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Law And Public Policy [clear]
Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days | Multiple Standings | Start Quarters | Open Quarters |
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Nancy Anderson and Wenhong Wang
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 | |||
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
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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 | |||
Julianne Unsel and Arleen Sandifer
|
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 | |||||
Ralph Murphy
|
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 | ||||
Russell Lidman and Carrie Parr (Pucko)
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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 | |||
Artee Young
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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 | ||||
Artee Young
|
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 | ||||
Arleen Sandifer
|
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 | ||||
Ted Whitesell, Krishna Chowdary, Rob Cole and Alison Styring
Signature Required:
Winter
|
Program | FR–SRFreshmen–Senior | 16 | 16 | Day | F 15 Fall | W 16Winter | This two-quarter program is designed to introduce the interdisciplinary field of environmental studies. This field employs the tools of natural and social sciences as well as the humanities to understand and effectively address the enormous environmental challenges of this generation. The program will use a variety of teaching styles, including field trips, films, guest speakers, case study and research projects, as well as lectures and seminars on a wide array of critical environmental issues. Readings will include classics of environmental literature that have inspired and informed citizens for generations, notable contemporary books in the field, textbooks, scientific articles, and a novel. A central goal of this program is to advance students' ability to think critically and in-depth about environmental challenges and solutions. The program will expose students to the following range of topics: climate change; pollutants in our air, freshwater, oceans, and soils; the mass extinction of species; sustainability and sustainable development; ecological restoration; environmental justice; protected areas; sustainable energy; human population and the environment; science and advocacy; and threats to Puget Sound, along with efforts to protect it.Focusing on ecosystems and environmental issues in the Pacific Northwest, the fall quarter will emphasize development of the skills and tools necessary to pursue environmental studies at a more advanced level. This means instruction and practice in using the following: systems-thinking; the principles of population, community, ecosystem, and landscape ecology; ornithology; the study of landscapes and soundscapes; urban ecology; social science principles essential for understanding sustainability and conservation; field research methods; introductory quantitative and qualitative analytical methods; and the general nature of biogeochemical cycles. Emphasis will also be placed on developing skill in analytical writing as practiced in the social and natural sciences, based on research using library databases of peer-reviewed journal articles, and demonstrating competency in formatting citations and references.The winter quarter will take a more global perspective on environmental studies. Students will be challenged to apply and more fully develop the skills and knowledge introduced in the fall quarter through in-depth research projects on critical environmental problems and associated solutions. Lectures and seminars will expose students to a more advanced and in-depth examination of critical environmental problems and solutions around the world. | Ted Whitesell Krishna Chowdary Rob Cole Alison Styring | Tue Tue Wed Thu Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||
Mary DuPuis and Cynthia Marchand-Cecil
|
Program | JR–SRJunior–Senior | 12 | 12 | Evening and Weekend | F 15 Fall | W 16Winter | S 16Spring | This program is an upper-division program designed for students who have social, cultural, or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2015-2016, the theme is . There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course is a 9-credit unit taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. In the fall, the sub-theme is in which students will receive an overview of federal Indian law through a study of historical and contemporary materials and case law. It covers the basic conflicts among sovereign governments which dominate this area of law, including conflicts over jurisdiction, land rights, hunting and fishing rights, water rights, domestic relations law, and environmental protection. The winter sub-theme, will allow students the opportunity to study the politics of U.S. presidents and world leaders, as well as their rise to international leadership positions. Students will examine the role that race, class, gender, nationality, education, and other differences have in advancing or inhibiting individuals to places of privilege and power. Students will also explore ideas and concepts of mixed heritage, ethnocentricity, inheritance, royalty, and tribal affiliation, as well as the intersections between human rights, civil rights, social justice issues, and forms of resistance. They will be given an opportunity to critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures. Finally, students will compare and contrast works from Theater of the Oppressed which will add to the complexity of the student’s knowledge construction For spring quarter, the sub-theme is , in which students will use a variety of methods, materials, and approaches to explore contemporary sustainability issues in the U.S. and abroad. Students will examine the intersection of social, environmental, and economic practices on the sustainability of the planet’s biological systems, atmosphere, and resources. In particular, students will focus on energy, climate change, maintaining biodiversity and health, population growth, as well as social and environmental justice. Each Core is taught from a tribal perspective in a global community. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are 2-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar, held on the same four Saturdays as the morning Strands, is called , and is a 1-credit workshop generally built around Native case studies. The program also includes student-initiated work through independent study. | Mary DuPuis Cynthia Marchand-Cecil | Junior JR Senior SR | Fall | Fall Winter Spring | |||
Cynthia Marchand-Cecil
|
Program | JR–SRJunior–Senior | 12 | 12 | Evening and Weekend | F 15 Fall | W 16Winter | S 16Spring | This program is an upper-division program designed for students who have social, cultural, or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2015-2016, the theme is . There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course is a 9-credit unit taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. In the fall, the sub-theme is in which students will receive an overview of federal Indian law through a study of historical and contemporary materials and case law. It covers the basic conflicts among sovereign governments which dominate this area of law, including conflicts over jurisdiction, land rights, hunting and fishing rights, water rights, domestic relations law, and environmental protection. The winter sub-theme, will allow students the opportunity to study the politics of U.S. presidents and world leaders, as well as their rise to international leadership positions. Students will examine the role that race, class, gender, nationality, education, and other differences have in advancing or inhibiting individuals to places of privilege and power. Students will also explore ideas and concepts of mixed heritage, ethnocentricity, inheritance, royalty, and tribal affiliation, as well as the intersections between human rights, civil rights, social justice issues, and forms of resistance. They will be given an opportunity to critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures. Finally, students will compare and contrast works from Theater of the Oppressed which will add to the complexity of the student’s knowledge construction For spring quarter, the sub-theme is , in which students will use a variety of methods, materials, and approaches to explore contemporary sustainability issues in the U.S. and abroad. Students will examine the intersection of social, environmental, and economic practices on the sustainability of the planet’s biological systems, atmosphere, and resources. In particular, students will focus on energy, climate change, maintaining biodiversity and health, population growth, as well as social and environmental justice. Each Core is taught from a tribal perspective in a global community. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are 2-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar, held on the same four Saturdays as the morning Strands, is called , and is a 1-credit workshop generally built around Native case studies. The program also includes student-initiated work through independent study. | Cynthia Marchand-Cecil | Junior JR Senior SR | Fall | Fall Winter Spring | |||
Cynthia Marchand-Cecil
|
Program | JR–SRJunior–Senior | 12 | 12 | Evening and Weekend | F 15 Fall | W 16Winter | S 16Spring | This program is an upper-division program designed for students who have social, cultural, or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2015-2016, the theme is . There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course is a 9-credit unit taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. In the fall, the sub-theme is in which students will receive an overview of federal Indian law through a study of historical and contemporary materials and case law. It covers the basic conflicts among sovereign governments which dominate this area of law, including conflicts over jurisdiction, land rights, hunting and fishing rights, water rights, domestic relations law, and environmental protection. The winter sub-theme, will allow students the opportunity to study the politics of U.S. presidents and world leaders, as well as their rise to international leadership positions. Students will examine the role that race, class, gender, nationality, education, and other differences have in advancing or inhibiting individuals to places of privilege and power. Students will also explore ideas and concepts of mixed heritage, ethnocentricity, inheritance, royalty, and tribal affiliation, as well as the intersections between human rights, civil rights, social justice issues, and forms of resistance. They will be given an opportunity to critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures. Finally, students will compare and contrast works from Theater of the Oppressed which will add to the complexity of the student’s knowledge construction For spring quarter, the sub-theme is , in which students will use a variety of methods, materials, and approaches to explore contemporary sustainability issues in the U.S. and abroad. Students will examine the intersection of social, environmental, and economic practices on the sustainability of the planet’s biological systems, atmosphere, and resources. In particular, students will focus on energy, climate change, maintaining biodiversity and health, population growth, as well as social and environmental justice. Each Core is taught from a tribal perspective in a global community. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are 2-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar, held on the same four Saturdays as the morning Strands, is called , and is a 1-credit workshop generally built around Native case studies. The program also includes student-initiated work through independent study. | Cynthia Marchand-Cecil | Junior JR Senior SR | Fall | Fall Winter Spring | |||
Cynthia Marchand-Cecil and Catherine Reavey
|
Program | JR–SRJunior–Senior | 12 | 12 | Evening and Weekend | F 15 Fall | W 16Winter | S 16Spring | This program is an upper-division program designed for students who have social, cultural, or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2015-2016, the theme is . There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course is a 9-credit unit taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. In the fall, the sub-theme is in which students will receive an overview of federal Indian law through a study of historical and contemporary materials and case law. It covers the basic conflicts among sovereign governments which dominate this area of law, including conflicts over jurisdiction, land rights, hunting and fishing rights, water rights, domestic relations law, and environmental protection. The winter sub-theme, will allow students the opportunity to study the politics of U.S. presidents and world leaders, as well as their rise to international leadership positions. Students will examine the role that race, class, gender, nationality, education, and other differences have in advancing or inhibiting individuals to places of privilege and power. Students will also explore ideas and concepts of mixed heritage, ethnocentricity, inheritance, royalty, and tribal affiliation, as well as the intersections between human rights, civil rights, social justice issues, and forms of resistance. They will be given an opportunity to critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures. Finally, students will compare and contrast works from Theater of the Oppressed which will add to the complexity of the student’s knowledge construction For spring quarter, the sub-theme is , in which students will use a variety of methods, materials, and approaches to explore contemporary sustainability issues in the U.S. and abroad. Students will examine the intersection of social, environmental, and economic practices on the sustainability of the planet’s biological systems, atmosphere, and resources. In particular, students will focus on energy, climate change, maintaining biodiversity and health, population growth, as well as social and environmental justice. Each Core is taught from a tribal perspective in a global community. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are 2-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar, held on the same four Saturdays as the morning Strands, is called , and is a 1-credit workshop generally built around Native case studies. The program also includes student-initiated work through independent study. | Cynthia Marchand-Cecil Catherine Reavey | Junior JR Senior SR | Fall | Fall Winter Spring | |||
Suzanne Simons and Mark Hurst
|
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 | |||
Linda Gaffney
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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 | ||||
Ralph Murphy
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | Su 16 Session I Summer | This class covers key statistical concepts at the conceptual and computational level with an emphasis on how statistics is used in research in natural and social sciences. Important elements of research design are covered in the class. Descriptive and inferential statistical tests are covered including scales of data, measures of central tendency, normal distributions, probability, chi square, correlation and linear regression, tests of hypothesis, and Type I and Type II errors. Students will develop a clear understanding of introductory statistics and the ability to correctly interpret findings found in journals, newspapers, books and your own research and data collection. The class meets the statistics prerequisite for MES and MPA programs at Evergreen and most other graduate schools with a statistics prerequisite. | Ralph Murphy | Mon Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
Gary Peterson
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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 | |||||
Douglas Schuler
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 | ||
Alan Nasser
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | S 16Spring | Alan Nasser | Mon | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | |||||
Julianne Unsel
Signature Required:
Winter
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Program | JR–SRJunior–Senior | 16 | 16 | Day | W 16Winter | This is an opportunity to explore the broad conditions that shape legislation. We will examine models, evidence, and debates about the sources, causal connections, and impacts of evolving systems of law, regulation, governance, and a broad array of community response. Each student will be learning through work as an intern with a legislator and her or his staff. This will involve intensive staff-apprenticeship activities, especially legislative research and draft development, bill tracking, and constituent correspondence.Each student accepted as an intern will develop an internship learning contract, profiling legislative responsibilities and linkages to academic development.In regular in-capitol seminars, each student intern will translate her or his activities in the Legislature into analytic and reflective writing about the challenges, learning, and implications of the work. Students will make presentations about their learning and participate in various workshops. Each intern will keep a journal, submitted to the faculty sponsor on a regular basis, and a portfolio of all materials related to legislative work. Drawing broadly from the social sciences, we will explore relationships between elected officials, legislative staff, registered lobbyists, non-governmental organizations, citizen activists, and district constituents. Students will learn through a range of approaches: responsibilities in an 8:00-5:00 workweek, guest presentations, seminars, workshops on budget, media panels, and job-shadowing regional officials and activists of choice. Interns will participate in a final mock hearing floor debate on current legislative issues. | Julianne Unsel | Wed | Junior JR Senior SR | Winter | Winter |