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Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days | Multiple Standings | Start Quarters | Open Quarters |
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Dylan Fischer, Pauline Yu, Carri LeRoy, Abir Biswas, Erik Thuesen and Alison Styring
Signature Required:
Fall Winter Spring
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Program | JR–SRJunior–Senior | V | V | Day | F 15 Fall | W 16Winter | S 16Spring | Rigorous quantitative and qualitative research is an important component of academic learning in Environmental Studies. This independent learning opportunity is designed to allow advanced students to delve into real-world research with faculty who are currently engaged in specific projects. The program will help students develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking skills—all of which are of particular value for students who are pursuing a graduate degree, as well as for graduates who are already in the job market. studies nutrient and toxic trace metal cycles in terrestrial and coastal ecosystems. Potential projects could include studies of mineral weathering, wildfires, and mercury cycling in ecosystems. Students could pursue these interests at the laboratory scale or through field-scale biogeochemistry studies, taking advantage of the Evergreen Ecological Observation Network (EEON), a long-term ecological study area. Students with backgrounds in a combination of geology, biology, or chemistry could gain skills in soil, vegetation, and water collection and learn methods of sample preparation and analysis for major and trace elements. studies plant ecosystem ecology, carbon dynamics, and nutrient cycling in forests of the Southwest and western Washington. This work includes image analysis of tree roots, molecular genetics, plant physiology, carbon balance, nitrogen cycling, species interactions, community analysis, and restoration ecology. He also manages the EEON project ( ). See more about his lab's work at: . Students participating in this program work closely with ongoing research in the lab, participate in weekly lab meetings, and develop their own research projects. conducts research on linkages between terrestrial and aquatic environments. She is trained as a freshwater ecologist and primarily studies in-stream ecosystem processes and aquatic communities. She and her students study leaf litter decomposition in streams as a major input of organic material to aquatic systems. In addition, she conducts research on aquatic macroinvertebrate community structure, aquatic fungal biomass and standard water quality and hydrology measurements in stream and river environments. studies birds. Current activity in her lab includes avian bioacoustics and avian monitoring and research in Evergreen’s campus forest and other nearby locations. Bioacoustic research includes field monitoring of local birds using audio recordings and microphone arrays, and editing and identifying avian songs and calls from an extensive collection of sounds from the campus forest as well as tropical forest sites in Borneo. Local research projects in the campus forest and nearby locations include Pacific wren mating and life-history strategy, cavity formation and use by cavity-nesting birds (and other cavity-dependent species), and monitoring long-term trends in bird populations and communities using a variety of standard approaches. conducts research on the ecological physiology of marine animals. He and his students are currently investigating the physiological, behavioral, and biochemical adaptations of gelatinous zooplankton to environmental stress and climate change. Other research is focused on the biodiversity of marine zooplankton. Students working in his lab typically have backgrounds in different aspects of marine science, ecology, physiology, and biochemistry. studies the developmental physiology and ecology of marine invertebrates. She is interested in the biochemistry of the seawater-organism interface, developmental nutritional biochemistry and metabolic depression, invasive species, carbonate chemistry (ocean acidification), and cultural relationships with foods from the sea. Students have the opportunity to collaboratively develop lines of inquiry for lab and/or field studies in ecology, developmental biology, physiology, marine carbonate chemistry and mariculture. | Dylan Fischer Pauline Yu Carri LeRoy Abir Biswas Erik Thuesen Alison Styring | Junior JR Senior SR | Fall | Fall Winter Spring | |||
Erik Thuesen
Signature Required:
Fall
|
Program | SO–SRSophomore–Senior | 16 | 16 | Day | F 15 Fall | W 16Winter | In the 19th century, well-known European scientists such as Darwin, d'Orbigny, and Bonpland traveled in Argentina and brought their knowledge of the flora and fauna back to Europe. The marine, desert, and alpine environments of the Southern Cone harbor flora and fauna are very different from similar environments in North America. In this two-quarter program, we will carry out intensive natural history studies of the unique organisms and ecosystems of Argentina, focusing on those of Patagonia. After an introductory week in Olympia at the start of fall quarter, the study-abroad portion of the program will commence with a four-week intensive study of Spanish language in Buenos Aires, which will prepare us for our travels and studies in Argentina during fall and winter quarters.We will read primary literature articles related to the biodiversity of Argentina, and each student will be responsible for presenting different topics during weekly seminars. We will begin to study the flora and fauna of the Southern Cone through preliminary readings, lectures, and classwork in Buenos Aires. We will take a short trip to the subtropical province of Misiones, then move to the coastal and mountain regions of Patagonia where we will study the area's natural history, beginning with field studies on the Atlantic coast, and then moving to the Andean Lakes District, taking advantage of the progressively warmer weather of the austral spring. Students will conduct formal field exercises and keep field notebooks detailing their work and observations.During winter quarter (summer in the Southern Hemisphere), students will reinforce their language skills with two weeks of intensive Spanish studies in Patagonia, examine montane habitats, and then work in small groups on focused projects examining topics of biodiversity. It will be possible to conduct more focused studies on specific ecosystems or organisms, including those of southern parts of Patagonia. Clear project goals, reading lists, timelines, etc., will be developed during fall quarter in order to ensure successful projects in winter quarter. Examples of individual/small group projects include comparisons of plant/animal biodiversity between coastal, desert, and alpine zones; comparative studies on the impacts of ecotourism activities on biodiversity; and examining community composition of intertidal habitats along a gradient from north to south, among others. | Erik Thuesen | Sophomore SO Junior JR Senior SR | Fall | Fall | ||||
Frederica Bowcutt
Signature Required:
Winter
|
Program | FR–SRFreshmen–Senior | 16 | 16 | Day | F 15 Fall | W 16Winter | This program focuses on people's relationships with plants for food, fiber, medicine, and aesthetics. Students will study economic botany through seminar texts, film, and lectures that examine agriculture, forestry, herbology, and horticulture. They will examine political economic factors that shape our relations with plants. Through economic and historical lenses, the learning community will inquire about why people have favored some plants and not others or radically changed their preferences, such as considering a former cash crop to be a weed. In our readings, we will examine the significant roles botany and natural history have played in colonialism, imperialism, and globalization. Initiatives to foster more socially just and environmentally sustainable relations with plants will be investigated.In fall, weekly workshops will help students improve their ability to write thesis-driven essays defended with evidence from the assigned texts. In winter, students will write a major research paper on a plant of their choosing, applying what they've learned about plant biology and economic botany to their own case study. Through a series of workshops, they will learn to search the scientific literature, manage bibliographic data, and interpret and synthesize information, including primary sources. Through their research paper, students will synthesize scientific and cultural information about their plant.This program serves both advanced and less experienced students who are looking for an opportunity to expand their understanding of plants and challenge themselves. This two-quarter program allows students to learn introductory and advanced plant science material in an interdisciplinary format. Students will learn about plant anatomy, morphology, and systematics. Lectures based on textbook readings supplement the laboratory work. The learning community will explore how present form and function informs us about the evolution of plants such as mosses, ferns, conifers, and flowering plants. Students will get hands-on experience studying plants under microscopes and in the field. Students will also learn how to maintain a detailed and illustrated nature journal to develop basic plant identification skills of common species. | Frederica Bowcutt | Mon Tue Wed Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||
Marja Eloheimo
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Program | FR–SRFreshmen–Senior | 12 | 12 | Weekend | F 15 Fall | W 16Winter | S 16Spring | Working as a project team, this program has a mission. Students will continue to tend and refine habitat and theme areas in the Longhouse Ethnobotanical Garden, including the Sister Garden (patterned after a medicinal garden we created on the Skokomish Indian Reservation) as well as create valuable educational resources that contribute to the Evergreen community, local K-12 schools, local First Nations, and a growing global collective of ethnobotanical gardens that promote environmental and cultural diversity and sustainability. Our work will also contribute to the new Indigenous Arts Campus. During , we will become acquainted with the garden and its plants, habitats, history, and existing educational materials. We will begin to engage in seasonal garden care and development, learning concepts and skills related to botany, ecology, Indigenous studies, and sustainable medicine. We will also establish goals related to further developing educational materials and activities, including a Web presence. Students will have the opportunity to select and begin specific independent and group projects that include learning knowledge and skills pertinent to their completion. During , we will focus on the garden's "story" through continued project work at a more independent level. Students will work intensively on skill development, research, and project planning and implementation. We will also be active during the winter transplant season and will prepare procurement and planting plans for the spring season. During , we will add plants to and care for the garden, wrapping up all of the work we have begun. We will establish opportunities to share the garden and our newly created educational materials, effectively enabling the garden to "branch out." This program requires commitment to a meaningful real-world project and strongly encourages yearlong participation. It also cultivates community within the program by nurturing each member's contributions and growth, and acknowledges the broader contexts of sustainability and global transformation. | Marja Eloheimo | Sat Sun | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | ||
Lalita Calabria
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Program | SO–SRSophomore–Senior | 16 | 16 | Day | F 15 Fall | The Pacific Northwest (PNW) supports one of the world's most diverse assortments of bryophytes and lichens. Bryophytes (mosses, liverworts and hornworts) are the earliest land plants. Lichens, are not plants at all- they are a diverse group of symbiotic organisms composed of a fungal partner with an algae and/or cyanobacteria. Together, bryophytes and lichens occur on nearly every continent and ecosystem in the world and are among the most sensitive indicators of environmental change. In the ecosystems where they occur they work to stabilize soils, reduce water and nutrient run-off and provide habitat and nesting material for invertebrates and vertebrates. Moreover, lichens and mosses represent ~30% of the world’s eukaryotic biological N-fixation and peat-moss alone stores nearly 33% of all global terrestrial carbon.This upper-division science program focuses on bryophytes and lichens- their taxonomy, ecology and biology. Field trips will emphasize life history of these species as well as the sight recognition of major groups and proper collection methods. Lab activities will involve identifying collected specimens to species using dichotomous keys and developing proficiency in techniques for the identification of mosses and lichens, such as thin-layer chromatography and chemical thallus testing for lichens, dissection and slide-making techniques and use of compound and dissecting microscopes. Many of these lab skills can be applied broadly to other taxonomic groups of plants and fungi. Lectures and seminars will focus on readings from bryology and lichen textbooks as well as a variety of essays and scientific papers relating to the evolution, systematics and ecology of these taxa. Students will conduct quarter-long group research projects, which may include herbaria-based taxonomic studies and field-based floristic studies. | Lalita Calabria | Mon Mon Tue Tue Wed Thu | Sophomore SO Junior JR Senior SR | Fall | Fall | ||||
Kenneth Tabbutt and Carrie Parr (Pucko)
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Program | SO–SRSophomore–Senior | 16 | 16 | Day | S 16Spring | Landscapes are the result of complex interactions between geological and biological processes. Due to the dynamic nature of geomorphology and ecology, landscapes are constantly changing. While many of the changes are driven by natural processes, others are, at least in part, the result of human activities. This program will examine earthquakes, landslides, lahars, tsunami, floods, fires, disease outbreaks and storm events and their impacts on landscapes and ecosystems. We will also explore how climate has influenced historic changes in the landscape and, using climate models, we will consider its role in shaping the future. The program will focus on the Pacific Northwest, incorporating field trips, field research, and case studies. Geographic Information Systems (GIS) will be used to analyze and display spatial, geological and biological data. There will be a four day field trip around the Olympic Peninsula that will allow students to examine a range of changing landscapes, including the dam removal project on the Elwha River and provide an opportunity to conduct some research in the field. Students will also work collaboratively on a specific landscape, conducting research and assessing the effectiveness of regulatory oversight to reduce or mitigate change. Although the focus of the program will be on the science associated with landscapes, the program will provide a framework for understanding how regulation, land management and land use planning can mitigate environmental disasters. | Kenneth Tabbutt Carrie Parr (Pucko) | Sophomore SO Junior JR Senior SR | Spring | Spring | |||||
Martha Rosemeyer, Thomas Johnson and Carolyn Prouty
Signature Required:
Winter Spring
|
Program | SO–SRSophomore–Senior | 16 | 16 | Day | W 16Winter | S 16Spring | More than three-quarters of the arable land mass of the planet is influenced by human needs and desires for food and fiber. There are competing visions for the future of our agriculture and food systems. A global, fossil-fuel-based system provides large quantities of inexpensive food along with significant environmental and social impacts. Another vision is a local, community-based system that produces higher quality, but more expensive, food while seeking to minimize environmental and social impacts. Critical questions that will inform our inquiry include: Can we grow high-quality food that is available to everyone? How did we get into this current agricultural predicament of industrial production and a global population that is simultaneously both “stuffed” and “starved?” How can an individual make a difference?This program will provide an interdisciplinary study of agriculture in the context of food systems. We will explore competing ideas while developing ecological and holistic thinking, which will be applied in hands-on laboratory and field exercises, expository and scientific report writing, critical analysis of film, and quantitative reasoning. Seminar will examine history, policy, and socioeconomic and political contexts of agriculture and health.In winter, we will focus on soil science, particularly soil ecology and nutrient cycling in lecture and lab. We will also examine food and agricultural policy at the national, state and local level, as well as the prospects for creating more sustainable food systems. Our learning will be supported by an extended field trip to the Ecological Farming Conference in California and visits to a number of rural farms and urban agriculture projects. Seminar will examine U.S. agricultural history, food system policy, economics, and moral and ethical dimensions of food production. In spring, we will combine the topics of global farming systems, public health, and the health of agricultural workers. We will study basic ecological principles and practices involved in sustainable agriculture, indigenous agriculture, and permaculture. Farming intersects with larger questions of occupational health, including health-related burdens of workers in agriculture broadly, and specifically in migrant laborers in the United States. Integrating scientific and political population-based analyses, students will examine public health principles, tools, and policies related to pesticide exposure and other chemical, biological, and physical risks faced by agricultural workers. Seminar will focus on understanding structural history of agriculture, exploring the common roots of both malnutrition, hunger, and obesity. A three-day field trip and three-credit independent project or in-program internship will complete in-class learning. | Martha Rosemeyer Thomas Johnson Carolyn Prouty | Sophomore SO Junior JR Senior SR | Winter | Winter Spring | ||||
Donald Morisato and Martha Rosemeyer
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Program | SO–SRSophomore–Senior | 16 | 16 | Day | F 15 Fall | How do seeds form? How do plants develop from seeds? How do plants adapt to particular environmental conditions? The modification of plant evolution by human selection has played a major role in the history of agriculture. Ecological agriculture is based on an understanding of plant biology, either through the grazing of livestock or the growing of food crops. This program focuses on the science of crop botany and genetics as a basis for propagation, seed-saving, and plant breeding. In one strand, the basic life cycle and reproductive botany of crop members of the most important plant families will be explored. This systematic survey will make connections to their center of diversity and origin. In a second strand, the principles of plant breeding will be presented through an introduction to Mendelian and quantitative genetics. Some of the agricultural methods of plant reproduction, by both sexual and vegetative propagation, will be considered. Readings may include Kingsbury's Nabhan's , and Navazio’s . The adaptation of crop plants to specific environments, especially in this era of climate change, becomes increasingly critical for the future of sustainable agriculture. Laboratory and field experiments, as well as field trips to local farms and plant breeding centers, will provide an applied context for our inquiry. | Donald Morisato Martha Rosemeyer | Sophomore SO Junior JR Senior SR | Fall | Fall | |||||
Marja Eloheimo
|
Course | FR–SRFreshmen–Senior | 4 | 04 | Day | Su 16 Session II Summer | During this weeklong intensive, students will spend time in the Longhouse Ethnobotanical Garden at Evergreen learning to identify, care for, and use native, edible, and medicinal plants in late summer. Students will participate in workshops, carry out projects, and engage in daily nature journaling, reading, and writing. Plan to spend much of your time outdoors. | Marja Eloheimo | Mon Tue Wed Thu Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
Dylan Fischer and Erik Thuesen
|
Program | JR–SRJunior–Senior | 16 | 16 | Day | S 16Spring | This program is designed to provide a premier hands-on experience in learning how to conduct field science in ecology at the advanced undergraduate level. We will focus on group and individual field research to address patterns in ecological composition, structure, and function in natural environments. Students will participate in field trips to local and remote field sites and will develop multiple independent and group research projects in unique marine and terrestrial ecosystems from the Puget Sound to the east side of the Cascades (in Washington).We will work as a community to develop and implement field projects based on: 1) workshops in rapid observation and field data collection; 2) participation in large multiyear studies in collaboration with other universities and agencies; and 3) student originated short- and long-term studies. Students will focus on field sampling, natural history, and library research to develop workable field-data collection protocols. Students will implement observation- and hypothesis-driven field projects. We will learn to analyze ecological data through a series of intensive workshops on understanding and using statistics in ecology. Students will demonstrate their research and analytical skills through scientific writing and presentation of all group and individual research projects.Specific topics of study will include community and ecosystem ecology, plant physiology, forest ecology, marine ecology, ecological restoration, riparian ecology, fire disturbance effects, bird abundance and monitoring, soundscape ecology, insect-plant interactions, disturbance ecology, and statistics in biology. We will emphasize identification of original field research problems in diverse habitats, experimentation, statistical analysis, and writing in journal format. All students will be expected to gain competency in advanced statistics and scientific writing. | Dylan Fischer Erik Thuesen | Tue Wed Thu Fri | Junior JR Senior SR | Spring | Spring | ||||
Karen Hogan
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Program | FR–SRFreshmen–Senior | 12 | 12 | Evening and Weekend | W 16Winter | S 16Spring | Virtually all life on Earth that most of us will ever see is made possible by plants. This program will provide a foundation to understand what plants do and how they do it. Winter quarter will focus on plant structure and function — how plants acquire resources, grow and develop, and respond to the physical environment. Spring quarter will focus on plants at ecological level, including population dynamics, interactions between plants and other species, and the role of plants in the global ecosystem. While we will take a scientific approach to the study of plants, this program is intended to be accessible to non-scientists and does not assume a strong background in the sciences. Learning experiences will include lectures, workshops, seminars, frequent short quizzes, a midterm and a final exam, and some outdoor activity (mostly in spring). Each quarter, students will keep a field journal and write two iterations of a research paper based on their developing understanding of plant biology. This class is not intended to enable students to identify every plant they see, but we will spend some time in spring on basic principles of taxonomy and plant identification using dichotomous keys.Winter quarter will focus particularly on plant structure and function. Spring quarter will be more concerned with topics in ecology and evolution. | Karen Hogan | Mon Wed Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter Spring | |||
Frederica Bowcutt
Signature Required:
Spring
|
Program | JR–SRJunior–Senior | 16 | 16 | Day | S 16Spring | In this program, students learn how to use Hitchcock and Cronquist's a technical key for identifying unknown plants. In the field and laboratory, they will hone their ability to recognize diagnostic characters of plant families. Students will also learn how to collect, prepare, and curate herbarium specimens. These skills will be applied to a collaborative research project. Through field trips, lectures, and readings, students will learn about Pacific Northwest plant communities, including prairies, oak woodlands, coniferous forests, sagebrush steppe, and wetlands. Students can expect to dedicate a significant amount of time to maintaining a detailed field journal, which will be used to assess their field skills. Another significant focus of the quarter is botanical illustration. Students will create a portfolio of artwork and participate in the curation of a show. In lectures, readings and critiques, participants will study the cultural history of botanical illustration. In workshops, students can expect to develop skills in pen and ink, scratchboard, and watercolor techniques. Students will practice these skills in the execution of a portfolio of illustrations. They will also learn to digitally reproduce and manipulate their images for publication. A five-day field trip to Sun Lakes State Park is critical to the work of this program. Participation in this and other field trips is required. | Frederica Bowcutt | Mon Tue Wed Fri | Junior JR Senior SR | Spring | Spring | ||||
Lalita Calabria
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Course | FR–SRFreshmen–Senior | 4 | 04 | Day | Su 16 Session I Summer | This lab and field-based botany course is designed as an introduction to the evolution and diversity of land plants. In lectures, we will survey the major groups of the Plant Kingdom including bryophytes, seedless vascular plants, gymnosperms, and angiosperms. We will also draw on contemporary scientific journals articles to enrich our understanding of important biological concepts and to apply this understanding to current events. In labs, students will gain hands-on experience studying plants with microscopes as we examine the form and function of plant organs, cells, and tissues. On campus plant walks and field trips students will learn to recognize and identify some of the common native plants of the Pacific Northwest. | Lalita Calabria | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
Dylan Fischer and Lalita Calabria
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Program | SO–SRSophomore–Senior | 16 | 16 | Day | W 16Winter | How do plants sense and respond to changes in their external environment? What are the chemical signals produced by plants in response to external stimuli (light, gravity, temperature) and how are these signals amplified within the larger plant community? This program focuses on these questions through the study of individual plants (autecology), the interactions among plants (synecology), and the physiological interactions of plants with their environment (ecophysiology). Students will learn field and laboratory methods for studying plant ecology and plant physiology including vegetation sampling methods, soil analysis and methods for measuring plant growth, photosynthesis and nutrient cycling. Lecture topics will include plant communities; competition and facilitation ecology; plant growth and development; plant hormones; water use; photosynthesis; rooting; and the potential effects of large-scale disturbances, such as climate change, on plant communities. We will apply what we learn about plant physiology to better understand current research in the broader fields of ecosystem and community ecology. Our readings will be divided between current widely used texts in plant physiology and ecology, historical papers of great importance, and current research papers from technical journals. Local day trips, workshops, labs, and a multiple-day field trip will allow us to observe field research on plant physiology, plant restoration, and the plant ecology of diverse environments, as well as conduct student-driven research on plant ecology and physiology.This is also a writing intensive program for technical science writing. Communication skills will be emphasized, particularly reading scientific articles and writing for scientific audiences. | Dylan Fischer Lalita Calabria | Tue Wed Thu Fri | Sophomore SO Junior JR Senior SR | Winter | Winter | ||||
Krishna Chowdary and Lalita Calabria
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Program | FR–SOFreshmen–Sophomore | 16 | 16 | Day | S 16Spring | How do plants move? Growing from tiny seeds to giant trees, turning to face the sun, slowly reorienting in response to gravity, and rapidly ejecting spores, plants have developed diverse mechanisms for adjusting their bodies in physical space and in response to their environments. This program will explore the fascinating intersection of physics and botany by focusing on plants in motion. We will study plants in the lab and in the field to learn how the laws of physics constrain and enable their form and function and particularly their growth and motion. Topics will include plant growth and reproduction, tropism, transport, and conversion of energy from sunlight to sugar. Labs will involve both observation and experimentation, including the study of plant anatomy, photosynthesis, and water and nutrient transport.We welcome students new to studying college level science, and will pay particular attention to developing foundational skills in quantitative and scientific reasoning. We will work to create a supportive learning community and to improve scientific literacy through interactive lectures, seminars, workshops, labs, and field trips. Regular assignments and assessments will include readings, homework sets, short papers, lab notebooks, and exams. Students will complete a quarter long group research project related to plant physics that will culminate in a popular science and/or science education demonstration at Evergreen’s Spring 2016 Science Carnival.Students who successfully complete this program will have covered the equivalent of one quarter of introductory botany/plant biology with lab and topics in algebra-based physics with lab, and will be prepared for further introductory programs with significant science content such as Introduction to Environmental Studies, Introduction to Natural Science, and Matter and Motion. | Krishna Chowdary Lalita Calabria | Freshmen FR Sophomore SO | Spring | Spring | |||||
David Muehleisen and Paul Przybylowicz
Signature Required:
Fall
|
Program | FR–SRFreshmen–Senior | 16 | 16 | Day | F 15 Fall | Have you ever wondered what it takes to be successful at farming? The Practice of Organic Farming, formerly the Practice of Sustainable Agriculture, is a 3-quarter long program (spring, summer and fall quarters) that can help you answer this question and more. This program will explore the knowledge and skills needed to be successful in organic farming and food production systems using the underlying sciences as a framework. Due to the interdisciplinary nature of agriculture, the various topical threads (plant science, soils, horticulture, animal husbandry, organic regulations, business etc.) will be presented throughout all three quarters, and our primary focus will be on small-scale, direct market, organic production. We will emphasize the scientific underpinning and practical applications critical for growing food using ecologically informed methods, along with the management and business skills appropriate for small-scale production.We will be studying and working on the Evergreen Organic Farm through an entire growing season, from starting seed to the sale of farm products, to preparing the farm for winter. All students will work on the farm every week to gain practical experiential learning (1 day/wk. in spring, 2 days/wk. in summer and fall). This program is rigorous both physically and academically and requires a willingness to work outside in adverse weather on a schedule determined by the needs of crops and animals raised on the farm.The topics will follow the activities on the Farm throughout the growing season. During spring quarter, our primary focus will be exploring soil and plant sciences, gaining quantitative skills, and developing a working knowledge of the yearly planning documents that guide the Organic Farm. Beginning with the organic system plan and the farm crop plan, we will study the documents and recordkeeping systems needed to guide our work throughout the growing season. In summer, the main focus will be integrated pest management for insects, weeds, and diseases. Marketing, water management, irrigation system design, and regulatory issues will also be covered. Fall quarter's focus will be on farm and business planning and cover crops.The farm practicum provides students with the opportunity to integrate theory with the practice of farming. Students will learn the various elements and systems of the Farm and hands-on skills throughout the growing season. These skills and topics will include: livestock care, greenhouse management, crop establishment and management (seeding, transplanting, irrigating, weeding, harvesting, marketing), monitoring for pests/diseases, equipment maintenance/repair, and composting, Students will also learn how to market produce primarily through a student market stand on Red Square.If you are a student with a disability and would like to request accommodations, please contact the faculty or the office of Access Services (Library Bldg. Rm. 2153, PH: 360.867.6348; TTY 360.867.6834) prior to the start of the quarter. If you require accessible transportation for field trips, please contact the faculty well in advance of the field trip dates to allow time to arrange this.Students planning to take this program who are receiving financial aid should contact financial aid early in fall quarter 2014 to develop a financial aid plan that includes summer quarter 2015. | David Muehleisen Paul Przybylowicz | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | |||||
David Muehleisen
Signature Required:
Spring
|
Program | FR–SRFreshmen–Senior | 16 | 16 | Day | S 16Spring | Have you ever wondered what it takes to be successful at farming? The Practice of Organic Farming, formerly the Practice of Sustainable Agriculture, is a 3-quarter long program (spring, summer and fall quarters) that can help you answer this question and more. This program will explore the knowledge and skills needed to be successful in organic farming and food production systems using the underlying sciences as a framework. Due to the interdisciplinary nature of agriculture, the various topical threads (plant science, soils, horticulture, animal husbandry, organic regulations, business etc.) will be presented throughout all three quarters, and our primary focus will be on small-scale, direct market, organic production. We will emphasize the scientific underpinning and practical applications critical for growing food using ecologically informed methods, along with the management and business skills appropriate for small-scale production.We will be studying and working on the Evergreen Organic Farm through an entire growing season, from starting seed to the sale of farm products, to preparing the farm for winter. All students will work on the farm every week to gain practical experiential learning (1 day/wk. in spring, 2 days/wk. in summer and fall). This program is rigorous both physically and academically and requires a willingness to work outside in adverse weather on a schedule determined by the needs of crops and animals raised on the farm.The topics will follow the activities on the Farm throughout the growing season. During spring quarter, our primary focus will be exploring soil and plant sciences, gaining quantitative skills, and developing a working knowledge of the yearly planning documents that guide the Organic Farm. Beginning with the organic system plan and the farm crop plan, we will study the documents and recordkeeping systems needed to guide our work throughout the growing season. In summer, the main focus will be integrated pest management for insects, weeds, and diseases. Marketing, water management, irrigation system design, and regulatory issues will also be covered. Fall quarter's focus will be on farm and business planning and cover crops.The farm practicum provides students with the opportunity to integrate theory with the practice of farming. Students will learn the various elements and systems of the Farm and hands-on skills throughout the growing season. These skills and topics will include: livestock care, greenhouse management, crop establishment and management (seeding, transplanting, irrigating, weeding, harvesting, marketing), monitoring for pests/diseases, equipment maintenance/repair, and composting, Students will also learn how to market produce through a Community-supported agriculture (CSA), as well as a market stand.If you are a student with a disability and would like to request accommodations, please contact the faculty or the office of Access Services (Library Bldg. Rm. 2153, PH: 360.867.6348; TTY 360.867.6834) prior to the start of the quarter. If you require accessible transportation for field trips, please contact the faculty well in advance of the field trip dates to allow time to arrange this.Students planning to take this program who are receiving financial aid should contact financial aid early in fall quarter 2014 to develop a financial aid plan that includes summer quarter 2015. | David Muehleisen | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | |||||
David Muehleisen
Signature Required:
Winter
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SOS | FR–SRFreshmen–Senior | 16 | 16 | Day | W 16Winter | Interested in learning more about agriculture and/or food? Got an individual agriculture/food related project that you’d like to complete? This Student-Originated Studies (SOS) will support students pursuing individual work in agricultural and food related topics. Topics may include on-farm internships and/or research projects. Twelve credits of this SOS will focus on individualized learning goals.The remaining four credits will be earned through common work and a required weekly group meeting to help form a peer support group for your ILC. This program is ideal for self-motivated students with an interest in agriculture and/or food systems.Students will hold in-program internships or research projects that will be 25-30 hours per week in scope. All students will come together as a class once a week to discuss each students progress on fulfilling their designated contract learning objectives. The common work will potentially include a group meeting one day a week, maintenance of a detailed field journal to capture research, field and on-farm learning, weekly readings and seminar, group discussion papers, and a final paper and presentation. In the required weekly group meetings, students will explore timely issues relevant to small scale, local, and direct market farming, and food related topics. These issues may include, but are not limited to, appropriate scale technology, nutrient cycling, water use and law, food production regulations, finances, farm and crop planning and farm business planning, sustainable production practices and other relevant issues decided upon by the group. Students’ individual projects/internships will provide the foundation for exploring relevant farming topics and give a richer and broader basis for discussion. | David Muehleisen | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter |