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Title	Offering	Standing	Credits	Credits	When	F	W	S	Su	Description	Preparatory	Faculty	Days	Multiple Standings	Start Quarters	Open Quarters
The Authentic Self: Becoming an Instrument of Change Marla Elliott and Marcella Benson-Quaziena communication cultural studies visual arts Signature Required: Spring	Program	JR–SRJunior–Senior	8, 12	08 12	Weekend	F 15 Fall	W 16Winter	S 16Spring		You are the most powerful and versatile tool you have. Do you know who are you and what you stand for? Is that who you want to be? How can you use your presence as an instrument of change? How do you know what you evoke/provoke in others? How do you move in the world with awareness of your authentic self? The ability to communicate and influence is crucial to our effectiveness as we move through many systems. This program is designed for students who want to develop skills of self-knowledge and “use of self” as an instrument of social change. Students will be asked to develop goals for using their learning in their own work or life settings and to examine how we internalize our theories of influence into our stance as agents of change. There will be opportunities to show our individual presence and to experience the impact of that presence on others. Together these art forms facilitate both self-knowledge and social change. By combining theory and practice, students in will develop powerful skills in communications, empathy, and group dynamics. We will use acting to assist us to observe carefully the nature of human feeling and interaction, and to use our observations to create insight in our audiences and ourselves; singing to make art out of breathing, to literally tune ourselves to the subtlest vibrations our bodies are capable of; songwriting to imagine words, rhythm, and melody together and to put forth our imaginations into public space; and human development theory to give us a frame for understanding self in context. We will focus on how we present our authentic selves to the outside world. We will use maskmaking, performance work, and presentation skills to explore exterior expressions of our interior selves. A major focus of this quarter will be to explore how we use ourselves to influence change. We will focus on two person and dyadic systems as we asses ourselves in intimate communities. How do we form and sustain primary relationships? How do we take care of each other? How do we connect in friendships, relationships and colleagueship? At the interpersonal level of system, boundaries are drawn between pairs: individual/individual, individual/subgroup, and individual/group. The goal of work at this level is to clarify the nature of the boundary, to understand the boundary between self and other, to define how often and with whom interaction takes place, and to notice how exchanges of influence and information occur across that boundary. *Spring quarter students taking the program for will engage in an additional 4 credit project related to working with dyadic systems. The project will include a research paper and a creative project using performing, media, and/or visual arts. Possible Texts:Csikszentmihalyi, Mihaly. 1991: HarperCollins; ISBN: 0060920432Gergen, K. (2009) . Oxford University Press, USA. ISBN: 0195305388Smith, Anna Deavere. . 1994: Anchor; ISBN: 0385473761Sotomayor, Sonya. (2013) . Vintage. ISBN: 9780345804839 Credits will be awarded in arts and culture and psychology.The Program will be offered in an Intensive Weekend format.		Marla Elliott Marcella Benson-Quaziena	Sat Sun	Junior JR Senior SR	Fall	Fall Winter Spring
The Business of Nonprofit Enterprises Rebecca Chamberlain and Thuy Vu business and management communication	Program	FR–SRFreshmen–Senior	8	08	Weekend			S 16Spring		Nonprofit organizations, also known as social enterprises, are the growth engines for building communities and implementing social change. How do nonprofit agencies operate in American society? How do they interact with private and public agencies? What makes a nonprofit business successful, fiscally, socially, and ethically? How do nonprofits cultivate a culture of altruism, enrich communities, promote social services, and develop responsible goals and missions? How do nonprofit leaders use storytelling as a strategic tool to promote their vision, advocate for their mission, build community, and inspire generosity, both within and outside their agencies? How do nonprofits raise funds through grants, fundraising, and responsible business practices? How do nonprofit agencies promote personal, social, and economic sustainability on local and global scales? What can go wrong, and how do nonprofit organizations measure their effectiveness? How are nonprofit agencies working to shape the future of entrepreneurship, social service, human potential, sustainability, and creativity? Participants will address the challenges faced by nonprofits, and work to identify and develop the skills and competencies they need to understand, develop, manage, or operate a sustainable and successful nonprofit businesses. Program topics will focus on developing leadership and public presentation skills, and on identifying how leaders effectively tell stories. We will look at nonprofits that work nationally and internationally, and we will study local nonprofit agencies that are successful in advocating for social, cultural, arts, educational, and environmental programs. Students will have the opportunity to explore the issues, challenges, and opportunities that arise from working with various types of businesses across the boundaries of cultural difference. This program is for students with strong interests in business management, community development, organizational behavior, arts and cultural advocacy, writing and communications. The program is designed to facilitate interactive learning through seminar discussions and workshop activities. Students will develop leadership, writing, storytelling, and communication skills. They will have the opportunity to integrate their learning experience by means of developing business venture proposals or by doing in-service community internship projects.		Rebecca Chamberlain Thuy Vu	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Children's Literature Jon Davies communication education literature psychology	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session II Summer	Participants will engage in readings, discussions, written analyses, and workshops that address literary and informational texts for children from birth to age 12. Topics include an examination of picture and chapter books, multicultural literature, literature from a variety of genres, non-fiction texts across a range of subjects, and censorship. This course meets requirements for the Washington State reading endorsement.		Jon Davies	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
China and Japan: Traditional and Contemporary “Silk Roads” Hirsh Diamant and Tomoko Hirai Ulmer classics communication consciousness studies cultural studies education geography history international studies language studies philosophy	Program	FR–SRFreshmen–Senior	8	08	Weekend			S 16Spring		This program will introduce the history, culture and philosophy of China and Japan. We will use the theme of Silk Roads in our examination of China as the heart of Asian civilization and Japan as a constant presence at the eastern end of the routes. We will examine Asian philosophies including Daoism, Confucianism, Buddhism and Shintoism. We will learn the ideographic languages and their embedded worldview and sensitivities as expressed in poetry and literature; and we will envision contemporary and future Silk Roads with new trends, aspirations, and beliefs. Our inquiry into Chinese and Japanese history will focus on periods in which foreign influences were most influential, for example the time when Buddhism, along with tea, traveled on Silk Roads. Another transformation occurred in the 20 century, with devastating conflicts of WWII. Most of today’s complex political issues between China and Japan stem from this war. For centuries China has played, and is continuing to play, a central role in Asia. Japan embraced Chinese culture while modifying it to fit Japan’s political and cultural climate and needs. Japanese language, architecture, literature and art are steeped in Chinese influences. Japan is also a repository of both tangible and intangible Chinese culture that has disappeared from China itself. Treasures from the Silk Road and Tang Dynasty dance and music from the 8 century still survive in Japan. Such heritage has, in turn, helped produce a present day cultural renaissance in China. Much scholarship about China has been continually flourishing in Japan and the contemporary pan-Asian culture is developing beyond national borders. Program activities will include field trips to the Chinese and Japanese gardens in Portland, Oregon; calligraphy demonstrations and workshops; and learning about Chinese tea culture and Japanese tea ceremony.		Hirsh Diamant Tomoko Hirai Ulmer	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
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
Creative Writing Workshop Nancy Parkes communication writing	Program	SO–SRSophomore–Senior	8	08	Evening			S 16Spring		Creative Writing Workshop is designed for students interested in gaining or building on a foundation in fiction or creative non-fiction writing. Through our writing, reading and review of film as a medium, we will examine and practice the craft of creating rich characters, vibrant scenes, and crisp dialogue. Through our reading and critique work, we will build “tool kits” of literary writing and reading techniques. Students will produce one memoir-based piece; a short story, novel chapter, or journalistic piece; and a “student choice” writing block (two major pieces—both drafted and extensively revised). We will concentrate on the artistic and process of draft, and the craft of revision. Students should also expect to spend time outside class critiquing peer work. While the focus of the program is creative writing, this class will help students to learn storytelling techniques useful in non-profit, business, and other professional settings.Texts and Assigned Writing:Writing Fiction: The Practical Guide from New York’s Acclaimed Writing School (Gotham Writer’s Workshop)Gotham Writer’s Workshop Fiction Gallery: Exceptional StoriesSelf Editing For Fiction Writers , Browne and KingNovel selected by individual student writing groupsProvided online: Custom collection of short stories and poems		Nancy Parkes	Mon Mon Mon Wed Wed Wed	Sophomore SO Junior JR Senior SR	Spring	Spring
Engaging with the Endangered Northwest Rebecca Chamberlain and Nancy Parkes Native American studies communication cultural studies ecology environmental studies literature natural history sustainability studies writing	Program	FR–SRFreshmen–Senior	8	08	Evening and Weekend	F 15 Fall	W 16Winter			The Pacific Northwest is home to pressing environmental issues, including coal and oil exports, loss of habitat, water quality, fisheries, and effects of global warming. The coal industry wants to use Northwest ports for shipping to Asia, which could result in 100 million tons of coal being shipped through the region by rail. A dozen oil pipelines are proposed, and trains carrying oil have derailed in other regions. Will these projects, as opponents contend, endanger both Northwest peoples and the environment? Or as proponents--including many labor unions--argue, would they bring critical jobs to economically dislocated and disadvantaged areas? What entities have the power to decide whether these projects will be built? What methods can be used to get clear information to those who are affected? What are the human health and environmental risks from coal dust, train wrecks, and potential oil spills? How do citizens become engaged? What is the role of indigenous communities? What are the roles of advocates, allies, and supporters--on both sides--and how do these positions grow out of environmental and other histories?In engaging with these issues, we will ask, how do we speak meaningfully about our relationship to the natural world? We will learn how stories and ethnography empower individuals and communities to understand their connection to place. Through a practice of writing, and study of both eco-criticism and natural history literature, we will examine concepts and values around wilderness and the human connection to the natural world. We will consider the traditional division between labor and environmental interests, its roots, and whether these two groups may be able to foster collaborations that address both jobs and environmental protection. Our work will include analysis of disparate views and values, and common ground among environmental groups, tribes,		Rebecca Chamberlain Nancy Parkes	Mon Mon Wed Wed Sat Sun Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
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
Grammar for Teachers Jon Davies communication education language studies writing	Course	FR–SRFreshmen–Senior	4	04	Day				Su 16 Session II Summer	Writing is critical to learning and a vital tool for communication. Improving the teaching of writing can improve student writing. Effective teachers of writing gain insight from their own writing experiences and also that of their peers. English grammar provides many challenges for writers as they move from early drafts to finished pieces of writing. Decades of research suggests that teaching grammar in isolation has little, if any, effect on student writing. In this course we will explore English grammar in the context of our own writing, including issues of style, punctuation, and mechanics. Through the process of addressing grammar in our own writing, we will develop strategies to support student writers in the classroom. Even though this course is especially suited for educators and undergraduate students interested in education, all writers interested in polishing their writing are welcome.		Jon Davies	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Inequality, Capitalism and Democracy: Understanding Thomas Picketty’s Capital in the Twenty-First Century Howard Schwartz and Allen Mauney communication economics government philosophy political science	Program	SO–SRSophomore–Senior	8	08	Evening		W 16Winter	S 16Spring		It is rare when a book becomes an instant classic, but that is the case with Thomas Picketty’s Picketty explains, using data sources and analytic techniques that only recently have become available, why inequality has become greater in the United States and around the world. For years, many economists and political leaders had thought that the modern welfare state had tamed the excesses of capitalism by putting a floor and ceiling on how much wealth individuals could amass. But Picketty shows that this belief is false and that capitalism as practiced currently makes a trend toward greater inequality inevitable, The book has been hailed by leading economists such as Paul Krugman as “the most important economics book of the year—and maybe of the decade” and even those reviewers who don’t like his conclusions or policy recommendations concede the accuracy and depth of his research. This program will guide students through by patiently working through the book so students can understand his concepts and methodology. We will deeply examine his data sources and replicate many of his computations and data displays so students can understand the underlying mathematics and spreadsheet analytics. We will also compare his solutions to the problem of inequality with the solutions proposed by others. By the end of the program students should understand the concepts and indicators Picketty uses to describe modern inequality and how data is used to describe and analyze the political and economic forces that drive it. Students will need only their high school math and a minimal knowledge of economics or politics. In Spring quarter, having laid the foundations in Winter, we will be ready to examine in depth Piketty’s arguments about why inequality in Europe and America, having declined greatly in the middle of the 20 century, has now increased to levels not seen since before World War I. Beginning with a brief review of through Chapter 7 we will resume with chapter 8 and work our way through the rest of the book. In Spring quarter we will begin to examine critiques of Piketty’s work and his responses to them. We will also evaluate Piketty’s proposed solutions to the problem of inequality and see what other writers have proposed. We will also look at how politics and economics are intertwined. If, as Piketty says, the rise of inequality is the result of policy decisions, then only new policies can reverse the trend, but new policies require changes in politics, and that is a difficult challenge. Our mathematical approach will continue to be concrete and not require substantial symbolic manipulation. We will work with data tables/graphs from the text and continue to use Microsoft Excel. New students will be admitted to the program only if they have a decent background in economics, history and political science and can review the first half of the text prior to the first week of class. There is also a 12 credit option for students in Inequality/Piketty who want to further study the issues raised in the program. Students in this enhanced version of the program will meet with faculty during the first week of the program to develop a common set of readings, assignments and meetings and, if there is interest, develop individual research projects.		Howard Schwartz Allen Mauney	Mon Wed	Sophomore SO Junior JR Senior SR	Winter	Winter Spring
Inside Language Diego de Acosta communication language studies linguistics Signature Required: Winter	Program	FR–SOFreshmen–Sophomore	16	16	Day	F 15 Fall	W 16Winter			This two-quarter program explores the fascinating world of languages. What do you know when you know a language? How do you get that knowledge? Are there properties that all languages share? How do languages change over time? Why are half of the world's languages now under threat of extinction? How are communities held together or torn apart by the languages they speak?We will consider these questions and others through the lens of linguistics. Topics to be examined for fall include phonetics, phonology, morphology, language change, the history of English and English dialects, key issues facing multilingual communities, and language planning. In winter, topics will include syntax, semantics, pragmatics, first language acquisition, language and gender and linguistic politeness. We will look at well-known languages and lesser-known languages and discover why they matter in our lives today. Throughout the program, students will learn a variety of conceptual and empirical techniques, from analyzing speech sounds to interpreting the rationale behind current language policy.This program will be an intensive examination of topics requiring a significant amount of reading as well as regular problem sets and essays.		Diego de Acosta	Tue Thu Fri	Freshmen FR Sophomore SO	Fall	Fall Winter
International Business, Globalization and Ethical Leadership Thuy Vu and Dariush Khaleghi business and management communication economics government international studies leadership studies political economy	Program	FR–SRFreshmen–Senior	8	08	Weekend	F 15 Fall	W 16Winter			In order to understand issues emerging in international business and globalization, a good appreciation for the interconnection between international finance and ethical leadership is a must. This two-quarter program will focus on the issues faces by the leadership of multinational corporations in dealing with international financial systems, organizational culture, communications and ethics. In addition to international business policy issues, this program will discuss globalization, international monetary systems, cross-cultural leadership, business cultures and ethical management practices. The class will help students move toward a better understanding of the concepts of business sustainability and social responsibility at the domestic and international levels.In Fall quarter, we will focus on developing the skills necessary for understanding the key issues in international business, how international trade has evolved for the past century and what has changed with the emergence of new economic powers. Our study will include learning about the importance of organizational culture and ethical leadership in developing and promoting successful international business practices. In Winter, we will learn about the evolution of the global monetary system and its impacts on the international financial sector. The program for Winter quarter will also cover the important area of intercultural communication, international marketing and leadership development for local and global businesses.This program is for students interested in learning about international finance, economic globalization and marketing, ethical leadership and socially responsible business management. We will be using lectures, case studies, seminars and workshops to build up the students' understanding in these areas.		Thuy Vu Dariush Khaleghi	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
Media Artists Studio Laurie Meeker art history communication cultural studies media arts media studies Signature Required: Fall Winter	Program	JR–SRJunior–Senior	16	16	Day	F 15 Fall	W 16Winter	S 16Spring		This advanced offering in the media arts is for students interested in working individually or collaboratively on yearlong media projects with the support of a learning community. The studio setting provides students with the opportunity to help shape one another's work through extensive critical review of ideas at each stage of production and through technical support on one another’s projects. Engagement with critical theory on representation informs each student’s creative approach to their media production work. The creative work produced over the year is research-based. Each media artist or collaborative team will engage in extensive research and writing to develop and support their creative ideas, including research papers, grant writing, script outlines, etc. A wide range of media projects and genres are possible, with a focus on creative nonfiction and documentary, as long as the media artist(s) demonstrate a strong foundation for potential success in that genre. Past participants have created participatory/interactive documentary, experimental film/video, autobiographical video, experimental narrative, essayistic video, animation, online documentary series, mixed media gallery installation, remix political satire, interactive Web installation, as well as standard documentary. Students are expected to build on existing skills developed in past academic work, developing advanced production skills rather than undertaking wholly new areas of media production. Participants work closely with one another throughout the year as co-learners and collaborators, collectively shaping the output of the studio and developing a program of shorts to be screened to the public at the end of spring quarter.An integrated approach to media history/theory and production is essential to the development of advanced media work. Students will explore strategies of representation through readings, screenings seminars, and research presentations, continuing to build their skills in critical thinking and critical analysis. Individual research projects will explore contemporary media artists who have made special contributions to the development of experimental media practice. Students will also conduct research into new and old media technologies, presenting their findings to the group. Students will continue to develop their production skills through workshops, exercises, and a collaborative project. Cinematography workshops will deepen student understanding of light, exposure, and image quality in the 16mm format and/or HD digital video. Audio production workshops will be offered to expand student expertise with sound design and technology.Fall quarter involves a period of reflection, research, and idea development, including a two- to three-day retreat for concentrated work. Students are asked to think broadly about their work, to research and explore a number of project ideas before settling on the final topic. During winter quarter, the focus will shift from idea development to the production phase, when students will acquire all their images and production materials. The critique process will be a central focus for the learning community during winter and spring, requiring students to participate regularly in the critical analysis of one another’s creative work. During spring, each student will complete post-production work, engage in extensive critique sessions, and participate in producing a public screening of their work.		Laurie Meeker		Junior JR Senior SR	Fall	Fall Winter
Mediaworks: Signifying Power and Difference on Screen(s) Naima Lowe and Julie Russo African American studies art history communication cultural studies gender and women's studies media arts media studies queer studies visual arts writing Signature Required: Fall	Program	SO–SRSophomore–Senior	16	16	Day and Evening	F 15 Fall	W 16Winter	S 16Spring		What does it mean to make moving images in an age of omnipresent media, information overload, social inequality, and global capitalism? What's the relationship between aesthetic form and power across race, class, gender, and other axes of difference? How can we understand the interplay between popular media and experimental modes? How do we critically engage with the history and traditions of media practices while testing the boundaries of established forms? What responsibilities do media artists and producers have to their subjects and audiences? How can media makers represent or transform the “real” world? Students will engage with these questions as they gain skills in film/video/television history and theory, critical analysis, media production, collaboration, and critique.This full-time, yearlong program links media theory with practice. We will explore a variety of media modes and communication strategies, primarily interrogating representations of the "real” in media texts spanning the continuum between popular entertainment and artistic practice. As creative critics, we will gain fluency in methodologies including: close reading and formal analysis; mapping narrative and genre; unpacking power from feminist, critical race, decolonial, and anti-capitalist perspectives; and cultural, historical, and technological framing of commercial and independent media production. These analytical skills will help us understand strategies that artists have employed to challenge, mobilize, and re-appropriate mainstream media forms. As critical creators, we'll learn foundational production skills and experiment with alternative approaches, including nonfiction, video art, writing for and about media, autobiography, essay films, remix, installations, and performance. In addition to production assignments, program activities will encompass analysis and criticism through screenings, readings, seminars, research, and critical writing. We'll also spend significant time in critique sessions discussing our creative and critical work.In fall, students will explore ways of seeing, listening, and observing in various formats, focusing intensively on 16mm film production and completing both skill-building exercises and short projects. These collaborative exercises and projects will have thematic and technical guidelines consistent with the program curriculum. Our production work will be grounded in the study of concepts and methodologies from media history and theory, including significant critical reading, research, and writing. In hands-on workshops and assignments, we'll analyze images as communication and commodities and investigate how images create and contest meaning in art, politics, and consumer culture.In winter, students will delve deeply into field- and studio-based video/audio production and digital editing, using the CCAM studio and HD video technologies. We'll do this learning in conjunction with studying the social and technological history of television and video. Our production work will be primarily collaborative, though students will conclude the quarter by working on an independent project proposal.In spring, as a culmination of the conceptual, collaboration, and production skills developed in fall and winter, each student will create an independent project. Possible forms include video or film, installation, web-based projects, research projects, and internships. Technical workshops, screenings, research presentations, and critique discussions will support this emerging work.		Naima Lowe Julie Russo		Sophomore SO Junior JR Senior SR	Fall	Fall
Persuasion: The Science, Art, and Ethics of Influence Lori Blewett communication leadership studies psychology	Program	FR–SRFreshmen–Senior	8	08	Weekend		W 16Winter			Whenever we hope to influence fellow citizens, family members, political leaders, or customers, we rely on our understanding of persuasion. Yet constructing a persuasive message is hardly a simple task. Scholars since days of Socrates have debated the most effective and ethical means of persuasion, and researchers in the fields of communication and psychology have spent decades trying to identify how, when, and why some persuasive strategies are more successful than others. Students in this program will draw on readings in classical, contemporary, and critical persuasion theory to investigate a variety of persuasive contexts including: public information campaigns, business marketing, and political discourse. Students will practice constructing persuasive messages in written and oral forms. Special attention will be given to logical argumentation fundamental to persuasion in academic contexts. This program satisfies MIT endorsement requirements in communication.		Lori Blewett		Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Persuasive and Informative Public Speaking Lori Blewett communication	Course	FR–SRFreshmen–Senior	2	02	Evening and Weekend				Su 16 Session II Summer	This one-week course focuses on the fundamentals of public speaking. Students will learn to compose well-organized presentations, control speech anxiety, and develop performance skills necessary for effective public speaking in the workplace, classroom, or community. This course contributes to MIT endorsement in communication.		Lori Blewett	Tue Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Photography, Digital Steve Davis communication media arts visual arts	Course	SO–SRSophomore–Senior	4	04	Evening	F 15 Fall				This course will introduce students to photographic practice through digital means. A brief introduction to digital video will also be included. Students will create work as exhibition-quality prints, and also create a photographic portfolio for the Web.		Steve Davis	Tue Thu	Sophomore SO Junior JR Senior SR	Fall	Fall
Photography, Documentary Steve Davis communication media arts visual arts Signature Required: Winter	Course	SO–SRSophomore–Senior	4	04	Evening		W 16Winter			This class will explore how photography can be effectively used as a tool for creative documentation. You may work in any photographic mediums with which you are experienced (conventional B/W, color, digital). Students will be expected to maintain an online blog/web gallery showing in-progress photography with appropriate text. Final projects must address a particular topic (from your perspective) and clearly communicate your message to a broad audience.		Steve Davis	Tue Thu	Sophomore SO Junior JR Senior SR	Winter	Winter
PLE Document Writing Nancy Parkes communication writing Signature Required: Fall	Course	FR–SRFreshmen–Senior	4, 6, 8	04 06 08	Evening	F 15 Fall				Prior Learning from Experience allows people with significant professional and/or community-based experience to kick-start or accelerate a college degree. Students receive significant support from peers and faculty in learning how to assemble a portfolio that shows the “college equivalent learning” they have gained through professional and/or community-based work. Students earn credit through a combination of coursework and faculty evaluation of the completed essay.This separate and economical assessment and award of credit for prior learning speeds time to degree. Students completing a PLE document generally describe the experience as “transformative,” helping them to understand the college level equivalence of their professional and community-based experience, as well as preparing them for future academic and professional work. The program has a prerequisite course, which you will find under “Writing from Life.” You will also find further information, including a video, at .		Nancy Parkes	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
PLE Document Writing Nancy Parkes communication writing Signature Required: Spring	Course	FR–SRFreshmen–Senior	4, 6, 8	04 06 08	Evening			S 16Spring		Prior Learning from Experience allows people with significant professional and/or community-based experience to kick-start or accelerate a college degree. Students receive significant support from peers and faculty in learning how to assemble a portfolio that shows the “college equivalent learning” they have gained through professional and/or community-based work. Students earn credit through a combination of coursework and faculty evaluation of the completed essay.This separate and economical assessment and award of credit for prior learning speeds time to degree. Students completing a PLE document generally describe the experience as “transformative,” helping them to understand the college level equivalence of their professional and community-based experience, as well as preparing them for future academic and professional work. The program has a prerequisite course, which you will find under “Writing from Life.” You will also find further information, including a video, at .		Nancy Parkes	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
PLE Document Writing Nancy Parkes communication writing Signature Required: Winter	Course	FR–SRFreshmen–Senior	4, 6, 8	04 06 08	Evening		W 16Winter			Prior Learning from Experience allows people with significant professional and/or community-based experience to kick-start or accelerate a college degree. Students receive significant support from peers and faculty in learning how to assemble a portfolio that shows the “college equivalent learning” they have gained through professional and/or community-based work. Students earn credit through a combination of coursework and faculty evaluation of the completed essay.This separate and economical assessment and award of credit for prior learning speeds time to degree. Students completing a PLE document generally describe the experience as “transformative,” helping them to understand the college level equivalence of their professional and community-based experience, as well as preparing them for future academic and professional work. The program has a prerequisite course, which you will find under “Writing from Life.” You will also find further information, including a video, at .		Nancy Parkes	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Psychology and Community Mukti Khanna communication community studies consciousness studies health psychology somatic studies Signature Required: Fall	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall				This program will explore psychological dimensions of community systems through experiential and somatic dialogue practices, theoretical readings and expressive arts explorations. Students will gain skills in communication practices, group facilitation and applied mindfulness that can be integrated in both community internships, counseling and social health care. The program will participate in the interdisciplinary Anthropocene Consortium to provide breadth to our inquiry of psychology and community at this time in human history ( ). Half of the work in the program will be designed by students. Student work may involve community-based internships or student-originated projects in psychology, health, cultural studies and education. Questions to be explored include: The program is connected to Evergreen’s Center for Community-based Learning and Action (CCBLA) which supports learning about, engaging with, and contributing to community life in the region. As such, this program benefits from the rich resource library, staff, internship support and workshops offered through the Center. The CCBLA is available to help students locate potential internship sites during the summer and fall. Please contact them: .		Mukti Khanna		Sophomore SO Junior JR Senior SR	Fall	Fall
Radio Documentary: Writing and Production Joli Sandoz and Lori Blewett communication media arts media studies	Program	SO–SRSophomore–Senior	8	08	Evening			S 16Spring		Add sound effects and music together with a voice speaking words, and there you have one of radio’s most popular features today: creative audio documentary. This program will focus on writing nonfiction documentaries and researched essays and bringing them alive with sound. Participants will learn how to write, record, perform, and edit creative and engaging nonfiction audio programs and podcasts. Radio programs themselves will be among our texts as we discover the variety of nonfiction currently airing. Online archives of audio essays will provide opportunity to analyze not only specific mixes of words and sound, but also the ways in which making meaning with words must be shaped to match radio’s one-time-only quality, with careful word choice and directness, brevity, rhythm, and pacing. Writing and speaking workshops will focus on developing effective skills for oral story-telling and description as these contribute to meaning-making in audio communication. Basic audio recording and editing workshops also will be provided. This program is especially well-suited to students who have some familiarity with audio technology and for those who have strong interest in a specific topic they'd like to share with others. Students may have the option of airing their work on community radio or through other public forums.		Joli Sandoz Lori Blewett	Wed Sat	Sophomore SO Junior JR Senior SR	Spring	Spring
Radio Practice and Politics Lori Blewett communication media studies political economy	Program	FR–SRFreshmen–Senior	8	08	Day				Su 16 Session I Summer	is geared toward students who want to develop their oral communication and media skills as well as gain insight into the political economy of radio. No prior experience is needed. Our studies will focus on fundamental elements of radio production: writing, performing, recording, interviewing, editing, and broadcasting. Assignments will include live and edited broadcasts. Readings, films, and listening assignments will deepen students' understanding of the political economy of radio and contemporary radio aesthetics. Students will gain knowledge and skills needed to become potential hosts at KAOS Community Radio Station. Some lessons will be taught by KAOS General Manager, Ruth Brownstein. This program fulfills communication requirements for selected MIT endorsements.		Lori Blewett	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Resource Rebels: Environmental Justice Movements Building Hope Karen Gaul and Zoltan Grossman Native American studies anthropology communication environmental studies geography sustainability studies	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall	W 16Winter					Karen Gaul Zoltan Grossman	Tue Wed Fri	Sophomore SO Junior JR Senior SR	Fall	Fall Winter
The Rhetoric of Social Change Lori Blewett communication cultural studies political science	Program	SO–SRSophomore–Senior	16	16	Day	F 15 Fall				Why do some persuasive messages inspire us to change the world while others fail to even hold our attention? What can we learn from the rhetorical strategies of past social movements? How do social change activists balance competing goals and multiple audiences? And how can we produce messages that move hearts, change minds, and tickle funny bones all at the right time? To answer these questions, we will investigate rhetorical strategies from the American Revolutionary rhetoric and Abolitionist/Civil War rhetoric, but the majority of our time will be focused on 20 and 21 century social movement discourse. We will look closely at the persuasive features of speeches, articles, letters, posters, songs, non-fiction movies, protest events, campaigns, blogs, podcasts, and other rhetorical artifacts. Rhetoric, the study of the art of persuasion, is one of the oldest disciplines in the Western academic tradition. Students in this program will learn to use rhetorical analysis techniques developed over centuries, from ancient Aristotelian theories of ethos, logos, and pathos to contemporary theories of information framing and cognitive processing. Such analyses will deepen student's understanding of persuasion and serve as the basis for insightful rhetorical criticism.Rhetoric is also the foundation of several qualitative research methods commonly used in the social sciences. Students will learn to use qualitative methods by conducting media research on contemporary public issues such as immigration, climate change, foreign policy, health care policy, economic inequality, or social injustice related to race, gender, sexual orientation, or ability. We will pay special attention to how social movement discourse intersects with political campaign discourse in the lead-up to 2016 elections.In addition to learning theories and practices in rhetorical criticism and social research, students will also develop practical skills in the art of persuasion. Through focused instruction and experimentation in persuasive writing and public speaking, students will become more effective advocates for social change and more confident participants in the social and political debates of our time. As part of our study of public speaking, students will learn skills for speaking on camera as well as for live audiences.		Lori Blewett	Tue Wed Thu Fri	Sophomore SO Junior JR Senior SR	Fall	Fall
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
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 Projects in Critical and Creative Practices Naima Lowe, Anne de Marcken (Forbes), Shaw Osha (Flores) and Kathleen Eamon African American studies art history communication cultural studies gender and women's studies literature media arts media studies visual arts writing Signature Required: Fall Winter Spring	Program	SO–SRSophomore–Senior	V	V	Day, Evening and Weekend	F 15 Fall	W 16Winter	S 16Spring		This is an opportunity for students to work on faculty-driven scholarly and creative projects. By working with faculty in a studio and research “apprentice” model, students will gain hands-on experience in visual arts studio practices, film/media production practices, the creative writing workshop focused on craft, critical research and writing, library and archival research practices, and much more. (creative writing and digital media) uses creative writing and digital media as methods of narrative inquiry into questions of presence and absence, disappearance and emergence, loss, survival, and memory. Her process-based work results in short stories, personal essays, moving image narratives, sometimes web environments, and often hybrids of these forms. Her current areas of inquiry include climate change, the interactions of place and identity, and the experience of survival. She is presently working on a multimedia narrative installation and a feature film. Students working with Anne will have opportunities to work on one or both of these projects. Depending upon project phase at the time of enrollment as well as individual students’ strengths and interests, activities may include research, installation design and construction, text-based work, and/or audio-video post production. (social and political philosophy, aesthetics, philosophy of art) has interests in German idealism (Kant and Hegel), historical materialism (Marx, 20th-century Marxists, and critical theory), and psychoanalysis (Freud and Lacan). She is currently working on an unorthodox project about Kant and Freud, under the working title, “States of Partial Undress: the Fantasy of Sociability.” Students working with Kathleen will have opportunities to join her in her inquiry, learn about and pursue research in the humanities, and critically respond to the project as it comes together. In addition to work in Kantian aesthetics and Freudian dream theory, the project will involve questions about futurity, individual wishes and fantasies, and the possibility of collective and progressive models of sociability and fantasy. (experimental media and performance art) creates films, videos, performances, and written works that explore issues of race, gender, and embodiment. The majority of her work includes an archival research element that explores historical social relationships and mythic identities. She is currently working on a series of short films and performances that explore racial identity in rural settings. Students working with Naima will have opportunities to learn media production and post-production skills (including storyboarding, scripting, 16mm and HD video shooting, location scouting, audio recording, audio/video editing, etc.) through working with a small crew comprised of students and professional artists. Students would also have opportunities to do archival and historical research on African-Americans living in rural settings, and on literature, film, and visual art that deals with similar themes. Students are generally best equipped for this option if they have taken at least one full year of studies in Media or Visual Arts in a program such as MediaWorks, NonFiction Media, or its equivalent. (visual art) works in painting, photography, drawing, writing, and video. She explores issues of visual representation, affect as a desire, social relationship, and the conditions that surround us. She is currently working on a project based on questions of soul in artwork. Students working with Shaw will have opportunities to learn about artistic research, critique, grant and statement writing, website design, studio work, and concerns in contemporary art making.		Naima Lowe Anne de Marcken (Forbes) Shaw Osha (Flores) Kathleen Eamon		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
Undergraduate Projects in Critical and Creative Practices with N. Lowe Naima Lowe African American studies art history communication cultural studies gender and women's studies media studies visual arts Signature Required: Fall Winter Spring	Research	SO–SRSophomore–Senior	V	V	Day, Evening and Weekend	F 15 Fall	W 16Winter	S 16Spring		This is an opportunity for students to work on faculty-driven scholarly and creative projects. By working with faculty in a studio and research “apprentice” model, students will gain hands-on experience in visual arts studio practices, film/media production practices, the creative writing workshop focused on craft, critical research and writing, library and archival research practices, and much more. (experimental media and performance art) creates films, videos, performances and written works that explore issues of race, gender, and embodiment. The majority of her work includes an archival research element that explores historical social relationships and mythic identities. She is currently working on a series of short films and performances that explore racial identity in rural settings. Students working with Naima would have opportunities to learn media production and post-production skills (including storyboarding, scripting, 16mm and HD video shooting, location scouting, audio recording, audio/video editing, etc) through working with a small crew comprised of students and professional artists. Students would also have opportunities to do archival and historical research on African-Americans living in rural settings, and on literature, film and visual art that deals with similar themes. Students are generally best equipped for this option if they have taken at least one full year of studies in Media or Visual Arts in a program such as MediaWorks, NonFiction Media, or its equivalent.		Naima Lowe		Sophomore SO Junior JR Senior SR	Fall	Fall Winter Spring
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
Writing Beyond the Basics Tacoma Peter Bacho communication literature writing	Program	FR–SRFreshmen–Senior	4, 8	04 08	Day				Su 16 Summer	This class will focus on enhancing writing skills needed for communicating with academic and popular audiences. During the first session, students will study the art of composition, with an emphasis on improving writing projects typically associated with the effective dissemination of community resource materials, manuals, position papers, etc. Students will study the art of effective and accurate editing. Regarding the latter, students will edit an unedited version of a journal entry that is part of a novel – written by the Instructor – and published by the University of Hawai’i Press.During the second session, students will shift their focus to creative writing. They will create a credible protagonist, do a variety of effective creative writing exercises, and hold weekly readings of their work. They will write a flash fiction piece, after which they will convert their piece into a treatment - the precursor to a film script.		Peter Bacho	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Writing from Life Nancy Parkes communication writing Signature Required: Fall	Course	FR–SRFreshmen–Senior	4	04	Evening	F 15 Fall				The Writing from Life class serves two distinct groups of students -- those planning to earn credit through Prior Learning from Experience, and those who want to build their skills in creative writing. Students will have the chance to kick-start, or accelerate, a college career by documenting professional and/or community-based experience. With significant support, they will learn to write essays that show the "college equivalent learning" they have gained through professional and/or volunteer work in community. Writing from Life is the springboard to this highly supportive learning community, where adults work together to ensure one another's success. Students headed toward PLE will receive significant faculty support, both one-on-one, and in class. We will also focus on academic skills that will help students to succeed in Prior Learning and in other academic courses and programs at Evergreen. Students earn four credits for this course, and may take up to 16 further credits in the Prior Learning from Experience Program. The Prior Learning prerequisite requires an easily-obtained faculty signature. Please attend the academic fair for the quarter you would like to attend (contact Admissions), and/or contact Nancy A. Parkes at . You will also find further information, including a video, at . Finally, The Olympian wrote an article about the program, which you can find at A group of up to eight students will concentrate on autobiography, essays, and writing of choice. They will participate with future Prior Learning from Experience students in reading and seminars on texts and essays, as well as writing workshops. Students in this section don't require a faculty signature to register, but must be highly capable of independent work.		Nancy Parkes	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
Writing from Life Nancy Parkes communication writing Signature Required: Winter	Course	FR–SRFreshmen–Senior	4	04	Evening		W 16Winter			The Writing from Life class serves two distinct groups of students -- those planning to earn credit through Prior Learning from Experience, and those who want to build their skills in creative writing. Students will have the chance to kick-start, or accelerate, a college career by documenting professional and/or community-based experience. With significant support, they will learn to write essays that show the "college equivalent learning" they have gained through professional and/or volunteer work in community. Writing from Life is the springboard to this highly supportive learning community, where adults work together to ensure one another's success. Students headed toward PLE will receive significant faculty support, both one-on-one, and in class. We will also focus on academic skills that will help students to succeed in Prior Learning and in other academic courses and programs at Evergreen. Students earn four credits for this course, and may take up to 16 further credits in the Prior Learning from Experience Program. The Prior Learning prerequisite requires an easily-obtained faculty signature. Please attend the academic fair for the quarter you would like to attend (contact Admissions), and/or contact Nancy A. Parkes at . You will also find further information, including a video, at . Finally, The Olympian wrote an article about the program, which you can find at A group of up to eight students will concentrate on autobiography, essays, and writing of choice. They will participate with future Prior Learning from Experience students in reading and seminars on texts and essays, as well as writing workshops. Students in this section don't require a faculty signature to register, but must be highly capable of independent work.		Nancy Parkes	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter	Winter
Writing from Life Nancy Parkes communication writing Signature Required: Spring	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring		The Writing from Life class serves two distinct groups of students -- those planning to earn credit through Prior Learning from Experience, and those who want to build their skills in creative writing. Students will have the chance to kick-start, or accelerate, a college career by documenting professional and/or community-based experience. With significant support, they will learn to write essays that show the "college equivalent learning" they have gained through professional and/or volunteer work in community. Writing from Life is the springboard to this highly supportive learning community, where adults work together to ensure one another's success. Students headed toward PLE will receive significant faculty support, both one-on-one, and in class. We will also focus on academic skills that will help students to succeed in Prior Learning and in other academic courses and programs at Evergreen. Students earn four credits for this course, and may take up to 16 further credits in the Prior Learning from Experience Program. The Prior Learning prerequisite requires an easily-obtained faculty signature. Please attend the academic fair for the quarter you would like to attend (contact Admissions), and/or contact Nancy A. Parkes at . You will also find further information, including a video, at http://www.evergreen.edu/eveningweekend/ple.htm A group of up to eight students will concentrate on autobiography, essays, and writing of choice. They will participate with future Prior Learning from Experience students in reading and seminars on texts and essays, as well as writing workshops. Students in this section must be highly capable of independent work, and should contact the faculty for a signature.		Nancy Parkes	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Writing the New Journalism - Creative Nonfiction Thomas Foote communication field studies literature writing	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter			Writers have come to realize that the genre of nonfiction writing can be as colorful and gripping as any piece of fiction. The difference is that nonfiction writers are not burdened with inventing characters, dialogue, plot and description because everything they write about actually happened. Creative nonfiction writers assemble the facts and events and array them artistically and stylistically, using the descriptive techniques of the fiction writer. They immerse themselves in a venue, set about gathering their facts while demonstrating scrupulous accuracy, and then write an account of what happened in their own voice. The Greyhound Bus Company advertised, “getting there is half the fun.” In the genre of creative nonfiction, because the reader already knows how the piece ends before it begins. Students will become proficient with the form through intensive fieldwork, research and writing. We will begin by studying field research methodology in preparation for observational studies in the field designed to teach the difference between looking and truly seeing. Students can’t write and describe something they can’t see clearly. Betty Edwards in writes, “drawing is not really very difficult. Seeing is the problem, or, to be more specific, shifting to a particular way of seeing.” Edwards teaches that if you could it, you could draw it. Students in this program will do a lot of looking with the goal of eventually seeing what they’re looking at. Like documentary filmmakers, we will pay particular attention to visual metaphor. Students will conduct field research to learn to pay attention to detail, read and discuss representative examples of the form, and meet weekly in regularly scheduled writing workshop. Following a period of redrafting and corrections, students will present their final piece to the group in the last week of fall quarter. They will submit this polished piece for publication in a magazine or journal. We will read and discuss creative nonfiction pieces written by noted authors. A partial book list includes by John Krakauer, by Sebastian Junger, by John Berendt, and by Barbara Myerhoff. Other readings will be added. In winter quarter, we will continue our study of creative nonfiction and sharpen our sensitivity to literary techniques through reading and discussing representative pieces by noted authors such as Susan Orlean and Mitch Albom. Students will spend much of their time working on their individual major nonfiction narrative. This form allows the use of first-person narration, demands careful attention to detail, and requires the writer to be immersed in a subject area over an extended period of time. Students will immerse themselves in a venue of their choice, subject to approval by the faculty, which will provide the subject matter for their narrative. We will also use the ethnographic field research techniques of analysis and interpretation to add depth to the narrative. Following a period of redrafting and corrections, students will polish the final piece and send it out for publication.	creative writing, creative nonfiction, the humanities, and journalism.	Thomas Foote		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter