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Title	Offering	Standing	Credits	Credits	When	F	W	S	Su	Description	Faculty	Days	Multiple Standings	Start Quarters	Open Quarters
The African American Experience Tom Womeldorff and Midori Takagi African American studies cultural studies economics history political economy sociology	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall				The ascension of Barack Obama, the first Black President, prompted many conservative and liberal commentators to proclaim the United States to be a “post-racial” society; racial equality will be the new norm. Yet since the 2008 election, African Americans are still incarcerated at a higher rate than whites, they continue to be victims of police shootings at a disproportionate rate, the wealth and income disparities between Blacks and whites remains, and negative constructions of the realities of Blacks still persists. Today, 150 years after emancipation, 50 years after the civil rights movement, and after the election of Obama, there continues to be a significant racial divide in the United States. Why do deep racial divisions persist? Why do they persist even though skin color differences correlate to geography and the sun’s ultraviolet light, and there is no biological basis for the constructed categories of “Black,” “White,” “Asian,” “Latino” and “Native American”? How, then, is race constructed? And why were the categories of race developed with some groups having greater privileges and rights than others?	Tom Womeldorff Midori Takagi		Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall
The Business of Art: Earning a Living as an Artist Andrew Buchman, Lee Lyttle and Jon Baumunk business and management economics music theater visual arts	Program	FR–SOFreshmen–Sophomore	16	16	Day	F 15 Fall	W 16Winter			This program is designed for business and arts students with a strong interest in making a living as an entrepreneur, operating in the nonprofit art world, or making a career in creative industries, and bridging the conventional gaps between creativity, business sense, and social engagement. An artist or entrepreneur who understands the principles of a well-run organization and can deal effectively with management issues like economics, finance, business planning, marketing, negotiating contracts, legal issues such as free speech and fair use, applying for grants, and strategic planning, we'll find, is likely to gain more artistic and professional freedom. For-profit and nonprofit organizations are different, and we want to make sure students gain knowledge of the vast range of ways they can make a living in and around the arts. By examining art, music, and theatre worlds, we will discover structures that help foster vibrant artistic communities—but also basic business and entrepreneurship principles applicable in many other contexts, including the entertainment and media industries. We'll meet business and nonprofit leaders (often artists themselves) who bring artists and art lovers together. We'll cover concepts in economics, gain critical reasoning skills, and learn about entrepreneurship, how to start a business, and management as a profession. We'll cover topics like strategic planning, tax and copyright law, prices and markets, promotion and marketing, budgeting, fundraising, job-hunting using social media, and working with employees, customers, and boards of trustees. Financial accounting and budgeting, two skill areas covered in some depth in winter quarter, will use and develop your quantitative and symbolic reasoning skills.Activities in the program will include options for related independent creative work and research on working artists, workshops on how to create and read complex spreadsheets and budgets, career counseling, and a rich mix of critical and creative projects, including a series of visits to local arts organizations and with Evergreen alumni active in many creative endeavors, followed by further research, analysis, and critiques. Each quarter's work will include an optional week of travel and study to a big city in the United States: to New York City during the fall and Los Angeles during the winter. Students unable to travel to these cities can pursue related fieldwork in the Pacific Northwest. By the end of the program we expect you to have developed practical skills in financial literacy and career-building, be able to think creatively about ways to connect your own artistic and wage-earning work lives, have an impact on organizations in communities you care about, acquire firsthand knowledge of a diversity of successful arts initiatives, and communicate effectively in the languages of business and nonprofit administration.	Andrew Buchman Lee Lyttle Jon Baumunk	Tue Wed Thu	Freshmen FR Sophomore SO	Fall	Fall Winter
Ecological and Environmental Economics Ralph Murphy business and management ecology economics environmental studies government law and government policy law and public policy political science	Program	JR–SRJunior–Senior	16	16	Day	F 15 Fall				This advanced social science program examines the methods and applications of ecological and environmental economics for environmental problem solving. The major goal of the program is to make students familiar and comfortable with the methodologies, language, concepts, models, and applications of ecological and environmental economic analysis. The program does not assume an extensive background in economics; therefore it begins by quickly reviewing selected micro economic principles. We will study the models used in natural resource management, pollution control approaches, and sustainability as an empirical criterion in policy development. We will explore externalities, market failure and inter-generational equity in depth. Examples of case studies we will evaluate include: natural resources in the Pacific Northwest; management and restoration of the Pacific Salmon stocks and other marine resources; energy issues including traditional, alternative, and emerging impacts from hydraulic fracturing (fracking), oil trains and climate change; selected issues of environmental law; wetland and critical areas protection and mitigation; and emerging threats such as ocean acidification and low oxygen zones. We also will develop a detailed consideration of the theory and practice of benefit cost analysis. The program concludes by critically evaluating the strengths and weaknesses of using ecological and environmental economics to develop solutions to environmental problems.Program activities include lectures, seminars, research and methods workshops, field trips, quizzes, exams, and a research assignment.	Ralph Murphy	Tue Wed Thu Fri Fri	Junior JR Senior SR	Fall	Fall
Environmental Health: Science, Policy and Social Justice Russell Lidman and Carrie Parr (Pucko) American studies Native American studies agriculture community studies cultural studies ecology economics environmental studies government health hydrology law and government policy law and public policy natural history philosophy sustainability studies	Program	FR–SRFreshmen–Senior	16	16	Day	F 15 Fall	W 16Winter			How do we make health a public priority? How do we respond to potential hazards? This introductory program considers problems related to public and environmental health in a broader context of the key frameworks of population, consumption and sustainability. We will explore the broad conditions that shape environmental health, both for humans and for ecosystems. Examining the workings of non-governmental organizations, we will be moving across and between questions of science, public policy (from municipal to international) and social justice. The program goal is to understand emerging strategies and solutions for ecological sustainability - from regional monitoring to UN negotiations. We will examine models, evidence and debates about the sources, causal connections and impacts of environmental hazards. We will be learning about existing and emergent regulatory science in conjunction with evolving systems of law, and a broad array of community responses.In the fall, we will dedicate ourselves to bridging scientific, policy and social perspectives by means of lecture, seminar, workshops and field trips. In the winter, students will engage in small group, quarter-long research projects on a topical issue to further investigate the chemical, biologic and physical risks of modern life, with an emphasis on industrial pollutants. Throughout the program, students will engage in a range of learning approaches, including computer-based collaboration with regional experts, officials and activists.	Russell Lidman Carrie Parr (Pucko)	Tue Wed Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Fall	Fall Winter
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
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
Macroeconomics, Money and Crisis Tom Womeldorff economics history political economy	Program	FR–SOFreshmen–Sophomore	16	16	Day		W 16Winter			The holding of cash, stocks, bonds, and other financial assets is an act of faith: faith that the assets will hold their value into the future when they can be converted into consumption. Throughout history, the ephemeral nature of value has been forgotten during periods of low inflation and financial stability. Yet repeatedly, these periods have ended abruptly. Asset values dissolve instantaneously like a car wreck or slowly but inexorably like a chronic disease. This does not affect only “Wall Street.” It affects “Main Street” as well. In this program, we will examine the nature of money, finance, monetary policy and power in the world market system. We will focus on historical moments of financial volatility, hyper-inflation and collapsing speculative bubbles. This will aid us in understanding the 2008 economic crash and the slow recovery since then. We will consider what government’s roles should be in regulating financial sectors. As we explore these issues, we will be conscious of how the structure of our financial system differentially impacts the poor, the working class, and the holders of financial instruments (e.g., the rich and pension funds).The program will consist of three parts. Lecture and workshop will focus on introduction to macroeconomics and quantitative methods. Seminar readings will focus on mainstream, institutionalist, post-Keynesian and political economy interpretations of historical and current financial crises. Finally, each student will complete a research project related to money and finance.	Tom Womeldorff		Freshmen FR Sophomore SO	Winter	Winter
Personal Finance and Investing Glenn Landram business and management economics	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Session I Summer	Personal finance and investing can sometimes be daunting to initiate. Yet long-term investing in the stock market can yield significant results with relatively low risk. We will examine the benefits of systematic investing and how to initiate a low-cost, long-term plan. We will work from the critically acclaimed by Burton G. Malkiel. This class is for the novice who would like to take charge of their own lifetime savings as well as those that have some understanding of finance and would like to learn more. We will also examine typical personal finance issues such as compounding, insurance, credit cards, student loans, the buy-vs.-lease auto decision and other personal finance areas as identified by students. Emphasis will be on in-class exchanges with like-minded investors.	Glenn Landram	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer
Political Economy and Social Movements: Race, Class, and Gender Peter Bohmer and Carlos Marentes African American studies American studies economics government history international studies political economy political science sociology	Program	SO–SRSophomore–Senior	16	16	Day			S 16Spring		We will examine the nature, development, and concrete workings of modern capitalism and the interrelationship of race, class, and gender, primarily in the contemporary context. We will focus on the themes oppression, exploitation, social movements, reform, and fundamental change, as well as the construction of alternatives to capitalism, nationally and globally. We will examine social changes that have occurred in the past, present trends, and alternatives for the future. We will examine different theoretical frameworks such as liberalism, Marxism, feminism, anarchism, and neoclassical economics, and their explanations of the current United States and global political economy and of key issues such as climate change, poverty and inequality, immigration and the criminal justice system.In studying the U.S. experience, we will study linkages from the past to the present, between the economic core of capitalism, political and social structures, and gender, race, and class relations. Resistance and social movements will be a central theme. We will also investigate the interrelationship between the U.S. political economy and the changing global system, historically and in the present. We will study causes and consequences of the globalization of capital and its effects in our daily lives, and the role of multilateral institutions. We will analyze the responses of societies such as Venezuela and social movements such as labor, feminist, anti-war, environmental, anti-racist, indigenous, and youth, and the global justice movement in the U.S. and internationally in opposing the global order. We will look at alternatives to neoliberal capitalism, including participatory socialism and strategies for fundamental change.Students will be introduced to economics from a neoclassical and political economy perspective. Within microeconomics, we will study topics such as the structure and failure of markets, work and wages, growing economic inequality, poverty, and the gender and racial division of labor. We will study macroeconomics, including austerity policies and critiques of it, the role of debt, and causes and solutions to unemployment and economic instability.Students will engage the material through seminars, lectures, guest speakers, films, workshops, synthesis papers based on program material and concepts, and a take-home exam.	Peter Bohmer Carlos Marentes	Tue Wed Fri	Sophomore SO Junior JR Senior SR	Spring	Spring
Reservation-Based, Community-Determined Program: Foundations for Sustainable Tribal Nations (Chehalis) Mary DuPuis and Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 15 Fall	W 16Winter	S 16Spring		This program is an upper-division program designed for students who have social, cultural, or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2015-2016, the theme is . There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course is a 9-credit unit taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. In the fall, the sub-theme is in which students will receive an overview of federal Indian law through a study of historical and contemporary materials and case law. It covers the basic conflicts among sovereign governments which dominate this area of law, including conflicts over jurisdiction, land rights, hunting and fishing rights, water rights, domestic relations law, and environmental protection. The winter sub-theme, will allow students the opportunity to study the politics of U.S. presidents and world leaders, as well as their rise to international leadership positions. Students will examine the role that race, class, gender, nationality, education, and other differences have in advancing or inhibiting individuals to places of privilege and power. Students will also explore ideas and concepts of mixed heritage, ethnocentricity, inheritance, royalty, and tribal affiliation, as well as the intersections between human rights, civil rights, social justice issues, and forms of resistance. They will be given an opportunity to critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures. Finally, students will compare and contrast works from Theater of the Oppressed which will add to the complexity of the student’s knowledge construction For spring quarter, the sub-theme is , in which students will use a variety of methods, materials, and approaches to explore contemporary sustainability issues in the U.S. and abroad. Students will examine the intersection of social, environmental, and economic practices on the sustainability of the planet’s biological systems, atmosphere, and resources. In particular, students will focus on energy, climate change, maintaining biodiversity and health, population growth, as well as social and environmental justice. Each Core is taught from a tribal perspective in a global community. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are 2-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar, held on the same four Saturdays as the morning Strands, is called , and is a 1-credit workshop generally built around Native case studies. The program also includes student-initiated work through independent study.	Mary DuPuis Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program: Foundations for Sustainable Tribal Nations (Muckleshoot) Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 15 Fall	W 16Winter	S 16Spring		This program is an upper-division program designed for students who have social, cultural, or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2015-2016, the theme is . There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course is a 9-credit unit taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. In the fall, the sub-theme is in which students will receive an overview of federal Indian law through a study of historical and contemporary materials and case law. It covers the basic conflicts among sovereign governments which dominate this area of law, including conflicts over jurisdiction, land rights, hunting and fishing rights, water rights, domestic relations law, and environmental protection. The winter sub-theme, will allow students the opportunity to study the politics of U.S. presidents and world leaders, as well as their rise to international leadership positions. Students will examine the role that race, class, gender, nationality, education, and other differences have in advancing or inhibiting individuals to places of privilege and power. Students will also explore ideas and concepts of mixed heritage, ethnocentricity, inheritance, royalty, and tribal affiliation, as well as the intersections between human rights, civil rights, social justice issues, and forms of resistance. They will be given an opportunity to critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures. Finally, students will compare and contrast works from Theater of the Oppressed which will add to the complexity of the student’s knowledge construction For spring quarter, the sub-theme is , in which students will use a variety of methods, materials, and approaches to explore contemporary sustainability issues in the U.S. and abroad. Students will examine the intersection of social, environmental, and economic practices on the sustainability of the planet’s biological systems, atmosphere, and resources. In particular, students will focus on energy, climate change, maintaining biodiversity and health, population growth, as well as social and environmental justice. Each Core is taught from a tribal perspective in a global community. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are 2-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar, held on the same four Saturdays as the morning Strands, is called , and is a 1-credit workshop generally built around Native case studies. The program also includes student-initiated work through independent study.	Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program: Foundations for Sustainable Tribal Nations (Nisqually) Cynthia Marchand-Cecil Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 15 Fall	W 16Winter	S 16Spring		This program is an upper-division program designed for students who have social, cultural, or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2015-2016, the theme is . There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course is a 9-credit unit taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. In the fall, the sub-theme is in which students will receive an overview of federal Indian law through a study of historical and contemporary materials and case law. It covers the basic conflicts among sovereign governments which dominate this area of law, including conflicts over jurisdiction, land rights, hunting and fishing rights, water rights, domestic relations law, and environmental protection. The winter sub-theme, will allow students the opportunity to study the politics of U.S. presidents and world leaders, as well as their rise to international leadership positions. Students will examine the role that race, class, gender, nationality, education, and other differences have in advancing or inhibiting individuals to places of privilege and power. Students will also explore ideas and concepts of mixed heritage, ethnocentricity, inheritance, royalty, and tribal affiliation, as well as the intersections between human rights, civil rights, social justice issues, and forms of resistance. They will be given an opportunity to critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures. Finally, students will compare and contrast works from Theater of the Oppressed which will add to the complexity of the student’s knowledge construction For spring quarter, the sub-theme is , in which students will use a variety of methods, materials, and approaches to explore contemporary sustainability issues in the U.S. and abroad. Students will examine the intersection of social, environmental, and economic practices on the sustainability of the planet’s biological systems, atmosphere, and resources. In particular, students will focus on energy, climate change, maintaining biodiversity and health, population growth, as well as social and environmental justice. Each Core is taught from a tribal perspective in a global community. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are 2-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar, held on the same four Saturdays as the morning Strands, is called , and is a 1-credit workshop generally built around Native case studies. The program also includes student-initiated work through independent study.	Cynthia Marchand-Cecil		Junior JR Senior SR	Fall	Fall Winter Spring
Reservation-Based, Community-Determined Program: Foundations for Sustainable Tribal Nations (Peninsula) Cynthia Marchand-Cecil and Catherine Reavey Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior–Senior	12	12	Evening and Weekend	F 15 Fall	W 16Winter	S 16Spring		This program is an upper-division program designed for students who have social, cultural, or economic ties to tribes. The curriculum is built around three themes that rotate one per year. For 2015-2016, the theme is . There are five curricular elements of the program: Core Course, Integrated Skills, Strands, Integrated Seminar, and Independent Study. The Core Course is a 9-credit unit taught at all sites at the same time with the same readings and assignments, but allows for faculty/student innovation and site specification. In the fall, the sub-theme is in which students will receive an overview of federal Indian law through a study of historical and contemporary materials and case law. It covers the basic conflicts among sovereign governments which dominate this area of law, including conflicts over jurisdiction, land rights, hunting and fishing rights, water rights, domestic relations law, and environmental protection. The winter sub-theme, will allow students the opportunity to study the politics of U.S. presidents and world leaders, as well as their rise to international leadership positions. Students will examine the role that race, class, gender, nationality, education, and other differences have in advancing or inhibiting individuals to places of privilege and power. Students will also explore ideas and concepts of mixed heritage, ethnocentricity, inheritance, royalty, and tribal affiliation, as well as the intersections between human rights, civil rights, social justice issues, and forms of resistance. They will be given an opportunity to critically analyze multiple perspectives of colonization and oppression through review of American democracy and other world governmental structures. Finally, students will compare and contrast works from Theater of the Oppressed which will add to the complexity of the student’s knowledge construction For spring quarter, the sub-theme is , in which students will use a variety of methods, materials, and approaches to explore contemporary sustainability issues in the U.S. and abroad. Students will examine the intersection of social, environmental, and economic practices on the sustainability of the planet’s biological systems, atmosphere, and resources. In particular, students will focus on energy, climate change, maintaining biodiversity and health, population growth, as well as social and environmental justice. Each Core is taught from a tribal perspective in a global community. Integrated Skills, including critical thinking and analysis, research and writing, public speaking, collaboration, personal authority, and indigenous knowledge, are taught across the curriculum, integrated into all teaching and learning at the sites and at Saturday classes. Strands, another element, are 2-credit courses taught on four Saturdays per quarter, which allow for breadth in the program and make it possible to invite professionals and experts in specific fields to offer courses that otherwise might not be available to students in the program. The Integrated Seminar, held on the same four Saturdays as the morning Strands, is called , and is a 1-credit workshop generally built around Native case studies. The program also includes student-initiated work through independent study.	Cynthia Marchand-Cecil Catherine Reavey		Junior JR Senior SR	Fall	Fall Winter Spring
Understanding the Economic Crisis Alan Nasser economics law and public policy political economy	Course	FR–SRFreshmen–Senior	4	04	Evening			S 16Spring			Alan Nasser	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Spring	Spring
Understanding the Economic Crisis Alan Nasser economics government political economy political science	Course	FR–SRFreshmen–Senior	4	04	Evening				Su 16 Session II Summer	No one reading this has not experienced or witnessed the painful effects of the combined financial crisis, long recession and severe shortage of well-paying jobs. These are turning points in American society and world history. Two of the nation’s most prominent economists have recently warned that Americans must now accommodate themselves to an unending condition of chronic slow economic growth, low wages, high unemployment and permanent economic insecurity. Are they right? A great deal hangs in the balance.Understanding the origins and future of the present crisis can help in making sense of the world and planning for the future. This class helps students understand where the crisis came from, why it has the features it has, and where it is likely to lead. Clear explanations will be offered for terms like financial bubble, securitization, derivatives, credit default swaps and financial economy vs. real economy. Implications for income and job growth will also be studied. No prior background in economics is required. Required readings have been selected for clarity and general accessibility	Alan Nasser	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Summer	Summer