my.evergreen.edu
2015–16 Undergraduate Index A–Z
Find the right fit; Academic Advising wants to help you.
Leave feedback about the online catalog or tell us ideas about what Evergreen could offer in the future.
- Catalog Views (Recently Updated, Evening & Weekend Studies, Freshman Programs, and More)
-
Recently Updated
Featured Areas
- Evening and Weekend Studies
- Fields of Study
- Freshmen Programs
- Individual Study
- Research Opportunities
- Student-Originated Studies
- Study Abroad
- Upper Division Science Opportunities
View by Location
- Searching & Filtering Options
-
Note: No need to submit! Your results are filtered in real time, as you type.
There is currently a display issue when filtering for Music Addressing Complexity: Countershapes, Counterpoints, and the Resistance to Homophony led by Arun Chandra. This program is still open for registration. We apologize for the inconvenience.
Get information and Course Reference Numbers for this program.
You can use in-page find (Ctrl + f or Command + f) to find this program to compare it to others.
Field Studies [clear]
| Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days | Multiple Standings | Start Quarters | Open Quarters | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
|
Abir Biswas
Signature Required:
Fall Winter Spring
|
Research | JR–SRJunior–Senior | V | V | Day | F 15 Fall | W 16Winter | S 16Spring | Abir Biswas | Junior JR Senior SR | Fall | Fall Winter Spring | |||||
|
Alison Styring
Signature Required:
Fall Winter Spring
|
Research | JR–SRJunior–Senior | V | V | Day | F 15 Fall | W 16Winter | S 16Spring | Alison Styring | Junior JR Senior SR | Fall | Fall Winter Spring | |||||
|
Carri LeRoy
Signature Required:
Fall Winter Spring
|
Research | JR–SRJunior–Senior | V | V | Day | F 15 Fall | W 16Winter | S 16Spring | Carri LeRoy | Junior JR Senior SR | Fall | Fall Winter Spring | |||||
|
Dylan Fischer
Signature Required:
Fall Winter Spring
|
Research | JR–SRJunior–Senior | V | V | Day | F 15 Fall | W 16Winter | S 16Spring | plant ecology and physiology, field ecology, restoration ecology | Dylan Fischer | Junior JR Senior SR | Fall | Fall Winter Spring | ||||
|
Rebecca Chamberlain
|
Program | FR–SRFreshmen–Senior | 8 | 08 | Day, Evening and Weekend | Su 16 Session II Summer | This program is focused on fieldwork and activities designed for amateur astronomers and those interested in inquiry-based science education, as well as those interested in exploring mythology, archeo-astronomy, literature, philosophy, history, and cosmological traditions.Students will participate in a variety of activities from telling star-stories to working in a computer lab to create educational planetarium programs. We will employ qualitative and quantitative methods of observation, investigation, hands-on activities, and strategies that foster inquiry based learning and engage the imagination. Through readings, lectures, films, workshops, and discussions, participants will deepen their understanding of the principles of astronomy and refine their understanding of the role that cosmology plays in our lives through the stories we tell, the observations we make, and the questions we ask. We will participate in field studies at the Oregon Star Party as we develop our observation skills, learn to use binoculars, star-maps, and navigation guides to identify objects in the night sky, and operate 8” and 12” Dobsonian telescopes to find deep space objects. We will camp in the high desert and do fieldwork for a week. | Rebecca Chamberlain | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||||
|
Erik Thuesen
Signature Required:
Fall
|
Program | SO–SRSophomore–Senior | 16 | 16 | Day | F 15 Fall | W 16Winter | In the 19th century, well-known European scientists such as Darwin, d'Orbigny, and Bonpland traveled in Argentina and brought their knowledge of the flora and fauna back to Europe. The marine, desert, and alpine environments of the Southern Cone harbor flora and fauna are very different from similar environments in North America. In this two-quarter program, we will carry out intensive natural history studies of the unique organisms and ecosystems of Argentina, focusing on those of Patagonia. After an introductory week in Olympia at the start of fall quarter, the study-abroad portion of the program will commence with a four-week intensive study of Spanish language in Buenos Aires, which will prepare us for our travels and studies in Argentina during fall and winter quarters.We will read primary literature articles related to the biodiversity of Argentina, and each student will be responsible for presenting different topics during weekly seminars. We will begin to study the flora and fauna of the Southern Cone through preliminary readings, lectures, and classwork in Buenos Aires. We will take a short trip to the subtropical province of Misiones, then move to the coastal and mountain regions of Patagonia where we will study the area's natural history, beginning with field studies on the Atlantic coast, and then moving to the Andean Lakes District, taking advantage of the progressively warmer weather of the austral spring. Students will conduct formal field exercises and keep field notebooks detailing their work and observations.During winter quarter (summer in the Southern Hemisphere), students will reinforce their language skills with two weeks of intensive Spanish studies in Patagonia, examine montane habitats, and then work in small groups on focused projects examining topics of biodiversity. It will be possible to conduct more focused studies on specific ecosystems or organisms, including those of southern parts of Patagonia. Clear project goals, reading lists, timelines, etc., will be developed during fall quarter in order to ensure successful projects in winter quarter. Examples of individual/small group projects include comparisons of plant/animal biodiversity between coastal, desert, and alpine zones; comparative studies on the impacts of ecotourism activities on biodiversity; and examining community composition of intertidal habitats along a gradient from north to south, among others. | Erik Thuesen | Sophomore SO Junior JR Senior SR | Fall | Fall | |||||
|
Andrew Brabban and Abir Biswas
|
Program | SO–SRSophomore–Senior | 16 | 16 | Day | S 16Spring | This upper-division science program will examine the interplay between the biological and chemical processes of the Earth's hydrosphere and lithosphere. Many environmental processes occur as a result of specific microbial processes that are intrinsically controlled by the substrate (geology) and the geochemical parameters (redox, pH), making these studies inherently interdisciplinary.Over the quarter, we will investigate biotic and abiotic controls on the cycling of important elements (specifically key biological and chemical elements of carbon, nitrogen, iron, etc., and elements we often consider toxic such as arsenic and heavy metals) in both "pristine" and polluted systems, and in aerobic to anaerobic systems. Students will cover topics in environmental microbiology examining the roles microorganisms play in the environment, their metabolism, and the broad diversity of the ecosystems they occupy. Likewise, students will cover topics in geochemistry and geobiology examining the role of microbes in element cycling at the Earth's surface. Laboratory work will focus on both classical microbiological methods, as well as newer biochemical and molecular procedures to determine the biodiversity of soil and water samples and the activity of specific organisms within an ecosystem. In addition, students will learn field sampling techniques, collect soil and/or water samples in the field during day trips, and conduct relevant geochemical analyses in the laboratory to elucidate element cycles. Weekly seminars and student presentations discussing recent research from the primary literature will be important components of the program. | Andrew Brabban Abir Biswas | Mon Mon Tue Wed Wed Thu | Sophomore SO Junior JR Senior SR | Spring | Spring | |||||
|
Frederica Bowcutt
Signature Required:
Winter
|
Program | FR–SRFreshmen–Senior | 16 | 16 | Day | F 15 Fall | W 16Winter | This program focuses on people's relationships with plants for food, fiber, medicine, and aesthetics. Students will study economic botany through seminar texts, film, and lectures that examine agriculture, forestry, herbology, and horticulture. They will examine political economic factors that shape our relations with plants. Through economic and historical lenses, the learning community will inquire about why people have favored some plants and not others or radically changed their preferences, such as considering a former cash crop to be a weed. In our readings, we will examine the significant roles botany and natural history have played in colonialism, imperialism, and globalization. Initiatives to foster more socially just and environmentally sustainable relations with plants will be investigated.In fall, weekly workshops will help students improve their ability to write thesis-driven essays defended with evidence from the assigned texts. In winter, students will write a major research paper on a plant of their choosing, applying what they've learned about plant biology and economic botany to their own case study. Through a series of workshops, they will learn to search the scientific literature, manage bibliographic data, and interpret and synthesize information, including primary sources. Through their research paper, students will synthesize scientific and cultural information about their plant.This program serves both advanced and less experienced students who are looking for an opportunity to expand their understanding of plants and challenge themselves. This two-quarter program allows students to learn introductory and advanced plant science material in an interdisciplinary format. Students will learn about plant anatomy, morphology, and systematics. Lectures based on textbook readings supplement the laboratory work. The learning community will explore how present form and function informs us about the evolution of plants such as mosses, ferns, conifers, and flowering plants. Students will get hands-on experience studying plants under microscopes and in the field. Students will also learn how to maintain a detailed and illustrated nature journal to develop basic plant identification skills of common species. | Frederica Bowcutt | Mon Tue Wed Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter | ||||
|
Lalita Calabria
|
Program | SO–SRSophomore–Senior | 16 | 16 | Day | F 15 Fall | The Pacific Northwest (PNW) supports one of the world's most diverse assortments of bryophytes and lichens. Bryophytes (mosses, liverworts and hornworts) are the earliest land plants. Lichens, are not plants at all- they are a diverse group of symbiotic organisms composed of a fungal partner with an algae and/or cyanobacteria. Together, bryophytes and lichens occur on nearly every continent and ecosystem in the world and are among the most sensitive indicators of environmental change. In the ecosystems where they occur they work to stabilize soils, reduce water and nutrient run-off and provide habitat and nesting material for invertebrates and vertebrates. Moreover, lichens and mosses represent ~30% of the world’s eukaryotic biological N-fixation and peat-moss alone stores nearly 33% of all global terrestrial carbon.This upper-division science program focuses on bryophytes and lichens- their taxonomy, ecology and biology. Field trips will emphasize life history of these species as well as the sight recognition of major groups and proper collection methods. Lab activities will involve identifying collected specimens to species using dichotomous keys and developing proficiency in techniques for the identification of mosses and lichens, such as thin-layer chromatography and chemical thallus testing for lichens, dissection and slide-making techniques and use of compound and dissecting microscopes. Many of these lab skills can be applied broadly to other taxonomic groups of plants and fungi. Lectures and seminars will focus on readings from bryology and lichen textbooks as well as a variety of essays and scientific papers relating to the evolution, systematics and ecology of these taxa. Students will conduct quarter-long group research projects, which may include herbaria-based taxonomic studies and field-based floristic studies. | Lalita Calabria | Mon Mon Tue Tue Wed Thu | Sophomore SO Junior JR Senior SR | Fall | Fall | |||||
|
Kenneth Tabbutt and Carrie Parr (Pucko)
|
Program | SO–SRSophomore–Senior | 16 | 16 | Day | S 16Spring | Landscapes are the result of complex interactions between geological and biological processes. Due to the dynamic nature of geomorphology and ecology, landscapes are constantly changing. While many of the changes are driven by natural processes, others are, at least in part, the result of human activities. This program will examine earthquakes, landslides, lahars, tsunami, floods, fires, disease outbreaks and storm events and their impacts on landscapes and ecosystems. We will also explore how climate has influenced historic changes in the landscape and, using climate models, we will consider its role in shaping the future. The program will focus on the Pacific Northwest, incorporating field trips, field research, and case studies. Geographic Information Systems (GIS) will be used to analyze and display spatial, geological and biological data. There will be a four day field trip around the Olympic Peninsula that will allow students to examine a range of changing landscapes, including the dam removal project on the Elwha River and provide an opportunity to conduct some research in the field. Students will also work collaboratively on a specific landscape, conducting research and assessing the effectiveness of regulatory oversight to reduce or mitigate change. Although the focus of the program will be on the science associated with landscapes, the program will provide a framework for understanding how regulation, land management and land use planning can mitigate environmental disasters. | Kenneth Tabbutt Carrie Parr (Pucko) | Sophomore SO Junior JR Senior SR | Spring | Spring | ||||||
|
Peter Impara
Signature Required:
Winter
|
Program | JR–SRJunior–Senior | 16 | 16 | Day | F 15 Fall | W 16Winter | How do we conserve endangered animals? These are complex species, often with specific habitat needs. They interact in elaborate ways with members of their species, other species, and with the landscape as a whole. A detailed understanding of what kinds of habitats species need, and how these habitats are distributed across landscapes, is crucial to managing landscapes to ensure future survival of particular species.This upper-division program will focus on examining and analyzing the habitat needs of endangered species. Students will learn, develop and apply an intricate interdisciplinary suite of knowledge and techniques that include spatial analysis; ecological modeling; integration of scientific, legal and political information; and computer tools such as Geographic Information Systems (GIS) to develop habitat conservation plans for threatened and endangered species as listed under the Endangered Species Act (ESA) of 1973. Students will apply a rigorous approach to collecting and analyzing biological, ecological, and habitat data, using GIS to develop habitat suitability models and cost surface maps. Students will learn the importance of developing spatial analyses that communicate ecological information for decision making and planning. They will integrate information into species habitat conservation plans (HCPs), learning to effectively communicate goals, objectives, actions and options while following federal guidelines.Habitat analysis will be conducted at the landscape scale, integrating the disciplines of landscape ecology with wildlife habitat analysis, wildlife biology, and habitat conservation planning. As a final project, students will develop and present a formal HCP for a threatened or endangered Pacific Northwest species. Students will be required to understand and apply legal concepts associated with the Endangered Species Act of 1973 and develop an understanding of stakeholders’ concerns and related issues surrounding resource users that may or may not come into conflict with the conservation of their selected species. Lectures will cover the areas of landscape ecology, island biogeography and meta-population theory, spatial analysis, GIS, wildlife habitat analysis, and habitat conservation planning. Guest speakers will present recent case studies and approaches to conservation planning. Field trips to locations where wildlife management and conservation are occurring will expose students to methods of habitat assessment, conservation and restoration. | Peter Impara | Tue Tue Wed Thu | Junior JR Senior SR | Fall | Fall Winter | ||||
|
Heather Heying, David Phillips and Bret Weinstein
Signature Required:
Fall
|
Program | SO–SRSophomore–Senior | 16 | 16 | Day | F 15 Fall | W 16Winter | S 16Spring | Why are there so many species on the planet? Why are there more species nearer the equator than at the poles? This program seeks robust, meaningful explanations for these complex phenomena. In parallel, it approaches human cultural variation in a biotic context, addressing the questions: Where have humans traditionally fit in relation to biological nature, and how has our unparalleled within-species diversity been shaped by nonhuman forces? This program will introduce students to a unique and broadly applicable set of analytical tools, and apply them across a range of settings and scales that would be impossible in a traditional academic context.We will study patterns across space and time, revealing the selective forces that shaped the distribution, form, behavior, and interaction of organisms from all extant branches of the tree of life. From mycorrhizal fungi that live in the roots of trees to bats collecting fruit high in the moonlit canopy, organisms are best understood embedded in the context of the forces that gave rise to them.Though all sciences share a method of inquiry, the theoretical toolkit necessary to understand complex biological systems is different from the more familiar tools of the fundamental sciences, such as chemistry and physics. When an insect extracts nutrients from a leaf by detoxifying compounds built to deter herbivory, both the insect, and the plant whose leaf is consumed, have invested resources in an objective, and their gains and losses can be evaluated in terms similar to those in economics and engineering. We will apply concepts such as sunk costs, zero-sum game, and adaptive landscapes across systems and taxa.We will compare Pacific Northwest rainforest to the Ecuadorian Amazon, witnessing ecology’s most extreme, ubiquitous, and mysterious species-diversity pattern: the latitudinal diversity gradient. We will compare the Amazon at Earth’s most species-rich location—Yasuní—with equatorial montane, cloud forest, and altiplano habitats, revealing dramatic predictable reductions in species diversity that occur at a given latitude, with increases in elevation. And we will compare the high-diversity Amazonian habitat in the humid lowland east to the comparatively low-diversity habitats of the arid Andean rainshadow to the west.In tandem with our study of habitats, we will seek to understand indigenous cultures that have historically inhabited these biomes. We will consider the impact of glaciation and the role it played in initiating the diaspora of New World populations which diversified across the entirety of the Americas before Europeans arrived in the 15th century. Where there is archaeological evidence, we will interpret it in the context of the precolonial world.In fall, we will focus on logical tools, concepts, and language needed to understand evolutionary patterns. We will investigate levels of selection, and grapple with the relationship between genes, cultural memes, and epigenetic markers. We will take several field trips within Washington to experience relevant phenomena (e.g., Hoh rainforest, indigenous fishing on the Klickitat River, the channeled scablands). In winter and spring, we will travel to Ecuador, visit several sites, and spend extended field time investigating patterns across a tropical landscape of unparalleled diversity. | Heather Heying David Phillips Bret Weinstein | Mon Wed Thu | Sophomore SO Junior JR Senior SR | Fall | Fall | |||
|
Clarissa Dirks and Carri LeRoy
|
Program | FR ONLYFreshmen Only | 16 | 16 | Day | W 16Winter | S 16Spring | Some organisms have adaptations that allow them to survive in extreme environments such as those with high temperatures, high salt concentrations, extreme cold, or without water. This program will focus on the biology, ecology, and physiology of microorganisms, fungi, plants, and animals which call extreme environments home. Specifically, we will be interested in the various behavioral, physiological, and morphological adaptations organisms have developed that allow them to live in places we would not expect to find life. In this program, we will undertake an exploration of extremophiles across the globe. We will explore organisms that dwell in deep sea vents, hot springs, polar regions, vast deserts, clouds, lava fields, caves, salt flats, and other extreme habitats. We will also explore the unique environments parasitic organisms inhabit and their interactions with host species. We will engage in the study of some of these environments with laboratory exercises and spring field trips to locations harboring these organisms.We will pair our studies of extreme organisms with studies of climate instability and how humans will need to adapt to changing environmental conditions. We will engage in these topics through readings and other media. Seminar discussions of these readings along with readings in the primary literature will provide us with a deep understanding of the range of responses humans and other living things have to extreme environments. We will engage with topics in evolutionary biology and natural selection and discuss assisted migration and ecosystem restoration.By taking this program, you will have an opportunity to earn all credits for a year of college-level General Biology. The program will also give you an introduction to basic skills including introductory statistics, experimental design, and math skills needed to solve problems in biology. Through this program, you will also have an opportunity to undertake group research projects and focused study in a related area, thereby developing important skills. These are skills that are useful broadly in the life sciences and will help you apply your hands-on experience to understanding morphological and physiological adaptations and designing scientific experiments. | Clarissa Dirks Carri LeRoy | Tue Wed Thu Fri | Freshmen FR | Winter | Winter | ||||
|
Dylan Fischer and Erik Thuesen
|
Program | JR–SRJunior–Senior | 16 | 16 | Day | S 16Spring | This program is designed to provide a premier hands-on experience in learning how to conduct field science in ecology at the advanced undergraduate level. We will focus on group and individual field research to address patterns in ecological composition, structure, and function in natural environments. Students will participate in field trips to local and remote field sites and will develop multiple independent and group research projects in unique marine and terrestrial ecosystems from the Puget Sound to the east side of the Cascades (in Washington).We will work as a community to develop and implement field projects based on: 1) workshops in rapid observation and field data collection; 2) participation in large multiyear studies in collaboration with other universities and agencies; and 3) student originated short- and long-term studies. Students will focus on field sampling, natural history, and library research to develop workable field-data collection protocols. Students will implement observation- and hypothesis-driven field projects. We will learn to analyze ecological data through a series of intensive workshops on understanding and using statistics in ecology. Students will demonstrate their research and analytical skills through scientific writing and presentation of all group and individual research projects.Specific topics of study will include community and ecosystem ecology, plant physiology, forest ecology, marine ecology, ecological restoration, riparian ecology, fire disturbance effects, bird abundance and monitoring, soundscape ecology, insect-plant interactions, disturbance ecology, and statistics in biology. We will emphasize identification of original field research problems in diverse habitats, experimentation, statistical analysis, and writing in journal format. All students will be expected to gain competency in advanced statistics and scientific writing. | Dylan Fischer Erik Thuesen | Tue Wed Thu Fri | Junior JR Senior SR | Spring | Spring | |||||
|
Ted Whitesell, Krishna Chowdary, Rob Cole and Alison Styring
Signature Required:
Winter
|
Program | FR–SRFreshmen–Senior | 16 | 16 | Day | F 15 Fall | W 16Winter | This two-quarter program is designed to introduce the interdisciplinary field of environmental studies. This field employs the tools of natural and social sciences as well as the humanities to understand and effectively address the enormous environmental challenges of this generation. The program will use a variety of teaching styles, including field trips, films, guest speakers, case study and research projects, as well as lectures and seminars on a wide array of critical environmental issues. Readings will include classics of environmental literature that have inspired and informed citizens for generations, notable contemporary books in the field, textbooks, scientific articles, and a novel. A central goal of this program is to advance students' ability to think critically and in-depth about environmental challenges and solutions. The program will expose students to the following range of topics: climate change; pollutants in our air, freshwater, oceans, and soils; the mass extinction of species; sustainability and sustainable development; ecological restoration; environmental justice; protected areas; sustainable energy; human population and the environment; science and advocacy; and threats to Puget Sound, along with efforts to protect it.Focusing on ecosystems and environmental issues in the Pacific Northwest, the fall quarter will emphasize development of the skills and tools necessary to pursue environmental studies at a more advanced level. This means instruction and practice in using the following: systems-thinking; the principles of population, community, ecosystem, and landscape ecology; ornithology; the study of landscapes and soundscapes; urban ecology; social science principles essential for understanding sustainability and conservation; field research methods; introductory quantitative and qualitative analytical methods; and the general nature of biogeochemical cycles. Emphasis will also be placed on developing skill in analytical writing as practiced in the social and natural sciences, based on research using library databases of peer-reviewed journal articles, and demonstrating competency in formatting citations and references.The winter quarter will take a more global perspective on environmental studies. Students will be challenged to apply and more fully develop the skills and knowledge introduced in the fall quarter through in-depth research projects on critical environmental problems and associated solutions. Lectures and seminars will expose students to a more advanced and in-depth examination of critical environmental problems and solutions around the world. | Ted Whitesell Krishna Chowdary Rob Cole Alison Styring | Tue Tue Wed Thu Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter | ||||
|
Amy Cook and Pauline Yu
|
Program | JR–SRJunior–Senior | 16 | 16 | Day | W 16Winter | S 16Spring | This program focuses on marine organisms, the sea as a habitat, the relationships between the organisms, and the physical/chemical properties of their environments and their adaptations to those environments. Students will study the biology and ecology of marine organisms and physical and chemical oceanographic concepts as they apply to those organisms. The program will offer students the opportunity to refine their field sampling skills and associated statistics and laboratory techniques. Throughout the program, students will focus on the identification of marine organisms and key aspects of the ecology of selected species and marine habitats and develop their understanding of impacts on the marine habitat as a result of the Anthropocene, the era of human influence. Physiological adaptations to diverse marine environments and the evolutionary history of the sea will be also be emphasized.We will study physical features of marine waters, nutrients, biological productivity, and regional topics in marine science. Concepts will be applied in faculty-designed experiments and student-designed research projects both in the lab and in the field. Data analysis will be facilitated through the use of Excel spreadsheets and elementary statistics. Seminars will analyze appropriate primary literature on topics from lectures and research projects.The faculty will facilitate identification of student research projects, which may range from studies of trace metals in local organisms and sediments to ecological investigations of local estuarine animals. Students will design their research projects during winter quarter and write a research proposal that will undergo class-wide peer review. The research projects will then be carried out during spring quarter and, at the end of spring quarter, students will document their work in written research papers and oral presentations. | Amy Cook Pauline Yu | Junior JR Senior SR | Winter | Winter | |||||
|
John Baldridge and Thomas Rainey
Signature Required:
Summer
|
Program | FR–GRFreshmen–Graduate | 8 | 08 | Day, Evening and Weekend | Su 16 Session I Summer | This study-abroad program will explore two great cultural centers of Russia, Moscow and Kazan. Moscow is Russia’s Eternal City, the old and the new capital of all the Russias. In Moscow, the group will take guided tours of major historical sites, including the Moscow Kremlin, the Armory Museum, the Tretyakov Art Gallery, Novodevichi Convent and Monastery, and the Trinity-St. Sergei Monastery outside the city. Then participants will take a night train to Kazan on the Volga River, the very heartland and capital of Tatarstan, a semi-independent republic in the middle of Russia. Kazan was the capital of the last Tatar successor state, re-conquered for Russia by Ivan the Terrible, in 1552. It is where the Asian East meets the Russian West, the population evenly divided between the Volga Tatars and Russians. The Tatars are Sunni Muslims, and the Russians are Eastern Orthodox Christians. In Kazan, student travelers will receive lectures on the culture, geography, and environmental history of Tatarstan from the faculty of Kazan Federal University. They will visit several cultural sites in and around the city, including the Kazan Kremlin, the city art museum, and archeological exhibits. The primary activities of the group in Tatarstan, however, will be several ecological field trips to protected areas, such as the Volga-Kama Nature Preserve ( ). The group will then return to Moscow, where, time permitting before our flights home, we will perhaps stroll along the Arbat, pay our respects at the monument of Russia’s unknown soldier, lay some flowers at the foot of the statue of Russia’s greatest poet, Alexander Pushkin, or spend a few quiet moments in one of the city’s famous churches, listening to a Russian choir singing a sacred mass. And wherever we go, we will enjoy Russian and Tatar food, sights, sounds and hospitality. Application and $200 deposit are due March 1, 2016. You can find more information here: / | John Baldridge Thomas Rainey | Summer | Summer | |||||||
|
Frederica Bowcutt
Signature Required:
Spring
|
Program | JR–SRJunior–Senior | 16 | 16 | Day | S 16Spring | In this program, students learn how to use Hitchcock and Cronquist's a technical key for identifying unknown plants. In the field and laboratory, they will hone their ability to recognize diagnostic characters of plant families. Students will also learn how to collect, prepare, and curate herbarium specimens. These skills will be applied to a collaborative research project. Through field trips, lectures, and readings, students will learn about Pacific Northwest plant communities, including prairies, oak woodlands, coniferous forests, sagebrush steppe, and wetlands. Students can expect to dedicate a significant amount of time to maintaining a detailed field journal, which will be used to assess their field skills. Another significant focus of the quarter is botanical illustration. Students will create a portfolio of artwork and participate in the curation of a show. In lectures, readings and critiques, participants will study the cultural history of botanical illustration. In workshops, students can expect to develop skills in pen and ink, scratchboard, and watercolor techniques. Students will practice these skills in the execution of a portfolio of illustrations. They will also learn to digitally reproduce and manipulate their images for publication. A five-day field trip to Sun Lakes State Park is critical to the work of this program. Participation in this and other field trips is required. | Frederica Bowcutt | Mon Tue Wed Fri | Junior JR Senior SR | Spring | Spring | |||||
|
Lalita Calabria
|
Course | FR–SRFreshmen–Senior | 4 | 04 | Day | Su 16 Session I Summer | This lab and field-based botany course is designed as an introduction to the evolution and diversity of land plants. In lectures, we will survey the major groups of the Plant Kingdom including bryophytes, seedless vascular plants, gymnosperms, and angiosperms. We will also draw on contemporary scientific journals articles to enrich our understanding of important biological concepts and to apply this understanding to current events. In labs, students will gain hands-on experience studying plants with microscopes as we examine the form and function of plant organs, cells, and tissues. On campus plant walks and field trips students will learn to recognize and identify some of the common native plants of the Pacific Northwest. | Lalita Calabria | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | |||||
|
Dylan Fischer and Lalita Calabria
|
Program | SO–SRSophomore–Senior | 16 | 16 | Day | W 16Winter | How do plants sense and respond to changes in their external environment? What are the chemical signals produced by plants in response to external stimuli (light, gravity, temperature) and how are these signals amplified within the larger plant community? This program focuses on these questions through the study of individual plants (autecology), the interactions among plants (synecology), and the physiological interactions of plants with their environment (ecophysiology). Students will learn field and laboratory methods for studying plant ecology and plant physiology including vegetation sampling methods, soil analysis and methods for measuring plant growth, photosynthesis and nutrient cycling. Lecture topics will include plant communities; competition and facilitation ecology; plant growth and development; plant hormones; water use; photosynthesis; rooting; and the potential effects of large-scale disturbances, such as climate change, on plant communities. We will apply what we learn about plant physiology to better understand current research in the broader fields of ecosystem and community ecology. Our readings will be divided between current widely used texts in plant physiology and ecology, historical papers of great importance, and current research papers from technical journals. Local day trips, workshops, labs, and a multiple-day field trip will allow us to observe field research on plant physiology, plant restoration, and the plant ecology of diverse environments, as well as conduct student-driven research on plant ecology and physiology.This is also a writing intensive program for technical science writing. Communication skills will be emphasized, particularly reading scientific articles and writing for scientific audiences. | Dylan Fischer Lalita Calabria | Tue Wed Thu Fri | Sophomore SO Junior JR Senior SR | Winter | Winter | |||||
|
David Muehleisen and Paul Przybylowicz
Signature Required:
Fall
|
Program | FR–SRFreshmen–Senior | 16 | 16 | Day | F 15 Fall | Have you ever wondered what it takes to be successful at farming? The Practice of Organic Farming, formerly the Practice of Sustainable Agriculture, is a 3-quarter long program (spring, summer and fall quarters) that can help you answer this question and more. This program will explore the knowledge and skills needed to be successful in organic farming and food production systems using the underlying sciences as a framework. Due to the interdisciplinary nature of agriculture, the various topical threads (plant science, soils, horticulture, animal husbandry, organic regulations, business etc.) will be presented throughout all three quarters, and our primary focus will be on small-scale, direct market, organic production. We will emphasize the scientific underpinning and practical applications critical for growing food using ecologically informed methods, along with the management and business skills appropriate for small-scale production.We will be studying and working on the Evergreen Organic Farm through an entire growing season, from starting seed to the sale of farm products, to preparing the farm for winter. All students will work on the farm every week to gain practical experiential learning (1 day/wk. in spring, 2 days/wk. in summer and fall). This program is rigorous both physically and academically and requires a willingness to work outside in adverse weather on a schedule determined by the needs of crops and animals raised on the farm.The topics will follow the activities on the Farm throughout the growing season. During spring quarter, our primary focus will be exploring soil and plant sciences, gaining quantitative skills, and developing a working knowledge of the yearly planning documents that guide the Organic Farm. Beginning with the organic system plan and the farm crop plan, we will study the documents and recordkeeping systems needed to guide our work throughout the growing season. In summer, the main focus will be integrated pest management for insects, weeds, and diseases. Marketing, water management, irrigation system design, and regulatory issues will also be covered. Fall quarter's focus will be on farm and business planning and cover crops.The farm practicum provides students with the opportunity to integrate theory with the practice of farming. Students will learn the various elements and systems of the Farm and hands-on skills throughout the growing season. These skills and topics will include: livestock care, greenhouse management, crop establishment and management (seeding, transplanting, irrigating, weeding, harvesting, marketing), monitoring for pests/diseases, equipment maintenance/repair, and composting, Students will also learn how to market produce primarily through a student market stand on Red Square.If you are a student with a disability and would like to request accommodations, please contact the faculty or the office of Access Services (Library Bldg. Rm. 2153, PH: 360.867.6348; TTY 360.867.6834) prior to the start of the quarter. If you require accessible transportation for field trips, please contact the faculty well in advance of the field trip dates to allow time to arrange this.Students planning to take this program who are receiving financial aid should contact financial aid early in fall quarter 2014 to develop a financial aid plan that includes summer quarter 2015. | David Muehleisen Paul Przybylowicz | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||||
|
Carri LeRoy and Lucia Harrison
|
Program | FR ONLYFreshmen Only | 16 | 16 | Day | F 15 Fall | This interdisciplinary science and visual arts program is focused on rivers, streams, and watersheds and is designed for beginning students in art and ecology. Students will explore the role of art and science in helping people develop a deep and reciprocal relationship with a watershed. We will study physical stream characteristics that affect the distributions and relationships among biological organisms. We will develop observational skills in both art and science as well as keep illustrated field journals that are inspired by a connection to a specific stream.The first half of the program focuses on the Nisqually River watershed. Through readings and field studies, students will learn the history of the watershed, study concepts in stream ecology, learn to identify native plants in the watershed, and learn about current conservation efforts. We will work with local K-12 schools to conduct water quality testing, identify aquatic macroinvertebrates, and provide environmental education to elementary school students. The study of freshwater ecology will include basic water chemistry, stream flow dynamics, primary productivity, organic matter and nutrient dynamics, aquatic insect taxonomy, ecological interactions, current threats to freshwater ecosystems, and ecological restoration. The program will focus on current research in riparian zones, streams, rivers, and watersheds. Students will have opportunities to be involved in small-scale group research projects in stream ecology. An overnight field trip will be organized to provide in-depth experiences in the field and study of rivers on the Olympic Peninsula.Students will develop beginning drawing skills and practice techniques for keeping an illustrated field journal. They will work in charcoal, chalk pastel, watercolor, and colored pencil. They will explore strategies for using notes and sketches to inspire more finished artworks. Through lectures and readings, students will study artists whose work is inspired by their deep connection to a place. Each student will visit a local stream regularly and, in the second half of the quarter, will create a series of artworks or an environmental education project that gives something back to their watershed. | Carri LeRoy Lucia Harrison | Freshmen FR | Fall | Fall | ||||||
|
Paul Przybylowicz and Joel Reid
|
Program | SO–SRSophomore–Senior | 16 | 16 | Day | W 16Winter | What types of communities exist on, within, and beneath the snow pack? What does it take to not only survive, but to thrive in snow-covered environments? We will explore these questions from a variety of perspectives: macroscopic to microscopic, external to internal, research to experience. The major topics will be ecology, snow science, outdoor leadership, and wilderness medicine.We will examine the microbial ecology of the snowpack and the ecology of snow-covered ecosystems. We’ll also study how snow changes over time and use this information to assess avalanche hazards, both through terrain analysis and field studies. Our studies of outdoor leadership will range from logistics to group process; from calculating the amount of calories and food needed for an expedition to resolving conflicts in groups. Students will also learn winter travel and camping skills and then combine all of these skills with field investigations of snow-covered ecosystems in the Pacific Northwest.We will complete a Wilderness First Responder training and receive a nationally recognized certification. This advanced medical training is the outdoor industry standard for guides that take people into remote areas for recreational and/or educational activities. This intensive 80-hour training will run from Jan 12-20. During this time, class will start at 8 AM and go until 5-6 PM each day.There will be a significant field component to this class, regardless of weather. Students must provide their own winter camping gear. Winter travel and safety gear (snowshoes or skis, avalanche shovel, transceiver, and probe) will also be needed, but some of this gear is available on campus and can be shared. There will be a multi-day field trip that will be scheduled after the snowpack develops (think snow!). | Paul Przybylowicz Joel Reid | Mon Mon Tue Tue Wed | Sophomore SO Junior JR Senior SR | Winter | Winter | |||||
|
Ted Whitesell
Signature Required:
Spring
|
SOS | JR–SRJunior–Senior | 16 | 16 | Day, Evening and Weekend | S 16Spring | This Student-Originated Studies (SOS) program is intended for upper-level students with a background in community-based learning, who have made arrangements to carry out a focused project within an organized community center, workshop, agency, organization, or school setting. Community projects are to be carried out through internships, mentoring situations, or apprenticeships that support students’ interests in community development. Students will submit weekly written progress/reflection reports, and will meet as a whole group in a weekly seminar on Wednesday mornings to share successes and challenges, and to discuss occasional short readings. Students will also organize small interest/support groups to discuss their specific projects and to collaborate on a final presentation. Occasionally, seminars will be replaced with relevant campus and community workshops or events. The program is connected to Evergreen's Center for Community-Based Learning and Action (CCBLA). As such, this program benefits from the rich resource library, staff, internship suggestions, and workshops offered through the Center.The range of activities suited to this program includes working in an official capacity as an intern with defined duties at a community agency, organization, or school; working with one or more community members (elders, mentors, artists, teachers, skilled laborers, community organizers) to learn about a special line of work or skills that enrich the community as a whole; or designing a community action plan or case study aimed at problem solving a particular community challenge or need.A combination of internship and academic credit will be awarded in this program. Students may arrange an internship of up to 30 hours a week for a 12-credit internship. Four academic credits will be awarded for seminar participation and weekly journal writing. Students may distribute their program credits to include less than 12 credits of internship when accompanying research, reading, and writing credits associated with their community work are included. | Ted Whitesell | Wed | Junior JR Senior SR | Spring | Spring | |||||
|
Steven G. Herman
|
Program | FR–SRFreshmen–Senior | 8 | 08 | Day, Evening and Weekend | Su 16 Session II Summer | Summer Ornithology is a three-week bird course taught entirely in the field. We leave campus shortly after our first meeting, travel through some of the finest birding country in Oregon, camp the first night in a remote site about halfway to our target location. The next morning novices are introduced to the business of birding, including use of binoculars and the basics of bird identification. The next afternoon we are in our campsite on Steens Mountain, a 28 mile long fault block that rises to nearly 10,000 feet some 150 miles east and south of Bend. Based there, we study birds the majority of daylight hours for the remainder of the course. Our studies are built around banding birds after we have captured them in mist nets and taken them to a central location for processing. All birds are routinely released within a few minutes of capture. Typically we band between 400 and 500 birds of about 25 species, focusing on aspects of banding protocol including met placement, removing birds from nets, identification, sexing, ageing, and record-keeping. We balance the in-hand work with field observations, and take local field trips to provide instruction in the myriad aspects of natural history and local culture in the High Desert of southeastern Oregon. We focus in particular on the wildlife of Malheur National Wildlife Refuge. This course has been taught for over 30 years; more than 24,000 birds have been banded in that time. The only prerequisites are enthusiasm for studies in natural history and a fascination with wildness in the American West. Entry level students are welcome. Upper Division credit is awarded for Upper Division work. Two links to photo essays describing aspects of the program are here: and a slide show through . | Steven G. Herman | Mon Tue Wed Thu Fri Sat Sun | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | |||||
|
Sarah Williams, Steven Scheuerell and Abir Biswas
|
Program | FR–SRFreshmen–Senior | 16 | 16 | Day | F 15 Fall | W 16Winter | S 16Spring | If you crunch on a carrot, savor a cacao nib, or sip a coffee while learning about with a geologist, a permaculturalist, and a cultural theorist, what will you taste? Often associated with wine, is a French word that distinguishes a food that is what it because of a taste of the place from which it comes. There are complex cultural traditions alongside the scientific factors we will explore for describing the effects of climate, soil, environment, and agricultural practices on our perception of flavor. We'll also explore the combined effects of smell and taste and their expression in terroir in relation to scientific and consumer objectivity. Throughout the year, we will focus on case studies of specific foods to explore terroir from a variety of methodologies and disciplinary perspectives via faculty lectures, readings, seminar, writing, field trips, films, community-based service learning, independent field studies, and an alumni lecture series. Fall quarter, we’ll focus on the terroir of coffee, chocolate, and wine. We’ll begin with chocolate and tea conferences during the Week 1 weekend, followed up by a 4 day program retreat (Week 4) to Washington-Oregon wine growing country to gain an understanding of the influences of climate, topography, soils, and bedrock on viticulture in the PNW. Faculty members will provide an introduction to their disciplines in relation to terroir's expression in coffee, chocolate, and wine through a combination of lectures and tastings (grapes in the case of wine). Students will study physical geology, focusing on the broader plate tectonics and volcanic processes. Likewise, students will investigate permaculture design and will study how the landscape properties of a particular place can be modified and combined to create a unique entity. Students will also explore how terroir is a relation of reciprocity between subject and object using poststructuralist theory infused with gender and colonial critique as well as ethnographic strategies. We will engage the complexity of terroir as perception history, place soil, molecules marketing. Winter quarter, we’ll focus on oysters, chocolate, and tea. Students will have the opportunity to travel through Oregon and California on a field trip to study geological and climatological influences on agriculture and food flavors, with the option to attend the EcoFarm conference. Over the quarter, students will study soil development processes and the effects of climate change on the terroir of place-flavored foods, including the effects of changes in ocean chemistry on the terroir of oysters.Spring quarter will begin with the study of terroir's expression in honey, chocolate, and potatoes. Students will gain hands-on horticultural/gardening training at Demeter’s Garden on Evergreen’s farm to facilitate student engagement in agricultural and permaculture fieldwork. During the latter half of the quarter, everyone will complete an independent or small-group, multiweek research project, community-based service-learning experience, or field study, and will share their learning progress via a structured online program forum. | Sarah Williams Steven Scheuerell Abir Biswas | Tue Wed Thu Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||
|
Douglas Schuler
Signature Required:
Fall Winter Spring
|
Research | SO–SRSophomore–Senior | 8 | 08 | Evening and Weekend | F 15 Fall | W 16Winter | S 16Spring | Civic intelligence attempts to understand how "smart" a society is in addressing the issues it faces and to think about – and initiate – practices that improve this capacity. It is an interdisciplinary area of inquiry that includes the sciences – social and otherwise – as well as the humanities. Visual art, music, and stories, are as critical to the enterprise as the ability to analyze and theorize about social and environmental issues.This learning opportunity is designed to allow students of various knowledge and skill levels to work with a high level of autonomy on the design and implementation of real-world research and action projects. Students will collaborate via issue-oriented "clusters" with students, faculty, and others inside and beyond Evergreen. The program will help students develop important skills in organizational and workshop design, collaboration, analysis and interpretation, written and oral communication, critical thinking skills, and interpersonal skills. We also expect to focus on the development of online services, information, and tools, including civic engagement games and online deliberation.Although there are many ways to engage in this research, all work will directly or indirectly support the work of the Civic Intelligence Research and Action Laboratory (CIRAL). These opportunities will include working with the "Home Office." The home office work will focus on developing the capacities of the lab, including engaging in research, media work, or tech development that will support the community partnerships. Other work can include direct collaboration outside the classroom, often on an ongoing basis. We are also hoping to support students who are interested in the development of online support for civic intelligence, particularly CIRAL. This includes the development of ongoing projects such as e-Liberate, a web-based tool that supports online meetings using Roberts Rules of Order, and Activist Mirror, a civic engagement game, as well as the requirements gathering and development of new capabilities for information interchange and collaboration. | Douglas Schuler | Wed | Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | |||
|
Anne de Marcken (Forbes) and Peter Impara
|
Program | FR–SRFreshmen–Senior | 16 | 16 | Day | S 16Spring | The shapes of coastlines and glaciers, the migratory paths and distribution of species, the length and character of the seasons…climate change is visible in large and subtle shifts, but still it is hard to grasp and hard to communicate. We will spend spring quarter learning to see, interpret and represent our changing world using computer mapping, spatial analysis and presentation, visual storytelling, web development, creative nonfiction, and crowd-sourced narrative. Students will develop critical, creative, scientific and technical skills as they research, analyze and interpret ecological change through readings and seminars, in writing and computer workshops, and by using the landscape itself as a classroom.This program will emphasize creativity and hands-on learning. Students will spend extended time in the field conducting structured observations, practicing site and landscape analysis and collecting the data and images they will use to shape representations of climate change. There will be two all-program, multi-day field trips: one to study the shrinking glaciers of Mt. Rainier and the other to the Olympic Peninsula coast where sea level rise and warming, increased storm action, and acidification are having dramatic effects on the coastal ecosystem. In both places we will consider the geological, ecological, cultural and economic implications of climate change.These two extended all-program field studies will provide opportunities to practice skills and expand ideas gained in workshop and seminar settings and which will inform ongoing independent work leading to a cumulative web-based project employing maps and images to tell the story of climate change. | Anne de Marcken (Forbes) Peter Impara | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||||
|
Thomas Foote
|
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 |