focus of the spring will be exploring what happens when ideas, forms and images created in one medium are translated into another, becoming something entirely new.		Lisa Sweet Alexander McCarty	Mon Tue Wed Fri	Freshmen FR Sophomore SO	Fall	Fall Winter Spring
Study Abroad Consortium Partnerships Michael Clifthorne study abroad Signature Required: Fall Winter Spring	Program	SO–SRSophomore–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring	Consortium is a formal relationship with other institutions to increase travel abroad opportunities for Evergreen students. More than 300 destination programs are offered through consortium and financial aid can be used to pay for approved program costs. Evergreen students pay the consortium's tuition and fees; they do not pay Evergreen tuition or fees when enrolled in consortium. Enrollment is recorded at both the consortium and at Evergreen; Evergreen students register at Evergreen with a special Course Record Number created specifically for the designated consortium and retain their student status. The Alliance for Global Education offers interdisciplinary study programs in India and China. In India, students can focus on issues of public health, Indian studies, development or the environment, in programs located in Manipal, Pune and Varanasi. In China, students can focus on issues of globalization, development, business, politics, social change and Chinese language, in programs located in Xi'an, Beijing or Shanghai. Internship opportunities are available in both countries. Full semester and summer options. Students earn 15 semester credits (22 quarter credits). The American University in Cairo is a premier, full-service, English-language university founded in Cairo, Egypt, in 1919. Students can focus on a wide range of disciplinary studies through the semester or summer options as study abroad, non-degree students or they can focus on intensive Arabic language through the Intensive Arabic Program. Credits will vary by individual enrollment, but typically range from 15 to 18 semester credits (22 to 27 quarter credits). The Center for Ecological Living and Learning offers programs in Iceland, Nicaragua, Costa Rica, Honduras and Kenya that focus on sustainability, environmental issues, experiential learning and close connection to local communities. Students earn 15 semester credits (22 quarter credits) The Center for Global Exchange provides a set of interdisciplinary study abroad programs sponsored by Augsburg College in Minneapolis, Minn. Students can focus on issues of gender and social change, international business, migration, globalization or social work in Mexico; sustainable development and social change in Central America; or nation building, globalization and decolonization in Namibia. Language study and internships, as part of or in addition to the programs, are available. Students earn 16 semester credits (24 quarter credits). The Council for International Educational Exchange provides study abroad programs in conjunction with multiple university sites in Africa, the Middle East, Europe, Asia, Latin America, the Caribbean and Australia. Students can choose from a wide variety of disciplines, with programs taught either in English, the local language or both. Students earn 15-18 semester credits (22-27 quarter credits) The Danish Institute for Study Abroad offers 14 coordinated programs in Architecture and Design, Biomedicine, Child Diversity and Development, Communication and Mass Media, European Culture and History, European Politics and Society, Global Economics, International Business, Justice and Human Rights, Medical Practice and Policy, Migration and Identity/Conflict, Pre-Architecture, Psychology, Public Health, and Sustainability in Europe. All programs and courses are taught in English, with the exception of Danish language and culture studies. Students earn 15-18 semester credits (22-27 quarter credits). Educational Programs Abroad arranges internship placements in several European countries: England, Scotland, Germany, Belgium and Spain. Students typically intern 30-35 hours per week, with one or two supplemental classes. Adequate fluency in the language is often, but not always, required. Students earn 16 quarter credits, with options to earn more through special coursework with the University of Rochester and at additional cost. The Institute for Study Abroad, operated through Butler University in Indiana, connects students with multiple university sites in England, Scotland, Wales, Ireland, Australia, New Zealand, Argentina, Chile, Costa Rica, Mexico and Peru. Students enroll in regular university course offerings, with opportunities for internships as well. Fluency in Spanish is required for most Latin American studies programs, with some options for students with lower-level Spanish skills. Students earn 15-18 semester credits (22-27 quarter credits). Summer programs also available. The Jackson School of International Studies at the University of Washington, Seattle, offers Evergreen juniors and seniors a chance to spend one year in the program, focusing on one of 14 regional study areas: Africa, Canada, China, Comparative Religion, European, International, Japan, Jewish Studies, Korea, Latin America and Caribbean, Middle East, Russia-Eastern Europe-Central Asia, South Asia and Southeast Asia studies. Students earn 12-18 quarter credits each quarter, depending on class selection. Evergreen can only recommend a small number of students to this program, so it is competitive, with applications due each March for the following year. Living Routes Ecovillages provides interdisciplinary instruction in the areas of sustainability, environmental issues, green design and technology, permaculture studies, organic agriculture, fair trade, women's empowerment, bioregional studies and other issues. Semester programs are offered in Costa Rica, India, Israel and Scotland, with January and summer programs in India, Mexico, Australia, Brazil and Peru. Living Routes US-based programs are not available for consortium credit. Students earn 15-18 semester credits (22-27 quarter credits) through the University of Massachusetts Amherst. International Partnership for Service Learning offers programs that combine language, area studies and community service placements in a number of countries: Australia, Ecuador, France, Ghana, India, Italy, Jamaica, Mexico, Scotland, Spain and Thailand. Students gain valuable experience serving in a variety of community organizations. Semester and summer programs available. 15-17 semester credits (22-25 quarter credits). The School for International Training offers a wide variety of interdisciplinary programs in Africa, Asia, Europe, Latin America and the Middle East that focus on the arts, cultural expression, global health, identity and globalization, environmental issues, post-conflict transformation, social movements, human rights and sustainable development. Programs entail language, thematic studies, independent study projects and close connection to local communities. Students earn 16 semester credits (24 quarter credits). Summer programs are also available. The School for Russian and Asian Studies offers programs throughout the European, Central Asian and Siberian regions of the former Soviet Union on a wide variety of topics: Central Asian Studies, Acting in Russia, Russian Studies Abroad, Translation Abroad, Art in Russia, The Russian Far East, The Russian Psyche, Museums and Art Restoration, Kyrgyz Adventure, Politics and International Relations, Internships and more. Students earn 15-18 semester credits (22-27 quarter credits). SEA Education Association offers programs that focus on ocean exploration, documenting change in the Caribbean, oceans and climate, sustainability in Polynesian island cultures and ecosystems, and energy and the ocean environment. Students spend the first part of the semester in Woods Hole, Mass., preparing for the second part of the semester when they embark on tall-masted sailing ships to continue studies at sea and among island communities. The program offers both Atlantic and Pacific routes. Students earn 16 semester credits (24 quarter credits). Options for upper-level credits are available. Summer programs offered as well. Studio Arts Centers International in Florence, Italy, offers undergraduate options for study in more than 20 studio art and design programs, art history, art conservation and Italian language and culture. Graduate level studies are also available. Students earn 15-18 semester credits (22-27 quarter credits). The University of Arizona - Russia program offers the opportunity to study Russian language and culture in Moscow during the academic year, with summer options in St. Petersburg. Students receive 20-30 hours of instruction per week depending on their level placement. The program takes place at the GRINT Language Center at the Moscow Humanities University. Options for internship placement in Moscow also exist. Students earn 15 semester credits (22 quarter credits). Wildlands Studies offers programs through a number of environmental field projects in several countries: Australia, Belize, Chile, China, Costa Rica, El Salvador, Fiji, India, Mexico, New Zealand, Peru, South Africa, Thailand and Zambia. Wildlands' domestic US programs are not eligible for consortium status. Students are engaged in field studies for seven-week periods typically and many include cultural studies, since communities are part of local environmental systems. Student earn 12 semester credits (18 quarter credits) at the upper-division level, typically distributed across both science and cultural studies, issued through California State University at Monterey Bay.		Michael Clifthorne		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Teaching for a Cause: When Social Justice Meets Education Leslie Flemmer cultural studies education	Program	FR–SOFreshmen–Sophomore	16	16	Day	F 14 Fall			What is your cause? If you could use your knowledge, education, and community outreach skills to pursue social justice, what would that look like? How would your research inform and teach others about your call to act? The Brazilian educator, Paulo Freire posited that it is not enough for people to come together in dialogue in order to gain knowledge of our social reality. We must act together in our environment to reflect upon our reality and so transform it through further action and critical reflection.This one-quarter program invites students interested in examining a social justice perspective through the lens of education, democracy and creative possibilities for learning. Students will imagine a teaching career committed to equity and the vision that public education is central to a true democracy where citizens are active problem solvers and organizers in their communities.This program will explore how socially conscious organizations begin to address local problems such as oppression, hunger, and discrimination by providing outreach, education and volunteering opportunities (Ex: GRuB, CIELO, Nourishing Networks, etc.). In order to learn more about alternative approaches to education and problem solving, we will read, study, and research an educational approach called Place- and Community-Based Education in Schools or PBCE.Place- and Community-Based Education is a theory and educational practice (praxis) which provides authentic learning and teaching opportunities for students, teachers and communities to help prepare youth to become active participants in local problem solving activities. Through this program, students will no longer question why certain subjects must be studied, or why a class is important. PCBE helps students learn intrinsically by connecting their interests, skills, knowledge, and culture.		Leslie Flemmer		Freshmen FR Sophomore SO	Fall	Fall
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
Theatre: Rehearsals and Performances - at SPSCC cancelled	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			This class will focus on theory, methods, and analysis of theatre productions, including acting and technical theatre scenery construction, costumes, properties, lighting, sound, and box office through their practical application in the production of a play. The class will produce Picnic, a play by William Inge, with performances scheduled November 14-16 and 20-23. Required fee payable at SPSCC: $10 for dramatic script Faculty: Don Welch NOTE: , 2011 Mottman Road, SW, Olympia, WA 98512, in Building 21, Room 221, The Black Box in the Center for the Arts on Monday, Wednesday and Thursday evenings from 6:00 p.m. to 9:00 p.m. BOOKS: If a text is required students will need to purchase texts for this course from the SPSCC bookstore. The book list can be found on the bookstore website under the course Drma 272.		Don Welch	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Theories of Personality Susan Cummings psychology	Course	SO–SRSophomore–Senior	4	04	Evening		W 15Winter		The major personality theorists will be presented sequentially within their cultural and historical contexts. This will provide the students with a broader understanding of the evolution of ideas concerning human nature. Exploration of theories will be limited to those that apply specifically to the practice of counseling. Attention will be paid to the interaction of the individual with the social milieu, the cultural biases within theory, and the effect of personal history on theoretical claims. This course is a core course, required for pursuit of graduate studies in psychology.		Susan Cummings	Tue	Sophomore SO Junior JR Senior SR	Winter	Winter
Timely and Timeless Work Toward Sustainability Robert Knapp and Helena Meyer-Knapp community studies sustainability studies	Program	SO–SRSophomore–Senior	12	12	Evening and Weekend	F 14 Fall			The Buddhist teacher Joanna Macy says three kinds of work are needed in this time of transition away from the Industrial Growth form of society: slowing the damage to Earth and its inhabitants, inventing the new structures of life, work and governance, and shifting values and worldviews from exploitation to coexistence. This program combines philosophy and pragmatism in pursuit of these kinds of work. Specifically, it leads students into the practice of sustainable design at two levels—community and global. At the same time, it challenges students to consider profound questions of governance, ethics, beauty and spiritual life because good designs for sustainability are tuned both to present circumstances and long-term realities: the timely and the timeless.Student teams, with faculty guidance, will make conceptual designs for situations in the Olympia or campus community or in regional organizations with global reach, such as Amazon.com or Joint Base Lewis-McChord. Design can be physical or organizational, but always means imagination disciplined by hard information and analysis. Students will acquire skills in both. Exercises will touch on community consultation, organizational profiling, engaging constructively with your enemies, focused imagination, prototyping and mockups, information graphics and project assessment.Background lectures, book seminars, films and workshops will all build understanding of relevant history (how we got to this transitional time), concepts (who “we” are, our diversity and how to understand our situations) and skills (how to act effectively). Topics will include community design, environmental and social ethics, history of sustainability, conflict transformation and multiparty negotiation, design theory, low-tech materials, the role of feelings and their disciplined expression. Students need to be willing to tackle open-ended problems, combine abstract and concrete thinking, respond with insight to real-world information and obstacles, and produce carefully finished writing, presentations and other work.	sustainability, peace studies, design, community organizing and political and international relations.	Robert Knapp Helena Meyer-Knapp	Wed Sat	Sophomore SO Junior JR Senior SR	Fall	Fall
Toward Becoming a Teacher Steve Cifka education	Course	JR–SRJunior–Senior	4	04	Evening		W 15Winter		Many idealistic, well-intentioned new teachers find themselves frustrated by their early experiences in public schools and soon leave public education entirely. This frustration is not inevitable. This course, taught by a professor with more than 30 years’ experience teaching in public schools, will explore the skills needed to become a passionate, powerful teacher in the 21st century. We will investigate some of the inevitable struggles—both political and personal—that teachers encounter in public schools today, and we will hear how passionate teachers overcome those tensions. This course may be of particular interest to upper-division students who are considering careers in education, but will also interest any student who wishes to look closely at issues in public education today. As part of this course, students who plan to apply to the Master in Teaching program can begin the classroom observations required for application.		Steve Cifka	Thu	Junior JR Senior SR	Winter	Winter
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 Projects in Critical and Creative Practices with N. Lowe Naima Lowe African American studies art history communication cultural studies gender and women's studies media studies moving image visual arts Signature Required: Fall Winter Spring	Research	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. (experimental media and performance art) creates films, videos, performances and written works that explore issues of race, gender, and embodiment. The majority of her work includes an archival research element that explores historical social relationships and mythic identities. She is currently working on a series of short films and performances that explore racial identity in rural settings. Students working with Naima would have opportunities to learn media production and post-production skills (including storyboarding, scripting, 16mm and HD video shooting, location scouting, audio recording, audio/video editing, etc) through working with a small crew comprised of students and professional artists. Students would also have opportunities to do archival and historical research on African-Americans living in rural settings, and on literature, film and visual art that deals with similar themes.		Naima Lowe		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Projects in Critical and Creative Practices with Shaw Osha Shaw Osha (Flores) aesthetics art history visual arts Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	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. (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.		Shaw Osha (Flores)		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Civic Intelligence (Research and Action Laboratory) Douglas Schuler Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	4	04	Evening	F 14 Fall	W 15Winter	S 15Spring	Civic intelligence attempts to understand how "smart" a society is in addressing the issues before it and to think about – and initiate – practices that improve this capacity. It is a cross-cutting area of inquiry that includes the sciences – social and otherwise – as well as the humanities. Visual art, music, and stories, are as critical to our enterprise as the ability to analyze and theorize about social and environmental issues.This learning opportunity is designed to allow students of various knowledge and skill levels to work in issue-oriented "clusters" with students, faculty, and others inside and beyond Evergreen who are engaged in real-world research and action in actual and potential projects. The program will help students develop important skills in organizational and workshop design, collaboration, analysis and interpretation, written and oral communication, and critical thinking skills. We also expect to focus on the development of online services, information, and tools, including civic engagement games and online deliberation.Although there are many ways to engage in this research, all work will directly or indirectly support the work of the Civic Intelligence Research and Action Laboratory (CIRAL). These opportunities will include working with the "home office." The home office work will focus on developing the capacities of the CIRAL lab, including engaging in research, media work, or tech development that will support the community partnerships. Other work can include direct collaboration outside the classroom, often on an ongoing basis. We are also hoping to support students who are interested in the development of online support for civic intelligence, particularly CIRAL. This includes the development of ongoing projects such as e-Liberate, a web-based tool that supports online meetings using Roberts Rules of Order, and Activist Mirror, a civic engagement game, as well as the requirements gathering and development of new capabilities for information interchange and collaboration.		Douglas Schuler		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Critical and Creative Practices with K. Eamon Kathleen Eamon aesthetics philosophy Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	0, 16	0 16	Day	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.		Kathleen Eamon		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry Paula Schofield, Richard Weiss, David McAvity, Neil Switz, Brian Walter, Abir Biswas, Michael Paros, Clyde Barlow, Judith Cushing, Dharshi Bopegedera, Rebecca Sunderman, EJ Zita, Donald Morisato, Clarissa Dirks, James Neitzel, Sheryl Shulman, Neal Nelson and Lydia McKinstry biochemistry biology chemistry computer science mathematics physics Signature Required: Fall Winter Spring	Program	SO–SRSophomore–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. Faculty offering undergraduate research opportunities are listed below, with specific information listed in the catalog view. Contact faculty directly if you are interested. (chemistry) works with biophysical applications of spectroscopy to study physiological processes at the organ level, with direct applications to health problems. Students with backgrounds in biology, chemistry, physics, mathematics or computer science can obtain practical experience in applying their backgrounds to biomedical research problems in an interdisciplinary laboratory environment. (geology, earth science) studies nutrient and toxic trace metal cycles in terrestrial and coastal ecosystems. Potential projects could include studies of mineral weathering, wildfires and mercury cycling in ecosystems. Students could pursue these interests at the laboratory scale or through field-scale biogeochemistry studies, taking advantage of the Evergreen Ecological Observation Network (EEON), a long-term ecological study area. Students with backgrounds in a combination of geology, biology or chemistry could gain skills in soil, vegetation and water collection and learn methods of sample preparation and analysis for major and trace elements. (biotechnology) studies the physiology and biochemistry of prokaryotes of industrial and agricultural importance. Students who commit at least a full year to a research project, enrolling for 4 to 16 credits each quarter, will learn a broad range of microbiology (both aerobic and anaerobic techniques), molecular (DNA analysis and cloning), and biochemical techniques (chemical and pathway analysis, protein isolation). Students will also have opportunities for internships at the USDA and elsewhere, and to present data at national and international conferences. (chemistry) would like to engage students in two projects: (1) There is concern that toxic metals are found in unsafe quantities in children’s toys and cosmetics. I would like to engage a student in the quantitative determination of these metals using the AA and the ICP-MS. Students who are interested in learning to use these instruments and quantitative analysis techniques will find this project interesting. (2) Science and education. We will work with local teachers to develop lab activities that enhance the science curriculum in local schools. Students who have an interest in teaching science and who have completed general chemistry with laboratory would be ideal for this project. (computer science, ecology informatics) studies how scientists might better use information technology and visualization in their research, particularly in ecology and environmental studies. She would like to work with students who have a background in computer science or one of the sciences (e.g., ecology, biology, chemistry or physics) and who are motivated to explore how new computing paradigms can be harnessed to improve the individual and collaborative work of scientists. Such technologies include visualizations, plugins, object-oriented systems, new database technologies and "newer" languages that scientists themselves use such as python or R. (biology) aims to better understand the evolutionary principles that underlie the emergence, spread and containment of infectious disease by studying the coevolution of retroviruses and their primate hosts. Studying how host characteristics and ecological changes influence virus transmission in lemurs will enable us to address the complex spatial and temporal factors that impact emerging diseases. Students with a background in biology and chemistry will gain experience in molecular biology techniques, including tissue culture and the use of viral vectors. (mathematics) is interested in problems in mathematical biology associated with population and evolutionary dynamics. Students working with him will help create computer simulations using agent-based modeling and cellular automata and analyzing non-linear models for the evolution of cooperative behavior in strategic multiplayer evolutionary games. Students should have a strong mathematics or computer science background. (organic chemistry) is interested in organic synthesis research, including asymmetric synthesis methodology, chemical reaction dynamics and small molecule synthesis. One specific study involves the design and synthesis of enzyme inhibitor molecules to be used as effective laboratory tools with which to study the mechanistic steps of programmed cell death (e.g., in cancer cells). Students with a background in organic chemistry and biology will gain experience with the laboratory techniques of organic synthesis as well as the techniques of spectroscopy. (biology) is interested in the developmental biology of the embryo, a model system for analyzing how patterning occurs. Maternally encoded signaling pathways establish the anterior-posterior and dorsal-ventral axes. Individual student projects will use a combination of genetic, molecular biological and biochemical approaches to investigate the spatial regulation of this complex process. (biochemistry) uses methods from organic and analytical chemistry to study biologically interesting molecules. A major focus of his current work is on fatty acids; in particular, finding spectroscopic and chromatographic methods to identify fatty acids in complex mixtures and to detect changes that occur in fats during processing or storage. This has relevance both for foods and in biodiesel production. Another major area of interest is plant natural products, screening local plants for the presence of salicylates, which are important plant defense signals and in determining the nutritional value of indigenous plants. Students with a background and interest in organic, analytical or biochemistry could contribute to this work. (computer science) is interested in working with advanced computer topics and current problems in the application of computing to the sciences. His interests include simulations of advanced architectures for distributed computing, advanced programming languages and compilers, programming languages for concurrent and parallel computing and hardware modeling languages. (biology, veterinary medicine) is interested in animal health and diseases that affect the animal agriculture industry. Currently funded research includes the development of bacteriophage therapy for dairy cattle mastitis. A number of hands-on laboratory projects are available to students interested in pursuing careers in science. (organic, polymer, materials chemistry) is interested in the interdisciplinary fields of biodegradable plastics and biomedical polymers. Research in the field of biodegradable plastics is increasingly important to replace current petroleum-derived materials and to reduce the environmental impact of plastic wastes. Modification of starch through copolymerization and use of bacterial polyesters show promise in this endeavor. Specific projects within biomedical polymers involve the synthesis of poly (lactic acid) copolymers that have potential for use in tissue engineering. Students with a background in chemistry and biology will gain experience in the synthesis and characterization of these novel polymer materials. (computer science) is interested in working with advanced computer topics and current problems in the application of computing to the sciences. Her areas of interest include simulations of advanced architectures for distributed computing, advanced programming languages and compilers, programming languages for concurrent and parallel computing, and hardware modeling languages. (inorganic/materials chemistry, physical chemistry) is interested in the synthesis and property characterization of new bismuth-containing materials. These compounds have been characterized as electronic conductors, attractive activators for luminescent materials, second harmonic generators and oxidation catalysts for several organic compounds. Traditional solid-state synthesis methods will be utilized to prepare new complex bismuth oxides. Once synthesized, powder x-ray diffraction patterns will be obtained and material properties such as conductivity, melting point, biocidal tendency, coherent light production and magnetic behavior will be examined when appropriate. (physics) develops optical instruments for use in biophysical and biomedical applications, including low-cost diagnostics. Projects in the lab are suitable for motivated students with quantitative backgrounds in physics, biology, chemistry, mathematics or computer science. (mathematics) is interested in problems relating to graphs, combinatorial games and especially combinatorial games played on graphs. He would like to work with students who have a strong background in mathematics and/or computer science and who are interested in applying their skills to open-ended problems relating to graphs and/or games. (physics), who has expertise in energy physics, modeling and organic farming, is researching sustainability and climate change. Many students have done fine projects on sustainable energy and food production in her academic programs. Zita is working with Judy Cushing to model land use impacts on climate change and with Scott Morgan to plan and facilitate sustainability projects on campus. More information on Zita's research is available at .		Paula Schofield Richard Weiss David McAvity Neil Switz Brian Walter Abir Biswas Michael Paros Clyde Barlow Judith Cushing Dharshi Bopegedera Rebecca Sunderman EJ Zita Donald Morisato Clarissa Dirks James Neitzel Sheryl Shulman Neal Nelson Lydia McKinstry		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with A. Biswas Abir Biswas geology Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (geology, earth science) studies nutrient and toxic trace metal cycles in terrestrial and coastal ecosystems. Potential projects could include studies of mineral weathering, wildfires and mercury cycling in ecosystems. Students could pursue these interests at the laboratory scale or through field-scale biogeochemistry studies, taking advantage of the Evergreen Ecological Observation Network (EEON), a long-term ecological study area. Students with backgrounds in a combination of geology, biology or chemistry could gain skills in soil, vegetation and water collection and learn methods of sample preparation and analysis for major and trace elements.	geology and earth sciences.	Abir Biswas		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with A. Brabban Andrew Brabban biology Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (biotechnology) studies the physiology and biochemistry of prokaryotes of industrial and agricultural importance. Students who commit at least a full year to a research project, enrolling for 4 to 16 credits each quarter, will learn a broad range of microbiology (both aerobic and anaerobic techniques), molecular (DNA analysis and cloning), and biochemical techniques (chemical and pathway analysis, protein isolation). Students will also have opportunities for internships at the USDA and elsewhere, and to present data at national and international conferences.		Andrew Brabban		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with B. Walter Brian Walter mathematics Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (mathematics) is interested in problems relating to graphs, combinatorial games and especially combinatorial games played on graphs. He would like to work with students who have a strong background in mathematics and/or computer science and who are interested in applying their skills to open-ended problems relating to graphs and/or games.		Brian Walter		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with C. Barlow Clyde Barlow biology chemistry physics Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (chemistry) works with biophysical applications of spectroscopy to study physiological processes at the organ level, with direct applications to health problems. Students with backgrounds in biology, chemistry, physics, mathematics or computer science can obtain practical experience in applying their backgrounds to biomedical research problems in an interdisciplinary laboratory environment.		Clyde Barlow		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with C. Dirks Clarissa Dirks biology Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (biology) aims to better understand the evolutionary principles that underlie the emergence, spread and containment of infectious disease by studying the coevolution of retroviruses and their primate hosts. Studying how host characteristics and ecological changes influence virus transmission in lemurs will enable us to address the complex spatial and temporal factors that impact emerging diseases. Students with a background in biology and chemistry will gain experience in molecular biology techniques, including tissue culture and the use of viral vectors.		Clarissa Dirks		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with D. Bopegedera Dharshi Bopegedera chemistry education Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (chemistry) would like to engage students in two projects: (1) There is concern that toxic metals are found in unsafe quantities in children’s toys and cosmetics. I would like to engage a student in the quantitative determination of these metals using the AA and the ICP-MS. Students who are interested in learning to use these instruments and quantitative analysis techniques will find this project interesting. (2) Science and education. We will work with local teachers to develop lab activities that enhance the science curriculum in local schools. Students who have an interest in teaching science and who have completed general chemistry with laboratory would be ideal for this project.		Dharshi Bopegedera		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with D. McAvity David McAvity biology computer science mathematics Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. This independent learning opportunity allows advanced students to delve into real-world research with faculty who are currently engaged in specific projects. Students typically begin by working in apprenticeship with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking that are valuable for students pursuing a graduate degree or entering the job market. (mathematics) is interested in problems in mathematical biology associated with population and evolutionary dynamics. Students working with him will help create computer simulations using agent-based modeling and cellular automata and analyzing non-linear models for the evolution of cooperative behavior in strategic multiplayer evolutionary games. Students should have a strong mathematics or computer science background.	theoretical biology, computer science, mathematics.	David McAvity		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with D. Morisato Donald Morisato biology Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (biology) is interested in the developmental biology of the embryo, a model system for analyzing how patterning occurs. Maternally encoded signaling pathways establish the anterior-posterior and dorsal-ventral axes. Individual student projects will use a combination of genetic, molecular biological and biochemical approaches to investigate the spatial regulation of this complex process.	biology, health sciences.	Donald Morisato		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with E. Zita EJ Zita astronomy physics Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (physics), who has expertise in energy physics, modeling and organic farming, is researching sustainability and climate change. Many students have done fine projects on sustainable energy and food production in her academic programs. Zita is working with Judy Cushing and Scott Morgan to establish a new research program at Evergreen. With Cushing, they will model land use impacts on climate change; with Morgan, they will plan and facilitate sustainability projects on campus. More information on Zita's research is available at .	astronomy, physics, climate studies.	EJ Zita		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with J. Cushing Judith Cushing computer science Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (computer science, ecology informatics) studies how scientists might better use information technology and visualization in their research, particularly in ecology and environmental studies. She would like to work with students who have a background in computer science or one of the sciences (e.g., ecology, biology, chemistry or physics) and who are motivated to explore how new computing paradigms can be harnessed to improve the individual and collaborative work of scientists. Such technologies include visualizations, plugins, object-oriented systems, new database technologies and "newer" languages that scientists themselves use such as python or R.		Judith Cushing		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with J. Neitzel James Neitzel biochemistry Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (biochemistry) uses methods from organic and analytical chemistry to study biologically interesting molecules. A major focus of his current work is on fatty acids; in particular, finding spectroscopic and chromatographic methods to identify fatty acids in complex mixtures and to detect changes that occur in fats during processing or storage. This has relevance both for foods and in biodiesel production. The other major area of interest is in plant natural products, such as salicylates. Work is in process screening local plants for the presence of these molecules, which are important plant defense signals. Work is also supported in determining the nutritional value of indigenous plants. Students with a background and interest in organic, analytical or biochemistry could contribute to this work.	biochemistry, alternative energy, health sciences.	James Neitzel		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with L. McKinstry Lydia McKinstry chemistry Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (organic chemistry) is interested in organic synthesis research, including asymmetric synthesis methodology, chemical reaction dynamics and small molecule synthesis. One specific study involves the design and synthesis of enzyme inhibitor molecules to be used as effective laboratory tools with which to study the mechanistic steps of programmed cell death (e.g., in cancer cells). Students with a background in organic chemistry and biology will gain experience with the laboratory techniques of organic synthesis as well as the techniques of spectroscopy.		Lydia McKinstry		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with M. Paros Michael Paros biology Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (biology, veterinary medicine) is interested in animal health and diseases that affect the animal agriculture industry. Currently funded research includes the development of bacteriophage therapy for dairy cattle mastitis. A number of hands-on laboratory projects are available to students interested in pursuing careers in science.	biology and veterinary medicine.	Michael Paros		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with N. Nelson Neal Nelson computer science Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (computer science) is interested in working with advanced computer topics and current problems in the application of computing to the sciences. His areas of interest include simulations of advanced architectures for distributed computing, advanced programming languages and compilers, programming languages for concurrent and parallel computing and hardware modeling languages.		Neal Nelson		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with N. Switz Neil Switz biology chemistry physics Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	6	06	Day	F 14 Fall	W 15Winter	S 15Spring	Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. Laboratory experience is especially important – and useful – for students planning to pursue graduate studies or enter the technical job market. (physics) develops optical instruments for use in biophysical and biomedical applications, including low-cost diagnostics. Projects in the lab are suitable for motivated students with quantitative backgrounds in physics, biology, chemistry, mathematics or computer science.		Neil Switz		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with P. Schofield Paula Schofield chemistry Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (organic, polymer, materials chemistry) is interested in the interdisciplinary fields of biodegradable plastics and biomedical polymers. Research in the field of biodegradable plastics is becoming increasingly important to replace current petroleum-derived materials and to reduce the environmental impact of plastic wastes. Modification of starch through copolymerization and use of bacterial polyesters show promise in this endeavor. Specific projects within biomedical polymers involve the synthesis of poly (lactic acid) copolymers that have potential for use in tissue engineering. Students with a background in chemistry and biology will gain experience in the synthesis and characterization of these novel polymer materials. Students will present their work at American Chemical Society (ACS) conferences.		Paula Schofield		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with R. Sunderman Rebecca Sunderman chemistry Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (inorganic/materials chemistry, physical chemistry) is interested in the synthesis and property characterization of new bismuth-containing materials. These compounds have been characterized as electronic conductors, attractive activators for luminescent materials, second harmonic generators and oxidation catalysts for several organic compounds. Traditional solid-state synthesis methods will be utilized to prepare new complex bismuth oxides. Once synthesized, powder x-ray diffraction patterns will be obtained and material properties such as conductivity, melting point, biocidal tendency, coherent light production and magnetic behavior will be examined when appropriate.		Rebecca Sunderman		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in Scientific Inquiry with S. Shulman Sheryl Shulman computer science Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (computer science) is interested in working with advanced computer topics and current problems in the application of computing to the sciences. Her areas of interest include simulations of advanced architectures for distributed computing, advanced programming languages and compilers, programming languages for concurrent and parallel computing, and hardware modeling languages.		Sheryl Shulman		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in the Humanities Trevor Speller, Greg Mullins, Stacey Davis and Nancy Koppelman literature philosophy political science Signature Required: Fall Winter Spring	Program	JR–SRJunior–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring	Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (European history) specializes in French history from the 18th century to the present, as well as the history of French colonies in North and West Africa. Students who wish to study European social, cultural, political, intellectual or religious history from the Middle Ages to the present, including topics in the history of gender and sociocultural aspects of the history of art, are welcome to propose research projects. Students are welcome to work with Dr. Davis on her ongoing research projects on 19th-century political prisoners, notions of citizenship and democracy in modern Europe, memory and the history of aging. (American studies) specializes in American social, literary and intellectual history until 1920. Students who wish to study in these fields are welcome to propose research projects and senior theses. Particular interests include the social and intellectual history of the Puritans; the founding generation, immigrants, the working class and the middle class; industrialization and reform movements; pragmatic philosophy; the history of childhood; and the history of technology and consumer culture. Students are also welcome to work with Nancy to participate in her ongoing research projects on alcohol reform movements, the histories of social/economic mobility and of individual physical movement, and ethical themes in American cultural history. (American literature, queer theory) specializes in 20th-century and contemporary literature and comparative American Studies (U.S./Brazil). His broad interests include the crossroads of aesthetics and politics, national versus transnational formations of literary studies, queer gender and sexuality, memory studies and poststructuralist theory. Most of the capstone projects he has supervised in the past have been centrally concerned with literary and cultural theory, including visual culture and queer theory. Students are enthusiastically welcome to work with Greg on his research on cultures of human rights and representations of human rights in literature and film. (British/anglophone literature) specializes in the long 18th century (1650-1830), including the Restoration, the Enlightenment and Romanticism. Students who wish to study the literature and political philosophy of these periods are welcome to propose research projects, including capstone projects and senior theses. Particular interests include the rise of the novel, the conception of reason and rationality and representations of space and place. Previous projects have included studies of Romantic women writers and travel writing. Students are also welcome to work with the faculty member to develop his ongoing research projects on such authors as Daniel Defoe, John Locke, Thomas Hobbes, Bishop Berkeley, Jonathan Swift and John Milton.		Trevor Speller Greg Mullins Stacey Davis Nancy Koppelman		Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in the Humanities with G. Mullins Greg Mullins literature philosophy political science Signature Required: Fall Winter Spring	Research	JR–SRJunior–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring	Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (American literature, queer theory) specializes in 20th-century and contemporary literature and comparative American Studies (U.S./Brazil). His broad interests include the crossroads of aesthetics and politics, national versus transnational formations of literary studies, queer gender and sexuality, memory studies and poststructuralist theory. Most of the capstone projects he has supervised in the past have been centrally concerned with literary and cultural theory, including visual culture and queer theory. Students are enthusiastically welcome to work with Greg on his research on cultures of human rights and representations of human rights in literature and film.		Greg Mullins		Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in the Humanities with N. Koppelman Nancy Koppelman literature philosophy political science Signature Required: Fall Winter Spring	Research	JR–SRJunior–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring	Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (American studies) specializes in American social, literary and intellectual history until 1920. Students who wish to study in these fields are welcome to propose research projects and senior theses. Particular interests include the social and intellectual history of the Puritans; the founding generation, immigrants, the working class and the middle class; industrialization and reform movements; pragmatic philosophy; the history of childhood; and the history of technology and consumer culture. Students are also welcome to work with Nancy to participate in her ongoing research projects on alcohol reform movements, the histories of social/economic mobility and of individual physical movement, and ethical themes in American cultural history.		Nancy Koppelman		Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in the Humanities with S. Davis Stacey Davis literature philosophy political science Signature Required: Fall Winter Spring	Research	JR–SRJunior–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring	Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (European history) specializes in French history from the 18th century to the present, as well as the history of French colonies in North and West Africa. Students who wish to study European social, cultural, political, intellectual or religious history from the Middle Ages to the present, including topics in the history of gender and sociocultural aspects of the history of art, are welcome to propose research projects. Students are welcome to work with Dr. Davis on her ongoing research projects on 19th-century political prisoners, notions of citizenship and democracy in modern Europe, memory and the history of aging.		Stacey Davis		Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Research in the Humanities with T. Speller Trevor Speller literature philosophy political science Signature Required: Fall Winter Spring	Research	JR–SRJunior–Senior	V	V	Day	F 14 Fall	W 15Winter	S 15Spring	Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (British/anglophone literature) specializes in the long eighteenth century (1650-1830), including the Restoration, the Enlightenment, and Romanticism. Students who wish to study the literature and political philosophy of these periods are welcome to propose research projects, including capstone projects and senior theses. Particular interests include the rise of the novel, the conception of reason and rationality and representations of space and place. Previous projects have included studies of Romantic women writers and travel writing. Students are also welcome to work with the faculty member to develop his ongoing research projects on such authors as Daniel Defoe, John Locke, Thomas Hobbes, Bishop Berkeley, Jonathan Swift and John Milton.		Trevor Speller		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
Understanding Language revised Diego de Acosta communication language studies linguistics	Program	JR–SRJunior–Senior	16	16	Day	F 14 Fall			This one-quarter program is designed to allow advanced students to develop their understanding of how languages are structured and how they change over time. We will consider linguistic structure at various levels, from the sounds and gestures of speech to the structure and meaning of words and sentences. We will also work to understand the complex relationship between an individual's knowledge of language and the broader function of language in human society and history. Throughout the quarter, we will look at a variety of languages from around the world and learn to analyze, describe and compare them. Topics for the quarter will include phonetics and phonology, historical linguistics, comparative linguistics and dialectology, language and gender, and field methods. Our work for the quarter will include discussions of linguistic theory, extensive reading of primary and secondary scientific literature, regular problem sets and an independent research project.		Diego de Acosta		Junior JR Senior SR	Fall	Fall
Urbanity, Smart Cities, and Civic Intelligence Douglas Schuler and Howard Schwartz architecture political economy sociology sustainability studies	Program	FR–SRFreshmen–Senior	8, 12	08 12	Evening and Weekend		W 15Winter	S 15Spring	For the first time in history, the population of the world’s city dwellers exceeds that of their rural counterparts. While the trend to crowd ever more people into cities continues, the impact of cities on the rest of the world is still profoundly felt. Cities are the economic engines that help determine the state of the rest of the social and natural worlds. And cities use resources and have ecological impacts that extend beyond their boundaries. They are also the seat of much of the cultural production and technological innovation which has broad implications for everybody.Throughout the program we will employ a civic intelligence perspective into our exploration of cities. Civic intelligence is the capacity of groups, organizations, or societies to address their shared issues effectively and equitably. Complementary themes which may be integrated into the program include sustainability, climate change, varieties of social change, art, math, science, philosophy. Several city related technological efforts may be intergrated in the program, including the Seattle Community Network and the MyNeighborhood project involving Lisbon, Milan, and other European cities.We will explore the physical forms of the cities as well as the forces they exert beyond their physical boundaries. We’ll look into things like history of social innovation in cities, urbanization in 20th and 21st centuries, current roles of the cities, responsibilities of the city, knowledge production in the city, mental and other maps, cities and power, manufacturing in the city. We will also explore a number of creative perspectives including annotating the city, appropriating the city, imagining the city, animating the city, and sensing the city.Students who register for the 12 credit option will meet from 4:30 - 6:00 every Wednesday along with students in the undergraduate research offering that focuses on civic intelligence. In this setting student teams design and implement projects as part of the Civic Intelligence Research and Action Laboratory (CIRAL). Successful CIRAL work requires student initative and the ability to working independently and also as part of a collaborative team.		Douglas Schuler Howard Schwartz		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Veterans' Next Mission: Crossing the Bridge Between Military and Academic Life Daryl Morgan	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			That service in a military organization teaches unique and valuable skills is unarguable. The successful exercise of Intelligence Gathering, Planning/Preparation, and Mission Execution depends on sound decision making, on practical leadership skills, on teamwork, and on the self-discipline that is critical to survival in life-or-death situations. The focus of this course will be on translating the language, context, and framework of your military experience, not only into effective strategies for navigating the often murky institutional and academic waters of higher education, but on beginning the process of discovering meaning in what you have experienced as warriors.The course will challenge you to learn to read with perception and discernment, to write with clarity and precision, to be not just critical thinkers but courageous ones, and to find language that will enable you to articulate what you have discovered to be true. These are habits of mind and practice that are foundational to meaningful learning and we will begin to develop them through a very intentional reflection on your own experiences and on the experiences of others. Those reflections will be guided by films, music, and works of fiction, non-fiction, and poetry augmented by tutorials in academic writing, reading, and research. You can expect to wrestle with the discoveries you make and employ the skills you acquire in formal writing assignments, in a personal journal, in small group work, and in seminar. At the heart of any academic endeavor is the library. Libraries are themselves schools and librarians are in the highest sense teachers. Each library, though, has in place a unique kind of machinery for the use of its collection. A key component of this course, then, will be teaching students to effectively manipulate the levers of the particular TESC machine in the service of your academic aims.		Daryl Morgan	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Veterans' Next Mission: Crossing the Bridge Between Military and Academic Life Daryl Morgan	Course	FR–SRFreshmen–Senior	4	04	Evening			S 15Spring	That service in a military organization teaches unique and valuable skills is unarguable. The successful exercise of Intelligence Gathering, Planning/Preparation, and Mission Execution depends on sound decision making, on practical leadership skills, on teamwork, and on the self-discipline that is critical to survival in life-or-death situations. The focus of this course will be on translating the language, context, and framework of your military experience, not only into effective strategies for navigating the often murky institutional and academic waters of higher education, but on beginning the process of discovering meaning in what you have experienced as warriors.The course will challenge you to learn to read with perception and discernment, to write with clarity and precision, to be not just critical thinkers but courageous ones, and to find language that will enable you to articulate what you have discovered to be true. These are habits of mind and practice that are foundational to meaningful learning and we will begin to develop them through a very intentional reflection on your own experiences and on the experiences of others. Those reflections will be guided by films, music, and works of fiction, non-fiction, and poetry augmented by tutorials in academic writing, reading, and research. You can expect to wrestle with the discoveries you make and employ the skills you acquire in formal writing assignments, in a personal journal, in small group work, and in seminar. At the heart of any academic endeavor is the library. Libraries are themselves schools and librarians are in the highest sense teachers. Each library, though, has in place a unique kind of machinery for the use of its collection. A key component of this course, then, will be teaching students to effectively manipulate the levers of the particular TESC machine in the service of your academic aims.		Daryl Morgan	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Veterans' Next Mission: Crossing the Bridge Between Military and Academic Life Daryl Morgan	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter		That service in a military organization teaches unique and valuable skills is unarguable. The successful exercise of Intelligence Gathering, Planning/Preparation, and Mission Execution depends on sound decision making, on practical leadership skills, on teamwork, and on the self-discipline that is critical to survival in life-or-death situations. The focus of this course will be on translating the language, context, and framework of your military experience, not only into effective strategies for navigating the often murky institutional and academic waters of higher education, but on beginning the process of discovering meaning in what you have experienced as warriors.The course will challenge you to learn to read with perception and discernment, to write with clarity and precision, to be not just critical thinkers but courageous ones, and to find language that will enable you to articulate what you have discovered to be true. These are habits of mind and practice that are foundational to meaningful learning and we will begin to develop them through a very intentional reflection on your own experiences and on the experiences of others. Those reflections will be guided by films, music, and works of fiction, non-fiction, and poetry augmented by tutorials in academic writing, reading, and research. You can expect to wrestle with the discoveries you make and employ the skills you acquire in formal writing assignments, in a personal journal, in small group work, and in seminar. At the heart of any academic endeavor is the library. Libraries are themselves schools and librarians are in the highest sense teachers. Each library, though, has in place a unique kind of machinery for the use of its collection. A key component of this course, then, will be teaching students to effectively manipulate the levers of the particular TESC machine in the service of your academic aims.		Daryl Morgan	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Visualizing Permaculture Lucia Harrison and Steven Scheuerell aesthetics agriculture botany ecology environmental studies natural history sustainability studies visual arts	Program	FR–SRFreshmen–Senior	16	16	Day			S 15Spring	Permaculture is a global movement that works to design sustainable human habitation systems embedded in local cultures and ecosystems. The permaculture design process is highly collaborative and relies on visual communication to share ideas on paper, create maps, and finalize design plans. In studying this design process students will learn observation skills, ecological principles including disturbance, competition, succession , polycultures, and an introduction to soils, plants, microclimates, hydrology, earthworks, ecobuilding, and energy and water storage systems. Students in this program will also study the philosophy of permaculture and visit local places for site evaluation and design inspiration. Students will learn basic drawing techniques to record observations of the physical, biological and social features of a space as well as imagine and communicate alternative visions. They will keep design journals to record ideas and build drawing skills. Students will collaborate in small groups to create and present a design project that encompasses the iterative client-based permaculture design process taught in class.		Lucia Harrison Steven Scheuerell	Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	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
Washington State Legislative Internships Cheri Lucas-Jennings government law and public policy Signature Required: Winter	Program	JR–SRJunior–Senior	16	16	Day		W 15Winter	S 15Spring	This is an opportunity to explore the broad conditions that shape legislation. We will examine models, evidence and debates about the sources, causal connections and impacts of evolving systems of law, regulation, governance and a broad array of community response. Each student will be learning through work as an intern with a legislator and her or his staff. This will involve intensive staff-apprenticeship activities, especially legislative research and draft development, bill-tracking and constituent correspondence.Each student accepted as an intern will develop an internship learning contract, profiling legislative responsibilities and linkages to academic development.In regular in-capitol seminars, each student intern will translate her or his activities in the Legislature into analytic and reflective writing about the challenges, learning and implications of the work; students will make presentations about their learning and participate in various workshops. Each intern will keep a journal, submitted to the faculty sponsor on a regular basis, and a portfolio of all materials related to legislative work. Drawing broadly from the social sciences, we will explore relationships between elected officials, legislative staff, registered lobbyists, non-governmental organizations, citizen activists and district constituents. Students will learn through a range of approaches: responsibilities in an 8:00-5:00 workweek, guest presentations, seminars, workshops on budget, media panels and job-shadowing regional officials and activists of choice. Interns will participate in a final mock hearing floor debate on current legislative issues.The 2015 session will involve student interns for both winter and spring quarters. Each quarter will comprise a different 16-credit contract. In spring quarter, students can develop an 8-credit Legislative Internship Contract, augmented by another 8-credit project or program involving specific post-session research and writing. Student performance for the two-quarter internship is evaluated by the faculty sponsor, field supervisors and legislative office staff.		Cheri Lucas-Jennings	Wed	Junior JR Senior SR	Winter	Winter
What Are Children For? Nancy Koppelman and Charles Pailthorp American studies history sociology writing	Program	FR–SOFreshmen–Sophomore	16	16	Day			S 15Spring	Childhood is not just a biological fact of life. Philippe Aries famously argued that children and childhood did not exist before the modern era. How do ideas about children, the conditions of child rearing and of childhood, and conventions of education change over time? And if the meanings of "children" and "childhood" change throughout history and across cultures, how can people ever know if they are making the "best" decisions on behalf of the children whom they raise, educate, care for, advocate for, employ or support? In this program, students will learn how children’s experience and adult interpretations of childhood have changed in the Western world over the last 400 years. Until about 150 years ago, most children were necessary: they contributed labor to the maintenance of the family home and were expected to reproduce the circumstances of their birth. The social revolutions of the 18th century disrupted all social hierarchies, including those within families. We will examine how these disruptions transformed childhood and moved children from the periphery to the center of adult intellectual, moral and medical interest.Students will learn how children in North America lived and were viewed by adults from the 16th century forward, and examine how the meaning of childhood was transformed during the flowering of the Enlightenment. We will study the changing meanings of innocence and sin, labor and leisure, value and sacredness, and how those meanings figured in the way children were seen and treated. Guest speakers from the community who have a professional or political interest in children will share their experiences with the program.The class befits students who work with or care about children. It will also enlighten anyone who has grown up, is still trying to grow up, or wonders if she or he has, or should ever, grow up.		Nancy Koppelman Charles Pailthorp		Freshmen FR Sophomore SO	Spring	Spring
What Does it Mean to be an "American"? Colonial America to Present Michael Vavrus, Artee Young and Liza Rognas American studies cultural studies gender and women's studies history law and public policy political economy political science	Program	FR–SOFreshmen–Sophomore	16	16	Day	F 14 Fall	W 15Winter		This introductory program examines how the meaning of “American” has changed historically and into our current era. Specifically, we examine how the concept of “democracy” has been applied historically. Democracy is a participatory form of government, yet many groups and individuals have not been allowed to participate fully in U.S. democratic systems since the beginning of the Republic. Our inquiry includes: What does social belonging involve? Why are some individuals included while others are excluded from full participation in civic life? How do individual or group identities influence participation in social, economic and political processes? Where and how do differences and diversity fit with the idea of the “American Dream?”To address these questions and others, this two-quarter program explores the origins and manifestations of the contested concepts of race, gender, and socioeconomic class in U.S. history as part of an investigation into identity. We will explore how identity and perceived identity have resulted in differential social, economic and political treatments and how social movements emerged to challenge systemic inequities.Central to this program is a study of historical connections between European colonialism prior to U.S. independence as a nation and the expansion of U.S. political and military dominance globally since independence and into the 21st century. In this context, students are provided opportunities to investigate how the bodies of various populations have been racialized and gendered. Students will examine related contemporary concepts such as racism, prejudice, discrimination, patriarchy, gender, class, affirmative action, white privilege and color-blindness. Students will consider current research and commentaries that surround debates on genetics vs. culture (“nature vs. nurture”).Students will engage historic and contemporary perceptions of identity through readings, dialogue in seminars, workshops, films, and academic writing that integrate program material. A goal of the program is for students to acquire knowledge of the past and its association with the present in order to connect and recognize contemporary expressions of power and privilege by what we hear, see and read as well as absences and silences that we find.These expressions include contemporary news accounts and popular culture artifacts (e.g., music, television, cinema, on-line media). As part of this inquiry, we will examine the presidency of Barack Obama in relation to discourses on race. As a learning community, we will work together to make sense of these expressions and link them to their historical origins. Students will also have an opportunity to examine the social formation of their own identities by researching the historic foundations of their own personal narratives. Current approaches from social psychology will be foundational in this aspect of the program.Visits to local cultural museums, to the Washington State Archives, the National Archives in Seattle, and attendance at a theatrical performance are tentatively planned as part of this program. Disclaimer: Films and other program materials periodically describe and present images of violence and use language that may be considered offensive, especially in regards to racial identification. The purpose of this material is to present significant events within their respective historical contexts.		Michael Vavrus Artee Young Liza Rognas	Tue Tue Wed Fri Fri	Freshmen FR Sophomore SO	Fall	Fall Winter
Wildlife Biology: Birds and Fishes Alison Styring and Amy Cook biology ecology environmental studies field studies natural history zoology	Program	JR–SRJunior–Senior	16	16	Day			S 15Spring	One of the key elements in conservation biology is the study of organisms in the wild, often called wildlife biology. Originally a field that focused on the management of game animals, this discipline has developed into something much broader, playing a key role in the conservation of a wide variety of types of animals and habitats. Modern wildlife biology pulls from a variety of fields including genetics, taxonomy, animal behavior and ecology.In this program we will focus on two groups of animals: birds and fishes. We will learn the taxonomy, behavior and ecology of these animals in the context of labs, fieldwork and lecture. Building on this background information, students will look at several key issues in the conservation of birds and fishes. These include conservation efforts around native fishes of the arid West, river restoration and salmonids, and management and conservation of aquatic and terrestrial bird species.What is the experience of the urban salmon or the urban crow? How do people respond as deer, coyotes and bears make greater and greater use of their neighborhoods? Wildlife biology is not just about animals; humans also come into the equation. As urban and suburban areas expand, modern wildlife biology increasingly deals with fragmentation of habitat and the interaction between humans and animals. We will examine these interactions as well as more traditional human-wildlife interactions in the form of hunting and fishing.Program activities will include lectures, labs and workshops focused on the biology of birds and fishes and their conservation and management. Seminar will include papers in the primary literature and books and other readings on select topics in wildlife biology. Students are expected to develop their skills in critical thinking, collaborative work and college writing.		Alison Styring Amy Cook		Junior JR Senior SR	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
Woodworking Daryl Morgan visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening		W 15Winter		There is a sense of personal satisfaction and creative accomplishment to be gained from working with wood. The aim of this course is to provide a way to realize that intention through an understanding of the basic principles of designing in wood, the physical properties of the material, and the fundamental skills necessary to shape timber to a purpose.		Daryl Morgan	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Woodworking Daryl Morgan visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening	F 14 Fall			There is a sense of personal satisfaction and creative accomplishment to be gained from working with wood. The aim of this course is to provide a way to realize that intention through an understanding of the basic principles of designing in wood, the physical properties of the material, and the fundamental skills necessary to shape timber to a purpose.		Daryl Morgan	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Woodworking Daryl Morgan visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening			S 15Spring	There is a sense of personal satisfaction and creative accomplishment to be gained from working with wood. The aim of this course is to provide a way to realize that intention through an understanding of the basic principles of designing in wood, the physical properties of the material, and the fundamental skills necessary to shape timber to a purpose.		Daryl Morgan	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Working in 3D Bob Woods visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening			S 15Spring	This studio course is an introduction to ways of thinking about and working with three dimensional form as it applies to sculpture and design. Formative principles, ideas, and methods will be presented. Work will include reading, slide presentations, hands-on exercises, and assigned projects using a variety of materials and techniques. Open to all levels of experience.		Bob Woods	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Worlds of Waste: Urbanization, Sanitation, and Design Eric Stein and Jennifer Gerend anthropology cultural studies environmental studies health history law and public policy	Program	FR–SRFreshmen–Senior	16	16	Day			S 15Spring	In this one quarter program, we will explore the connections between human waste, urbanization, disease, and cultural order. Looking both globally and in the U.S., with an emphasis on the Puget Sound Region, we will consider wastewater planning efforts both past and present. From global philanthropic efforts to address sanitary living conditions to new innovations in household bathroom infrastructure, our examination will address both system-wide plans as well as detailed design issues of individual units. Students will learn about urban wastewater infrastructure, technical innovations in green building solutions, such as grey water systems, and developments in low-income settings globally. We will also explore the cultural dimensions of purity and waste, looking at potty humor, the gendering of bathroom spaces, pollution, and social class. Students should be prepared to confront and question their own "yuck" thresholds as we peek into sewers, observe wastewater treatment, and inhale the waft of waste.Students will be engaged in group projects and presentations, writing based on readings of texts, fieldtrips to waste management sites, speakers, and documentaries. This program will uniquely prepare students planning to pursue careers or graduate work in public infrastructure, urban planning, global health, international development and philanthropy, or engineering.		Eric Stein Jennifer Gerend		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
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