2015–16 Undergraduate Index A–Z

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Title	Offering	Standing	Credits	Credits	When	F	W	S	Su	Description	Preparatory	Faculty	Days	Multiple Standings	Start Quarters	Open Quarters
The 1960s @ 33⅓ Chico Herbison American studies music writing	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session I Summer	This course will explore U.S. popular culture of the 1960s through five of the decade’s seminal albums: The Beach Boys’ , James Brown’s , Bob Dylan’s , Jimi Hendrix’s , and . Our texts will include each album’s counterpart from the book series. The final project will be a similar close reading of another 1960s album. Students interested in expanding their final projects into a major piece of music writing—à la the series—can develop Individual Learning Contracts for additional credit during second session.		Chico Herbison	Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
21st Century Photography Steve Davis media arts visual arts	Program	ONLY Only	8	08	Day				Su 16 Session II Summer	This class is an introduction to photographic expression using contemporary photographic techniques, and will explore the usage of photography through social media, archival inkjet printing, multimedia, and on-demand print publishing. Students will learn to use prosumer and professional grade full-frame and medium format cameras. You will learn to edit and manage collections with Adobe Lightroom and Photoshop, and work in Photoland’s photography studios. You will have full access to the Digital Imaging Studio and to our darkroom facilities. Digital cameras are available through Media Loan. Class requirements include scheduled assignments, research, and a final project consisting of new, photographically-derived, digital work—selections of which will be printed in book form, and made available to you.		Steve Davis	Mon Tue Wed		Summer	Summer
A Brief Survey of Western Art: From Cave Paintings to Urinals Amjad Faur aesthetics art history cultural studies history visual arts	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session II Summer	This program is designed to introduce students to the historical trajectory of Western art through its turbulent succession of movements and practices. We will explore the early development of representational images and how ancient civilizations came to lay the groundwork for almost 2,000 years of European art. The program will look closely at the broader implications of how developments in visual representation and stylistic forms were almost always tied to social, political, religious, and sexual / gendered battles happening on the ground. The program will examine the sociopolitical implications of form and content in bodily and spatial representation in painting, sculpture, and photography. From Giotto's reintroduction of Greek Classicism and Humanism into 14th century religious painting to Neoclassicism's usurping of Rococo as a visual analogy of The Reign of Terror, and the total reorganization of artistic thought and practice brought about by Dadaism and photography, students will consistently seek to identify and contextualize the underlying factors of Western art's formal transformations. We will explore the disintegration of mimetic representation in the 19th and 20th centuries and the rise of abstraction, Modernism and Postmodernism. Students will be expected to write close, critical analysis of artists and movements covered in the program. Students will write a final paper investigating the critical responses to a post-19th century artist and explore the ramifications of that artist and the public/critical responses to their work.		Amjad Faur	Mon Tue Tue Wed Thu Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
A Homeric Banquet: the Greek and Roman Epic Andrew Reece classics literature	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session II Summer	A study of Homer's and and Virgil's . Homer's epics form the cornerstone of the western poetic tradition, while Virgil's adaptation gave Rome its imperial anthem. These poems defined and celebrated a heroic ideal for their cultures but also confronted the brutality and tragedy that war - the necessary condition for that ideal - inflicted on them. The sustained grandeur and emotional nuance of the verse have inspired poets for thousands of years, from Dante and Milton to Eliot to H.D. This is a seminar-based, writing-intensive inquiry, intended to sharpen interpretive and creative writing skills.		Andrew Reece	Mon Wed Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
A New Middle East?: Diagrams, Diagnosis, and Power Amjad Faur, Eirik Steinhoff and Sarah Eltantawi aesthetics cultural studies media studies political science religious studies Signature Required: Spring	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter	S 16Spring		This program will focus on some of the most intractable and convoluted crises engulfing the Middle East and North Africa in order to better understand their root causes on behalf of identifying potential solutions. Revolution, counter-revolution, civil war, theocracy, dictatorship, corruption, torture, iconoclasm, imperialism, dispossession, terrorism, sanctions, invasions, occupations, insurgencies, counter-insurgencies, clash of civilizations, clash of ignorance: these are a few of the central terms used in the news to describe the recent present in the region. What do these words mean? What caused the actions and events they refer to? Who are the major players, the agents of stability and change --- for better or worse? How are we to determine what is better or worse? What material or conceptual structures (from countries to theories) do we need to comprehend before we attempt to answer these questions? How can we develop a nuanced analytical language that will allow us to describe these complex crises and their causes over and against the myths and slogans they are so frequently reduced to? How, in other words, can we better understand the history that underlies the news, and what futures might such an understanding make possible?In the fall and winter quarters, students can look forward to a dynamic mix of lecture, seminar, and workshop anchored in a constellation of intensive reading, responsive writing, and active looking. An oscillating relationship between theorizing, doing things with words, and making things visible will serve as the engine of our transdisciplinary inquiry, which seeks to uncover overlooked relationships in order to increase the overall power and scope of our analysis.Our interdisciplinary inquiry will be anchored in the methods of diagramming and diagnosis. We will begin, for instance, by plotting, on a massive sheet of paper, the myriad interrelationships between sectarian, religious and ethnic populations of the region, tracking, in particular, the evolution of their alliances and conflicts. Students will maintain and update this diagram throughout the three quarters, and reflect on the labyrinthine web that constitutes the region in all its complexity. This diagram will act as a template from which students will begin to look for the connective tissues that may help to resolve the current climate of conflict. We will diagnose these conflicts and their major players not only through the analytical frameworks of geography, history, comparative religion, and political science, but also in light of aesthetic practices, such as poetry and fiction, on the one hand, and image-making (and image-breaking) of all shapes and sizes, on the other. What can art teach us that theory overlooks? What are the limits of disciplinary approaches forged in Europe and the U.S. when it comes to describing the crises convulsing the Middle East and North Africa? What other kinds of diagnosis might our diagrammatic approach allow us to come up with?The program will closely examine the dramatic sequence of uprisings most often referred to as “The Arab Spring” that shifted the dynamics of power and resistance across the region and that led to some of the most visible and volatile events unfolding in the area today (such as the Syrian civil war, the emergence of ISIS, Kurdish autonomy, and so on). We will study this sequence in relation to the ongoing geopolitical processes (such as imperialism, self-determination, and resource extraction) that led to the founding of the countries in the region in the first place, our premise being that “there is no just way in which the past can be quarantined from the present” (as Edward Said has argued).In the spring, students will form large blocs to begin the process of negotiating and proposing actions designed to ameliorate the regional conflicts we have been studying. This process could follow the form of model legislative bodies such as the U.N. or the Arab League, on the one hand, or the form of more impromptu assemblies of the sort that have sprung up in Tahrir Square or in autonomous Kurdish territory, on the other. By the end of spring quarter, students will have completed a complex diagnostic diagram of the region, and faculty will collate student recommendations to send to the Arab League, the U.N., and other pertinent bodies. Students will also have the opportunity to produce and curate images that relate to a representation of the Middle East and North Africa. Students will learn to apply the complexities of visual analysis to the visual languages that have helped create and support colonial aspirations and the creation of identity across the spectrum of the region’s varied populations.		Amjad Faur Eirik Steinhoff Sarah Eltantawi		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Abnormal Psychology Susan Cummings psychology	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		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	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Academic Writing at Evergreen Emily Lardner writing	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 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 write and revise several academic essays. Students with more academic experience will have the option of writing essays in areas related to their academic concentrations. A key element for all students will be engaging in productive revision processes. We will also explore academic writing at Evergreen--in particular, the purpose and practice of Evergreen's Academic Statement. This course can serve as an introduction to academic writing; for more advanced students, it offers the opportunity to develop a stronger practice of revision.		Emily Lardner	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Acting Workshop Mark Harrison theater	Program	FR–SRFreshmen–Senior	8	08	Weekend				Su 16 Session I Summer	In this class, students will develop or improve upon fundamental acting skills, including how to play strong and dynamic action and how to live truthfully in imaginary circumstances. They will learn effective vocabulary and rehearsal techniques, text analysis (ranging from Shakespeare to modern playwrights), and methods for breaking down a scene into units of action. They will work on making the best use of their voice and physical skills in creating a character. Students will choose, rehearse and present a monologue for auditioning and a two- or three-character scene. In addition to five Saturdays, there will be regular rehearsals outside of class and an online component that includes readings, plays and acting texts, as well as critical writing and screening of films and documentaries. Wear comfortable clothes for movement and prepare to explore “play” in every sense of the word.		Mark Harrison	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Adolescence and Aging: The Journey to the Self Janys Murphy psychology	Program	FR–SRFreshmen–Senior	16	16	Day		W 16Winter			In this all-level interdisciplinary program we will explore human development, primarily the theories of adolescence and aging. We will also look at present day development, including the physiology of stress, basic neurobiology, and current research on adolescence and aging. Some guiding questions will be: What is the hero’s journey? What archetypes does the current journey invoke? How do we act as being on the way to being?We will consider concepts from addiction studies, family therapy, interpersonal neuropsychology, psychodrama, as well as ideas from humanistic and existential psychology, and philosophy. Program activities will include reading and discussing theorists such as Daniel Siegel, Joseph Campbell, Carl Rogers, Carl Jung, and Victor Frankl, engaging in small group activities and lectures, and participating in writing, performance, and movement workshops.To support our study of human development we will also engage in the weekly practice of yoga, and the study of yoga philosophy and other mindfulness disciplines. One major project will be to engage in a self-study that includes using media, studying the Enneagram, reading from “The Artists Way,” and conducting qualitative research. A second major project will be to select, research, and practice a specific mindfulness discipline and teach this discipline in a final presentation. Students will write a literature review of a developmental theorist of their choice.		Janys Murphy	Mon Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Adolescent Literature Terry Ford education literature	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Summer			Terry Ford	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Advanced Foundations for Successful and Sustainable Business Zoe Van Schyndel and Glenn Landram business and management Signature Required: Winter Spring	Program	JR–SRJunior–Senior	16	16	Day	F 15 Fall	W 16Winter	S 16Spring		During this program, students will develop the skills and insight needed to conduct and understand the relationship between business and society and how business practices such as innovation, critical analysis, ethics, sustainability, management, and leadership influence outcomes. Factors that are key to business success will be explored from a number of different perspectives and stakeholder views. The program includes fundamental work in entrepreneurship, leadership, management, ethics, quantitative work, corporate finance, accounting, financial statement and ratio analysis, as well as the concept of time value of money. In the fall, the program includes four credits of basic undergraduate statistics, which will serve as a foundation for further work in advanced social sciences, including graduate programs (e.g., an MBA or MPA) requiring statistics. Through seminar texts, daily readings from the Wall Street Journal, independent research, movies, speakers, field trips, business simulations, group projects, workshops, and student presentations, students will examine business and finance from a variety of viewpoints. Seminar texts include books representing entrepreneurship, innovation, management science, finance, marketing, ethics, and management. We will read Goldratt and Cox’s , Sheryl Sandberg's , and Malcolm Gladwell’s During winter quarter, students will work in small groups on formally proposed, extensive independent projects focused on improving their research skills. They will be required to analyze and critique a compelling problem or issue centered on our primary themes of economically successful businesses. The research includes a term paper and will conclude with a multimedia presentation to the rest of the program. Students will also cover forecasting, linear programming, decision analysis using tree diagrams, and queuing theory from the field of management science.In the spring quarter, student teams will compete in an advanced business simulation. The simulation will require substantial student research, including analysis of quantitative and qualitative data. Students will finish the simulation with improved teamwork skills as well as a greater understanding of financial statement analysis, competitive strategy, marketing, operations, and business economics.Upon successful completion of the program, students will be better equipped to understand how a successful business is operated and to work with financial data and procedures in the conduct of business and public policy. They will also be better prepared for the quantitative requirements of businesses and governments.		Zoe Van Schyndel Glenn Landram		Junior JR Senior SR	Fall	Fall Winter Spring
Advanced Programming Languages Sheryl Shulman computer science	Program	SO–SRSophomore–Senior	8	08	Day				Su 16 Summer	This class will focus on developing programming techniques in a variety of programming languages. Possible languages include C, C++, Java, Haskell, ML, and OCAML. This is an opportunity to explore languages in more depth, increase you expertise in programming, prepare for more advanced work, and increase the depth and breadth of your programming background. In connection with the practical programming component we will also read papers on programming language design, emphasizing recent language innovations such as generics, multi-paradigm languages, the introduction of lambda terms and their role, and higher-order programming.	Computer Science	Sheryl Shulman	Tue Thu	Sophomore SO Junior JR Senior SR	Summer	Summer
Advanced Research in Environmental Studies Dylan Fischer, Pauline Yu, 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 15 Fall	W 16Winter	S 16Spring		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 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 ( ). See more about his lab's work at: . 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 audio recordings and microphone arrays, 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 Pacific wren mating and life-history strategy, cavity formation and use by cavity-nesting birds (and other cavity-dependent species), and monitoring long-term trends in 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. studies the developmental physiology and ecology of marine invertebrates. She is interested in the biochemistry of the seawater-organism interface, developmental nutritional biochemistry and metabolic depression, invasive species, carbonate chemistry (ocean acidification), and cultural relationships with foods from the sea. Students have the opportunity to collaboratively develop lines of inquiry for lab and/or field studies in ecology, developmental biology, physiology, marine carbonate chemistry and mariculture.		Dylan Fischer Pauline Yu Carri LeRoy Abir Biswas Erik Thuesen Alison Styring		Junior JR Senior SR	Fall	Fall Winter Spring
Adventure Travel and Ecotourism: The Businesses and Their History Robert Smurr business and management environmental studies history	Program	JR–SRJunior–Senior	16	16	Day	F 15 Fall				This program will examine the history, development, and business policies of the adventure travel and ecotourism industries. The United States introduced this new sphere of tourism to the international community in 1969, when three American climbers created the world’s first adventure travel company, Mountain Travel which took eager clients to the Himalayas. This company, and the thousands that soon followed worldwide, tapped into many tourists’ desire for more adventurous trips. Trekking, rafting, and climbing—most often in foreign countries—all became hallmarks of this new type of tourism. Exploring distinct cultures and diverse peoples in more natural settings, especially those far removed from cities, created an explosion of opportunities in the tourism business worldwide. In addition to learning the history and economic power of these industries, we will also examine specific business models in the program. All students, for example, will create at least two plans: the first will be a dream adventure travel destination; the second will be a dream ecotourism destination. Since each student will be the “owner” of a new adventure travel or ecotourism business for a period of this program, dream trips will need to make economic sense. You will need to understand your client base, their income, their desires, and your company’s special skills. Several guest speakers with long histories in adventure travel and ecotourism will give us added insight, as will numerous field trips.		Robert Smurr	Tue Wed Fri	Junior JR Senior SR	Fall	Fall
The African American Experience Tom Womeldorff and Midori Takagi African American studies cultural studies economics history political economy sociology	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall				The ascension of Barack Obama, the first Black President, prompted many conservative and liberal commentators to proclaim the United States to be a “post-racial” society; racial equality will be the new norm. Yet since the 2008 election, African Americans are still incarcerated at a higher rate than whites, they continue to be victims of police shootings at a disproportionate rate, the wealth and income disparities between Blacks and whites remains, and negative constructions of the realities of Blacks still persists. Today, 150 years after emancipation, 50 years after the civil rights movement, and after the election of Obama, there continues to be a significant racial divide in the United States. Why do deep racial divisions persist? Why do they persist even though skin color differences correlate to geography and the sun’s ultraviolet light, and there is no biological basis for the constructed categories of “Black,” “White,” “Asian,” “Latino” and “Native American”? How, then, is race constructed? And why were the categories of race developed with some groups having greater privileges and rights than others?		Tom Womeldorff Midori Takagi		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Afro-Brazilian Dance (A) Janelle Campoverde dance	Course	FR–SRFreshmen–Senior	2	02	Weekend		W 16Winter			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 15 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 16Winter			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 15 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
Against All Odds: The African American Experience Kabby Mitchell African American studies cultural studies literature sociology	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		How did Black women and men, of many different cultures and ages, succeed against all odds? How did they move from the master narrative to their own agency? Where did they find the insurmountable courage to deconstruct and reconstruct their lives? In this program, students will participate in an inquiry-based exploration of the resiliency, efficacy, and longevity of the lives and legacies of selected Black women and men from Ancient Egypt to present-day African Americans. Our exploration will use the lenses of Ancient Egyptian studies, African, African-American and Afro-Disaporic history, dance history, and popular culture to investigate these women’s and men’s lives with cultural contextualization.		Kabby Mitchell	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Algebraic Thinking Natalya Strand education mathematics	Course	FR–SRFreshmen–Senior	4	04	Day			S 16Spring				Natalya Strand	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Algebraic Thinking Natalya Strand education mathematics	Course	FR–SRFreshmen–Senior	4	04	Day		W 16Winter					Natalya Strand		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
American Sign Language I, II, III (A) Jeremy Quiroga language studies	Course	FR–SRFreshmen–Senior	4	04	Day	F 15 Fall	W 16Winter	S 16Spring				Jeremy Quiroga	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
American Sign Language I, II, III (B) cancelled	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall	W 16Winter	S 16Spring				Jeremy Quiroga	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
American Sign Language IV - at SPSCC Raymond Bateh	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 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 22 (before Evergreen's start date). Students must be registered by 5:00 PM on Thursday September 17th.		Raymond Bateh	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
American Sign Language V - at SPSCC Claudia Foy	Course	FR–SRFreshmen–Senior	4	04	Evening		W 16Winter			This second-year ASL course will continue the development of ASL fluency, emphasizing expressive and receptive skills development. Focus will be given to correct formation of signs, movement, rhythm and clarity. Idioms and slang will be taught, as well as introduction to ASL linguistics. Prerequisite: ASL IV. 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 23-201		Claudia Foy		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
American Sign Language VI - at SPSCC Claudia Foy	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		This second-year ASL course will continue the development of ASL fluency, including expanded vocabulary, including ASL idioms, increased proficiency in ASL's grammar, linguistics, and non-manual features through intensive conversational and public speaking exercises. Prerequisite: ASL V. 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 21-286.		Claudia Foy		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
American Ways of Seeing Susan Preciso and Ann Storey American studies art history history literature	Program	FR–SRFreshmen–Senior	8	08	Evening	F 15 Fall				The mid-nineteenth century, often called the “American Renaissance,” was a time when writers and artists made a conscious effort to create a uniquely “American” vision—one that differed from European models. They embraced the challenge of depicting what they viewed as a new utopia--an unspoiled and vast continent. Painters and writers saw themselves as "seers," pushing their work into visionary realms. They drew on American experience and places, like Whitman’s Manhattan and Brooklyn, Thoreau’s Walden Pond and Thomas Cole’s Hudson River Valley. Melville’s stories of whaling and life at sea and the Luminist painters’ visions of sky, light and ocean all helped to shape an “American” identity. We will explore the relationships between the writing and the art and learn how the Transcendentalists in writing and oratory mirrored the Luminists in painting, expressed through a veneration of nature. We will include the experience of women, such as Abby Williams Hill, a notable landscape artist who braved bears, frostbite and a stampeding mule train to paint in the Cascades (while not neglecting her six children and being active in the early childhood education movement). We will ask why this period is still compelling and how this “American” identity continues to resonate in our culture.As part of our study, we will learn formal analysis of text and image and we will also incorporate creative writing—another way to link words with images. Moving from theory to practice, we will create assemblages, such as the Cornell Box, that allow us to express through art what we have learned about American literature and art history. As the Tacoma Art Museum has recently opened its new wing, housing one of the largest collections of art of the American West, we will visit the museum, bringing our practice of formal analysis as a generative lens through which we understand both iconic and new American “ways of seeing.” Credits will be awarded in Art History and American Literature		Susan Preciso Ann Storey	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Anatomy and Physiology I TBA biology	Course	FR–SRFreshmen–Senior	6	06	Evening				Su 16 Session I Summer	Anatomy and Physiology is the study of the structure and of the organs and organ systems of a living body. Students will conduct scientific investigations using scientific knowledge and methodology that will enable them to make educated conclusions based on critical thinking and problem solving skills. The areas studied will be an integration of biology and chemistry and will include, but are not limited to: organization of the body, chemical basis for life, cells & tissues, integumentary system, skeletal system, muscular system, nervous system, endocrine system, blood, circulatory system, lymphatic & immune systems, respiratory systems, digestive system & metabolism, urinary system, and reproductive system. An emphasis will be placed on real-world applications, and active-learning exercises will be included along with laboratory experiences. By the end of this course, students will have an even greater appreciation of the complexity and wonder of the human body.		TBA	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Anatomy and Physiology II TBA biology	Course	FR–SRFreshmen–Senior	6	06	Evening				Su 16 Session II Summer	Anatomy and Physiology is the study of the structure and of the organs and organ systems of a living body. Students will conduct scientific investigations using scientific knowledge and methodology that will enable them to make educated conclusions based on critical thinking and problem solving skills. The areas studied will be an integration of biology and chemistry and will include, but are not limited to: organization of the body, chemical basis for life, cells & tissues, integumentary system, skeletal system, muscular system, nervous system, endocrine system, blood, circulatory system, lymphatic & immune systems, respiratory systems, digestive system & metabolism, urinary system, and reproductive system. An emphasis will be placed on real-world applications, and active-learning exercises will be included along with laboratory experiences. By the end of this course, students will have an even greater appreciation of the complexity and wonder of the human body.		TBA	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Anthrozoology Michael Paros anthropology biology consciousness studies cultural studies philosophy of science physiology psychology zoology	Program	FR–SRFreshmen–Senior	16	16	Day		W 16Winter			Why do humans keep pets and at the same time raise animals for food? What are the psychological and moral complexities that characterize our relationships with animals? What is the impact of human-animal interactions on the health and well-being of people and animals? How do we assess the relative welfare of animals under a variety of circumstances? This program is an interdisciplinary study of human (anthro) and animal (zoo) interaction. This topic of inquiry will be used to study general biology, evolutionary biology, zoology, anthropology, and philosophy. Through field trips, guest speakers, reading, writing, and discussion, students will become familiar with the multiple and often paradoxical ways we relate to companion animals, animals for sport, zoo animals, wildlife, research animals, and food animals. We will use our collective experiences, along with science-based and value-based approaches, to critically examine the ever-changing role of animals in society.We will begin the quarter by focusing on the process of animal domestication in different cultures from an evolutionary and historical perspective. Through the formal study of animal ethics, students will also become familiar with different philosophical positions on the use of animals. Physiology and neuroscience will be used to investigate the physical and mental lives of animals, while simultaneously exploring domestic animal behavior. Students will explore the biological basis and psychological aspects of the human-animal bond. They will then study the science of animal welfare and complete a final project in which they will apply their scientific and ethical knowledge to a controversial and contemporary animal welfare question. Students will finish the quarter with a multiple-day trip to University of British Columbia, where they will visit with faculty and students doing active research in animal welfare science.Students will be expected to read primary literature in such diverse fields as animal science, ethology, neurobiology, sociobiology, anthropology, and philosophy. Student success in this program will depend on commitment to in-depth understanding of complex topics and an ability to combine empirical knowledge and philosophical reflection.		Michael Paros		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Arabic For Beginners Steven Niva	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session I Summer	Arabic for Beginners will introduce students to both and in order to provide the foundations for further study in the Arabic language. The course is designed for students with little or no background in the Arabic language. It is open to accepting some students with introductory background, but they must be ready to revisit some introductory material. Students will learn Arabic script and basic grammar rules, expand their vocabulary, and practice conversational Arabic used in everyday encounters. They will also watch films, listen to music and discuss cultural topics related to language use. This course prepares students for language-based area programs, and for advanced first year Arabic language requirements.		Steven Niva	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Archaeological Field School: Excavating Olympia's First Homestead Ulrike Krotscheck American studies anthropology history	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session II Summer	In this program, which will be the second season of Evergreen's archaeological field school, students will learn the methods of archaeological field practice, including survey, mapping, excavation, and the recording and conservation of artifacts. The site under investigation is the homestead of George Bush and his wife Isabella. They were the first non-native settlers in this state, eventually establishing the community of New Market, which later became Tumwater. As the first pioneers to settle in Washington Territory, the Bushes were important for the subsequent history of our state. They paved the way for other settlers of all ethnic backgrounds, whose increasing presence helped the United States claim this disputed territory over Great Britain in 1846. Bush's children and grandchildren continued to occupy the land he was granted, and the last residence was not torn down until the 1960's. The goal of the second season of this field school is to complete surface survey and archaeological excavation begun in 2015, and to work on public outreach with the project.This program follows an alternate schedule: The program will start in the week of the second session, on August 1st, and will continue summer evaluation week; Sep 2nd. The first two weeks (August 1st- Aug 15th) will be conducted online, with an introduction of archaeological methods and the historical context of the site. Readings and discussions for the first two weeks will all happen on the online program platform. Good access to internet is therefore required for all students.Presence on campus will be required beginning on August 16th on, when we begin field- and lab-work with an intensive schedule (see below). Since in the second half of the session students will be working outside in the field, they should be prepared for physical exertion and inclement weather. Students will learn proper excavation and field recording methods, interact with the public, and process the finds. Students will also participate in individual or group research projects about an aspect of this site. In the final week of the program, which falls during summer evaluation week (August 29-Sep 2), students will learn to classify, record, clean, and conserve any artifacts found, and will have the opportunity to contribute to the writing and publication of the final excavation report.		Ulrike Krotscheck	Mon Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Art and Architecture in Motion: Performance Art Walter Grodzik aesthetics architecture art history dance theater visual arts Signature Required: Fall Winter	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter			In this two quarter program, students will study the history, theory, and practice of 20th century Avant-garde performance, including Surrealist, Dada, Futurist, Cubist, Bauhaus, and other more recent contemporary Performance Art traditions. Emphasis is this program is on experiential learning through workshops stressing technique, theory, and composition and the live performance of original and reconstructed works.In the first quarter, students will study 20th century Western experimental performance art through the reading of texts, performance manifestos, and film screenings. In weekly workshops, students will investigate and practice newly-learned techniques and reconstruct historical performances. Students will also engage their learning through the use of improvisation and the composition of original performance works. There will be multiple rehearsals scheduled each week to reconstruct and create new work. Works in progress will be shared regularly in performance workshop for peer and faculty critique.In the second quarter, students will continue studies of Performance Art in order to create a body of short performances to be presented at the end of the quarter. Students will be heavily involved in both workshops and independent rehearsals in order to realize their final public presentation.This is an advanced program in practice and theory, designed particularly for theater and dance students, however, avant-garde performance works are multidimensional, and students in the performing arts, media arts, and visual arts with musical and kinesthetic sensitivity are welcome.Workshops are progressive and attendance is essential, requiring high levels of maturity, independent time management, and organization. Students need to be able to work collaboratively and should exhibit a high-level of independence. Most experiential learning cannot be "made up", and students are expected to be active and enthusiastic participants in all aspects of the program, at all meetings, and to demonstrate integrative, independent, and critical thinking.		Walter Grodzik	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Art and Archive Julia Zay art history media arts media studies visual arts writing	Program	JR–SRJunior–Senior	16	16	Day	F 15 Fall				We are living in the archive. The 21st century, age of the digital and of infinite information horizons, offers particularly fertile conditions for future artists, writers, curators, and educators to meet, collaborate, and reinvent their identities as cultural workers, memory agents, and experimental pedagogues. This program is designed to support students in the arts and humanities who are interested in forging a practice that combines creative and critical engagement with questions of memory, the writing of history, the document and the object, the history of exhibition and display, the gallery, museum, and archive.We will investigate the ways that cultural institutions, including museums, ethnographic films, and documentary photography have written "official" histories; our own creative experiments will be directed toward critiquing and intervening in these visual narratives by working closely with archival materials. Our studios and laboratories will often be museums and archives; we will visit museums in Seattle and Portland, and we will spend time almost every week in a local archive, getting to know the Washington State Archives here in Olympia as artist-researchers.This is an advanced program for students who are looking to develop their own research-based artistic practice and who want to pursue small-scale individual or collaborative projects within the context of a program structured around supporting that work through lecture/screenings, presentations, weekly writing workshop and project critique, and seminars on common readings. Students will plan independent work for the quarter under faculty guidance. Students will also share in leading class sessions that may include regular work-in-progress presentations, seminar facilitation, and other presentations of research related to program themes. Projects supported: critical/creative writing (we will do our best to blur the line between these), non-traditional writing for the moving image and performance, video and film, photography, and other visual arts.Students interested pursuing an in-program internship as part of their academic work in the program should register first, then research their options and contact the faculty to discuss further.		Julia Zay		Junior JR Senior SR	Fall	Fall
Art Forms, Resistance and Counter-narratives in India Savvina Chowdhury and Ratna Roy cultural studies dance gender and women's studies political economy	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		What role does dance, theatre, art and literature play in liberatory struggles? From anti-colonial struggles during the colonial era to ongoing struggles for democracy, this program will explore the role played by art forms and artists in resisting colonial domination, negotiating power structures and offering counter-narratives. Our program will examine forms of resistance that arose in the context of colonial India, as well as those that mark the postcolonial experience of India as a nation of diverse communities. Through our study of history, literature, dance, theatre and political economy, we will examine the ways in which marginalized communities in India have used various art forms to “talk back” to narratives of domination and create public spaces that counter the psychic and social oppressions of colonialism, neocolonialism and neoliberalism today. Some of the art forms we will explore include: the street theatre, dance and literature that played a significant role in anti-colonial struggles; the music, traditions and lives of who contested the strictures of gender and class by living lives that flouted the dominant norms of womanhood and femininity; as well as the music and street theatre of contemporary marginalized communities facing displacement and dispossession. Throughout the quarter, we will use the lenses of political economy to contextualize the backdrop of material conditions in which these art forms were practiced historically, as well as the conditions in which they are performed today.		Savvina Chowdhury Ratna Roy	Tue Tue Wed Thu Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
The Art of Counseling Mukti Khanna consciousness studies psychology somatic studies	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session I Summer	This class will focus on both theory and practice in the field of psychology related to counseling for individuals, groups and communities. Students will develop paraprofessional counseling skills based on peer counseling, energy psychology, person- centered expressive arts therapy and intermodal expressive arts therapies.Mindfulness and somatic practices, including qigong and jin shin jyutsu, will be explored in terms of developing presence as a counselor, therapeutic skills, emotional regulation and understanding health from a mind -body perspective in counseling situations.Students will study personality theory to understand the theoretical orientations that support counseling practice from psychodynamic, humanistic and East-West paradigms in psychology.Modes of instructions will include seminars, case studies, counseling labs, workshops, assessments and theoretical projects.		Mukti Khanna	Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
The Art of Counseling Mukti Khanna consciousness studies health psychology	Program	JR–SRJunior–Senior	16	16	Day and Weekend		W 16Winter			This upper-division program will focus on both theory and practice in the field of psychology related to counseling for individuals, groups, and communities. The program will also focus on applications of social justice multicultural counseling work in the mental health field through theoretical readings and case studies.Students will study personality theory to understand the theoretical orientations that support counseling practice from psychodynamic, behavioral, humanistic, and transpersonal paradigms in psychology. Students will develop paraprofessional counseling skills based on peer counseling, energy psychology, and expressive arts therapy models of practice. Mindfulness and somatic practices will be explored in terms of developing presence as a counselor, therapeutic skills, and understanding interpersonal dynamics in counseling situations.Modes of instructions will include seminars, counseling labs, workshops, assessments, and theoretical projects.		Mukti Khanna		Junior JR Senior SR	Winter	Winter
Art of Helping Mary Dean sociology	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 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 Living Consciously Terry Setter, Cynthia Kennedy and Bill Arney aesthetics consciousness studies sociology	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall				"The art of living" is an ancient concept, one that has always suggested that by being educated correctly one could come to live consciously and conscientiously, attentively, and with a sense of purpose. “Correct” education required both education of the mind and education of the body. One cultivated the mind through philosophical discussion with elders and masters who also prescribed appropriate practices for the body. This program will begin by contrasting “the art of living” and its characteristic effort to refine life by cutting away the unnecessary in favor of the Good, with modern life that constantly seeks to expand one's choices, options, and alternatives, all of which tend to distract our attention from our “true” purpose. Among other practices, we will study walking, reading, and writing: walking as political (e.g., protest marches), aesthetic (the "dandy"), and ascetic (pilgrimage) activity; reading not as information acquisition or entertainment but, as many religions do, as a practice of discernment of wisdom; writing not to express oneself or to find one's voice, but as a dedicated effort to find words to help one appreciate and understand embodied experience. We will explore questions about values in life as well as the writings of authors such as C.G. Jung, Ivan Illich, and Joanna Macy.We will explore ways people have used resources and practices, personal to global, to craft richer, more meaningful lives. We will have weekly workshops in movement and somatic practices as well as an overnight retreat to build program cohesion and explore new skills. During the term, students will work collaboratively to create responses to our program materials. They will also conduct independent research on a topic of their choosing, related to the program content; this project will account for up to half of the awarded credit.		Terry Setter Cynthia Kennedy Bill Arney		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Art of Mosaic Ann Storey art history visual arts	Program	FR–SRFreshmen–Senior	8	08	Evening			S 16Spring		This interdisciplinary class will explore the art and art history of mosaics An ancient art that combines practicality with beauty, the mosaic medium is currently having a renaissance as contemporary artists explore its emergence as a sustainable medium that often uses recycled materials. It is also a functional art form that is often used in architectural design and in outdoor sites. In studying the history of mosaics, we will concentrate on three eras when mosaic art flourished: the classical, Byzantine and medieval periods; the Arts and Crafts Movement and the Art Nouveau style that grew out of it; and contemporary mosaics. Students will be guided in a process for making both two-dimensional and three-dimensional mosaic artworks and will also have writing projects, research assignments, and workshops to help them to more critically write about and talk about art. Projects ideas will grow out of studying the history of mosaics. Critique/analysis sessions will emphasize using design principles to make more compelling artworks.		Ann Storey	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Art Since 1500 Olivier Soustelle art history	Course	FR–SRFreshmen–Senior	4, 6	04 06	Day				Su 16 Session I Summer	Artists have always pushed the boundaries of the cultures in which they live. This class studies world art history since 1500 from the Renaissance to the 20th century, focusing on artistic innovations in paintings, sculpture, architecture and the decorative arts in Europe, North America, and Asia. Credit is possible in either art history or world cultures/civilizations. Students earn 4 credits during two weeks of intensive class meetings, June 20 to July 1, 2016. Students enrolled for 6 credits will then have the remainder of the summer session to research and write on topics they choose, with faculty guidance. This is a companion class to "Europe Since 1500."		Olivier Soustelle	Mon Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
"As Real as Rain": The Blues and American Culture revised Chico Herbison and Andrew Buchman African American studies American studies cultural studies music writing	Program	JR–SRJunior–Senior	16	16	Day			S 16Spring		David Ritz, music writer This program will provide an introduction to, and overview of, that magnificent and enduring American art form we know as “the blues”: its musical elements, African and African American roots and precursors, historical and stylistic evolution, major practitioners, and its influence on other musical genres (most notably, jazz, rhythm & blues, rock & roll, rock, and rap/hip hop). Equally importantly, we will examine its impact on American culture and, among other ventures, apply a blues theory of aesthetics to U.S. literature in general, and African American literature in particular. Our primary written text will be the anthology, (Steven C. Tracy, editor). Additional written texts will include biographical and autobiographical selections, fiction, poetry (including music lyrics), and scholarly articles on the blues. Weekly film screenings will include a range of fiction works and documentaries such as Martin Scorsese’s critically acclaimed series, . Finally, there will be extensive listening assignments that will provide the soundtrack for our journey from Africa to the southern United States, to the urban North, throughout our nation, and across the globe. We will devote two weekly seminars to close readings of written texts, films, and music. In addition to short weekly writing assignments, students will produce a final project that will help them refine both their expository and creative nonfiction writing skills. There will be a weekly open mic opportunity for musicians—whether aspiring or experienced—to play and share the blues, as well as a three-day field trip to a major Pacific Northwest blues festival.		Chico Herbison Andrew Buchman	Tue Tue Thu Thu Fri	Junior JR Senior SR	Spring	Spring
Astronomy and Cosmologies revised EJ Zita astronomy history philosophy physics	Program	SO–SRSophomore–Senior	16	16	Evening			S 16Spring		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 its 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. They are invited to help organize an observation field trip to regions with clear skies.		EJ Zita		Sophomore SO Junior JR Senior SR	Spring	Spring
Astronomy and Cosmology: Stars and Stories Rebecca Chamberlain astronomy education field studies literature philosophy of science writing	Program	FR–SRFreshmen–Senior	8	08	Day, Evening and Weekend				Su 16 Session II Summer	This program is focused on fieldwork and activities designed for amateur astronomers and those interested in inquiry-based science education, as well as those interested in exploring mythology, archeo-astronomy, literature, philosophy, history, and cosmological traditions.Students will participate in a variety of activities from telling star-stories to working in a computer lab to create educational planetarium programs. We will employ qualitative and quantitative methods of observation, investigation, hands-on activities, and strategies that foster inquiry based learning and engage the imagination. Through readings, lectures, films, workshops, and discussions, participants will deepen their understanding of the principles of astronomy and refine their understanding of the role that cosmology plays in our lives through the stories we tell, the observations we make, and the questions we ask. We will participate in field studies at the Oregon Star Party as we develop our observation skills, learn to use binoculars, star-maps, and navigation guides to identify objects in the night sky, and operate 8” and 12” Dobsonian telescopes to find deep space objects. We will camp in the high desert and do fieldwork for a week.		Rebecca Chamberlain		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Atoms, Molecules, and Reactions Rebecca Sunderman, Krishna Chowdary and Neil Switz chemistry physics Signature Required: Winter Spring	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall	W 16Winter	S 16Spring		This is a year-long, upper-division science program in physical chemistry. In this program we will go from introductory chemistry concepts of the shapes of atomic and molecular orbitals, and explore how these shapes are known mathematically and measured experimentally. Similarly, we will move from stating that some materials are conductors to examining the solid-state structural characteristics that indicate a material is a potential conductor or semiconductor. This program is devoted to exploring the "But why?" of physical chemistry by examining topics in thermodynamics, quantum mechanics, kinetics, advanced inorganic chemistry, and materials chemistry. During Winter and Spring quarters statistical mechanics – the discipline that most unites physics and chemistry – will enable us to derive from first principles such “chemistry” topics as the law of mass action, the ideal gas law, the heat capacity of solids, and the Gibbs free energy, and such “physics” topics as the behavior of semiconductors, the Planck blackbody law, Bose-Einstein condensation, and the Chandrasekhar limit for stellar collapse. Many of the topics in this program require a strong mathematical foundation and comfort with application of calculus. Elements of upper-division linear algebra, differential equations, and probability will be taught in conjunction with the chemistry and physics content of this program.The program will encompass lectures, workshops, labs, group projects, seminars, homework, essays, field trips, and community interaction events. Primary topics of study will include: thermodynamics (enthalpy, entropy, Maxwell relations), statistical mechanics (equipartition, the Boltzmann factor, chemical potential, Bose and Fermi statistics), quantum mechanics (Schrodinger equation, atomic and molecular energy levels, electronic structure of atoms and molecules, spectroscopy), kinetics (unimolecular and biomolecular kinetics, reaction spontaneity, current kinetic theories), and properties of materials (phase diagrams, solid-state structure, bonding theories, applications of symmetry and point groups, electronic and magnetic properties of materials), as well as the chemistry of transition metal complexes and materials synthesis. Each quarter will involve significant advanced laboratory work focusing on instrumentation, experimental design and research, and structured experimentation. Additional focus on scientific writing, scientific ethics, and societal issues connected to science will be incorporated throughout the year.		Rebecca Sunderman Krishna Chowdary Neil Switz	Mon Mon Tue Tue Wed Thu Fri	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Attachment Across the Lifespan Janys Murphy psychology	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		In this program, we will explore human development during childhood, adolescence and adulthood, including studying current research on early childhood and aging. Some guiding questions will be: What is development? What arrests development, and more importantly, what repairs it? What is attachment and how does it present itself across the lifespan?We will consider development by exploring concepts from attachment theory, child development theory, existential theory, Jungian analysis, interpersonal neurobiology, and qualitative research. Program activities will include reading and discussing texts from such authors as Erel Shalit, Frances Jensen, Sherry Turkle, Carol Garhart Mooney, and Victor Frankl, engaging in small group activities and lectures, and participating in writing and movement workshops. Students will research and present in groups on a major developmental theorist as a way to integrate historical and current concepts. Students will also participate in a qualitative interview with another person in order to increase observation skills and understanding of developmental milestones.Our study of development will include a consideration of ourselves and our own autobiographical narrative. To support this narrative, we will engage in the weekly body mind practices such as yoga, and complete a self-study project that includes exploring values, personality assessments, media, and art. Throughout the quarter, students will regularly reflect on their own development, and their growing understanding of developmental theory, culminating in a final formal portfolio.		Janys Murphy	Mon Mon Tue Tue Thu Thu	Freshmen FR 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 15 Fall	W 16Winter			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
The Authentic Self: Becoming an Instrument of Change Marla Elliott and Marcella Benson-Quaziena communication cultural studies visual arts Signature Required: Spring	Program	JR–SRJunior–Senior	8, 12	08 12	Weekend	F 15 Fall	W 16Winter	S 16Spring		You are the most powerful and versatile tool you have. Do you know who are you and what you stand for? Is that who you want to be? How can you use your presence as an instrument of change? How do you know what you evoke/provoke in others? How do you move in the world with awareness of your authentic self? The ability to communicate and influence is crucial to our effectiveness as we move through many systems. This program is designed for students who want to develop skills of self-knowledge and “use of self” as an instrument of social change. Students will be asked to develop goals for using their learning in their own work or life settings and to examine how we internalize our theories of influence into our stance as agents of change. There will be opportunities to show our individual presence and to experience the impact of that presence on others. Together these art forms facilitate both self-knowledge and social change. By combining theory and practice, students in will develop powerful skills in communications, empathy, and group dynamics. We will use acting to assist us to observe carefully the nature of human feeling and interaction, and to use our observations to create insight in our audiences and ourselves; singing to make art out of breathing, to literally tune ourselves to the subtlest vibrations our bodies are capable of; songwriting to imagine words, rhythm, and melody together and to put forth our imaginations into public space; and human development theory to give us a frame for understanding self in context. We will focus on how we present our authentic selves to the outside world. We will use maskmaking, performance work, and presentation skills to explore exterior expressions of our interior selves. A major focus of this quarter will be to explore how we use ourselves to influence change. We will focus on two person and dyadic systems as we asses ourselves in intimate communities. How do we form and sustain primary relationships? How do we take care of each other? How do we connect in friendships, relationships and colleagueship? At the interpersonal level of system, boundaries are drawn between pairs: individual/individual, individual/subgroup, and individual/group. The goal of work at this level is to clarify the nature of the boundary, to understand the boundary between self and other, to define how often and with whom interaction takes place, and to notice how exchanges of influence and information occur across that boundary. *Spring quarter students taking the program for will engage in an additional 4 credit project related to working with dyadic systems. The project will include a research paper and a creative project using performing, media, and/or visual arts. Possible Texts:Csikszentmihalyi, Mihaly. 1991: HarperCollins; ISBN: 0060920432Gergen, K. (2009) . Oxford University Press, USA. ISBN: 0195305388Smith, Anna Deavere. . 1994: Anchor; ISBN: 0385473761Sotomayor, Sonya. (2013) . Vintage. ISBN: 9780345804839 Credits will be awarded in arts and culture and psychology.The Program will be offered in an Intensive Weekend format.		Marla Elliott Marcella Benson-Quaziena	Sat Sun	Junior JR Senior SR	Fall	Fall Winter Spring
Autobiography Steve Blakeslee literature writing	Program	SO–SRSophomore–Senior	8	08	Evening		W 16Winter	S 16Spring		“All sorrows can be borne,” writes Isak Dinesen, “if you put them in a story, or tell a story about them.” This program will approach autobiography (literally, ‘self-life-writing’) as a powerful way to make sense of human experience, particularly in times, places, and social, political, and personal settings that differ from our own. Our texts will range from classics in the genre, like Angelou’s and McCourt’s , to works of autobiographical fiction by Joyce and Plath, to innovative graphic novels like Marjane Satrapi’s and Craig Thompson’s In seminars, students will delve into the intricate issues of memory, authority, persona, and truth that present themselves to every writer of self-narrative; in “writing marathons” they will learn to write freely and fearlessly about their experiences, thoughts, and emotions. Students will also develop and articulate their new understandings by means of response papers, reflective journals, bibliographic summaries, and related activities. Finally, each quarter students will write substantial memoir-essays of their own, developing their topics and drafts in a supportive group environment.		Steve Blakeslee	Tue Thu	Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Awakening the Leader Within revised Dariush Khaleghi leadership studies	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		We need a new generation of leaders and game changers. 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	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Back in the Days: History Through Hip Hop and Haiku Anthony Zaragoza African American studies American studies cultural studies gender and women's studies history literature music political economy	Program	FR–SRFreshmen–Senior	4, 8, 16	04 08 16	Day				Su 16 Session I Summer	We'll explore history through the lens of seemingly contrasting art forms: hiphop and haiku. Beginning with Lipsitz’s idea that artistic expression reflects, responds to and shapes historical realities, we'll look back to Hiphop's beginnings in Africa, connections to the Caribbean, birth in NYC, and growth into a global phenomenon. Meanwhile, Haiku, a thousand years old with roots in China, leaves its initial role as mood-setter for a longer Japanese work, appears solo as a linguistic snapshot, and flowers into Japanese popular art with worldwide influence. We'll examine these histories, read and write poems, listen to music, watch films, and compare/contrast these global art forms.		Anthony Zaragoza	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Basics of Scientific Illustration Angela Mele art history	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session I Summer	Students will learn basic traditional and digital techniques in scientific illustration. This is a course for anyone wishing to improve their drawing skills, from quick sketches of moving critters to richly detailed botanical illustrations. This course is also for scientists interested in creating visuals to interpret their work. With access to Evergreen’s natural history collections, farm, and gardens, students have unique reference material to work from. They may also choose to illustrate local research topics or special objects from their personal collections. Discussions in the history of the practice provide students with context for their work. Media covered include pencil, ink, colored pencil, watercolor, and gouache; we will also cover basic digital illustration and design using the Adobe Suite. Students will learn to properly scan, save, edit, and reproduce their work in print and on the web. Class time consists of demonstrations, practicing techniques, discussions about illustration history and applications, guest lectures on special topics, field journaling, and critiquing finished originals and printed reproductions. Students will develop a portfolio of illustrations made for a variety of applications including field guides, posters, scientific publications, magazines, and interpretive signs. Selected works by each student will be displayed in an exhibit at the end of the course.		Angela Mele	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Be Wilder: Writing from Wilderness John Schaub literature outdoor leadership and education sustainability studies writing	Program	FR–SRFreshmen–Senior	8	08	Day and Evening				Su 16 Session II Summer	Many cultures have traditions of teachers and students spending time in wilderness. We’ll let wilderness work in us, inspire us and help immerse us in writing. Carrying our own food and shelter will focus us, and open new outlooks on sustainability. We’ll live Leave-No-Trace ethics as we paddle to Squaxin Island and hike in the Olympic and Cascade Mountains, including Rainier and St. Helens. We’ll read, seminar, write and critique, with ongoing faculty feedback.This all-level program could be an orientation for incoming students, and a chance for anyone to engage deeply with writing, and/or produce a finished publishable manuscript.		John Schaub	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Beethoven, Blake, and the Sounds of Revolution Leonard Schwartz and Andrea Gullickson literature music writing	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		Ideas matter. Words and music are powerful; they can profoundly alter how we view ourselves, everything outside ourselves, and the intersection of the two. What can the works of composer Ludwig van Beethoven and poet William Blake teach us about the power of imagination and the possibilities of human freedom? Through close listening and reading, we will study the textures of their work in the context of the 19th century, as well as consider several of their late 19th-century inheritors and 20th-century transformers and critics: in poetry, the experimental formalism of Gertrude Stein and Louis Zukofsky (“upper level music, lower level speech”); and in music, the compositions of Richard Wagner and John Adams. Other readings will include Nietzsche’s Georg Buchner's and Adalbert Stifter's as well as essays by Maynard Solomon, Richard Taruskin, Edward Said, and Theodore Adorno. Particular works of Beethoven to be considered are the 3rd, 5th, and 9th symphonies, piano sonata No. 17, and his late string quartets.		Leonard Schwartz Andrea Gullickson	Mon Tue Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Beginning Drawing: Grounds Jonathan Happ	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session I Summer	Beginning Drawing: Grounds investigates the expressive possibilities of image making using the Evergreen campus grounds and surrounding forest as the primary subject. This course is designed to develop foundational drawing skills, personal imagery, and an ability to articulately examine creative work. To do so will explore the visual language of realism and both formal and informal abstraction through traditional and experimental drawing exercises.		Jonathan Happ	Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Better and Worse: Health and Inequality in the U.S. Nancy Anderson and Wenhong Wang health law and public policy sociology Signature Required: Spring	Program	JR–SRJunior–Senior	8	08	Evening and Weekend		W 16Winter	S 16Spring		As of 2015, one in ten Americans do not have health coverage; American life expectancy, at 79 years old, is four years worse than Italy.What factors are responsible for our state of health and wellbeing, as individuals and societies? How does inequality with respect to socioeconomic status relate to health inequity? What are the additional effects of race and ethnicity? What can we do as individuals, communities, and as a nation to eliminate inequality? Can the Affordable Care Act help us eliminate health inequity? How do we compare with other countries and what can we learn from them? These questions form the central concerns of this 8 credit program. We will be addressing these questions in the larger social context of increasing inequality in the U.S. in the past several decades. Our learning community will work as individuals and in small groups to understand what inequality means and how where we stand socially affects our health in every way, from our circumstances of birth to our life expectancy and mode of death.		Nancy Anderson Wenhong Wang	Sat Sun	Junior JR Senior SR	Winter	Winter Spring
Beyond the Binary in Science and the Arts Chico Herbison and Amy Cook American studies biology cultural studies gender and women's studies	Program	FR–SOFreshmen–Sophomore	16	16	Day	F 15 Fall				This program will explore issues of identity and our tendency to see the world in binary (that is, "either/or") terms. We all rely, in varying degrees, on certain categories and labels to help us understand ourselves and our environment. What if those categories blurred or merged and we began to see plants, animals, and people in “and/both” terms rather than “either/or” fashion? What does it mean to be “black and white” or “male and female” or “human and machine”? One of the goals of this program is to expose flaws in binary forms of thinking and analysis and, in the process, help students question the very foundations of what is considered normal in our world.The sciences, the arts, and popular culture will be our primary investigative tools. Topics for exploration will include race, biology, and genetics; the fusion of human and machine (cyborgs, artificial intelligence, implants, and prostheses); diversity, gender, and sexuality in nature (for example, marine invertebrates that have both male and female sex organs or transgender expression among hummingbirds); how mixed-race and transgender identities help challenge the mythologies of race and gender; and what cinematic representations of vampires, monsters, and aliens can teach us about the meanings of "human" and other topics.Our learning goals will include development of analytical/critical thinking, reading, and writing skills; communication skills; and the ability to work across disciplines and differences. Weekly activities will include lectures/presentations, labs, workshops, film screenings, and seminars. Students will be required to submit weekly lab reports and seminar assignments, maintain an Identity Journal, and produce and present a final project.		Chico Herbison Amy Cook	Tue Wed Thu Thu Fri	Freshmen FR Sophomore SO	Fall	Fall
Beyond Yoknapatawpha: Southern History and the Novel Geoffrey Cunningham history literature	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		“The past is never dead. It’s not even past.”As the “sole owner and proprietor” of the fictional Yoknapatapwha County, William Faulkner created an innovative literary landscape to explore the history of the American South. This program will use the interests and themes of Faulkner’s saga to study the literature generated by Southern history. Beginning with Yoknapatawpha, our program will broaden to include the works of Southern novelists Ernest J. Gaines, Robert Penn Warren, Alice Walker, Ralph Ellison, Kate Chopin, and Pat Conroy. Throughout we will study the history of race, slavery, the Civil War, and segregation along with the themes of violence, class, and gender.Students in this program will read novels as well as select literary criticisms and biographies. We will pay particular attention to the structure, aesthetic quality, and purpose of each writer’s work. Students will write responses to each reading and will produce an expository essay on a chosen aspect of the program’s theme. Classes will include seminars, lectures, film screenings, workshops on criticism, and recitations in which students will present their own writing. Throughout we will focus on the literature generated by the history of the American South. : This program includes a substantial amount of reading, which students will need to complete on time. Students will write a two-page response paper to each reading, which must be completed and presented in seminar. Students will also be required to write one fifteen-page expository essay on Southern history and its literary legacy.		Geoffrey Cunningham	Tue Wed Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Biodiversity Studies in Argentina Erik Thuesen biology botany ecology environmental studies field studies language studies marine science natural history study abroad zoology Signature Required: Fall	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall	W 16Winter			In the 19th century, well-known European scientists such as Darwin, d'Orbigny, and Bonpland traveled in Argentina and brought their knowledge of the flora and fauna back to Europe. The marine, desert, and alpine environments of the Southern Cone harbor flora and fauna are very different from similar environments in North America. In this two-quarter program, we will carry out intensive natural history studies of the unique organisms and ecosystems of Argentina, focusing on those of Patagonia. After an introductory week in Olympia at the start of fall quarter, the study-abroad portion of the program will commence with a four-week intensive study of Spanish language in Buenos Aires, which will prepare us for our travels and studies in Argentina during fall and winter quarters.We will read primary literature articles related to the biodiversity of Argentina, and each student will be responsible for presenting different topics during weekly seminars. We will begin to study the flora and fauna of the Southern Cone through preliminary readings, lectures, and classwork in Buenos Aires. We will take a short trip to the subtropical province of Misiones, then move to the coastal and mountain regions of Patagonia where we will study the area's natural history, beginning with field studies on the Atlantic coast, and then moving to the Andean Lakes District, taking advantage of the progressively warmer weather of the austral spring. Students will conduct formal field exercises and keep field notebooks detailing their work and observations.During winter quarter (summer in the Southern Hemisphere), students will reinforce their language skills with two weeks of intensive Spanish studies in Patagonia, examine montane habitats, and then work in small groups on focused projects examining topics of biodiversity. It will be possible to conduct more focused studies on specific ecosystems or organisms, including those of southern parts of Patagonia. Clear project goals, reading lists, timelines, etc., will be developed during fall quarter in order to ensure successful projects in winter quarter. Examples of individual/small group projects include comparisons of plant/animal biodiversity between coastal, desert, and alpine zones; comparative studies on the impacts of ecotourism activities on biodiversity; and examining community composition of intertidal habitats along a gradient from north to south, among others.		Erik Thuesen		Sophomore SO Junior JR Senior SR	Fall	Fall
Biogeochemistry: Microbes, Rocks, and Soils Andrew Brabban and Abir Biswas biochemistry biology chemistry environmental studies field studies geology	Program	SO–SRSophomore–Senior	16	16	Day			S 16Spring		This upper-division science program will examine the interplay between the biological and chemical processes of the Earth's hydrosphere and lithosphere. Many environmental processes occur as a result of specific microbial processes that are intrinsically controlled by the substrate (geology) and the geochemical parameters (redox, pH), making these studies inherently interdisciplinary.Over the quarter, we will investigate biotic and abiotic controls on the cycling of important elements (specifically key biological and chemical elements of carbon, nitrogen, iron, etc., and elements we often consider toxic such as arsenic and heavy metals) in both "pristine" and polluted systems, and in aerobic to anaerobic systems. Students will cover topics in environmental microbiology examining the roles microorganisms play in the environment, their metabolism, and the broad diversity of the ecosystems they occupy. Likewise, students will cover topics in geochemistry and geobiology examining the role of microbes in element cycling at the Earth's surface. Laboratory work will focus on both classical microbiological methods, as well as newer biochemical and molecular procedures to determine the biodiversity of soil and water samples and the activity of specific organisms within an ecosystem. In addition, students will learn field sampling techniques, collect soil and/or water samples in the field during day trips, and conduct relevant geochemical analyses in the laboratory to elucidate element cycles. Weekly seminars and student presentations discussing recent research from the primary literature will be important components of the program.		Andrew Brabban Abir Biswas	Mon Mon Tue Wed Wed Thu	Sophomore SO Junior JR Senior SR	Spring	Spring
Black and White Photography: Summerwork Bob Haft	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session I Summer	"Black and White Photography: Summerwork" is an intensive, hands-on program for students of all skill levels wishing to learn the basics of the 35mm camera (or larger format), darkroom techniques, aesthetics, and a short history of photography. Expect to shoot at least 20 rolls of film for full credit and write five short responses to individual photographs. A final project involves production of a book of photographs; each student will receive a copy at quarter’s end. Emphasis is placed on learning to see as an artist does, taking risks with one’s work, and being open to new ideas.		Bob Haft	Mon Tue Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Bodies That Matter Carolyn Prouty, Laura Citrin and Rita Pougiales anthropology biology gender and women's studies health physiology psychology sociology Signature Required: Winter	Program	FR–SOFreshmen–Sophomore	16	16	Day	F 15 Fall	W 16Winter			Bodies are tangible; they have form and substance, a materiality that we can perceive, sense, and touch. Bodies, too, can sense and feel the world they inhabit—the heat of the sun, the pain of a thorn, the coolness of water, the slap of an insult, the jolt from a pleasant surprise. Bodies are organisms that grow, change, and die. It is within these bodies that we experience what we call a And yet, bodies are also signs; like a text, we learn to read (and misread) our body and the bodies of others. The color, size, age, and sex of a body (among other features) are computed to determine meaning and value. Some bodies matter in our cultural, political, historical field more than others; some bodies are prized and imitated. The body, in its psychological, biological, and social realms, will be at the center of our study. We will investigate the knowledge we have created about the body and how that knowledge relates to broader cultural, historical, environmental, and political forces. Our study will integrate current research and scholarship from the fields of psychology, biology, anthropology, feminist epistemology and philosophy, public health, literature, and sociology. We will study introductory anatomy and physiology—the basics of how our bodies work—in order to know something about the physical matter of which our bodies are comprised, and concepts in public health that help us to understand the contexts which determine health and illness. Our work in social psychology will examine the everyday interplay between embodied individuals and the social world in which we live, move, think, emote, and act. Through anthropological, sociological, and feminist lenses, we will examine the history, institutions, and cultural beliefs that shape how and why bodies are judged to be healthy or sick, normal or abnormal, beautiful or ugly, virtuous or deviant, powerful or weak.In this lower-division program for freshmen and sophomores, we will pay special attention to nurturing intellectual skills and sensibilities. In particular, we will help students learn to listen and observe attentively, do close and critical reading with challenging texts, contribute clear and well developed writing, make relevant contributions to seminar discussions, and acquire research and laboratory skills in biology, social psychology, and anthropology.		Carolyn Prouty Laura Citrin Rita Pougiales		Freshmen FR Sophomore SO	Fall	Fall Winter
Book Arts: Book Design for Writers revised Steven Hendricks literature visual arts writing	Course	FR–SRFreshmen–Senior	4	04	Day and Weekend				Su 16 Session I Summer	This class is designed to help students to pursue small scale or personal self-publishing projects (of book-length work) and for writers who want to use book design and the convenience of print-on-demand services as part of their creative process. Producing a professional-looking book—instead of a conventional print-out—of your own manuscript is an amazing way to see your work afresh and can prepare you for self-publishing or for aspects of a career in publishing or design. Working with professional design tools (Adobe InDesign and Photoshop), you'll design and submit for printing your own version of a copyright-free classic. Students are encouraged but not required to develop their own manuscript or an anthology into a second project (you may continue to work with copyright-free materials). Faculty will provide some writing workshops, editing tips, and opportunities for peer critique of writing. Combine with other "Book Arts" courses for the full bibliophile experience!		Steven Hendricks	Wed Fri Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Book Arts: Hand Bookbinding revised Steven Hendricks visual arts	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session II Summer	Learn the basics of the ancient and modern craft of hand bookbinding. In this five-week course, you'll learn the adhesive-free methods of coptic binding and sewing on cords and the more modern case-binding approach. You'll also learn the finer details of hand-sewing end-bands and crafting sturdy and beautiful endpapers. Combine this course with "Book Arts: Book Design" and/or "Book Arts: Letterpress Printing" to round out your love of books!		Steven Hendricks	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Book Arts: Letterpress Printing Steven Hendricks visual arts	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session II Summer	Learn the basic skills of the fine craft of letterpress printing. Steeped in lore, letterpress printing is a fantastic skill for poets, writers, graphic designers, lovers of typography, book artists, artists, and printmakers. Drawing on Evergreen's huge collection of mid-century metal type, you will learn to design, hand-set, and print your own projects on Evergreen's Vandercook printing presses. After developing proficiency with basic techniques, you'll be able to complete your own small broadside or folio project. Combine this class with other "Book Arts" courses to indulge your love of words and books!		Steven Hendricks	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Botany: Plants and People Frederica Bowcutt botany cultural studies field studies natural history writing Signature Required: Winter	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter			This program focuses on people's relationships with plants for food, fiber, medicine, and aesthetics. Students will study economic botany through seminar texts, film, and lectures that examine agriculture, 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 and natural history have played in colonialism, imperialism, and globalization. Initiatives to foster more socially just and environmentally sustainable relations with plants will be investigated.In fall, weekly workshops will help students improve their ability to write thesis-driven essays defended with evidence from the assigned texts. In winter, 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.This program serves both advanced and less experienced students who are looking for an opportunity to expand their understanding of plants and challenge themselves. This two-quarter program allows students to learn introductory and advanced plant science material in an interdisciplinary format. 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 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 plant identification skills of common species.		Frederica Bowcutt	Mon Tue Wed Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall 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 15 Fall	W 16Winter	S 16Spring		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. Our work will also contribute to the new Indigenous Arts Campus. 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
Breaking the Grid: An Introduction to Graphic Design Melanie Valera	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Summer	This course is an exploration of the fundamental principles of graphic design through a series of weekly assignments and group critiques, supported by short readings, class discussions and seminars. The readings will introduce the students to the vocabulary of design exploring the human heritage of our imagery through history with a focus on women graphic designers. This class concentrates on developing the skills to manipulate and merge core design elements such as type, shape and image to transmit content and values. We will investigate the use of elementary tools such as composition, color, hierarchy, scale, rhythm, and visual metaphor. In the first half of the course, you will work essentially by hand and explore simple analogue processes such as collage techniques, photocopy machine, and Letterpress Printing. In the second half of this course, we will transition to working with computer technology, using Adobe Photoshop, Illustrator and InDesign softwares (there will be a few workshops to help with this transition however this is not a software based course and you will be responsible for teaching yourselves) for different approach of graphic design work. Finally, to tie back together our analog and digital practices and knowledge, we will also learn how to generate type-high 3D printed prototypes to bring back to the letterpress studio! The assignments are designed to help you develop a working process that leads to a body of accomplished visual work, as well as an analytic and critical vocabulary engaging that work, laying a solid groundwork for more study.		Melanie Valera	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Bryophytes and Lichens of the Pacific Northwest Lalita Calabria biology botany ecology environmental studies field studies	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall				The Pacific Northwest (PNW) supports one of the world's most diverse assortments of bryophytes and lichens. Bryophytes (mosses, liverworts and hornworts) are the earliest land plants. Lichens, are not plants at all- they are a diverse group of symbiotic organisms composed of a fungal partner with an algae and/or cyanobacteria. Together, bryophytes and lichens occur on nearly every continent and ecosystem in the world and are among the most sensitive indicators of environmental change. In the ecosystems where they occur they work to stabilize soils, reduce water and nutrient run-off and provide habitat and nesting material for invertebrates and vertebrates. Moreover, lichens and mosses represent ~30% of the world’s eukaryotic biological N-fixation and peat-moss alone stores nearly 33% of all global terrestrial carbon.This upper-division science program focuses on bryophytes and lichens- their taxonomy, ecology and biology. Field trips will emphasize life history of these species as well as the sight recognition of major groups and proper collection methods. Lab activities will involve identifying collected specimens to species using dichotomous keys and developing proficiency in techniques for the identification of mosses and lichens, such as thin-layer chromatography and chemical thallus testing for lichens, dissection and slide-making techniques and use of compound and dissecting microscopes. Many of these lab skills can be applied broadly to other taxonomic groups of plants and fungi. Lectures and seminars will focus on readings from bryology and lichen textbooks as well as a variety of essays and scientific papers relating to the evolution, systematics and ecology of these taxa. Students will conduct quarter-long group research projects, which may include herbaria-based taxonomic studies and field-based floristic studies.		Lalita Calabria	Mon Mon Tue Tue Wed Thu	Sophomore SO Junior JR Senior SR	Fall	Fall
The Business of Art: Earning a Living as an Artist Andrew Buchman, Lee Lyttle and Jon Baumunk business and management economics music theater visual arts	Program	FR–SOFreshmen–Sophomore	16	16	Day	F 15 Fall	W 16Winter			This program is designed for business and arts students with a strong interest in making a living as an entrepreneur, operating in the nonprofit art world, or making a career in creative industries, and bridging the conventional gaps between creativity, business sense, and social engagement. An artist or entrepreneur who understands the principles of a well-run organization and can deal effectively with management issues like economics, finance, business planning, marketing, negotiating contracts, legal issues such as free speech and fair use, applying for grants, and strategic planning, we'll find, is likely to gain more artistic and professional freedom. For-profit and nonprofit organizations are different, and we want to make sure students gain knowledge of the vast range of ways they can make a living in and around the arts. By examining art, music, and theatre worlds, we will discover structures that help foster vibrant artistic communities—but also basic business and entrepreneurship principles applicable in many other contexts, including the entertainment and media industries. We'll meet business and nonprofit leaders (often artists themselves) who bring artists and art lovers together. We'll cover concepts in economics, gain critical reasoning skills, and learn about entrepreneurship, how to start a business, and management as a profession. We'll cover topics like strategic planning, tax and copyright law, prices and markets, promotion and marketing, budgeting, fundraising, job-hunting using social media, and working with employees, customers, and boards of trustees. Financial accounting and budgeting, two skill areas covered in some depth in winter quarter, will use and develop your quantitative and symbolic reasoning skills.Activities in the program will include options for related independent creative work and research on working artists, workshops on how to create and read complex spreadsheets and budgets, career counseling, and a rich mix of critical and creative projects, including a series of visits to local arts organizations and with Evergreen alumni active in many creative endeavors, followed by further research, analysis, and critiques. Each quarter's work will include an optional week of travel and study to a big city in the United States: to New York City during the fall and Los Angeles during the winter. Students unable to travel to these cities can pursue related fieldwork in the Pacific Northwest. By the end of the program we expect you to have developed practical skills in financial literacy and career-building, be able to think creatively about ways to connect your own artistic and wage-earning work lives, have an impact on organizations in communities you care about, acquire firsthand knowledge of a diversity of successful arts initiatives, and communicate effectively in the languages of business and nonprofit administration.		Andrew Buchman Lee Lyttle Jon Baumunk	Tue Wed Thu	Freshmen FR Sophomore SO	Fall	Fall Winter
The Business of Nonprofit Enterprises Rebecca Chamberlain and Thuy Vu business and management communication	Program	FR–SRFreshmen–Senior	8	08	Weekend			S 16Spring		Nonprofit organizations, also known as social enterprises, are the growth engines for building communities and implementing social change. How do nonprofit agencies operate in American society? How do they interact with private and public agencies? What makes a nonprofit business successful, fiscally, socially, and ethically? How do nonprofits cultivate a culture of altruism, enrich communities, promote social services, and develop responsible goals and missions? How do nonprofit leaders use storytelling as a strategic tool to promote their vision, advocate for their mission, build community, and inspire generosity, both within and outside their agencies? How do nonprofits raise funds through grants, fundraising, and responsible business practices? How do nonprofit agencies promote personal, social, and economic sustainability on local and global scales? What can go wrong, and how do nonprofit organizations measure their effectiveness? How are nonprofit agencies working to shape the future of entrepreneurship, social service, human potential, sustainability, and creativity? Participants will address the challenges faced by nonprofits, and work to identify and develop the skills and competencies they need to understand, develop, manage, or operate a sustainable and successful nonprofit businesses. Program topics will focus on developing leadership and public presentation skills, and on identifying how leaders effectively tell stories. We will look at nonprofits that work nationally and internationally, and we will study local nonprofit agencies that are successful in advocating for social, cultural, arts, educational, and environmental programs. Students will have the opportunity to explore the issues, challenges, and opportunities that arise from working with various types of businesses across the boundaries of cultural difference. This program is for students with strong interests in business management, community development, organizational behavior, arts and cultural advocacy, writing and communications. The program is designed to facilitate interactive learning through seminar discussions and workshop activities. Students will develop leadership, writing, storytelling, and communication skills. They will have the opportunity to integrate their learning experience by means of developing business venture proposals or by doing in-service community internship projects.		Rebecca Chamberlain Thuy Vu	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Calculus 2 and 3 Allen Mauney mathematics	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session II Summer	The program is divided into two major topics: integral calculus and multivariable calculus. The integral is developed as the area under a curve and approximated using various numerical methods. The Riemann Integral is introduced rigorously. The connection between anti-differentiation and the definite integral is made via the FTC. A standard variety of integration techniques are used to solve applied problems in geometry and the physical sciences. Differential equations are introduced. Multivariable calculus including gradients and multiple integrals are formally developed and used to strongly reinforce the idea of the derivative and the integral. Taylor polynomials are briefly introduced.		Allen Mauney	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Calculus and Analytical Geometry I, and II (A) Vauhn Foster-Grahler mathematics	Course	FR–SRFreshmen–Senior	4	04	Day	F 15 Fall	W 16Winter			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, introduction to differential equations and 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
Calculus I, II and III (B) Allen Mauney	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall	W 16Winter	S 16Spring				Allen Mauney		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Calculus III Krishna Chowdary mathematics Signature Required: Spring	Course	FR–SRFreshmen–Senior	4	04	Day			S 16Spring		Calculus III is the third quarter in the standard year-long calculus sequence and will provide a rigorous treatment of the procedures, concepts, and applications of the calculus of sequences and series and multi-dimensional space. Topics include: an introduction to infinite series (particularly power series); vectors, planes, and motion along a curve; partial derivatives; and multiple integrals. Applications in the physical sciences will be emphasized. Collaborative learning and context-based problem solving will be emphasized. Students will be evaluated on engagement, homework, quizzes, and exams. This course is taught as a stand-alone part of the Matter and Motion program and will meet Monday and Friday, 1 - 3 pm. Students who have successfully completed Calculus I and Calculus II and are interested in taking this course are encouraged to contact the faculty Krishna Chowdary . The text will be the 6 edition of Hughes-Hallet (specifically portions of ch. 9 – 16).		Krishna Chowdary	Mon Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Caliban and the Witch Miranda Mellis, Peter Bohmer and Elizabeth Williamson cultural studies gender and women's studies literature political economy theater writing	Program	FR–SRFreshmen–Senior	16	16	Day and Evening	F 15 Fall				How can monsters and witches, figured so closely in relation to animals both in being endangered and dangerous, help us think about climate change, the sixth great extinction we are currently undergoing, transition, transformation, and adaptation? How might these – monsters, witches, and climate change – be tied to social movements, political economy, and social change?This intensive literature, creative writing, and political economy program will take up the above questions and others. Students in this program will learn to read, think, and discourse analytically and will develop creative and critical writing and research skills through the study of contemporary and historical relationships between climate change, inequality, and capitalism. We’ll learn about the changes in the global political economy from the Middle Ages to the present and its implications for daily life. Pivotal concepts will be introduced to analyze the past, the present and possible futures through literary and economic lenses. Shakespeare's whose anti-hero, Caliban, has become a symbol of resistance to colonization – will form a core text. The program title is taken from Silvia Federici's study an illuminating analysis of the movements and peoples who had to be suppressed in order to build the foundations of modern capitalism. Using these two texts as our focal points, students will be introduced to key concepts in Marxist, feminist, economic, and post-colonial theory as well as experimental approaches to contemporary storytelling, including feminist and post-colonial appropriations. Students will be invited to re-think the political-economic underpinnings of inherited conceptions of space and knowledge. We'll also consider the dominant role that storms, droughts, shipwrecks, and other disasters have played in canonical and contemporary art, and participate, along with a consortium of other programs in sciences and humanities, in shared curriculum focused on climate change.		Miranda Mellis Peter Bohmer Elizabeth Williamson	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Caring for a Living Planet Stephen Beck and Karen Hogan biology ecology philosophy	Program	SO–SRSophomore–Senior	12	12	Evening and Weekend	F 15 Fall				Why and how should we care for our planet? Do we have reason to care only about other human beings, or should we care about non-human animals as well? How about other organisms -- or even whole ecosystems? And what about people and other living things in the future? How does knowledge of living things help us to care about them?In this program, we will take as our focus questions about our reasons to protect and preserve life, human and non-human, now and in the future. We will study biology, specifically evolution and ecology, to understand the variety and complexity of life, and we will study philosophical ethics, specifically environmental ethics, to understand our ethical place in the world. This program will help students to widen their understanding of the world and their place within it.		Stephen Beck Karen Hogan	Mon Mon Wed Wed Sat Sat Sat Sat Sat	Sophomore SO Junior JR Senior SR	Fall	Fall
Ceramics: Expressive Portraits Aisha Harrison visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Session I Summer	In this all-levels course, we will work on capturing an expression/presence with a portrait bust. Our goal will be to make a fairly realistic bust using photographs or a mirror as a basis for the sculpture. With a variety of helpful three dimensional aides, handouts, and demos, students will learn the planes of the face, the basic anatomy of the head and neck, and will work to sculpt the features to give the bust a sense of presence. We will use a basic solid building construction method utilizing a steel pipe armature. We will consider textural, fired, and cold surface treatments to finish the pieces.		Aisha Harrison	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Ceramics: Form and Function Aisha Harrison aesthetics visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening		W 16Winter			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	Winter	Winter
Ceramics: Foundational Skills Aisha Harrison visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				This is an introductory studio course in forming processes and surface options in ceramics. Students will learn the hand-building techniques of pinching, coil-building, slab-building, extruding, and get an introduction to wheel-throwing. Surfaces will include terra sigillata, stains, slips and low-fire glazes. We will also cover common ceramic terminology, materials, and firing techniques.		Aisha Harrison	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Ceramics: Sculpting the Human Form Aisha Harrison visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		In this class students will sharpen their observation skills by rendering the human form using a live model. Topics discussed will include the ethics of using the human form in art, determining if a figure is needed in a work, and the implications of using a partial or whole body. Skills covered include construction of armatures, sculpting around an armature with solid clay, hollowing and reconstruction, and techniques for sculpting problematic areas like heads, hands, and feet. A variety of surface options will also be covered including fired and room temperature glaze.		Aisha Harrison	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Change Agents: Creating Pathways in Uncertain Times Tacoma Tyrus Smith, Peter Boome, Dee Dunn, Suzanne Simons, Frances Solomon, Peter Bacho, Barbara Laners, Arlen Speights, Anthony Zaragoza, Paul McCreary, Mingxia Li and Gilda Sheppard biology community studies cultural studies environmental studies government law and public policy literature mathematics political economy sociology	Program	JR–SRJunior–Senior	16	16	Day and Evening	F 15 Fall	W 16Winter	S 16Spring		This program will focus on developing strategies for creating and navigating change as we look toward the future. The goal is to enhance students' capacities to respond to and promote change on personal and institutional levels. Within this context, students will study historical trends and contemporary practices that will shape and impact their future endeavors. By analyzing and evaluating the effectiveness of existing models, students will develop proactive interventions to address pressing community problems.The topic of change will be approached through studies in philosophy, history, sociology, psychology, political economy, scientific inquiry, environmental studies, law, literature, visual/media arts, mathematics, and logic. Students will enhance their knowledge with skill development in the following areas: writing, mathematical reasoning, media literacy, multimedia technology, statistics, public speaking, and organizational and community development.During the fall, students will explore historical and philosophical traditions that inform efforts to design pathways for future possibilities. This includes investigating personal and societal notions of the natural and social worlds as portrayed through arts and humanities, natural sciences, and social sciences.During the winter, students will utilize an interdisciplinary approach to explore and understand contemporary models of change. This includes researching specific community-based problems and identifying proactive strategies that address such concerns.During the spring, students will investigate successful models of change to extrapolate how such models might be useful, but also might be limited in their capacity to address future possibilities, and to propose proactive community-based interventions tailored to specific community concerns.		Tyrus Smith Peter Boome Dee Dunn Suzanne Simons Frances Solomon Peter Bacho Barbara Laners Arlen Speights Anthony Zaragoza Paul McCreary Mingxia Li Gilda Sheppard		Junior JR Senior SR	Fall	Fall Winter Spring
The Changing Landscape Kenneth Tabbutt and Carrie Parr (Pucko) botany ecology environmental studies field studies geology	Program	SO–SRSophomore–Senior	16	16	Day			S 16Spring		Landscapes are the result of complex interactions between geological and biological processes. Due to the dynamic nature of geomorphology and ecology, landscapes are constantly changing. While many of the changes are driven by natural processes, others are, at least in part, the result of human activities. This program will examine earthquakes, landslides, lahars, tsunami, floods, fires, disease outbreaks and storm events and their impacts on landscapes and ecosystems. We will also explore how climate has influenced historic changes in the landscape and, using climate models, we will consider its role in shaping the future. The program will focus on the Pacific Northwest, incorporating field trips, field research, and case studies. Geographic Information Systems (GIS) will be used to analyze and display spatial, geological and biological data. There will be a four day field trip around the Olympic Peninsula that will allow students to examine a range of changing landscapes, including the dam removal project on the Elwha River and provide an opportunity to conduct some research in the field. Students will also work collaboratively on a specific landscape, conducting research and assessing the effectiveness of regulatory oversight to reduce or mitigate change. Although the focus of the program will be on the science associated with landscapes, the program will provide a framework for understanding how regulation, land management and land use planning can mitigate environmental disasters.		Kenneth Tabbutt Carrie Parr (Pucko)		Sophomore SO Junior JR Senior SR	Spring	Spring
Chemistry Counts! revised Riley Rex and Vauhn Foster-Grahler chemistry mathematics	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		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 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 and 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 use multiple representations to study linear, exponential, rational, and logarithmic functions using a problem-solving approach to college algebra. Collaborative learning will be emphasized. In the science seminar, students will read historical and contemporary readings in math and science and discuss how multiple cultures view math and science. Students will give a presentation to the class on a topic related to or as an extension of the seminar readings.		Riley Rex Vauhn Foster-Grahler	Tue Tue Wed Wed Thu Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Chicana/o Studies--Unity Then & Now! Grace Huerta cultural studies education international studies language studies leadership studies	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session II Summer	This course is an introduction to the history, culture and identity of Chicana/os. The purpose of this course is to familiarize students about the diversity and complexities of the Chicana/o experience. Beginning with the initial contact between the Europeans, indigenous peoples and the Spanish conquest, we will explore the historical formation of Chicana/o identity and ongoing shifts influencing contemporary cultural hybridity. We will consider the political, economic, immigration, educational and linguistic conditions impacting Chicana/os over the course of time and land. We also will analyze the conditions that impact Chicana/o labor, gender identity and inequalities through an examination of the arts.		Grace Huerta	Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Children's Literature Jon Davies communication education literature psychology	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session II Summer	Participants will engage in readings, discussions, written analyses, and workshops that address literary and informational texts for children from birth to age 12. Topics include an examination of picture and chapter books, multicultural literature, literature from a variety of genres, non-fiction texts across a range of subjects, and censorship. This course meets requirements for the Washington State reading endorsement.		Jon Davies	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
China and Japan: Traditional and Contemporary “Silk Roads” Hirsh Diamant and Tomoko Hirai Ulmer classics communication consciousness studies cultural studies education geography history international studies language studies philosophy	Program	FR–SRFreshmen–Senior	8	08	Weekend			S 16Spring		This program will introduce the history, culture and philosophy of China and Japan. We will use the theme of Silk Roads in our examination of China as the heart of Asian civilization and Japan as a constant presence at the eastern end of the routes. We will examine Asian philosophies including Daoism, Confucianism, Buddhism and Shintoism. We will learn the ideographic languages and their embedded worldview and sensitivities as expressed in poetry and literature; and we will envision contemporary and future Silk Roads with new trends, aspirations, and beliefs. Our inquiry into Chinese and Japanese history will focus on periods in which foreign influences were most influential, for example the time when Buddhism, along with tea, traveled on Silk Roads. Another transformation occurred in the 20 century, with devastating conflicts of WWII. Most of today’s complex political issues between China and Japan stem from this war. For centuries China has played, and is continuing to play, a central role in Asia. Japan embraced Chinese culture while modifying it to fit Japan’s political and cultural climate and needs. Japanese language, architecture, literature and art are steeped in Chinese influences. Japan is also a repository of both tangible and intangible Chinese culture that has disappeared from China itself. Treasures from the Silk Road and Tang Dynasty dance and music from the 8 century still survive in Japan. Such heritage has, in turn, helped produce a present day cultural renaissance in China. Much scholarship about China has been continually flourishing in Japan and the contemporary pan-Asian culture is developing beyond national borders. Program activities will include field trips to the Chinese and Japanese gardens in Portland, Oregon; calligraphy demonstrations and workshops; and learning about Chinese tea culture and Japanese tea ceremony.		Hirsh Diamant Tomoko Hirai Ulmer	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
China: Religion, Folklore, and Arts Rose Jang, Wenhong Wang and Hirsh Diamant cultural studies language studies religious studies study abroad theater visual arts	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter	S 16Spring		With China’s emergence as one of the world’s leading political players and economic powerhouses within the last four decades, there has been increasing international attention and news coverage on current Chinese political and economic developments. Today’s China, under a new generation of leadership ushering in many unprecedented reform programs, remains an enigma for most Westerners. The program aims to unravel part of that mystery through study of China's cultural roots and ideological foundations. We will dig the roots of Chinese culture by probing into Chinese religion and folklore and examining several different forms of Chinese artistic activities, including performing arts, visual arts, and arts of self-cultivation.In fall quarter, we will study the religions and folk culture of China. We will examine the formal histories and primary tenets of Chinese “Three Teachings”: Confucianism, Daoism, and Buddhism. Mythology, fairy tales, and fantasies, transmitted either orally or in written texts, will also inform our study as symbolic expressions of spiritual forces and religious aspirations within the cultural psyche. The combined energy of official and popular religions, spiritual and “superstitious” practices, folk and secular activities—with their literary and visual manifestations—has affected Chinese society and political structure over centuries. By reading translated texts and viewing different religious and cultural activities on film, we will try to discover and dissect the interlocked relationships between religion, spirituality, philosophy, and folk culture in the Chinese contexts.In winter quarter, we will focus on the arts of China, both traditional and modern. Chinese arts have long been a necessary vessel for the outpouring of spiritual and folk energy from all facets of Chinese life and society. We will read Chinese literature and drama that grew from the repertoire of popular stories, study Chinese theatre as a continuation of Chinese storytelling and acrobatic traditions, and delve into the spiritual core of Chinese visual arts. Students will read texts as well as engage in movement workshops and artistic experiments which connect cultural studies with practical, hands-on exercises.Faculty will take interested students to China either at the end of winter quarter or in spring quarter. These students will study Chinese performing arts in one of the most prestigious theatre schools in Beijing for four weeks, and spend two more weeks traveling to the south to continue exploring Chinese culture with a focus on religion, spirituality, and folk culture. Students who do not go to China will conduct independent research projects on Evergreen's campus.A Chinese language class will be embedded within the program. Students traveling to China will continue to study Chinese language at the institutions we will visit and through daily functions and encounters, which will provide incentives and opportunities for further language study.		Rose Jang Wenhong Wang Hirsh Diamant		Freshmen FR 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	F 15 Fall	W 16Winter	S 16Spring		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
Civic Intelligence Laboratory Douglas Schuler communication community studies media studies political science sociology sustainability studies	Program	SO–SRSophomore–Senior	8, 12	08 12	Evening and Weekend	F 15 Fall	W 16Winter	S 16Spring		21st Century inhabitants of the earth find no shortage of complex problems that demand our attention. They run the gamut from pandemics to unsafe neighborhoods, economic collapse to unemployment, climate change to institutional racism. But why are some groups more likely than others to successfully address the issues they face? In this program we hypothesize that humankind must become "smarter" about its affairs if there is to be any chance of making social and environmental progress. Everywhere we see how money and power control how things are managed — or not. The playing field is not level, but positive change occur. Civic intelligence is the name for the type of collective intelligence that addresses significant shared problems effectively and equitably. Intelligence, whether in a single person or collectively, in classes, cities, nations or the world, is a complex ecosystem of interacting ideas, visions, perceptions, assertions, and questions. And intelligence is not just in the head: it is deeply intertwined with action — planning, evaluating, doing — and interacting with other people. We will explore civic intelligence through seminars, films, workshops, lectures and group projects throughout the program. But because civic intelligence is not enough — we also will learn about civic intelligence by it. Throughout the three quarters we will use the lens of a laboratory to employ and explore civic intelligence. We will read and other writings that focus on a problem-solving, experimental approach and that John Dewey and other authors advanced. We will strive to make our own program into a "lab" of sorts and collect data as we move forward. We plan to consciously leverage Evergreen's underlying philosophy as a non-traditional, experimental school that integrates theory and practice to explore how students can take a more active role in their education and in their interactions in the world. We will also work with one or more research and action efforts. Possibilities include an innovation network of people working in small to mid-sized cities, towns, or neighborhoods in Washington State; Evergreen's Center for Community Based Learning and Action (CCBLA), and a county-wide health initiative. 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.		Douglas Schuler	Wed Sat	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
College Physics I Sara Rose physics	Course	FR–SRFreshmen–Senior	6	06	Day				Su 16 Session I Summer	College Physics I covers the first half of a year-long algebra-based College Physics curriculum, with the second half covered in College Physics II, offered second Summer session.College Physics I will cover Measurement, Vectors, Kinematics, 2D-motion, Force, Work, Energy, Momentum, Circular motion, Statics, Solids and Fluids, Temperature, Heat, Thermodynamics, and Relativity.College Physics II will cover Vibrations and Waves, Sound, Electric Charge and Fields, Electric Potential and Energy, Current and Resistance, DC Circuits, Magnetism, Induction, AC circuits, Light, Optics, and Quantum Physics.Both courses will include much hands-on exploration and lab work, and both solo and group activities.Students may take the first session only, second session only, or both sessions.		Sara Rose	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
College Physics II Sara Rose	Course	FR–SRFreshmen–Senior	6	06	Day				Su 16 Session II Summer			Sara Rose	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Community Connections - What Makes Communities Work (at Grays Harbor) Stephen Buxbaum and Lester Krupp business and management community studies education political economy sociology writing	Program	SO–SRSophomore–Senior	8	08	Weekend	F 15 Fall	W 16Winter	S 16Spring		The communities of Grays Harbor will be our learning laboratory for our investigation into what makes communities work. We will use a multidisciplinary approach in the examination of how these communities evolved and the role that local schools and educational institutions played as the region grew and developed.This year-long program will help students develop the skills needed to assess their communities, capture their observations, and articulate them in a useful form. Students will work to improve critical thinking, research methods, analytical reading and writing, and understanding across differences of socio-economic class, race and ethnicity. This program will support students pursuing advanced degrees or careers in the field of education, government and non-profit service organizations.Students will work in teams as they learn research skills, participate in field activities, and keep a record of their progress through a variety of assignments, such as mapping, journaling, oral histories, and data analysis. One of the primary objectives of this program will be to give back to the communities we are studying by adding to historical internet archives and creating photo journals, stories, poems and published articles.Our contextual focus will be the formation of communities in the “Harbor” – generally speaking the geographic region that is connected to the communities of Aberdeen, Cosmopolis and Hoquiam. Special emphasis will be given to the evolution of the region’s public school system and to current educational issues from policy to classroom practice.Our examination of the history of the region will seek out answers to how past events inform the current issues in education and community development policy that the Grays Harbor region is facing now and in the future. Students will learn how to work with primary source material and conduct research as a means of learning skills that are transferable to a broad range of social science disciplines.		Stephen Buxbaum Lester Krupp	Sat	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Computer Science Foundations Neal Nelson, Adam King, Sheryl Shulman and Richard Weiss computer science mathematics Signature Required: Winter Spring	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter	S 16Spring		The goal of this program is for students 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 have the opportunity to 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 and assembly language 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.We will explore these themes throughout the year through lectures, programming labs, workshops, and seminars.		Neal Nelson Adam King Sheryl Shulman Richard Weiss	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Computers and Cognition Ab Van Etten computer science consciousness studies	Program	FR–SRFreshmen–Senior	8	08	Evening			S 16Spring				Ab Van Etten	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Concert Band- at SPSCC TBA music	Course	FR–SRFreshmen–Senior	2	02	Evening	F 15 Fall				Students in this course will perform a variety of band literature from classic Sousa marches to modern compositions. It is open to all students with proficiency on woodwind brass and percussion instruments. Previous band experience recommended.This class meets at South Puget Sound Community College, 2011 Mottman Road, SW, Olympia, WA 98512, Building 21, room 253.		TBA	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Concert Band- at SPSCC Scott Pierson music	Course	FR–SRFreshmen–Senior	2	02	Evening		W 16Winter			Students in this course will perform a variety of band literature from classic Sousa marches to modern compositions. It is open to all students with proficiency on woodwind brass and percussion instruments. Previous band experience recommended.		Scott Pierson		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Consciousness: Eastern Philosophy of Mind and Contemplative Practices Jamyang Tsultrim consciousness studies psychology religious studies	Program	FR–SRFreshmen–Senior	8	08	Evening and Weekend				Su 16 Session I Summer	Can consciousness be studied through trained subjective experience? In the recent decade, methodologies utilizing have evolved as a crucial tool in investigating the nature of consciousness. Exploring and comprehending the nature and function of human consciousness can help us to discover our innate potential at the deepest levels of advanced consciousness. Students in this program will integrate the findings of Western science with Eastern (Buddhist) philosophies of mind, and will engage in contemplative techniques such as systematic training in universal ethics, refined attention, mindfulness, analytical skills, and direct experience. Main areas of inquiry include the nature of mind and its functions, store-house consciousness, grosser and subtler mind, conceptual thought and non-conceptual awareness, attention, emotions and perceptions.		Jamyang Tsultrim	Mon Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Conserving Wildlife: Landscapes, Habitat, and the ESA Peter Impara ecology environmental studies field studies geography natural history Signature Required: Winter	Program	JR–SRJunior–Senior	16	16	Day	F 15 Fall	W 16Winter			How do we conserve endangered animals? These are complex species, often with specific habitat needs. They interact in elaborate ways with members of their species, other species, and with the landscape as a whole. A detailed understanding of what kinds of habitats species need, and how these habitats are distributed across landscapes, is crucial to managing landscapes to ensure future survival of particular species.This upper-division program will focus on examining and analyzing the habitat needs of endangered species. Students will learn, develop and apply an intricate interdisciplinary suite of knowledge and techniques that include spatial analysis; ecological modeling; integration of scientific, legal and political information; and computer tools such as Geographic Information Systems (GIS) to develop habitat conservation plans for threatened and endangered species as listed under the Endangered Species Act (ESA) of 1973. Students will apply a rigorous approach to collecting and analyzing biological, ecological, and habitat data, using GIS to develop habitat suitability models 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 habitat conservation plans (HCPs), learning to effectively communicate goals, objectives, actions and options while following federal guidelines.Habitat analysis will be conducted at the landscape scale, integrating the disciplines of landscape ecology with wildlife habitat analysis, wildlife biology, and habitat conservation planning. As a final project, students will develop and present a formal HCP for a threatened or endangered Pacific Northwest species. Students will be required to understand and apply legal concepts associated with the Endangered Species Act of 1973 and develop an understanding of stakeholders’ concerns and related issues surrounding resource users that may or may not come into conflict with the conservation of their selected species. Lectures will cover the areas of landscape ecology, island biogeography and meta-population theory, spatial analysis, GIS, wildlife habitat analysis, and habitat conservation planning. Guest speakers will present recent case studies and approaches to conservation planning. Field trips to locations where wildlife management and conservation are occurring will expose students to methods of habitat assessment, conservation and restoration.		Peter Impara	Tue Tue Wed Thu	Junior JR Senior SR	Fall	Fall Winter
Contemporary Native American Art in Cultural and Historical Contexts Gail Tremblay Native American studies aesthetics art history history writing	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall				This program will examine the work of Indigenous artists in North America who have helped define the Contemporary Native American Art Movement since the 1960s and will trace the movement’s evolution through 2015. Beginning with an examination of works by seminal artists like Alan Houser, Oscar Howe, Fritz Scholder, and Helen Hardin, who transformed American Indian art, students will explore the way that these artists and the Indigenous artists who came after them became an innovative force that redefined the place of American Indian/First Nations artists in the global art world. We will analyze the way these various generations of artists have created movements in the Americas that have challenged anthropological and colonial paradigms that define aesthetically exquisite objects made by Indigenous peoples as artifacts to be studied in an ethnographic context rather than as works of fine art. We will look at the way the art/craft divide in European and American settler art discourse has affected the way Indigenous art has been defined. Through detailed analyses, students will critically reflect on not only the aesthetic principles inherent in Indigenous artwork, but also on the historical and cultural contexts which inform the artists of the Contemporary Native American Art Movement. Finally, students will learn how to look at, interpret, understand, and write about the works of contemporary Indigenous artists in the United States and Canada.		Gail Tremblay	Mon Tue Thu	Sophomore SO Junior JR Senior SR	Fall	Fall
Core Ballet Jehrin Alexandria dance	Course	FR–SRFreshmen–Senior	2	02	Evening				Su 16 Session I Summer	In this course, students will be learning the basic steps and terminology of Classical Ballet. In addition they will learn a series of exercises that help strengthen and develop their core muscular system. This course is excellent for those who want to increase their flexibility and overall coordination as well as work on their ability to focus and experience a greater self awareness via movement. Basic dance attire is required.		Jehrin Alexandria	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Core Ballet A Jehrin Alexandria	Course	FR–SRFreshmen–Senior	2	02	Day	F 15 Fall						Jehrin Alexandria	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Core Ballet A Jehrin Alexandria	Course	FR–SRFreshmen–Senior	2	02	Day			S 16Spring				Jehrin Alexandria	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Core Ballet B Jehrin Alexandria	Course	FR–SRFreshmen–Senior	2	02	Evening			S 16Spring				Jehrin Alexandria	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Core Ballet B Jehrin Alexandria	Course	FR–SRFreshmen–Senior	2	02	Evening	F 15 Fall						Jehrin Alexandria	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Cornerstone: Foundations for Success revised Lester Krupp education writing	Course	FR–JRFreshmen–Junior	4	04	Evening			S 16Spring		What do you hope to gain from being in college? What will it take for you to succeed here? This 4-credit class is an opportunity for beginning and returning students to think deeply about their education, to develop skills that contribute to college success, and to chart a path toward career goals and life-long learning. We will begin by investigating the history and function of the Liberal Arts in society, with special attention given to the Five Foci of an Evergreen Education (Interdisciplinary Study, Collaborative Learning, Learning Across Significant Differences, Personal Engagement, and Linking Theory with Practice). In the process of our investigation, students will work to strengthen their academic reading, writing, note-taking, speaking, and critical reasoning skills. Students will identify areas of particular academic interest and need, and they’ll develop strategies to meet those learning goals in the future.		Lester Krupp	Wed Thu	Freshmen FR Sophomore SO Junior JR	Spring	Spring
Cornerstone: Foundations for Success Lori Blewett cultural studies education writing	Course	FR–JRFreshmen–Junior	4	04	Evening		W 16Winter			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.		Lori Blewett	Tue	Freshmen FR Sophomore SO Junior JR	Winter	Winter
Cornerstone: Foundations for Success Lester Krupp education writing	Course	FR–JRFreshmen–Junior	4	04	Evening	F 15 Fall						Lester Krupp	Thu	Freshmen FR Sophomore SO Junior JR	Fall	Fall
Counseling Methods and Strategies George Freeman psychology	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session II Summer	Counseling Methods and Strategies will introduce students to the world of therapeutic skills used in counseling and therapy. Students will develop their active listening skills, group leadership, and explore the counseling theories guiding therapeutic endeavors. Our reading will include personality theory, diagnoses and psychopathology, and ethics. Students will develop through experiential communication skills a range of approaches from behavioral to depth psychology.		George Freeman	Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Creating Community and Health Through Gardens Marja Eloheimo agriculture community studies health	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session I Summer			Marja Eloheimo	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Creating Dance: Chakras, Color, and Conflict Robert Esposito aesthetics dance philosophy psychology visual arts Signature Required: Winter	Program	FR–SRFreshmen–Senior	16	16	Day		W 16Winter			This full time program focuses on the creative process through movement, dance, and symbolic color theory. Using the Tantric chakra system as a dynamic map of progressive mind-body development, the syllabus builds on the fall 2015 program, , and leads to the spring 2016 program, . Although designed to interface effectively with these programs, it also stands on its own and new students with prior experience in movement, dance, or visual art are welcome. The program goal is twofold: to refine awareness of the student's educational and life path through performance art, and to facilitate a dynamic interplay of inner connectivity with outer expressiveness through movement to establish and enrich a sense of cooperative community. We'll explore how aesthetic color theories relate to the chakra system as an inspiration, structure, and methodology for creating dance that speaks deeply and eloquently to the human situation. We'll explore questions such as: What is my purpose or path in life? How can we nurture relationships that help achieve common goals through just and sustainable practices? How can we balance intuitive, creative imagination with concrete techniques producing verifiable results? The chakra system will be studied as both a dynamic structure for understanding human consciousness, and as a developmental process that locates, identifies, and provides methods for working with creative blocks. We will demystify chakra work to generate practical movement toward mind-body integration, clarity of intent, and a sense of community. Text and movement seminars explore the history, theory and practice of Tantric and Taoist philosophy, esoteric anatomy, artistic color theories, and dance kinesiology. Activities alternate, overlap, and integrate drawing/painting, selecting or making sound, and progressive classes in dance technique, theory, and composition in an experimental, non-judgmental, and collaborative workshop environment.		Robert Esposito	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Creating Dance Sacred and Profane Robert Esposito aesthetics art history cultural studies dance Signature Required: Spring	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		The central focus of this intensive modern dance program is dance composition, including rigorous daily classes in technique, theory, composition, and performance. Compositions are evaluated on the basis of inventiveness, structure, and performance. Choreographic space, shape, time, and motion are used as metaphors for concepts and dynamics of culturally perceived sacred and profane values and meanings. Students create original choreography, drawing content from thematic program premises, their own life experience, and past interdisciplinary study. Conceptual themes include power and powerlessness, belonging and alienation, freedom and inhibition, sadness and happiness, beauty and ugliness.Activities include daily classes in Nikolais/Louis technique, theory, and improvisation; and weekly dance labs in composition, critique, and stage craft. Morning sessions include an advanced Pilates-based floor barre, standing center work stressing rhythmic precision, spatial focus, and balance, and dynamic movement in large space. Afternoon workshops rotate between movement classes in theory, improvisation, composition, text and film seminars, and performance forums in which students share work in progress for peer and faculty review. Each week has a clear theoretical premise explored daily from a technical, compositional, and axiological perspective. Choreographic craft elements of space, shape, time, and motion are explored as sociocultural metaphors ranging from the mundane to the sublime, from anxiety to ecstasy. In Week 6, a focus on stage craft is added, including small and large group work, preparing choreography for presentation, working with music, costumes, scenery, props, and lighting for dance.Lectures, films, and seminars will review the history of various art forms, and compare the creative process in dance, painting, architecture, and poetry. Seminars situate texts, film and art in critical, aesthetic, historical, and sociocultural contexts. Writing will balance creative and analytical styles, including weekly journals and debriefs. The program culminates with a public concert of selected student work. Choreography will be selected based on inventiveness, structure, and performance quality.		Robert Esposito	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Creative Solutions: Activism, Advocacy, and Self-Determination in Indian Country revised Erin Genia Native American studies community studies cultural studies	Program	SO–SRSophomore–Senior	16	16	Day			S 16Spring		Within this program, upper division students will investigate an array of policy issues affecting indigenous people locally, nationally and internationally through the lens of Tribal self-determination, advocacy and activism. Students will complete a major research project on a topic of their choosing, relating to contemporary indigenous issues in arts and culture, the environment, governance and policy, social services, health or education. Through readings, research, workshops, lectures, discussion and writing, students will examine indigenous leadership and organizations, the path from activism and advocacy to policy and law, tribal sovereignty, international indigenous peoples’ issues, and the role of artists and culture bearers in creating space for positive change. Students will learn applicable strategies for research, community organizing, policy development and cultural competency. Students will be assessed on the quality of their written work, class participation, presentation skills, ethical research and collaborative group work.		Erin Genia	Mon Tue Thu	Sophomore SO Junior JR Senior SR	Spring	Spring
Creative Writing Workshop Nancy Parkes communication writing	Program	SO–SRSophomore–Senior	8	08	Evening			S 16Spring		Creative Writing Workshop is designed for students interested in gaining or building on a foundation in fiction or creative non-fiction writing. Through our writing, reading and review of film as a medium, we will examine and practice the craft of creating rich characters, vibrant scenes, and crisp dialogue. Through our reading and critique work, we will build “tool kits” of literary writing and reading techniques. Students will produce one memoir-based piece; a short story, novel chapter, or journalistic piece; and a “student choice” writing block (two major pieces—both drafted and extensively revised). We will concentrate on the artistic and process of draft, and the craft of revision. Students should also expect to spend time outside class critiquing peer work. While the focus of the program is creative writing, this class will help students to learn storytelling techniques useful in non-profit, business, and other professional settings.Texts and Assigned Writing:Writing Fiction: The Practical Guide from New York’s Acclaimed Writing School (Gotham Writer’s Workshop)Gotham Writer’s Workshop Fiction Gallery: Exceptional StoriesSelf Editing For Fiction Writers , Browne and KingNovel selected by individual student writing groupsProvided online: Custom collection of short stories and poems		Nancy Parkes	Mon Mon Mon Wed Wed Wed	Sophomore SO Junior JR Senior SR	Spring	Spring
Crime and Punishment (online) Julianne Unsel and Arleen Sandifer law and government policy law and public policy political economy political science	Program	FR–SRFreshmen–Senior	12	12	Day, Evening and Weekend				Su 16 Summer	This program will take a critical look at controversial issues in the criminal justice system, including police misconduct and interrogation, mandatory minimum sentencing, criminalization of immigration, prosecutorial discretion, the insanity defense, children tried as adults, privatization of prisons, physician-assisted suicide, and grass roots activism related to police use of force. It will be taught online through the Canvas virtual learning environment, a chat room for live webinars, and e-mail. Attendance at a one-time face-to-face orientation will be required 7:00 to 9:30 pm on Monday, June 20. Requests for alternative orientation arrangements considered on a case by case basis.		Julianne Unsel Arleen Sandifer		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Crisis and Transformation in the U.S.: Political Economy, Class, and Social Movements Jeanne Hahn history political economy political science sociology	Program	JR–SRJunior–Senior	16	16	Day		W 16Winter			While crises are often seen as rough times, unexpectedly and temporarily interrupting what is taken as normal, we will study them as aspects of fundamental change and restructuring resulting in opportunities for some and reversals for others, often setting in motion a new political-economic trajectory.For many, the economic and political crisis of the past decade was their first experience with a relatively sudden and severe economic downturn in which political priorities are restructured and outcomes uncertain. Similarly, for many, Occupy was their first experience of a mass opposition movement. These were not new phenomena in the United States. We will place our current crisis in historical and theoretical context through the examination of four periods of political-economic crisis and transformation, focusing on political economy, social movements, and the media. Two are well known: our current crisis and the deep depression that bridged the close of World War I to the opening of World War II. Another largely forgotten period is the Great Depression of the late 19th century, out of which emerged a modern industrialized United States. Additionally, we will investigate the first crisis, spanning the end of the Revolutionary War through the ratification of the Constitution. Each period was characterized by economic crisis and social upheaval, ultimately resulting in a transformation of U.S. capitalism.		Jeanne Hahn	Tue Wed Fri	Junior JR Senior SR	Winter	Winter
Critical Reasoning Stephen Beck	Course	FR–SRFreshmen–Senior	4	04	Evening		W 16Winter			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 role of reasoned argument in a pluralistic 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 sociology	Program	FR ONLYFreshmen Only	16	16	Day		W 16Winter			This introductory program uses film that revolves around complex issues found in society and that may offer different perspectives on human and societal behavior. Students will view and analyze a minimum of 15 popular and documentary films. The class will be divided into four topical areas: race relations, corporate influence and impacts, LGBTQ community issues, gender study, and student selected topics. Examples of films that may be included are: Crash, Milk, American History X, Wall Street, Grand Torino, Blackfish, Traffic, Missrepresentation, and How to Survive a Plague. Several foundational books will be studied in support of the topics. 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 begin to understand the roots of social/activist movements. Students will produce reflections, comparative analyses, and a substantial (topic of choice) research paper, deep reflective questions for the films, and research work associated with each film category. Students 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 are expected to critically examine their own beliefs in light of differing perspectives. Students can expect to earn credit in political science, critical thought, social consciousness, media studies, or social justice. : students in this program be prepared to view films that offer controversial, uncomfortable, emotional or trigger subject matter, and may be rated R.		Michelle Aguilar-Wells		Freshmen FR	Winter	Winter
Cultivating Voice: A Writing Tutor's Craft Sandra Yannone education writing Signature Required: Spring	Course	FR–SRFreshmen–Senior	2	02	Day			S 16Spring		This course combines a seminar with a practicum to prepare students to become peer tutors at Evergreen's Writing Center on the Olympia campus. In seminar, we will explore tutoring theories, examine the role of a peer tutor and develop effective tutoring practices. In the practicum, students will observe peer tutoring and graduate to supervised tutoring. The course also will address working with unique populations of learners. Students considering graduate school in related fields will benefit from this course.		Sandra Yannone		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Culture and Violence Steven Niva and Catalina Ocampo cultural studies international studies literature political science Signature Required: Winter	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter			Periods of war and violence are also periods of immense cultural production. Those who engage in war and violence often draw upon and rearrange existing cultures and forms; at other times, they invent new cultural traditions and forms to legitimate and facilitate their actions. At the same time, others draw upon resources in the existing culture or invent new cultural forms to respond to, contest, and resist war and violence. If war and violence can be made through culture, they can also be unmade through cultural practices. This two-quarter program will examine the production of culture in a variety of wars and violent contexts drawn largely from the Middle East and Latin America in the 20 and 21 centuries. Utilizing theoretical perspectives and methods from political science, cultural studies, and literature, we will examine questions such as: What forms does violence take? What cultural forms facilitate violence? What cultural forms are produced by violence? What cultural forms can respond to or resist war and violence? We will examine diverse types of war and violence in the modern period, from interstate war to new forms of warfare and violence. We will focus on case studies of insurgency, civil war, counterinsurgency, and the “drug wars” in places such as Guatemala, Colombia, and Mexico, as well as the U.S. invasion and occupation of Iraq and forms of violence in Israel-Palestine and Lebanon. In all of these cases, we will study representations of violence in literature and art, as well as cultural production and resistance by artists observing and responding to violence. For example, we will look at how a mayor used performance to lower rates of urban violence in Bogotá, Colombia, how an Iraqi performance artist used his body to question war, and how a rebel-poet in Chiapas, Mexico, has led a revolution of indigenous peasants largely through literary production. The primary learning goals of the program include obtaining a thorough knowledge of cases of war and violence in the present period; furthering an understanding of cultural production in Latin America and the Middle East; and developing skills in literary and artistic interpretation, critical thinking, analytical and creative writing, and cross-cultural communication.The program will explore the meaning and practice of violence through a variety of formats and media, including novels and testimonies, films and video, and historical and analytical texts. Exercises and assignments will include class presentations, role-plays, writing workshops, and analytical papers. The program’s objective is to push us to think more deeply about how violence can transform cultures and how cultural production can be mobilized to disrupt cycles of violence. The program will provide a stimulating context for political and intellectual dialogue and guidance on writing, research methods, Internet research, and approaches to challenging texts and ideas.		Steven Niva Catalina Ocampo	Tue Tue Wed Wed Fri Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Dance as Art: Making Connections Robert Esposito aesthetics dance visual arts	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall				This is a modern dance-based program linking the major principles of dance and visual art. Dance is primarily a kinetic art based in the human body. When presented to an audience, dance is also a visual art. Our work will be hands-on, working with both physical and perceptual forces. Embodied physical forces, like gravity, time, space, effort, motion, and momentum, will be linked to visual perceptual forces like shape, perspective, line, volume, and color. Together they present an aesthetic impression that is interpreted by an audience as sensation, emotion, thought, and behavior. Using texts and movement, we will review basic anatomy, learning the musculoskeletal structure and function of major body parts by isolating and then integrating them into a whole-body movement practice serving as an instrument of artistic design. We will gradually integrate the major principles of visual art, creating dance compositions in the studio, while simultaneously designing visual components of choreography like costuming, prop and set design, lighting, staging, and presentation. Please note: This is a movement-based program and students should be prepared for continuous, disciplined and well-focused physical activity.Dance technique, practiced daily, will begin with learning an advanced Pilates “floor-barre”, building physical strength, stamina, range of motion, body awareness, and control. We will then add aesthetic dance exercises designed to refine physical movement into an expressive, fine art practice. The architecture, notation, and functionality of dance are based in Laban and Bartenieff movement analysis. Activities include a Pilates floor barre, Nikolais-Louis dance technique, dance theory/improvisation, composition, and performance, augmented by anatomical and object drawing, a study of color theory, and designing and constructing visual components of theatrical production. Previous dance experience at the beginner/intermediate level is advised.		Robert Esposito	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Dance Intensive Jehrin Alexandria dance theater	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session I Summer	This two-week, Monday through Friday class runs from July 11-24th and is for students of any level of dance experience. The morning session consists of Ballet and the Beamish Bodymind Balancing System. This system has been used by elite dancers, singers and actors around the world to help prevent injuries, increase flexibility, strength and focus while decreasing tension in the body and mind. The afternoon session consists of contemporary, modern and other dance forms.		Jehrin Alexandria	Mon Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Dances with Stars: A Fusion of Poetry and Science Suzanne Simons aesthetics education literature writing	Program	SO–SRSophomore–Senior	8	08	Weekend			S 16Spring		Science and poetry are equally informative guides to knowledge and enlightenment, their fusion a natural consequence of the quest to make the unknown known, argue authors Erin Colfax and Nancy Gorrell in In this program, we will explore literary patterns and pedagogical practices for connecting poetry and science. For our framework, we will use the four elements of air, fire, water, and earth. Central questions include what is the relationship between poetry and science? How can poetry heighten understanding of and interest in science, and vice versa? How can scientific and mathematical concepts be applied to writing poetry? In what ways do poetry and science bring form to chaos, helping us make sense of our lives and the world? How can science poetry be woven into K-12 curricula? Our exploration of poetry will include writing in formal patterns, such as haiku, couplets, tercets, ballad stanza, villanelle and sestina. We will compare these forms to free verse through our own writing and collections of science poetry. Activities may include community poetry/spoken word events, exploring Evergreen's Natural History Collection, birding field trip, and participating at Evergreen's Science Carnival by teaching science poetry workshops to K-12 students.Credits will be awarded in poetry and science education.		Suzanne Simons	Sat	Sophomore SO Junior JR Senior SR	Spring	Spring
Dangerous Ladies in Changing Times: An Investigation of Significant Women of American Identity in the 20th and 21st Centuries Tacoma Barbara Laners cultural studies gender and women's studies history sociology	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Summer	This class will examine the role of women in the development of America's social, economic, legal, and political history. More particularly, the class will focus on women from slavery, suffrage, the civil rights movement, and new issues raised by a contemporary interpretation of the 14th Amendment. All aspects of the gender equity gap will be explored, including new definitions and the impact of who is included therein.		Barbara Laners	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Dangerous Reading: Readings in the History of Ideas Stacey Davis and Leonard Schwartz history literature philosophy writing	Program	FR ONLYFreshmen Only	16	16	Day	F 15 Fall	W 16Winter			What does it mean to read? How does reading shape one’s identity, and how does identity shape how one reads, and what one finds in those books? In this two-quarter program, we will examine the intertwined developments of poetry and history, and the implications of those histories for a theory of reading. What is the function of the poem, how is it to be heard or read, and how do its metaphors and syntax shape the very way a people or person might think and feel? What is the traditional role of the historian, and how do historians produce texts that authorize their own truth? How do historical and poetical works, and the various epistemological claims made in their name, interact in the contemporary moment? What is the role of translation in the dissemination of literary texts and shaping of the historical imagination? In the past, reading was deadly serious business. In this program, we’ll explore the relationship between illuminated manuscripts, medieval devotion, and power; how the advent of printed reading rocked Europe and sparked 100 years of war in the 16 century; links between political cartoons, scandalous pamphlets, and the terror of the French Revolution; the ways in which readers in the Romantic age fashioned a notion of themselves and their visions of a good life through their readings; and how the advent of post-structuralism in the 20 century has exploded the way we think of reading today. From Homer and Thucydides forward, there has been a competition between poetry and history over the right way to read and remember. Readings will include Thucydides' , Homer's , Sappho's , Plato's and St. Augustine's We will also consider sections of Dante's Montaigne's and Jean-Jacques Rousseau's as well as, crucially, Marcel Proust's We’ll delve into the cultural history of reading through texts such as Robert Darnton's and Dena Goodman's Contemporary writers and texts to be considered in light of the double imperatives of history and poetry include Marguerite Duras' , Alice Notley's , and Roberto Calasso's . Student activities will focus on reading, writing, and seminar participation.		Stacey Davis Leonard Schwartz	Mon Tue Wed	Freshmen FR	Fall	Fall Winter
Descartes and His Legacy Stephen Beck philosophy	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session I Summer	Descartes is often called the Father of (western) Modern Philosophy. With good reason: Descartes powerfully redirected the western conception of philosophical inquiry as well as articulated several philosophical views – for instance, on knowledge, on the nature of persons, on the relation between mind and body – that continue to exert influence today even while they draw sharp criticism. We will read several of Descartes’ works carefully, along with writings by a range of critics, from his contemporaries to ours. This work will help us to answer the question: What is at stake in accepting or in rejecting Descartes’ positions?		Stephen Beck	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Discrete Math Brian Walter mathematics	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session I Summer			Brian Walter	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Diversity and Multiculturalism: Historical and Contemporary Perspectives Michael Vavrus American studies history political economy	Program	JR–SRJunior–Senior	16	16	Day	F 15 Fall				What is it about diversity per se that creates social divisions within a society? What diversity topics in particular create passionate opinions across the political spectrum and filter down to public education? How can we explain these varying worldviews so that we come away with a deeper and fuller understanding of why these debates endure? What is it about diversity and multiculturalism that can elicit such strong emotions, so much so that diversity as a concept can have varying effects on the social and economic well-being of individuals and groups? How does public education contend with diversity and multiculturalism? These are among the questions explored in this program.This fast-paced program provides an overview of contemporary diversity issues that manifest in contentious debates in countless settings around the world. Writing is central to student learning in this program. In our collaborative learning community, students dialogue through a close reading of texts and write concise, analytic, research-based papers as well as preparing papers for text-based seminar and related activities.The primary focus of this program is on the United States, with examples of the effects of these issues for school-age children on their life opportunities and economic well-being. This overview fuses history and political economy to find patterns and connections from the past to the present, including how multiculturalism has its roots in contested diversity. This further requires an inquiry into different worldviews or ideologies and the effects on public education. Through texts, films, lectures, seminars, and contemporary news accounts, students will engage in . Critical pedagogy serves as a teaching-learning approach that can help us look beneath common-sense explanations for differences. Among the topics considered are skin-color consciousness and racial colorblindness; the impact of racial and ethnic identification; what constitutes a crime and just punishment; analysis of economic class in interaction with culture; immigrant and indigenous experiences; and patriarchy and its intersections with gender, sexuality, and religion. Through frequent writing assignments and speaking opportunities, students can expect to leave this program with a deeper understanding of the roots and implications of some of the major social issues regarding diversity and multiculturalism in the 21 century.		Michael Vavrus	Mon Mon Wed Thu Fri	Junior JR Senior SR	Fall	Fall
Diversity, Multiculturalism and Public Education revised Michael Vavrus American studies history political economy	Program	FR–SOFreshmen–Sophomore	16	16	Day			S 16Spring		What is it about diversity per se that creates social divisions within a society? What diversity topics in particular create passionate opinions across the political spectrum and filter down to public education? How can we explain these varying worldviews so that we come away with a deeper and fuller understanding of why these debates endure? What is it about diversity and multiculturalism that can elicit such strong emotions, so much so that diversity as a concept can have varying effects on the social and economic well-being of individuals and groups? How does public education contend with diversity and multiculturalism? These are among the questions explored in this program.This introductory program provides an overview of contemporary diversity issues that manifest in contentious debates in countless settings around the world. Writing is central to student learning in this program. In our collaborative learning community, students dialogue through a close reading of texts and write concise analytic papers as well as preparing papers for text-based seminar and related activities.The primary focus of this program is on the United States, with examples of the effects of these issues for school-age children on their life opportunities and economic well-being. This overview fuses history and political economy to find patterns and connections from the past to the present, including how multiculturalism has its roots in contested diversity. This further requires an inquiry into different worldviews or ideologies and the effects on public education.Through texts, films, lectures, seminars, and contemporary news accounts, students will engage in critical pedagogy. Critical pedagogy serves as a teaching-learning approach that can help us look beneath common-sense explanations for differences. Among the topics considered are skin-color consciousness and racial colorblindness; the impact of racial and ethnic identification; what constitutes a crime and just punishment; analysis of economic class in interaction with culture; immigrant and indigenous experiences; and patriarchy and its intersections with gender, sexuality, and religion. Through frequent writing assignments and speaking opportunities, students can expect to leave this program with a deeper understanding of the roots and implications of some of the major social issues regarding diversity and multiculturalism in the 21 century.		Michael Vavrus	Mon Mon Wed Thu Fri	Freshmen FR Sophomore SO	Spring	Spring
Documentary Film: Theory and Practice Laurie Meeker cultural studies media arts media studies	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session II Summer	This course is designed to introduce students to documentary film theory and practice through screenings, readings, writing, and instruction in digital filmmaking techniques. We will address documentary theory first, examining documentary film form through a series of screenings and readings that address the strategies filmmakers have used to represent “reality." Putting theory into practice, students will learn basic digital cinematography and editing through a series of workshops and exercises as they discover their own approach to documentary practice. Students will develop the skills to critically analyze documentary films, and these skills will contribute to the development of their own filmmaking practice. Critiques of student work are also an important part of this process.		Laurie Meeker	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Drawing: Foundations Aisha Harrison visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		This course is an introduction to principles and techniques in drawing. Emphasis will be on learning to draw what you see through close observation. Students will be introduced to a variety of drawing materials and techniques as well as proportion, sighting, perspective, value and composition. Students will develop a context for their work through readings and research projects about influential artists. Students will be required to keep a sketchbook throughout the quarter and complete drawing assignments outside of studio time. A final portfolio of completed assignments will be due at the end of the quarter.		Aisha Harrison	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Drawing: Foundations Aisha Harrison visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				This course is an introduction to principles and techniques in drawing. Emphasis will be on learning to draw what you see through close observation. Students will be introduced to a variety of drawing materials and techniques as well as proportion, sighting, perspective, value and composition. Students will develop a context for their work through readings and research projects about influential artists. Students will be required to keep a sketchbook throughout the quarter and complete drawing assignments outside of studio time. A final portfolio of completed assignments will be due at the end of the quarter.		Aisha Harrison	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Drawing: The Human Form Aisha Harrison visual arts	Course	FR–SRFreshmen–Senior	4	04	Evening		W 16Winter			This course will focus on accurately rendering the human form through close observation of a live model. During this course we will start by translating what we see onto paper, and progress to using the figure to communicate content. We will deepen our understanding of what we are drawing by developing an understanding of how basic anatomy affects the shape of the body. Students will be required to keep a sketchbook throughout the quarter and complete drawing assignments outside of studio time. A final portfolio of completed assignments will be due at the end of the quarter.		Aisha Harrison	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Drawing Through Media: The Portrait Gretchen Bennett	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session II Summer	The goals of this course include the development of individual drawing skills and lines of inquiry, as well as a working knowledge of the histories and contemporary concerns of drawing, and a practical basis for further inquiry into all the visual arts and beyond. Using simple methods and means, the practice of drawing is approached from both traditional and experimental directions. In-class drawing sessions are complemented by independent, outside of class work and assigned readings in art history and theory, as well as literature. Critical thought and research are used, through given texts and viewing experiences. The course considers the two principal aspects of drawing today—the conceptual, theoretical discourse, and the areas of human experience that drawing has come to be associated with: informality, authenticity, immediacy, history, memory and narrative. A close read is given to ‘draw’ and ‘media,’ including using a range of drawing tools, such as charcoal, graphite pencils, color pencils and ball point pen, and looking at drawing, in terms of mediated space, screen, atmosphere and filter. This course takes portrait drawing as its constant and through it, we ask what it is to face something, while exploring empathy, collaboration and observation. Contemporary drawing is experienced as an expanded field of practice, as we look closely into daily life, in order to connect outwardly to students’ individual lines of inquiry. We'll look at a diverse range of contemporary artists who use drawing in their practice.		Gretchen Bennett		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Drawn from Life Bob Haft art history literature visual arts	Program	FR ONLYFreshmen Only	16	16	Day			S 16Spring		This is an introductory program for students who don't consider themselves artists but who wish to explore the visual arts and what it means to be an artist. It includes a component on art history, a hands-on studio arts component, reading fiction and nonfiction about the theory and practice of art, and learning to write about art. The studio component for the first half of the quarter will be devoted to the study of drawing the human figure; the last five weeks will be devoted to black-and-white film photography. Some of the main objectives of this program are instilling a basic knowledge of the history of Western art, the development of students’ skills in two-dimensional image making by learning disciplined work habits in the art studios, visual thinking, and adapting a working vocabulary for talking and writing intelligently about art. Expanding students’ visual literacy will be emphasized along with the study of traditional studio techniques. Reading materials and films have been selected to initiate class discussion and encourage an ongoing dialogue on topics related to aesthetics and art history. Our seminar texts are a combination of nonfiction works dealing with aesthetics and the practices both of making and viewing art, and novels which attempt to portray the lives of artists. In addition, practicing artists will come and talk about their lives, especially in terms of their daily activities and their decisions to become artists.		Bob Haft	Tue Wed Thu Fri	Freshmen FR	Spring	Spring
EastWest Psychology: Destructive Mind/Emotion Jamyang Tsultrim consciousness studies philosophy psychology	Course	FR–SRFreshmen–Senior	4	04	Weekend		W 16Winter			Are destructive emotions innately embedded in human nature? Can they be eradicated? A growing body of Western research has examined these and other questions through the perspectives of Eastern psychology and philosophy which view destructive emotions, perceptions, and behaviors as the primary source of human suffering. To alleviate this suffering, Eastern psychology has developed a rich and varied methodology for recognizing, reducing, transforming, and preventing these destructive forms of mind and emotion. After examining the nature and function of the afflictive mind/emotions, students will choose one emotion to study in-depth and develop effective East/West interventions to transform this emotion/state of mind.		Jamyang Tsultrim	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
EastWest Psychology: Positive Mind/Emotion Jamyang Tsultrim consciousness studies physiology psychology	Course	FR–SRFreshmen–Senior	4	04	Weekend	F 15 Fall				In what ways do our positive emotions/perceptions enhance our ability to see reality? Are there effective methods for training the mind to cultivate positive thought/emotions? Students will analyze the nature of constructive emotion/thoughts, their influence on our mental stability and brain physiology, and methodologies for influencing and improving mental development and function. Students will explore the correlation between mental training of the mind and physiological changes in the brain. We will also examine the nature of the genuine happiness from Eastern and Western psychological models of mind/emotion as well as from a traditional epistemological model of cognition based on Indo-Tibetan studies.		Jamyang Tsultrim		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Ecological Agriculture: Healthy Soil, Healthy People Martha Rosemeyer, Thomas Johnson and Carolyn Prouty agriculture biology botany environmental studies health international studies political economy sustainability studies Signature Required: Winter Spring	Program	SO–SRSophomore–Senior	16	16	Day		W 16Winter	S 16Spring		More than three-quarters of the arable land mass of the planet is influenced by human needs and desires for food and fiber. There are competing visions for the future of our agriculture and food systems. A global, fossil-fuel-based system provides large quantities of inexpensive food along with significant environmental and social impacts. Another vision is a local, community-based system that produces higher quality, but more expensive, food while seeking to minimize environmental and social impacts. Critical questions that will inform our inquiry include: Can we grow high-quality food that is available to everyone? How did we get into this current agricultural predicament of industrial production and a global population that is simultaneously both “stuffed” and “starved?” How can an individual make a difference?This program will provide an interdisciplinary study of agriculture in the context of food systems. We will explore competing ideas while developing ecological and holistic thinking, which will be applied in hands-on laboratory and field exercises, expository and scientific report writing, critical analysis of film, and quantitative reasoning. Seminar will examine history, policy, and socioeconomic and political contexts of agriculture and health.In winter, we will focus on soil science, particularly soil ecology and nutrient cycling in lecture and lab. We will also examine food and agricultural policy at the national, state and local level, as well as the prospects for creating more sustainable food systems. Our learning will be supported by an extended field trip to the Ecological Farming Conference in California and visits to a number of rural farms and urban agriculture projects. Seminar will examine U.S. agricultural history, food system policy, economics, and moral and ethical dimensions of food production. In spring, we will combine the topics of global farming systems, public health, and the health of agricultural workers. We will study basic ecological principles and practices involved in sustainable agriculture, indigenous agriculture, and permaculture. Farming intersects with larger questions of occupational health, including health-related burdens of workers in agriculture broadly, and specifically in migrant laborers in the United States. Integrating scientific and political population-based analyses, students will examine public health principles, tools, and policies related to pesticide exposure and other chemical, biological, and physical risks faced by agricultural workers. Seminar will focus on understanding structural history of agriculture, exploring the common roots of both malnutrition, hunger, and obesity. A three-day field trip and three-credit independent project or in-program internship will complete in-class learning.		Martha Rosemeyer Thomas Johnson Carolyn Prouty		Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Ecological Agriculture: Crop Botany and Plant Genetics Donald Morisato and Martha Rosemeyer agriculture biology botany ecology sustainability studies	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall				How do seeds form? How do plants develop from seeds? How do plants adapt to particular environmental conditions? The modification of plant evolution by human selection has played a major role in the history of agriculture. Ecological agriculture is based on an understanding of plant biology, either through the grazing of livestock or the growing of food crops. This program focuses on the science of crop botany and genetics as a basis for propagation, seed-saving, and plant breeding. In one strand, the basic life cycle and reproductive botany of crop members of the most important plant families will be explored. This systematic survey will make connections to their center of diversity and origin. In a second strand, the principles of plant breeding will be presented through an introduction to Mendelian and quantitative genetics. Some of the agricultural methods of plant reproduction, by both sexual and vegetative propagation, will be considered. Readings may include Kingsbury's Nabhan's , and Navazio’s . The adaptation of crop plants to specific environments, especially in this era of climate change, becomes increasingly critical for the future of sustainable agriculture. Laboratory and field experiments, as well as field trips to local farms and plant breeding centers, will provide an applied context for our inquiry.		Donald Morisato Martha Rosemeyer		Sophomore SO Junior JR Senior SR	Fall	Fall
Ecological and Environmental Economics Ralph Murphy business and management ecology economics environmental studies government law and government policy law and public policy political science	Program	JR–SRJunior–Senior	16	16	Day	F 15 Fall				This advanced social science program examines the methods and applications of ecological and environmental economics for environmental problem solving. The major goal of the program is to make students familiar and comfortable with the methodologies, language, concepts, models, and applications of ecological and environmental economic analysis. The program does not assume an extensive background in economics; therefore it begins by quickly reviewing selected micro economic principles. We will study the models used in natural resource management, pollution control approaches, and sustainability as an empirical criterion in policy development. We will explore externalities, market failure and inter-generational equity in depth. Examples of case studies we will evaluate include: natural resources in the Pacific Northwest; management and restoration of the Pacific Salmon stocks and other marine resources; energy issues including traditional, alternative, and emerging impacts from hydraulic fracturing (fracking), oil trains and climate change; selected issues of environmental law; wetland and critical areas protection and mitigation; and emerging threats such as ocean acidification and low oxygen zones. We also will develop a detailed consideration of the theory and practice of benefit cost analysis. The program concludes by critically evaluating the strengths and weaknesses of using ecological and environmental economics to develop solutions to environmental problems.Program activities include lectures, seminars, research and methods workshops, field trips, quizzes, exams, and a research assignment.		Ralph Murphy	Tue Wed Thu Fri Fri	Junior JR Senior SR	Fall	Fall
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 16Spring		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
Ecopsychology Susan Cummings psychology	Course	FR–SRFreshmen–Senior	2	02	Evening				Su 16 Session II Summer	Mind and nature are inseparable. The natural world is not outside of us or separate from us, but it us. Ecopsychology is an exciting emerging perspective that explores the connection between psychological and ecological health. Many of our psychological ills and our addictions are directly related to our lack of awareness and our perceived disconnection from our natural origins. The very destruction of our habitat is an expression of this lack of connection to the ground of our being. There are many emerging approaches to deal with this, such as the greening of playgrounds, nature-based therapy, architecture that aims to connect us with a healthy habitat, and the exploration of our assumptions. We will explore the historical and cultural influences underlying and leading up to this perceived separation from nature, cultural differences in perspectives, assumptions in psychology, the connections between pathology and this perceived separateness from nature, and the role of connectedness with nature in child development. We will also explore the role of innovation, creativity and Active Hope in ecopsychological healing. Students will review the literature, engage in experiential activities and projects, and brainstorm solutions. Depending on the weather, we may spend some time outdoors.		Susan Cummings	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
The Emerging Self George Freeman gender and women's studies psychology queer studies	Program	JR–SRJunior–Senior	16	16	Day	F 15 Fall				The "emerging self" connotes our continued process of development through the life span. This program explores the concept of the self, a range of developmental theories, and frames the question of "Who am I?" as a therapeutic endeavor. We will use our personal journey of self discovery as one aspect of the emergent self. We will explore both established theoretical models as well as the literature of "self-help" to come to an understanding of the academic as well as the layperson's views of the self.		George Freeman	Mon Tue Wed	Junior JR Senior SR	Fall	Fall
Employment and Labor Law Natividad Valdez	Program	FR–SRFreshmen–Senior	8	08	Evening and Weekend				Su 16 Session I Summer			Natividad Valdez	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Employment Law Natividad Valdez and Theresa Aragon business and management	Course	SO–SRSophomore–Senior	4	04	Evening and Weekend	F 15 Fall				The course will review the major employment laws, including those dealing with discrimination, sexual harassment, disability, family leave, wage standards, and the Employee Retirement Income Security Act as well as and the Consolidated Omnibus Budget Reconciliation Act (COBRA). Students will learn how to apply these major laws to 'real-work' situations and will have a very good understanding of the major provisions.		Natividad Valdez Theresa Aragon	Tue Tue Sat Sat Sun	Sophomore SO Junior JR Senior SR	Fall	Fall
Energy Systems and Climate Change EJ Zita agriculture environmental studies physics sustainability studies	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall	W 16Winter			This interdisciplinary program will study how energy is harvested and transformed, used or abused by humans. We will explore interactions between natural systems and human systems to understand global changes currently affecting the Earth system. What is the evidence for, what are the consequences of, and what can be done about global warming? How can we find our personal roles in addressing the challenges facing Earth and its inhabitants?We will study solutions ranging from renewable energy to sustainable farming and (insert your idea here). Our approach is based in natural science, with an emphasis on critical thinking. This challenging and rewarding two-quarter program will include lectures and workshops by faculty and guest lecturers; seminars on books and articles; inquiry-based writing and peer feedback; qualitative and quantitative reasoning and problem solving; and hands-on research projects in spring, to engage our inquiry and learning together.In fall, our work will include research planning for students interested in more advanced studies in spring. Every student will write several short inquiry-based essays, and will respond to peers' writing, in addition to participating in face-to-face seminars. Small teams will meet at least twice weekly to discuss readings and prepare for class together. Students will make presentations in class on current topics of interest, and teams will facilitate discussions. No mathematical or technical design texts or prerequisites are required in winter quarter.Our efforts in winter will include more challenging quantitative work, including research projects. Every student will write several short inquiry-based essays, and will respond to peers' writing, in addition to face-to-face seminars. Students will build on quantitative problem solving begun together in the classroom. Small teams of your choice will meet weekly to discuss readings and prepare for class together. Students will do research projects, make presentations in class and at regional meetings, and write research reports. Research projects typically range from greenhouse gas reduction projects to sustainable energy, agriculture, building, or urban planning.		EJ Zita	Tue Thu Fri	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Engaging with the Endangered Northwest Rebecca Chamberlain and Nancy Parkes Native American studies communication cultural studies ecology environmental studies literature natural history sustainability studies writing	Program	FR–SRFreshmen–Senior	8	08	Evening and Weekend	F 15 Fall	W 16Winter			The Pacific Northwest is home to pressing environmental issues, including coal and oil exports, loss of habitat, water quality, fisheries, and effects of global warming. The coal industry wants to use Northwest ports for shipping to Asia, which could result in 100 million tons of coal being shipped through the region by rail. A dozen oil pipelines are proposed, and trains carrying oil have derailed in other regions. Will these projects, as opponents contend, endanger both Northwest peoples and the environment? Or as proponents--including many labor unions--argue, would they bring critical jobs to economically dislocated and disadvantaged areas? What entities have the power to decide whether these projects will be built? What methods can be used to get clear information to those who are affected? What are the human health and environmental risks from coal dust, train wrecks, and potential oil spills? How do citizens become engaged? What is the role of indigenous communities? What are the roles of advocates, allies, and supporters--on both sides--and how do these positions grow out of environmental and other histories?In engaging with these issues, we will ask, how do we speak meaningfully about our relationship to the natural world? We will learn how stories and ethnography empower individuals and communities to understand their connection to place. Through a practice of writing, and study of both eco-criticism and natural history literature, we will examine concepts and values around wilderness and the human connection to the natural world. We will consider the traditional division between labor and environmental interests, its roots, and whether these two groups may be able to foster collaborations that address both jobs and environmental protection. Our work will include analysis of disparate views and values, and common ground among environmental groups, tribes,		Rebecca Chamberlain Nancy Parkes	Mon Mon Wed Wed Sat Sun Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Enhanced Grantwriting and Fundraising: Ideas to Realities Don Chalmers writing	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Session I Summer	This course helps students understand and appreciate United States philanthropy, especially non-profit organizations and what they must do to seek and secure outside funding. We'll define and discuss key components of developmental readiness like board development and strategic planning that funders view as important to organizational sustainability. We'll learn how to research funding sources. A primary focus of the course is grant writing, specifically how to prepare a competitive grant application to a corporate, foundation or federal source. The course also shares keys to successful grant administration and other resource development activities. These activities include annual funds, special events, contracting, planned giving, in-kind contributions and more. Join us this summer to learn ways to convert your ideas to realities!		Don Chalmers	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Environmental Challenges and Solutions Ted Whitesell environmental studies sustainability studies	Program	FR–SRFreshmen–Senior	12	12	Day				Su 16 Summer	–	ecological restoration, sustainable agriculture, conservation, resource management, environmental health, climate impacts analysis, environmental justice, environmental advocacy, environmental education, and much more!	Ted Whitesell	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Environmental Health: Science, Policy and Social Justice Russell Lidman and Carrie Parr (Pucko) American studies Native American studies agriculture community studies cultural studies ecology economics environmental studies government health hydrology law and government policy law and public policy natural history philosophy sustainability studies	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter			How do we make health a public priority? How do we respond to potential hazards? This introductory program considers problems related to public and environmental health in a broader context of the key frameworks of population, consumption and sustainability. We will explore the broad conditions that shape environmental health, both for humans and for ecosystems. Examining the workings of non-governmental organizations, we will be moving across and between questions of science, public policy (from municipal to international) and social justice. The program goal is to understand emerging strategies and solutions for ecological sustainability - from regional monitoring to UN negotiations. We will examine models, evidence and debates about the sources, causal connections and impacts of environmental hazards. We will be learning about existing and emergent regulatory science in conjunction with evolving systems of law, and a broad array of community responses.In the fall, we will dedicate ourselves to bridging scientific, policy and social perspectives by means of lecture, seminar, workshops and field trips. In the winter, students will engage in small group, quarter-long research projects on a topical issue to further investigate the chemical, biologic and physical risks of modern life, with an emphasis on industrial pollutants. Throughout the program, students will engage in a range of learning approaches, including computer-based collaboration with regional experts, officials and activists.		Russell Lidman Carrie Parr (Pucko)	Tue Wed Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
The Essential Ingredients of Intercultural Competence Stephanie Kozick and Heesoon Jun cultural studies psychology	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		This program offers a special opportunity for Evergreen students to study the topic of intercultural competence with students from Daejeon University in South Korea. Intercultural competence concerns a set of variables or “ingredients” that make up one’s ability to develop styles and attitudes that lead to successful interactions with persons of diverse backgrounds with respect to values, beliefs, history, and behaviors. These ingredients arise from a number of spheres of influence which we will explore through an integrated study of psychology and human development in two cultures. We will examine societal, institutional (e.g., school systems, religious communities), and familial spheres of influence on the development of self, core values, and beliefs. For example, what cultural beliefs inhibit Korean students from addressing faculty by their first names? How do we increase intercultural competence when cultural beliefs and values contradict each other? The study of cultural competence demands examination of a number of other related topics such as the study of morality, social justice, politics, anti-oppression, cultural identity, body awareness, cognition, social media, and normal vs. abnormal. These related topics will be presented to students in various instructional forms ranging from lectures, workshops, a field trip, seminars, guest speakers, reflective and expressive writing, cross- and mono-cultural small-group discussions, mindful movement, and creative project presentations by intercultural small groups. Consciousness and introspection will be emphasized for students to understand their multiples identities and intersections in order to develop effective inter- and intrapersonal communication. Workshops and other learning activities will facilitate student interaction, taking full advantage of the program’s intercultural learning environment.The goal of this program is to help students mindfully expand their worldviews and identify the kinds or types of ingredients they need to add or subtract to increase their intercultural competence.		Stephanie Kozick Heesoon Jun		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Ethnobotany Grows in the Garden - Late Summer Intensive Marja Eloheimo Native American studies botany health natural history	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session II Summer	During this weeklong intensive, students will spend time in the Longhouse Ethnobotanical Garden at Evergreen learning to identify, care for, and use native, edible, and medicinal plants in late summer. Students will participate in workshops, carry out projects, and engage in daily nature journaling, reading, and writing. Plan to spend much of your time outdoors.		Marja Eloheimo	Mon Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Eugenics: Toward the "Perfect" Human revised Donald Morisato, Rita Pougiales and Joseph Tougas anthropology biology philosophy	Program	FR–SRFreshmen–Senior	16	16	Day			S 16Spring		In what ways can the human being "improve"? Can improvements be made before birth as well as after birth? In seeking improvement, what is the proper balance between what we do and what we do? In this program, we consider the history of eugenics—the application of genetic principles to "improving" the human species—from its inception in the late 19th century to its most recent manifestation in contemporary medicine. We will study concepts in genetics, molecular biology, and reproductive biology to help us understand what is scientifically possible for altering human development. We will turn to anthropological studies to consider the social and political context within which such research is conducted. In particular, we will focus on what is cultural about the scientific practices and aims underlying genetic research. Additionally, we will read philosophy and literature to help us investigate what might be desirable and perhaps dangerous in this quest for "improvement."Program activities will include a laboratory component with experimental work in genetics and molecular biology. Regular writing assignments will be used to strengthen and deepen communication and analytical thinking skills. We anticipate reading such authors as Plato, Aristotle, Jean-Jacques Rousseau, Mary Shelley, Francis Galton, Daniel Kevles, Michel Foucault, and Richard Powers.		Donald Morisato Rita Pougiales Joseph Tougas		Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Europe Since 1500 Stacey Davis history	Course	FR–SRFreshmen–Senior	4, 6, 8	04 06 08	Day				Su 16 Session I Summer			Stacey Davis	Mon Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
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 15 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 15 Fall				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	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
The Evergreen Singers Marla Elliott music	Course	FR–SRFreshmen–Senior	2	02	Evening			S 16Spring		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	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
The Evergreen Singers Marla Elliott music	Course	FR–SRFreshmen–Senior	2	02	Evening		W 16Winter			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	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Evil in the Modern World Stephen Beck and Thomas Rainey history literature philosophy	Program	SO–SRSophomore–Senior	8	08	Evening and Weekend			S 16Spring		How are we to understand the atrocities that human beings visit upon each other? Are they to be seen as upwellings of Evil in the human spirit? Or have we moved beyond the need to understand human actions by appeal to "evil"? Once God became a problem and not a given for people, the nature and the existence of evil similarly became a problem. We will read closely works by Dostoevski, Nietzsche, Arendt, Camus, and other incisive observers of the human condition from the 19th and 20th centuries.		Stephen Beck Thomas Rainey	Mon Mon Wed Wed	Sophomore SO Junior JR Senior SR	Spring	Spring
Evolution and Ecology Across Latitudes Heather Heying, David Phillips and Bret Weinstein anthropology biology consciousness studies ecology environmental studies field studies natural history philosophy of science study abroad writing zoology Signature Required: Fall	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall	W 16Winter	S 16Spring		Why are there so many species on the planet? Why are there more species nearer the equator than at the poles? This program seeks robust, meaningful explanations for these complex phenomena. In parallel, it approaches human cultural variation in a biotic context, addressing the questions: Where have humans traditionally fit in relation to biological nature, and how has our unparalleled within-species diversity been shaped by nonhuman forces? This program will introduce students to a unique and broadly applicable set of analytical tools, and apply them across a range of settings and scales that would be impossible in a traditional academic context.We will study patterns across space and time, revealing the selective forces that shaped the distribution, form, behavior, and interaction of organisms from all extant branches of the tree of life. From mycorrhizal fungi that live in the roots of trees to bats collecting fruit high in the moonlit canopy, organisms are best understood embedded in the context of the forces that gave rise to them.Though all sciences share a method of inquiry, the theoretical toolkit necessary to understand complex biological systems is different from the more familiar tools of the fundamental sciences, such as chemistry and physics. When an insect extracts nutrients from a leaf by detoxifying compounds built to deter herbivory, both the insect, and the plant whose leaf is consumed, have invested resources in an objective, and their gains and losses can be evaluated in terms similar to those in economics and engineering. We will apply concepts such as sunk costs, zero-sum game, and adaptive landscapes across systems and taxa.We will compare Pacific Northwest rainforest to the Ecuadorian Amazon, witnessing ecology’s most extreme, ubiquitous, and mysterious species-diversity pattern: the latitudinal diversity gradient. We will compare the Amazon at Earth’s most species-rich location—Yasuní—with equatorial montane, cloud forest, and altiplano habitats, revealing dramatic predictable reductions in species diversity that occur at a given latitude, with increases in elevation. And we will compare the high-diversity Amazonian habitat in the humid lowland east to the comparatively low-diversity habitats of the arid Andean rainshadow to the west.In tandem with our study of habitats, we will seek to understand indigenous cultures that have historically inhabited these biomes. We will consider the impact of glaciation and the role it played in initiating the diaspora of New World populations which diversified across the entirety of the Americas before Europeans arrived in the 15th century. Where there is archaeological evidence, we will interpret it in the context of the precolonial world.In fall, we will focus on logical tools, concepts, and language needed to understand evolutionary patterns. We will investigate levels of selection, and grapple with the relationship between genes, cultural memes, and epigenetic markers. We will take several field trips within Washington to experience relevant phenomena (e.g., Hoh rainforest, indigenous fishing on the Klickitat River, the channeled scablands). In winter and spring, we will travel to Ecuador, visit several sites, and spend extended field time investigating patterns across a tropical landscape of unparalleled diversity.		Heather Heying David Phillips Bret Weinstein	Mon Wed Thu	Sophomore SO Junior JR Senior SR	Fall	Fall
Experience Japan Tomoko Hirai Ulmer anthropology international studies language studies Signature Required: Summer	Program	FR–SRFreshmen–Senior	8	08	Day, Evening and Weekend				Su 16 Session I Summer	Experience Japan is an intensive, in-country program that gives students first-hand experience of contemporary Japanese culture, society and language. This program will take you to Tamagawa University in Tokyo, Evergreen’s long-time exchange partner. You will attend classes, engage in activities with the students and conduct research on a topic of your choice. Classes at Tamagawa University include regular bilingual classes and seminars specially designed for Evergreen students. Extra-curricular activities and field trips, arranged by the faculty and Tamagawa students, will take you to Tokyo's historically and culturally significant sites, including the Kabuki Theatre and Ghibli Museum, and nearby towns such as Kamakura and Hakone. Admission is open to all students regardless of language ability. 2016’s planned departure date is Friday, June 17 and return date, Saturday, July 9. Interested students should contact Tomoko Hirai Ulmer via email at and request an application form.		Tomoko Hirai Ulmer		Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Experimental Watercolor Jill Sattler	Course	FR–SRFreshmen–Senior	2	02	Evening				Su 16 Session II Summer	Experimental Watercolor embraces the concept of play and builds upon basic watercolor skills to extend a student’s technical and conceptual range. Students will explore, through various application techniques and personal experimentation, to find a rhythm within their work and technical skill. This will be done by looking at the different spaces we traverse and examining the objects within that space. We will be looking at authors who speak about objects and how our perception of things reveals how we are oriented toward the world.Students are expected to show personal growth and development in their skills and aesthetic awareness.Class time will be used to experiment with various forms of watercolor and ways to manipulate the water to the artist's advantage.Group critique follows each project. The conversation can show the artist what is working within the creative process and which areas can be improved. Students will learn to form critical comments, make observations, form respectful opinions and listen with intent to feedback about the “work” and not about the artist.		Jill Sattler	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Exploring U.S. Literature Emily Lardner American studies literature	Course	FR–SRFreshmen–Senior	4	04	Weekend				Su 16 Session II Summer	This course is designed for people who want to explore the rich literary traditions within the US, gaining (or regaining) an appreciation for literary texts, and practicing strategies for reading different genres--fiction, poetry and drama. We will read widely together, sampling works by writers from diverse ethnic and regional backgrounds and experimenting with methods for interpreting literary texts. Students will practice the skills of close reading, create literary autobiographies, choose an an author or group of authors to explore in depth, and contribute to an annotated bibliography that can serve as a resource for further reading and/or teaching.		Emily Lardner	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Extremophiles and Ecosystems Clarissa Dirks and Carri LeRoy biology ecology environmental studies field studies	Program	FR ONLYFreshmen Only	16	16	Day		W 16Winter	S 16Spring		Some organisms have adaptations that allow them to survive in extreme environments such as those with high temperatures, high salt concentrations, extreme cold, or without water. This program will focus on the biology, ecology, and physiology of microorganisms, fungi, plants, and animals which call extreme environments home. Specifically, we will be interested in the various behavioral, physiological, and morphological adaptations organisms have developed that allow them to live in places we would not expect to find life. In this program, we will undertake an exploration of extremophiles across the globe. We will explore organisms that dwell in deep sea vents, hot springs, polar regions, vast deserts, clouds, lava fields, caves, salt flats, and other extreme habitats. We will also explore the unique environments parasitic organisms inhabit and their interactions with host species. We will engage in the study of some of these environments with laboratory exercises and spring field trips to locations harboring these organisms.We will pair our studies of extreme organisms with studies of climate instability and how humans will need to adapt to changing environmental conditions. We will engage in these topics through readings and other media. Seminar discussions of these readings along with readings in the primary literature will provide us with a deep understanding of the range of responses humans and other living things have to extreme environments. We will engage with topics in evolutionary biology and natural selection and discuss assisted migration and ecosystem restoration.By taking this program, you will have an opportunity to earn all credits for a year of college-level General Biology. The program will also give you an introduction to basic skills including introductory statistics, experimental design, and math skills needed to solve problems in biology. Through this program, you will also have an opportunity to undertake group research projects and focused study in a related area, thereby developing important skills. These are skills that are useful broadly in the life sciences and will help you apply your hands-on experience to understanding morphological and physiological adaptations and designing scientific experiments.		Clarissa Dirks Carri LeRoy	Tue Wed Thu Fri	Freshmen FR	Winter	Winter
Eye of the Story Samuel Schrager and Caryn Cline American studies anthropology cultural studies literature media studies writing Signature Required: Winter	Program	FR–SRFreshmen–Senior	16	16	Day		W 16Winter			Our inquiry explores the power of storytelling in literature and film to take fresh looks at experience. It is designed for students who are prepared to do a serious writing or media-making project in documentary, fictional or hybrid modes. You will study a series of stellar written and audiovisual texts, examine the methods these artists use to craft compelling narratives, and mine them for inspiration and guidance as you pursue your own original work. The aim is to discover a poetics and a continuum of techniques to feed your creative practices, now and in the future. For advanced students, this program is an ideal context for advanced projects; for intermediate students, a challenging opportunity to develop their craft.Your project can be collaborative or individual; faculty will provide sustained guidance at each stage of its development, and students will support and critique one another’s work. Texts will span documentary and fiction genres, with readings by authors such as Joan Didion, Ralph Ellison, Joseph Mitchell, Octavia Butler, Grace Paley, Junot Diaz, W.G. Sebald and D.F. Wallace, films by directors such as John Akomfrah, Claire Denis, Jean-Luc Godard, Errol Morris, Yasujiro Ozu, Jay Rosenblatt and Wim Wenders, and theory from critics such as Walter Benjamin and David Bordwell. The first weeks of the quarter will include instruction in fieldwork and self-reflection: ways of listening, observing, recalling, and recording to make truthful stories. Artists will come to talk with us about their work and creative process. The program will culminate in presentations of students’ compact, polished, finished pieces of writing or film/video/web-based media.		Samuel Schrager Caryn Cline	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Feminist Jurisprudence Artee Young African American studies American studies education gender and women's studies government history law and government policy law and public policy political science	Program	SO–SRSophomore–Senior	16	16	Day			S 16Spring		Feminist jurisprudence is a philosophy of law based on the political, economic, and social equality of the sexes. Students will be introduced to various schools of thought and concepts of inequality in the law spanning historical periods from the 1920s (ratification of the 19th Amendment to the Constitution) to the present. Students will investigate historical foundations of gender inequality as well as the history of legal attempts to address that inequality, including U.S. Supreme Court cases; Federal laws, including Title VII and Title IX; and feminist jurisprudence. Lectures and discussions will include topics on the development of the Constitutional standard for sex equality, legal feminism from the 1970s to the present incorporating work and family as well as home and workplace conflicts. Students and faculty will review legal precedents related to feminist jurisprudence raised by the Supreme Court’s interpretations of the law and analyzed and discussed by the legal community in law review articles and related academic research. Issues presented by the cases will include, among others: women as lawyers, women and reproduction, prostitution, surrogacy and reproductive technology, women and partner violence, pornography, sexual harassment, taxation, gender and athletics. Students will also examine current and historical documents on inequality and legal issues that continue to impact women. Intersections of gender and race will also be critically analyzed.The Socratic method and lectures will be the principal modes of instruction. Student panel presentations on assigned topics/cases will contribute to new knowledge and an enhanced understanding of feminist jurisprudence and its place in the historical development of women’s rights and responsibilities. In addition to panel presentations, students will be required to produce legal memoranda, journals and a final research project submitted in one of the following forms: a well-documented research paper/article on feminist jurisprudence, an art/graphics project reflecting historical or current women’s legal issues, or a forum on a specific feminist legal issue/topic, among others.		Artee Young	Mon Mon Mon Wed Wed Wed Thu Thu Thu	Sophomore SO Junior JR Senior SR	Spring	Spring
Field Ecology Dylan Fischer and Erik Thuesen biology botany ecology environmental studies field studies marine science natural history writing zoology	Program	JR–SRJunior–Senior	16	16	Day			S 16Spring		This program is designed to provide a premier hands-on experience in learning how to conduct field science in ecology at the advanced undergraduate level. We will focus on group and individual field research to address patterns in ecological composition, structure, and function in natural environments. Students will participate in field trips to local and remote field sites and will develop multiple independent and group research projects in unique marine and terrestrial ecosystems from the Puget Sound to the east side of the Cascades (in Washington).We will work as a community to develop and implement field projects based on: 1) workshops in rapid observation and field data collection; 2) participation in large multiyear studies in collaboration with other universities and agencies; and 3) student originated short- and long-term studies. Students will focus on field sampling, natural history, and library research to develop workable field-data collection protocols. Students will implement observation- and hypothesis-driven field projects. We will learn to analyze ecological data through a series of intensive workshops on understanding and using statistics in ecology. Students will demonstrate their research and analytical skills through scientific writing and presentation of all group and individual research projects.Specific topics of study will include community and ecosystem ecology, plant physiology, forest ecology, marine ecology, ecological restoration, riparian ecology, fire disturbance effects, bird abundance and monitoring, soundscape ecology, insect-plant interactions, disturbance ecology, and statistics in biology. We will emphasize identification of original field research problems in diverse habitats, experimentation, statistical analysis, and writing in journal format. All students will be expected to gain competency in advanced statistics and scientific writing.		Dylan Fischer Erik Thuesen	Tue Wed Thu Fri	Junior JR Senior SR	Spring	Spring
Film and Gender Elizabeth Williamson cultural studies gender and women's studies media studies queer studies	Course	FR–SRFreshmen–Senior	4	04	Weekend				Su 16 Session II Summer	This course examines film through the lens of gender studies. Both film studies and gender studies will be covered at an introductory level, with additional support and opportunities provided to students with previous experience. We will focus primarily on female-identified performers, producers, and directors, but we will address their work through an intersectional lens, with attention paid to elements of race and sexuality, as well as to non-binary gender identities. There will be one screening with lecture every week; students will watch additional films at home and post weekly screening reports. More advanced students may pursue a research or screenwriting project in lieu of weekly reports.		Elizabeth Williamson	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Forbidden Knowledge Susan Preciso and Mark Harrison cultural studies literature moving image theater visual arts	Program	FR–SRFreshmen–Senior	8	08	Evening and Weekend		W 16Winter	S 16Spring		Across time and cultures, humankind has struggled with taboos that obstruct the pursuit of knowledge deemed inappropriate or dangerous, but what is “forbidden” intrigues us all. In this humanities program, we will explore the ways that forbidden knowledge inspired artists throughout the ages. We will ask how the forbidden differs in the mythology of one culture to another. We will study some great works of art that have been inspired by forbidden knowledge. While powerful people and institutions have often dictated what is acceptable for us to know, the arts, literature, and mythology have been the chief mechanisms through which we have been able to explain or justify this fundamental human conflict. For example, in the creation stories of Genesis and Milton’s we encounter one of western culture’s most enduring mythic structures. and Mary Shelley's speak to a more modern dilemma about acquisition and use of knowledge. In this two quarter program we will explore this complex subject through visual art, music, poetry, film, theatre and literature. Roger Shattuck’s will provide one analysis of the stories, but we’ll read other critical approaches as well. During Winter quarter we will concentrate on the classical past; our readings will include Genesis, and In the Spring, we will turn our attention to the modern age. Our readings will include Christina Rossetti's , A.S. Byatt's , Tony Kushner's and Alan Ginsberg's . Students will be expected to read critically and well, take excellent reading notes, and write occasional critical essays on assigned topics. They will participate in seminar, lecture, workshop, and a possible field trip. This immersion in the humanities is especially suited for those students planning to teach in areas of literature or the arts. It is also for students who are curious about the ways in which artists and writers working in different genres push us to understand the world and our place in it.Credits will be awarded in literature and cultural studies.		Susan Preciso Mark Harrison	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter Spring
French - First Year I, II, III Judith Gabriele language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall	W 16Winter	S 16Spring		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 - Second Year I, II, III Judith Gabriele language studies	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall	W 16Winter	S 16Spring		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
From Civil War to Civil Rights Thomas Rainey and Geoffrey Cunningham	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Session II Summer	This program offers an historical, legal, and cultural examination of Americans' contested quest for expanded liberties from the Civil War to the passage of the Civil and Voting Rights Acts of 1964 and 1965. Starting in the nineteenth century, we begin by examining the changing defintions of liberty brought about as a result of the nation's most severe crisis, the Civil War. Beginning with abolitionism, the course transitions to discussing the war, the importance of the Emancipation Proclamation, and Reconstruction's promise, failure, and legacy. In moving to the twentieth century, we analyze the rise of Jim Crow and institutionalized white supremacy and assess social and cultural responses to segregation and inequality. In our examination of , the Freedom Summer, the passage of the Civil and Voting Rights Acts, and the movement's expansion, we will survey the tension between grassroots activism and high politics, and the impact of the courts on the changing interpretations of liberty. The program incorporates an array of historical texts, films, poetry, visual art, and court cases to study the multifaceted history of the challenges to expand and redefine American liberty.		Thomas Rainey Geoffrey Cunningham	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Fundamentals of Photojournalism Shauna Bittle communication communications media arts visual arts	Course	FR–SRFreshmen–Senior	4	04	Weekend				Su 16 Summer	Fundamentals of Photojournalism will introduce students to the practice of professional photojournalism. Students will learn to approach situations with an eye toward comprehensive, in-depth and authentic photo documentation. Weekly assignments will be based on the LIFE Formula for Visual Variety in the Photo Story, with focus on image content and visual storytelling. Students will learn to edit images thoughtfully and present them on the page. The course will also cover industry expectations for professional photojournalists. Students will learn to follow A.P. standards for professional caption information and will study the Code of Ethics adopted by the National Press Photographers Association. Students will be asked to do online research and write response pieces to award-winning work in the field of photojournalism. Texts will include readings from Ken Kobre's , Vicki Goldberg's , and . Students will be expected to identify and gain access to situations with visual storytelling potential, and to be able to tie the situations to the issues of our day. Weekly critique sessions will provide opportunity to give each other feedback on the effectiveness of visual communication. Seminars will cover readings on professional practices and the impact of photojournalism. At the end of the session, students will be expected to present a photo story or picture essay in the form of a broadsheet layout with captions and text.		Shauna Bittle	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Fundamentals of Plant Biology Karen Hogan biology botany ecology	Program	FR–SRFreshmen–Senior	12	12	Evening and Weekend		W 16Winter	S 16Spring		Virtually all life on Earth that most of us will ever see is made possible by plants. This program will provide a foundation to understand what plants do and how they do it. Winter quarter will focus on plant structure and function — how plants acquire resources, grow and develop, and respond to the physical environment. Spring quarter will focus on plants at ecological level, including population dynamics, interactions between plants and other species, and the role of plants in the global ecosystem. While we will take a scientific approach to the study of plants, this program is intended to be accessible to non-scientists and does not assume a strong background in the sciences. Learning experiences will include lectures, workshops, seminars, frequent short quizzes, a midterm and a final exam, and some outdoor activity (mostly in spring). Each quarter, students will keep a field journal and write two iterations of a research paper based on their developing understanding of plant biology. This class is not intended to enable students to identify every plant they see, but we will spend some time in spring on basic principles of taxonomy and plant identification using dichotomous keys.Winter quarter will focus particularly on plant structure and function. Spring quarter will be more concerned with topics in ecology and evolution.		Karen Hogan	Mon Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Gateways for Incarcerated Youth W. Joye Hardiman African American studies American studies cultural studies education Signature Required: Fall	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall				This program offers Evergreen students the opportunity to co-learn with individuals incarcerated in a medium/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, central to our work in the prison classroom. 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.		W. Joye Hardiman	Tue Tue Wed Wed Thu Thu	Sophomore SO Junior JR Senior SR	Fall	Fall
Gateways for Incarcerated Youth: Writing Imprisonment, Writing Freedom Chico Herbison African American studies American studies cultural studies education Signature Required: Winter	Program	SO–SRSophomore–Senior	16	16	Day		W 16Winter			This program offers Evergreen students an opportunity to co-learn with juvenile males incarcerated in a medium/maximum-security institution (Green Hill Institution in Chehalis, Washington). It is high stakes work that demands deep and consistent engagement: approximately 12 hours a week in class on the Evergreen campus, 4 hours a week in class at Green Hill, and a modest involvement in other activities (such as fundraising) that help support and expand the educational resources available to the incarcerated youth.The learning of the Evergreen students in this program fuels, and is fueled by, the learning of the Green Hill students. A fundamental principle of the Gateways program is that every person has special talents and valuable experiences that contribute to our shared learning. Our primary goal—supported by the theories and practices of popular education—is to create an environment in which each student becomes empowered to share their knowledge, creativity, values, and visions and dreams by connecting respectfully with people from a range of cultural, class, and other backgrounds.On the Evergreen campus, students will explore—through faculty presentations, film screenings, workshops, and seminars—issues of race/ethnicity, culture, class, gender, power, and the many meanings of imprisonment and freedom in U.S. history and society. In the Green Hill classroom, Evergreen and Green Hill students will collaborate on a variety of projects, and will assume responsibility for the design, implementation, and assessment of weekly activities. Evaluation of Evergreen student performance will be based on participation in workshops and seminars on campus and at Green Hill, weekly seminar papers and creative writing exercises, and a capstone creative nonfiction writing project.		Chico Herbison	Tue Tue Wed Wed Fri Fri	Sophomore SO Junior JR Senior SR	Winter	Winter
Gender, Power, and Relationships revised Simona Sharoni communication community studies gender and women's studies health sociology	Course	FR–SRFreshmen–Senior	2	02	Weekend				Su 16 Session I Summer	Students will explore the characteristics and dynamics of both healthy and unhealthy relationships with special attention focused on college life. Students will examine critically the literature about gender-based violence with special attention to intimate-partner violence, rape and sexual assault. Through the use of films, small-group discussions, role-playing and other interactive activities, students will not only become aware, but also build confidence and practical skills for violence prevention and intervention on campus and in the community.		Simona Sharoni	Fri Fri Sat Sat Sun Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
General Biology Clarissa Dirks biology	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session II Summer	Living systems will be studied on the molecular, cellular, and organismal level. Topics that will be covered include, but are not limited to, biomolecules, cell structure and function, genetics, gene expression and regulation, evolutionary biology, biodiversity, introduction to ecology, plant and animal physiology, and the scientific method. The lab component will reinforce concepts and ideas explored in lectures, readings, and workshops. Some components of our work will take us outside to do field surveys and learn about the ecosystem and habitats around us. This biology course is excellent preparation for students interested in taking more advanced life science courses or for future work in environmental science.		Clarissa Dirks	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
General Chemistry I with Lab Dharshi Bopegedera chemistry	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session I Summer	We will begin the study of general 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, stoichiometry, and properties of gases. Time permitting other topics such as thermochemistry may be explored. In the laboratory we will work to develop the skills needed to be successful in a chemistry lab. In particular we will focus on measurements, preparing solutions, titrations, and spectroscopy.		Dharshi Bopegedera	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
General Chemistry II with Lab Riley Rex chemistry	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session II Summer	This course is designed to offer the equivalent of the second half of a year-long course in general chemistry. The topics to be presented will include thermochemistry, properties and physical changes of matter, solution chemistry, kinetics, thermodynamics, chemical equilibrium, acid-base chemistry, and aqueous equilibria. Additional topics in electrochemistry, nuclear chemistry, and coordination chemistry may be presented if time permits. Course activities will include lectures, small-group problem-solving workshops, and laboratories. Laboratory work will build upon the skills learned in General Chemistry I, and provide hands-on experience with additional methods relevant to the topics presented in lecture. This is part two of a two course sequence, that together cover one year of general chemistry with lab.		Riley Rex	Mon Tue Wed Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
General Chemistry III with Lab- at SPSCC Charles Kramer	Course	FR–SRFreshmen–Senior	5	5	Evening			S 16Spring		This is the third quarter of a general chemistry sequence for designed for students interested in engineering, biological science, physical science, pre-med, pre-dental, and math fields. Topics covered include acids and bases, solubility and complex ion equilibria, thermodynamics - entropy, reduction-oxidation reactions and electrochemistry and nuclear reactions and issues. This course stresses problem solving and critical thinking. We will meet for 4 hours lecture and 3 hours lab per week. NOTE: 2011 Mottman Road, SW, Olympia, WA 98512, in Building 35, Room 251, Tuesday and Thursday evenings from 6:00 to 9:20 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 SPSCC bookstore website under the course Chem&163.		Charles Kramer	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
General Chemistry with Laboratory I, II, III cancelled	Course	FR–SRFreshmen–Senior	6	06	Evening	F 15 Fall	W 16Winter	S 16Spring		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
Genes and Development Donald Morisato biology Signature Required: Winter	Program	JR–SRJunior–Senior	16	16	Day		W 16Winter			The union of a sperm and egg initiates the process of development in which a single cell—the fertilized egg—eventually produces hundreds of different cell types that form distinctive tissues and organs. If the developmental program is encoded in the genome, how are the key regulatory genes expressed in the right place and at the right time, and what do these genes do? Genetics provides a powerful approach for studying complex biological pathways. By analyzing mutations that result in developmental defects, geneticists can not only learn how normal genes control cell growth and cell communication, but can also gain insights into the logic of how an organism establishes its major body axes and achieves spatial patterning. This advanced program will provide an overview of the genetic strategies used to study questions in developmental biology. How do we make and isolate mutations that affect a complex process? How do we analyze the order and location of gene action in developmental pathways? How do we identify the gene that corresponds to a mutant phenotype and analyze its function at the molecular level? We will focus on several model organisms, including the fruit fly We will also consider several developmental mechanisms underlying evolutionary change. A key aim of this program will be the analysis of experimental design and logic. Emphasis will be placed on reading and interpreting primary research papers, in both seminar discussions and written critiques. There will be a significant laboratory component applying contemporary genetic and molecular biological techniques to the study of development. We will also consider some of the philosophical and ethical implications of this scientific work by reading and discussing novels that explore these topics.		Donald Morisato		Junior JR Senior SR	Winter	Winter
The Geography of Polar Regions Martha Henderson environmental studies geography	Program	JR–SRJunior–Senior	16	16	Day	F 15 Fall						Martha Henderson		Junior JR Senior SR	Fall	Fall
Geometry Neal Nelson education mathematics	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session I Summer	This class is an introduction to both Euclidean and non-Euclidean geometry suitable for teachers or others interested in gaining a deeper understanding of mathematics, mathematical proof, and the historical and conceptual evolution of geometrical ideas. The course will concentrate on problem solving and the development of mathematical skills, particularly proofs, with the goal of understanding the major conceptual developments in the history of geometry. Class activities will be primarily reading, problem solving, and discussion with lectures as needed. The course is suitable for middle and secondary math endorsements.		Neal Nelson	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
German, Beginning I, II, III Marianne Hoepli	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall	W 16Winter	S 16Spring				Marianne Hoepli	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Globalities: Art, Culture, the City and the World Lee Lyttle and Steven Flusty cultural studies international studies sociology	Program	FR–SOFreshmen–Sophomore	16	16	Day			S 16Spring		This program is intended for those students interested in exploring the development and diffusion of arts and culture in a global urban context. Students will work to understand the mechanisms by which visual, theatrical, musical, architectural, culinary and other artistic endeavors take form within and between world cities, and in turn transform those cities. They will explore the operations and effects of globalization as a collation of extensive homogenizing and diversifying relations. Students will probe such problematic phenomena as Coca-Colonization and McDonaldization, cultural imperialism, cultural appropriation and the privatization of culture. In so doing, students will investigate institutional structures and initiatives that foster and sustain vibrant artistic communities, while also uncovering the basic market forces that operate in sectors such as the global entertainment and media industries. Students will write about, read, and discuss challenges posed by globalization of the arts, as well as intervention strategies for cultural survival. With seminars, lectures, guest speakers and films students will discuss arts and cultural development, nonprofit and governmental issues that come to light in a global context.Students will have the option of either doing a major individual or group project on one of the program’s major themes or an in-program embedded internship in which they associate with a business, governmental, or nonprofit organization that works at the intersection of the arts and culture. Students who chose to do the in-program internship must do so in consultation with the faculty and Academic Advising. Please go to for more information. Interested students should consult with the faculty about their proposed internship placements prior to or during the Academic Fair, March 2, 2015. The internships should be located in the Seattle/Portland I-5 corridor or on the Olympic Peninsula within a reasonable distance (i.e., Mason or Grays Harbor Counties). All internships must follow college procedures. While students can seek out their own internship possibilities that reflect their artistic or entrepreneurial interests, we will also work with campus resources and the faculty member's contacts to identify internship possibilities.		Lee Lyttle Steven Flusty	Mon Tue Thu	Freshmen FR Sophomore SO	Spring	Spring
Government in An Evolving Democracy Artee Young American studies community studies education government history law and government policy law and public policy	Program	FR–SRFreshmen–Senior	16	16	Day				Su 16 Summer	The defining question for this class is: What good is government?Why do we pay for “government” and what does it give us? Why does Washington State have the most regressive tax structure in the United States? Why do western states, including ours, have a citizen initiative process? How do United States Supreme Court rulings affect ideas, policies and laws about gender, marriage, gun control, education and media? What is the role of both state and Federal government in: Food production? Housing? Privacy? Water? Health? Education? What is infrastructure, and how does state-level investment in construction differ from that invested in human-delivered social/educational services? Why are roads, bridges and dams mentioned in the media only when they fail? How do gun laws like “Stand Your Ground” relate to the criminal justice system? These questions and more will be addressed in a class that provides students with theoretical and pragmatic knowledge about how government and democratic systems function in the United States and in the State of Washington. Themes include, but are not limited to, federalism, states' rights, and citizens' participatory governance and individual rights. Readings will include U. S. Supreme Court and Washington State court cases. Students will write short papers, maintain a journal on the reading assignments, participate in class discussions, and work in groups to complete a final project. The final project includes participatory research on a particular state official, which could include elected representatives and appointed state personnel, the development of structured interview questions for the research subject, a written report and an oral presentation of your research process and findings. The class will include field trips to the Temple of Justice (Washington State Supreme Court), the Washington State Archives, the Washington State Library, the Washington State Legislative building, as well as visits with state representatives, senators and local officials.Credit may be awarded in civics, government and political science. Parts of the curriculum may also contribute to coursework expectations for various teaching endorsements.		Artee Young	Mon Wed Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Grammar for Teachers Jon Davies communication education language studies writing	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session II Summer	Writing is critical to learning and a vital tool for communication. Improving the teaching of writing can improve student writing. Effective teachers of writing gain insight from their own writing experiences and also that of their peers. English grammar provides many challenges for writers as they move from early drafts to finished pieces of writing. Decades of research suggests that teaching grammar in isolation has little, if any, effect on student writing. In this course we will explore English grammar in the context of our own writing, including issues of style, punctuation, and mechanics. Through the process of addressing grammar in our own writing, we will develop strategies to support student writers in the classroom. Even though this course is especially suited for educators and undergraduate students interested in education, all writers interested in polishing their writing are welcome.		Jon Davies	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Grammar in Context Emily Lardner education writing	Course	FR–SRFreshmen–Senior	4	04	Weekend				Su 16 Session I Summer			Emily Lardner	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Grammar in Context Emily Lardner	Course	FR–SRFreshmen–Senior	4	04	Evening		W 16Winter					Emily Lardner	Mon	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 16Spring		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	F 15 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
Grant Writing and Fundraising: Ideas to Realities Don Chalmers writing	Course	FR–SRFreshmen–Senior	2	02	Weekend		W 16Winter			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
The Graphic Novel Steve Blakeslee literature visual arts writing	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Session I Summer	Over the past 30 years, the graphic novel has won numerous readers with its bold topics, innovative forms, and vivid artwork. We will explore the origins, development, and unique workings of these sequential narratives, from the socially conscious woodcut novels of the 1930s (e.g., Lynd Ward’s ) to the global adventures of Hergé’s , to Alan Moore and Dave Gibbons' 1980s game-changer, . Other works will include Scott McCloud's and recent graphic memoirs. Our overall goal is to develop an informed and critical perspective on this powerful medium. Students who register for eight credits will read and research additional graphic works or, with faculty approval, create graphic narratives of their own.		Steve Blakeslee	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
The Great Russian Novel Thomas Rainey history literature philosophy	Program	SO–SRSophomore–Senior	8	08	Evening		W 16Winter			Professor Jane Taubman, an internationlly renowned authority on Russian Literature, notes: "Art for art's sake has always been suspect in Russia. Russian writers accept a burden of responsibility for their society and its moral health quite different from that customary in the West. Russian literature has always served the nation as a kind of public forum that the political culture and government censorship have otherwise made impossible." This program will explore the rich history, literature, and culture of 19th and 20th Century Russia primarily through the medium of Russian novels. We will read representative novels of Nikolai Gogol, Ivan Turgenev, Lev Tolstoy, Fedor Dostoyevski, Mikhail Bulgakov, and Boris Pasternak. The novels of these great Russian writers will be analyzed as works of art, social documents and moral statements. Special emphasis will be given to the role that Russian writers have played as social critics and as makers of Russia's social and cultural consciousness.		Thomas Rainey	Mon Wed	Sophomore SO Junior JR Senior SR	Winter	Winter
Health and Human Development Andrew Brabban and Heesoon Jun biology consciousness studies health physiology psychology Signature Required: Winter	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall	W 16Winter			Human life begins as a combination of the parental genetic material in a single fertilized egg and, through development, it becomes an intricate and reactive organism composed of ten trillion differentiated cells. The nervous system alone contains hundreds of billions of cells, forming trillions of electrical connections and serving as the foundation for an immensely complex consciousness capable of thousands of thoughts and feelings per day. In this two-quarter-long interdisciplinary program, we will examine health and human development from evolutionary, developmental, physiological, integrative (allopathic and complementary), and psychological perspectives.Within the psychological component of our program, students will explore the diagnosis and treatment of mental disorders and essentials of healthy development from a holistic perspective. This will include understanding the interaction between nervous systems and environment and examining Diagnostic Statistical Manual Mental Disorders (DSM) from developmental, sociopolitical, and cultural aspects. We shall also focus on the biochemical, psychosocial, and spiritual aspects of specific conditions (e.g., trauma, the repeated experience of not being good enough, the profound psychological effects resulting from betrayal, etc.) on the development of psyche and its impact on healthy/unhealthy development. The importance of mindfulness for staying healthy will be emphasized and students are encouraged to practice mindfulness daily. Attention will also be paid to the psychopharmacology of legal and illegal drugs. In addition, we will explore multicultural perspectives of health and human development. No one model will prevail over another, but rather an integration of ideas, concepts, and thoughts will be presented. Within the biological component, we will approach the human body from an evolutionary and structural/functional perspective. Starting at a molecular level (genetics, cell structure, biochemistry, and gene regulation) and building through cell processes to organ systems, we will examine the human body as an integrated system that reacts to physiological and environmental factors (diet, stress, disease, and pharmacology).The program activities will provide students an opportunity to work collaboratively. Students will develop critical thinking, quantitative reasoning and writing skills and will learn that human health and development are complex, fluid, and dynamic through workshops, lectures, seminars, guest presentations, laboratory work, and group and individual projects. This is a full-time program and students will be expected to work efficiently for a total of 40 hours each week.		Andrew Brabban Heesoon Jun	Mon Mon Wed Thu Thu	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 16Spring		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
Hearing Voices: the Self and Other in Psychology, Language, and (Un)Creative Writing Janys Murphy and Lynarra Featherly consciousness studies philosophy psychology writing	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall				In this all-level interdisciplinary program in human development and experimental creative writing, we will study the bio- and psychosocial development of the self and explore to what degree our self-conception is structured by internal and external voices. We will employ several modes of theoretical, critical, and creative inquiry and expression, listening for and possibly re-arranging the chorus of voices that constitute the self.How does the “voice” of psychology inform our conception of who we are? How do our relationships with others inform and expand our observational selves? We will consider concepts from attachment theory, interpersonal neuropsychology, infant mental health, as well as humanistic, existential, and feminist theory using a wide range of approaches, from neuroscience to psychoanalytic thought and developmental perspectives. Our readings will include work from Erikson, Siegel, Ainsworth, Bowlby, Adler, Rogers, Horney, Freud, Jung, and Frankl.In our writing and literary work, we will ask how do our own “voices” conceive of who we are? How might we disrupt conventional conceptions of the self? In an attempt to hear ourselves and others speak differently, our (un)creative writing will take up experimental writing procedures, e.g., using source texts as material to manipulate, transform and otherwise “translate” using combinatorial play, re-structuring or de-structuring. Our literary and poetic interlocutors will likely include Kristeva, Barthes, Lacan, Žižek, Charles Bernstein, Lyn Hejinian, M. NourbeSe Philip, Maggie Nelson, Claudia Rankine, and Julie Carr.Throughout the program, we will closely read texts from psychology, literary and critical theory, and experimental and conceptual works of poetry. We will engage these works in seminars, small groups, lectures, and reading sessions. All students will develop qualitative research skills, participate in mindfulness practices, and in writing, performance, and movement workshops. Students will write both academic essays and creative work. In the fall, students will explore the chronology of human development from birth to late childhood. Using the universal language of the child, movement and play, we will work through the transitions of each stage, approaching these through both psychology and literary theory. At the end of fall quarter, students will select a subset of writing produced over the quarter to bring together, rework, and self-publish in individual “chapbooks.”		Janys Murphy Lynarra Featherly		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
History and Systems in Psychology Susan Cummings psychology	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 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	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
How Do We Know What We Know: Research Methodology in Social Sciences (at Grays Harbor) Wenhong Wang sociology	Course	JR–SRJunior–Senior	4	04	Evening	F 15 Fall				What is social scientific methodology? Why do we need it? What do we really mean by research? What is the difference between scientific research and common sense? Can we really be objective in our research? What is the role of subjective judgment in research? Is experimenting on human being ethical? What data can and cannot tell you? How to tell good research from bad research? Which approach is better, qualitative or quantitative, in what situations? What are the major methods for social scientific research?In this introductory research methodology course, we will look into the rationale of social scientific research, study the major methods in social sciences, and their pro and cons. We will learn to ask meaningful questions, practice research design, understand and evaluate research papers and last but not least, get our feet wet in the actual research practices. Throughout the quarter, we will explore topics such as how various factors promote the health of the community, the role of education in social mobility and other topics relevant to our current changing society.Students will learn through lectures, readings, workshops, individual and group projects.		Wenhong Wang	Wed	Junior JR Senior SR	Fall	Fall
HR: Total Compensation Cary Randow and Theresa Aragon business and management	Course	JR–SRJunior–Senior	4	04	Weekend		W 16Winter			This course studies the important components of managing total rewards (salaries, benefits and work/life environment) in a business. A “building blocks” approach will be utilized to learn compensation from the “ground up” enabling students to better integrate theory, concepts, and practices that build upon each other. Concepts, methods and issues are explored in such areas as determining job value, pay philosophies, pay delivery, surveying, typical tasks and strategic approaches to plans design and communications. Key learnings are accomplished through reading (text/handouts), lecture, research, in-class exercises and weekly questions and answers assignments taken from the text and handouts. The course concludes with student teams recommending and presenting a specific plan for a given business case scenario.		Cary Randow Theresa Aragon		Junior JR Senior SR	Winter	Winter
Human Resource Management Theresa Aragon, Cary Randow and Natividad Valdez business and management Signature Required: Winter	Program	JR–SRJunior–Senior	12	12	Weekend	F 15 Fall	W 16Winter			The success of organizations depends on the human beings that enable organizations to achieve their objectives. An organization’s human resources are its most critical assets. The management of human resources is a specialization in management that encompasses several functions including the recruitment, selection and maintenance of a qualified, motivated, smoothly functioning and productive workforce. This two quarter program is designed to provide an introduction to human resource fundamentals as well as detailed overview of six specific areas of human resource management: All areas of the program are designed to provide conceptual understanding through readings and case analyses while developing skills through practice, role plays, and simulations.Fall quarter focuses on the first three areas. We will cover the basics of human resource management including strategic planning, recruitment, orientation, retention, job design, and organizational development. We will also review aspects of labor law including the National Labor Relations Act (NLRA) and major employment laws including those covering discrimination, sexual harassment, disability, family leave, wage standards, and the Employee Retirement Income Security Act as well as and the Consolidated Omnibus Budget Reconciliation Act (COBRA). Students will learn how to apply these major laws to 'real-work' situations and will have a very good understanding of the major provisions. 8 credits will be awarded in Fundamentals of Human Resource Management and 4 credits will be awarded in Employment LawWinter quarter will focus on human resource development and training, performance management, and total compensation. We will cover a number of training and development topics including needs analysis and instructional design and evaluation while distinguishing between leadership development and skills development. We will also examine the components of a total compensation program: salary, benefits, and workplace environment. Specific topics will include pay philosophies, determining job value, and strategic approaches to communication. 8 credits will be award in Employee Training and Development and 4 credits will be awarded in Employee Compensation.		Theresa Aragon Cary Randow Natividad Valdez	Tue Sat Sat Sun Sun	Junior JR Senior SR	Fall	Fall Winter
Human Resources Skills that Make a Difference Dariush Khaleghi business and management	Course	FR–SRFreshmen–Senior	4	04	Weekend				Su 16 Session II Summer	With many firms now implementing full employee self service functions and subcontracting other traditional Human Resources roles and responsibilities, it appears that the HR role and its impact is diminishing. This course explores the emerging position of HR and the core competencies required to create a high-performance HR function that can add significant value to the bottom line and sustainability of their organizations as business partners and strategic contributors. The primary objective of this course is to discuss and learn the emerging HR competencies that allow HR professionals meet the emerging needs of their organizations and make a difference in the lives of those whom they support. This course provides students with the opportunity to practice critical thinking, reflecting, collaborating, researching and learning through individual and group activities, discussions and seminars, and team projects. The course structure is hybrid; 50% face-to-face (i.e., seminar, group discussion, and class projects) and 50% online (i.e., readings, researching, assessment, videos, discussion forums).		Dariush Khaleghi	Sat Sat Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Hybrid Music I, II, III Ben Kamen Signature Required: Fall Winter Spring	Course	SO–SRSophomore–Senior	4	04	Evening	F 15 Fall	W 16Winter	S 16Spring		Students in Hybrid Music will create 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 strengthen their technical skills through studio work. In the fall, topics will include advanced analog synthesis, live electronics, editing, and mixing. Winter quarter will focus on algorithmic composition, digital synthesis and sampling techniques. In the spring, students will develop independent projects to be presented in a final public performance. Introduction to Electronics in Music (or equivalent) is a requirement for entry. Please contact the faculty for an application.		Ben Kamen	Wed	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Images of Japan: Arts, Literature and Cinema Stephanie Kozick and Tomoko Hirai Ulmer art history cultural studies history language studies literature media studies visual arts Signature Required: Winter	Program	FR–SOFreshmen–Sophomore	12, 16	12 16	Day	F 15 Fall	W 16Winter			This two-quarter Japanese studies program examines various Japanese art forms and how their essence was appropriated in Western culture. The ancient culture of Japan fashioned a multitude of impressions in American minds as the United States developed close economic and political relationships with Japan. This program’s curriculum incorporates Japanese literature, cinema and arts as well as comparative analyses of representations or “appropriations” of Japanese culture produced by non-Japanese writers, filmmakers, and artists. In the fall quarter we will focus on the study of Japanese literature and aesthetics. The literary and artistic works we will examine include: and from the 11 century Heian court, 16 -century tea gardens, 18 -century woodblock prints (which inspired the French Impressionist), and contemporary writers such as Murakami Haruki, Yohsimoto Banana along with artists, Isamu Noguchi and Yayoi Kusama. The films we will examine include works by Kurosawa Akira, Ozu Yasujiro and Miyazaki Hayao. In the winter quarter we will shift our focus to comparative studies, examining cultural assumptions and representations made by Western writers and artists as they appropriated elements of Japanese culture. We will study different images of Japan represented in the writing of Donald Richie and Pico Iyer, films by Doris Dörrie and Sophia Coppolla, and Impressionist art. By doing so, we will contrast perspectives from both Japan and the West, creating a format for observation, discussion and inquiry.Students may enroll for 12 credits and take an additional 4-credit Japanese language class taught by Tomoko Ulmer through Evening and Weekend Studies. Taking a Japanese class along with this program provides valuable insights into Japanese culture because of the remarkably image-oriented nature of the language.		Stephanie Kozick Tomoko Hirai Ulmer	Mon Wed Thu	Freshmen FR Sophomore SO	Fall	Fall Winter
Immigration Law and History of the Southern US Border Arleen Sandifer history law and government policy law and public policy political science	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		In its first words on the subject of citizenship, Congress in 1790 restricted naturalization to ‘white persons.’ [T]his racial prerequisite to citizenship endured for over a century and a half, remaining in force until 1952. From the earliest years of this country until just a generation ago, being a "white person" was a condition for acquiring citizenship.” -- Ian Haney Lopez, , 1. Most people do not realize that the notion of the United States as a “white” majority nation is largely a construction of law, and that people of many different nationalities who were deemed “not white” for purposes of immigration became “white” over the course of U.S. social and legal history. The current legal regime that imposes severe criminal penalties for violations of immigration law provisions is a recent development in U.S. law, and constitutes a dramatic change in the legal approach to immigration and immigrants from the Western Hemisphere, especially Mexico. Within the context of the impending presidential election, we'll study the major legal and historical events that have shaped and continue to structure the debates over immigration. We’ll examine the current landscape of immigration law and policy as well as restrictionist and immigrant-rights movements. We’ll critically analyze how concepts of race are embedded in immigration law and policy and how those embedded concepts shape the laws and their operation today. We will examine current controversies about immigration, immigrant workers, labor movements, and the varied ways communities respond to the most recent immigration boom.Students will build some basic legal skills through reading and researching important cases and laws.		Arleen Sandifer	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Independent Readings in the French Revolution Stacey Davis history political science	Program	FR–SRFreshmen–Senior	4, 6, 8	04 06 08	Day				Su 16 Summer			Stacey Davis	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
India: Dance and Culture Jamie Colley anthropology consciousness studies cultural studies dance religious studies	Course	FR–SRFreshmen–Senior	4	04	Evening and Weekend	F 15 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 Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
India: Dance and Culture Jamie Colley anthropology consciousness studies cultural studies dance religious studies	Course	FR–SRFreshmen–Senior	4	04	Evening and Weekend			S 16Spring		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 Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Individual Study: Book Arts Steven Hendricks literature visual arts writing Signature Required: Winter	Contract	JR–SRJunior–Senior	16	16	Day		W 16Winter			Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unique combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Students proposing well-conceived projects in bookbinding or artists' books are invited to contact the faculty.Students with a lively sense of self-direction, discipline and intellectual curiosity are strongly encouraged to apply.		Steven Hendricks		Junior JR Senior SR	Winter	Winter
Individual Study: Mathematics, Computer Science Brian Walter computer science mathematics Signature Required: Winter	Contract	SO–SRSophomore–Senior	0, 4	0 04	Day		W 16Winter	S 16Spring		Individual study offers students the opportunity to study subjects or do projects not typically available through the regular curriculum. It also offers opportunities to learn learning: the opportunity to develop self-direction, to learn how to manage a personal project, and/or to learn how to learn technical material outside of the classroom. Students interested in a self-directed project, research, or course of study in Mathemat