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Title	Offering	Standing	Credits	Credits	When	F	W	S	Su	Description	Faculty	Days	Multiple Standings	Start Quarters	Open Quarters
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
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
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
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
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
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
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
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
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 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
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
Gender, Power, and Relationships 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
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
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
Losing Religion: De-Conversion & New Religious Identities Today James Nagle cultural studies religious studies sociology	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Session I Summer	Religious “conversion” represents a profound change in practice and belief in relation to what a person conceives of as ultimate reality. The same is true for religious “deconversion.” This course examines the phenomenon and process of religious deconversion and its surprising results. In readings, discussion and fieldwork in the community, students will explore the social and theological implications - and opportunities - of this somewhat cohesive movement. In the United States, the religiously unaffiliated now represent 20% of the population (Catholics are 23%. Baptists are 17%). Young adults are at the forefront of this movement and complicate both the traditional assumption that it is “bad” to leave religion and whether the “spiritual but not religious” distinction is adequate to describe reality.The Latin root of conversion indicates a radical transformation, a “turn around.” In a very real sense, both the turning from and turning toward are alternative perspectives on the same process. De-conversion from is always also a conversion toward something. Leaving religion does not necessarily result in a non-religious identity.This course will explore this phenomenon across religious traditions and denominations in the United States and attempt to determine common reasons for de-conversion, common practices and the theologies that undergird them. To analyze these new religious identities, the course will utilize autobiography (others’ and our own), existing scholarship and fieldwork to identify the sources de-converts draw from and how these practices and beliefs are continuous or discontinuous with inherited religious traditions. Students will critically analyze and discuss existing literature and fieldwork in seminars and write brief weekly reviews to ultimately answer the question: what might we be missing by not widening the meaning of the word ‘religious?’	James Nagle	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Playing to Learn: Games in Education, Management, and Social Change Joli Sandoz and John Baldridge anthropology business and management community studies cultural studies education philosophy sociology	Program	FR–SRFreshmen–Senior	8	08	Evening	F 15 Fall	W 16Winter			Games, simulations and conceptual workshops are scripts for experience, small worlds of meaningful engagement with information and ideas, and with problems and solutions. This two-quarter academic program is intended to introduce participants to the design and effective use of interactive learning activities in education, in management, and in efforts toward social change and civic engagement. New students are very welcome in Winter quarter. In the fall, program members learned and applied game design theory while playing, analyzing, and assessing a variety of games. Students also developed simple learning games individually and in groups, before completing a major game modification project. We will be reading an introductory design text during winter, to develop a shared knowledge base with new program participants. We also will continue our engagement with research, theory, and game design, through reading and participation in collaborative activities – including the application of theory to play and analysis of existing learning, management and social change games. Program participants will form design groups to support each other as teams and individuals develop serious games (games with a purpose) on a topic of their choosing. During this process, each design team or individual will complete and present during a P2L Game Jam at least one major revision to their game. By the end of winter quarter, we will have enjoyed opportunities to acquire broadly-based literacy in design thinking, and in basic planning, design, evaluation, reviewing and selection of games for learning and change -- and will understand the qualities of games and simulations that make these activities effective as tools. Through design work and accompanying assignments, including completion of an independent research project in a subject area selected by each participant, students may earn up to four credits in a specialty area such as management, education, social justice, recreation leadership, or social history.	Joli Sandoz John Baldridge	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Political Economy and Social Movements: Race, Class, and Gender Peter Bohmer and Carlos Marentes African American studies American studies economics government history international studies political economy political science sociology	Program	SO–SRSophomore–Senior	16	16	Day			S 16Spring		We will examine the nature, development, and concrete workings of modern capitalism and the interrelationship of race, class, and gender, primarily in the contemporary context. We will focus on the themes oppression, exploitation, social movements, reform, and fundamental change, as well as the construction of alternatives to capitalism, nationally and globally. We will examine social changes that have occurred in the past, present trends, and alternatives for the future. We will examine different theoretical frameworks such as liberalism, Marxism, feminism, anarchism, and neoclassical economics, and their explanations of the current United States and global political economy and of key issues such as climate change, poverty and inequality, immigration and the criminal justice system.In studying the U.S. experience, we will study linkages from the past to the present, between the economic core of capitalism, political and social structures, and gender, race, and class relations. Resistance and social movements will be a central theme. We will also investigate the interrelationship between the U.S. political economy and the changing global system, historically and in the present. We will study causes and consequences of the globalization of capital and its effects in our daily lives, and the role of multilateral institutions. We will analyze the responses of societies such as Venezuela and social movements such as labor, feminist, anti-war, environmental, anti-racist, indigenous, and youth, and the global justice movement in the U.S. and internationally in opposing the global order. We will look at alternatives to neoliberal capitalism, including participatory socialism and strategies for fundamental change.Students will be introduced to economics from a neoclassical and political economy perspective. Within microeconomics, we will study topics such as the structure and failure of markets, work and wages, growing economic inequality, poverty, and the gender and racial division of labor. We will study macroeconomics, including austerity policies and critiques of it, the role of debt, and causes and solutions to unemployment and economic instability.Students will engage the material through seminars, lectures, guest speakers, films, workshops, synthesis papers based on program material and concepts, and a take-home exam.	Peter Bohmer Carlos Marentes	Tue Wed Fri	Sophomore SO Junior JR Senior SR	Spring	Spring
Research Capstone in Psychology Laura Citrin psychology sociology Signature Required: Spring	Program	JR–SRJunior–Senior	16	16	Day			S 16Spring		This program is designed to provide a capstone opportunity for seniors within psychology or closely related social science disciplines (sociology, anthropology) to conduct independent research projects within a supportive intellectual environment of other researchers. Research projects may be inductive or deductive in their approach, and may utilize qualitative or quantitative methodology. Research may be aimed at testing a well-established theory, replicating a study, crafting an elegant psychological experiment, designing and executing a written survey, conducting interviews, or engaging in observational ethnographic research. Students will form research groups within the program based on shared research interests (or methodological interests or theoretical interests). Faculty will provide structured support to these learning communities across all aspects of the research process. Students entering this capstone program should do so with a particular research project in mind, although faculty will work one-on-one with students to help shape the nature of their project in both practical and theoretically meaningful ways.Students will attend the annual meeting of the Western Psychological Association (WPA) in Long Beach, CA, from April 28-May 1, 2016. This field trip will provide direct exposure to researchers in psychology, enabling students to talk with other researchers (many of whom are undergraduate or graduate students), find out about the latest trends in research psychology, and be intellectually stimulated by poster sessions, panel presentations, and talks by well-known scholars in the field.Students who successfully complete this capstone program will have collected, analyzed, and written up their findings by the end of the spring 2016 quarter. This program is timed to correspond with the November 2016 deadline to apply to present research findings at WPA the following spring of 2017. Those who wish to continue their project work past the end of the quarter in order to prepare their work for conference submission or even publication in an academic journal may inquire about developing an Independent Learning Contract with the faculty in the summer of 2016.	Laura Citrin	Tue Wed Fri	Junior JR Senior SR	Spring	Spring
Selves and Others: Representation and Performance Steven Hendricks, Susan Fiksdal, Brian Walter and Toska Olson gender and women's studies literature sociology theater writing Signature Required: Winter	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter			Creative writers, performers, and social scientists all engage with deep inquiries into what it's like to be a person and what it means to live within a society that shapes our lives.In this program, we'll examine the cultural norms that shape our notions of selfhood, the forces that compel individuals to construct their identities and their bodies in certain ways, and the means by which creative activities, including research, can disrupt those norms and the ideologies behind them. We'll do this through specific disciplinary perspectives on the idea of the individual across three disciplines: improvisational performance, sociology, and creative writing. In the fall, major readings will include sociological studies and theoretical texts and a selection of 20 -century literature emphasizing innovative approaches to character. Active research, creative writing, and essay projects will challenge students to develop their own inquiries in relation to program themes. Regular workshops in field-research methods, creative and critical writing, and improvisation will allow students to build new skills, gain confidence with different modes of learning, and explore their own rich questions across disciplines. Beginning in winter, students will develop major projects integrating what they've learned in all three disciplines, including sociological research and creative writing, culminating in the development of collaborative performance pieces in spring quarter.	Steven Hendricks Susan Fiksdal Brian Walter Toska Olson	Mon Tue Thu Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Shipwrecked! Maritime Disasters and Their Lessons for Management John Baldridge anthropology business and management history leadership studies maritime studies sociology	Program	FR–SRFreshmen–Senior	8	08	Evening			S 16Spring		From the to the to the , modern-day shipwrecks have captivated us all. But what can we learn from these disasters? Students in this program will study not only the specifics of these and other maritime tales of loss and woe, along with their pop-culture fallout in music, film, and other media, but also the lessons they offer for effective management in business, military, and other high-stakes "mission-based" projects in structured social environments. The captain on the bridge of a ship shares many commonalities with the manager of a health care team, the owner of a business, a union leader, a military officer, the head of a household, or anyone else in a leadership position. If you want to hone your leadership skills--or better understand the ways in which social organizations can succeed or fail--then this class is for you. Modern shipwrecks will constitute the metaphorical lens through which we consider these matters, and numerous case studies of maritime failure will be our main focus. In addition, we will review nautical history, geography and cartography, navigation, some basic physics, and study the evolution of maritime technology, which has allowed for both extraordinary advances and colossal blunders. We will also consider and critique the ways in which modern shipwrecks have been included in popular culture, from Gordon Lightfoot's emblematic "Wreck of the Edmund Fitzgerald" and James Cameron's , to the plight of the small boat pleasure-cruiser in Robert Redford's . But the broader theme of the program will be not only understanding how and why certain modern shipwrecks have come to pass, but what specific "breakdowns" in social coordination help to explain them, and how one might avoid similar breakdowns in a range of environments, at sea or otherwise. Ships' captains and their crews have long stood as metaphors for other structured social undertakings. This program will offer a rich theory-to-practice study plan relevant to anyone hoping to assume a leadership role in a mission-driven social environment, and wanting to better understand how mission-driven social organizations can succeed--or fail--in reaching their goals. Credits may be awarded in Maritime Studies, Organization & Management, History, and Anthropology.	John Baldridge	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Show Me the Numbers: Statistics for Social Sciences Wenhong Wang mathematics sociology	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring			Wenhong Wang	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Show Me the Numbers: Statistics for Social Sciences (at Grays Harbor) Wenhong Wang mathematics sociology	Course	JR–SRJunior–Senior	4	04	Evening		W 16Winter			In this world of information explosion, we are constantly bombarded by numbers. How do you make sense of those numbers? How can you tell which are used correctly and which are not? How can we use statistical tools to inform, to explore and to empower? What are the larger frameworks behind those numbers? How do we use quantitative reasoning to enhance our understanding of the society and make changes? This class will put statistics into context. We will cover basic statistical concepts and processes used in social sciences including descriptive and inferential statistics. Focus will be placed on real life scenarios and sense making practices. Besides workshops, students will conduct a research project and practice statistical analysis. This course meets the statistics prerequisite requirements of the Master In Teaching (MiT), and the Master of Public Administration (MPA).	Wenhong Wang	Wed	Junior JR Senior SR	Winter	Winter
The Social Animal Laura Citrin psychology sociology	Program	FR–SRFreshmen–Senior	16	16	Day		W 16Winter			Eliot Aronson, , 2012 In this full-time program, we will explore the fundamentals of social psychology, the field that bridges psychology and sociology, to examine how people think, feel, and behave because of the real (or imagined) presence of social others. This program starts with the premise that human beings are inherently beings informed, influenced, and constituted by the social world. Using this perspective as a launching off point, we will investigate everyday life--from the mundane to the extraordinary--as it is lived and experienced by individuals involved in an intricate web of social relationships. This social psychological view of the self explores the ways that individuals are enmeshed and embodied within the social context both in the moment and the long-term, ever constructing who we are, how we present ourselves to the world, and how we are perceived by others. Through lecture, workshop, twice-weekly seminar, film, reading, writing and research assignments, we will cover most of the fundamental topics within the field including: conformity, emotions and sentiments, persuasion and propaganda, obedience to authority, social cognition, stereotyping, prejudice, aggression, pro-social behavior, attraction and desire. We will also learn about and practice social psychological research methods, including systematic observation, online survey, experiment, and interview. A final project will be to conduct research on a social psychological phenomenon of students’ own interest, and to use one’s research findings to create a segment for a podcast in a style similar to NPR’s “This American Life."	Laura Citrin	Tue Wed Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
The Social Gaze: Representation and Resistance Steven Hendricks, Brian Walter and Toska Olson gender and women's studies literature media studies sociology theater writing	Program	FR–SOFreshmen–Sophomore	16	16	Day			S 16Spring		In the film , Roddy Piper puts on a pair of sunglasses that reveal the subliminal messages in all art and advertising and the secret alien invasion behind it all. It's true: having a critical eye can take the joy out of mindless consumption. In this program, you'll develop your critical edge, by means of critical sociological studies of film, literary studies and creative writing as influenced by semiotics, and performance workshops that challenge you to activate your imagination in new ways—not least of all your capacity for spontaneity and collaborative storytelling. Such work will train you to see how filmic images, stories of all kinds, and social systems are assembled in ways that generate meaning and guide our thinking.Whole-program work will include three separate weeks dedicated to watching and discussing films—our own "film festivals." A critical approach to these films will be central to our shared examination and integration of program concepts and themes. Through discussion and writing about these films, you'll learn to deconstruct media messages about American culture with a special focus on gender, sexuality, race, and class. In addition, we will consider the potential for film and other creative activities to promote empowerment and social change.As a complement to our sociological study of film, students will join one of two focus areas (with limited space in each): improv performance or creative writing.In addition, everyone will participate in workshops in writing, improv, and sociology with the goal of collaborating with peers across focus areas in developing integrative projects that explore program themes of social identity, performance, social systems, dramaturgy, creative process, narrative form, representation, liberation, and empowerment.	Steven Hendricks Brian Walter Toska Olson	Tue Wed Thu Fri	Freshmen FR Sophomore SO	Spring	Spring
The Social Psychology of the Prison-Industrial Complex Suzanne Simons and Mark Hurst communication community studies law and public policy political science psychology sociology writing	Program	FR–SRFreshmen–Senior	8	08	Weekend	F 15 Fall	W 16Winter			What led to the massive rise in incarceration in America over the last 40 years? “Demonizing” individuals and groups is a classic psychological strategy to motivate one population to discriminate, hate, commit violence toward, and even to annihilate an “out group.” With nearly four decades of failure to fund mental health care and substance abuse treatment, America’s jails and prisons have become the default solution to these and other social ills. Despite evidence that punishment of this kind does not work, incarceration in all its forms are garnering a greater than ever portion of resources.In this 8 credit, two-quarter program, we will examine fundamental psychological research underlying social cognition, stereotypes, prejudice, attitude formation and change, and self-deception and self-justification, as well as the roles and practices of politics, the justice system, and media in “belief transmission” to uncover the foundations of social stratification, covert and overt classism and racism, mandatory minimum sentencing, the privatization of prisons, the uses of solitary confinement, as well as the new threat of hyper-militarized police practices, weapons and tactics. Additionally, we will identify evidence-based practices that look to resolve these issues using a different lens (early education, adequate mental health care and drug treatment, restorative justice, positive psychology, etc.). We will call on leaders and participants from all of these arenas to help us examine the critical questions and potential answers in addressing this growing identification of the U.S. as a “prison nation”.This program is relevant for careers in psychology, media and journalism, government, criminal justice, law enforcement, social services, education, law. Credits will be awarded in psychology and journalism.	Suzanne Simons Mark Hurst	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Social Psychology: On the Margins, The Paradox of Community (at Grays Harbor College) Linda Gaffney law and public policy psychology sociology	Course	JR–SRJunior–Senior	4	04	Evening			S 16Spring		What constitutes your community? When you speak about “the community” who is included? In this 4-credit class we will examine social constructs of in-group/out-group, and think deeply about the development of our individual ideas concerning control and belonging. Once defined, who is on the margins, or entirely left out of community? Students will have opportunities to test long-held assumptions about members of the human family who have been impacted by the marginalizing effects of conditions such as homelessness, addiction and incarceration.	Linda Gaffney	Wed	Junior JR Senior SR	Spring	Spring
Student-Originated Studies: Social Work/Human Services Skill Sets Gary Peterson Native American studies cultural studies education gender and women's studies history law and public policy sociology	SOS	SO–SRSophomore–Senior	16	16	Day	F 15 Fall				This one-quarter, student-centered program allows students to study social work as a career option. The program is designed to meet the needs of students with differing interests in the social work field. Because of this, we will create the syllabus as we proceed to include a variety of student interests. Students are encouraged to invite guest speakers, bring videos, and suggest books. The faculty will work with students to ensure that their learning goals are met. Program activities will consist of lectures, guest speakers, seminars, videos, etc. As foundational information, all students will read by Paulo Friere. From there, students will create their own reading lists based on their areas of interest. A history component will introduce students to the historical and cultural experiences of groups served by the social services system, such as women, Native Americans, African Americans, the poor, youth, etc. A cultural competence component will be self-exploratory, enabling students to understand what they bring to a cultural encounter in a service-providing role. Students will use online tools and related readings to gain an understanding of the Indian Child Welfare Act and the cultural factors to consider when handling cases involving Indian children and families.Students may work in groups on projects of common interest. Students are encouraged to present what they learn to the class as well as write reflectively. Students will write at least one poem, based on George Ella Lyon's poem, "Where I'm From." A portfolio of student work will be maintained.	Gary Peterson		Sophomore SO Junior JR Senior SR	Fall	Fall
Therapy Through the Arts (daytime) Tacoma Gilda Sheppard and Carl Waluconis aesthetics art history communication consciousness studies cultural studies education media arts media studies music psychology sociology theater visual arts writing	Program	FR–SRFreshmen–Senior	8, 16	08 16	Day and Evening				Su 16 Summer	This program will explore the role that movement, visual art, theater, music, and media can play in problem solving and in the resolution of internalized fear, conflicts, or blocks. Through a variety of hands-on activities, field trips, readings, films/video, and guest speakers, students will discover sources of imagery, sound, and movement as tools to awaken their creative problem solving from two perspectives—as creator and viewer. Students interested in human services, social sciences, media, humanities and education will find this course engaging. This course does not require any prerequisite art classes or training. Students may attend either day or evening sessions; first, second or full sessions for 8 or 16 credits accordingly.	Gilda Sheppard Carl Waluconis	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Therapy Through the Arts (evening) Tacoma Gilda Sheppard and Carl Waluconis aesthetics art history communication consciousness studies cultural studies education media arts media studies music psychology sociology theater visual arts writing	Program	FR–SRFreshmen–Senior	8, 16	08 16	Day and Evening				Su 16 Summer	This program will explore the role that movement, visual art, theater, music, and media can play in problem solving and in the resolution of internalized fear, conflicts, or blocks. Through a variety of hands-on activities, field trips, readings, films/video, and guest speakers, students will discover sources of imagery, sound, and movement as tools to awaken their creative problem solving from two perspectives—as creator and viewer. Students interested in human services, social sciences, media, humanities and education will find this course engaging. This course does not require any prerequisite art classes or training. Students may attend either day or evening sessions; first, second or full sessions for 8 or 16 credits accordingly.	Gilda Sheppard Carl Waluconis	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Undergraduate Research: Civic Intelligence Research and Action Laboratory (CIRAL) Douglas Schuler communication community studies computer science education field studies law and public policy media studies sociology sustainability studies Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	8	08	Evening and Weekend	F 15 Fall	W 16Winter	S 16Spring		Civic intelligence attempts to understand how "smart" a society is in addressing the issues it faces and to think about – and initiate – practices that improve this capacity. It is an interdisciplinary area of inquiry that includes the sciences – social and otherwise – as well as the humanities. Visual art, music, and stories, are as critical to the enterprise as the ability to analyze and theorize about social and environmental issues.This learning opportunity is designed to allow students of various knowledge and skill levels to work with a high level of autonomy on the design and implementation of real-world research and action projects. Students will collaborate via issue-oriented "clusters" with students, faculty, and others inside and beyond Evergreen. The program will help students develop important skills in organizational and workshop design, collaboration, analysis and interpretation, written and oral communication, critical thinking skills, and interpersonal skills. We also expect to focus on the development of online services, information, and tools, including civic engagement games and online deliberation.Although there are many ways to engage in this research, all work will directly or indirectly support the work of the Civic Intelligence Research and Action Laboratory (CIRAL). These opportunities will include working with the "Home Office." The home office work will focus on developing the capacities of the lab, including engaging in research, media work, or tech development that will support the community partnerships. Other work can include direct collaboration outside the classroom, often on an ongoing basis. We are also hoping to support students who are interested in the development of online support for civic intelligence, particularly CIRAL. This includes the development of ongoing projects such as e-Liberate, a web-based tool that supports online meetings using Roberts Rules of Order, and Activist Mirror, a civic engagement game, as well as the requirements gathering and development of new capabilities for information interchange and collaboration.	Douglas Schuler	Wed	Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Walking to Santiago de Compostela Bill Arney and David Phillips consciousness studies history philosophy sociology study abroad	Program	FR–SRFreshmen–Senior	16	16	Day		W 16Winter	S 16Spring		, “The Way,” is a collection of traditional pilgrimage routes that end in Santiago de Compostela, Spain. A monk said, “The only thing all pilgrims have in common is an interior necessity— ” As we study paths to Santiago, you will learn not just the . It may teach you why you had to go, about yourself, or how you want to live. This walk is a “focal activity” that makes demands and requires discipline, helps you sense relationships even when walking alone, reassures you about unknown capabilities, and, as one writer put it, gives you a “glimpse of life-giving possibilities.” In winter, we will study, first, the political history and the art of walking, especially the connection between walking and writing. Then we will take up the historical, religious, political, and cultural background of the and its place in contemporary Spain. Pilgrims’ accounts provide many takes on why people go to Santiago, what is required—physically, mentally, and financially—for walking routes that vary from 100 kilometers to more than 1,600 kilometers, what “pilgrimage” might mean in our time, and the kinds of meanings people make of their experiences after they return. Readings will range from the mystical realm to first aid for blisters, from spirit care to foot care, and everything in between. This portion of the program will involve significant lecture time, guest presentations, seminars and writing. And we will—all together, in small groups, and alone—take some walks. A substantial independent study project will give each student a personal entrée and continuing connection to “The Way.” Projects will be designed to continue during the students’ walks in the spring. Conversational Spanish, integrated within the program, will further students' preparations. In spring, everyone will be prepared to get to his or her starting point during the first week and begin his or her Way. Students will continue their independent studies and will provide volunteer service at two pilgrims’ shelters or other service organizations along the way. Most of week seven or eight will be spent together in Santiago, reflecting thoughtfully, carefully, playfully and, most important, together on our walks. Then we will probably walk the , the old pagan route toward the setting sun, the (the "Coast of Death") and “the end of the world.” Some may decide that it is important to follow the route from north to Muxía and back to Santiago. For a comprehensive program description and supplementary material on the , visit If you are a student with a disability and would like to request accommodations, please contact the faculty or the office of Access Services (Library Bldg. Rm. 2153, PH: 360.867.6348; TTY 360.867.6834) prior to the start of the program.	Bill Arney David Phillips		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter