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2016–17 Undergraduate Index A–Z
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Showing 1 to 325 of 325 entries
| Add to List | Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days | Multiple Standings | Start Quarters | Open Quarters | |
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Susan Cummings
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | S 17Spring | This course is designed to help students examine abnormal and normal behavior and experience along several dimensions. These dimensions include the historical and cultural influences in Western psychology, current views on abnormality and psychological health, cultural differences in the approach and treatment of psychopathology, and the role of healthy habitat in healthy mind. Traditional classification of psychopathology will be studied, including theories around etiology and treatment strategies. Non-traditional approaches will be examined including the role of eco-psychology in abnormal psychology. This course is a core course, required for pursuit of graduate studies in psychology | Susan Cummings | Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||||
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Emily Lardner
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | F 16 Fall | This writing intensive course has two purposes. The first is to help students develop as academic writers, to engage in writing as intellectual work. We will work on developing "rhetorical reading" skills--noticing not only what something is about, but also how it is put together. Building on common readings, students will write and revise several academic essays. Students with more academic experience will have the option of writing essays in areas related to their academic concentrations. A key element for all students will be engaging in productive revision processes. We will also explore academic writing at Evergreen--in particular, the purpose and practice of Evergreen's Academic Statement. This course can serve as an introduction to academic writing; for more advanced students, it offers the opportunity to develop a stronger practice of revision. | Emily Lardner | Mon | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||||
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Bret Weinstein
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Program | JR–SRJunior–Senior | 16 | 16 | Day | F 16 Fall | W 17Winter | Bret Weinstein | Junior JR Senior SR | Fall | Fall | |||||||
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Dylan Fischer, Lalita Calabria, Gerardo Chin-Leo, Pauline Yu, Carri LeRoy, Abir Biswas, Erik Thuesen and Alison Styring
Signature Required:
Fall Winter Spring
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Program | JR–SRJunior–Senior | V | V | Day | F 16 Fall | W 17Winter | S 17Spring | Rigorous quantitative and qualitative research is an important component of academic learning in Environmental Studies. This independent learning opportunity is designed to allow advanced students to delve into real-world research with faculty who are currently engaged in specific projects. The program will help students develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking skills—all of which are of particular value for students who are pursuing a graduate degree, as well as for graduates who are already in the job market. studies nutrient and toxic trace metal cycles in terrestrial and coastal ecosystems. Potential projects could include studies of mineral weathering, wildfires, and mercury cycling in ecosystems. Students could pursue these interests at the laboratory scale or through field-scale biogeochemistry studies, taking advantage of the Evergreen Ecological Observation Network (EEON), a long-term ecological study area. Students with backgrounds in a combination of geology, biology, or chemistry could gain skills in soil, vegetation, and water collection and learn methods of sample preparation and analysis for major and trace elements. focuses on biodiversity and conservation of bryophytes and lichens in temperate North America. As a broadly trained plant biologist, Lalita uses a multidisciplinary approach to investigating these topics including floristic surveys, ecological studies, herbarium-based research and phytochemical studies of plants. Current activities in her lab focus on assessing the impacts of fire on lichen and bryophyte communities of oak woodlands and prairies, estimating biomass and functional group diversity of bryophyte and lichen ground layers in Puget Sound prairies and quantifying biological nitrogen fixation rates of moss-cyanobacteria symbiosis. Students with backgrounds in botany, ecology, or chemistry could gain skills in bryophyte and lichen identification, as well as, field monitoring methods and studying symbiosis of bryophytes and lichens. Students participating in this program would engage with ongoing research in Lalita’s lab and may have opportunities to develop their own research projects. studies marine phytoplankton and bacteria. His research interests include understanding the factors that control seasonal changes in the biomass and species composition of Puget Sound phytoplankton. In addition, he is investigating the role of marine bacteria in the geochemistry of estuaries and hypoxic fjords. studies plant ecosystem ecology, carbon dynamics, and nutrient cycling in forests of the Southwest and western Washington. This work includes image analysis of tree roots, molecular genetics, plant physiology, carbon balance, nitrogen cycling, species interactions, community analysis, and restoration ecology. He also manages the EEON project ( ). See more about his lab's work at: . Students participating in this program work closely with ongoing research in the lab, participate in weekly lab meetings, and develop their own research projects. conducts research on linkages between terrestrial and aquatic environments. She is trained as a freshwater ecologist and primarily studies in-stream ecosystem processes and aquatic communities. She and her students study leaf litter decomposition in streams as a major input of organic material to aquatic systems. In addition, she conducts research on aquatic macroinvertebrate community structure, aquatic fungal biomass and standard water quality and hydrology measurements in stream and river environments. studies birds. Current activity in her lab includes avian bioacoustics and avian monitoring and research in Evergreen’s campus forest and other nearby locations. Bioacoustic research includes field monitoring of local birds using audio recordings and microphone arrays, and editing and identifying avian songs and calls from an extensive collection of sounds from the campus forest as well as tropical forest sites in Borneo. Local research projects in the campus forest and nearby locations include Pacific wren mating and life-history strategy, cavity formation and use by cavity-nesting birds (and other cavity-dependent species), and monitoring long-term trends in bird populations and communities using a variety of standard approaches. conducts research on the ecological physiology of marine animals. He and his students are currently investigating the physiological, behavioral, and biochemical adaptations of gelatinous zooplankton to environmental stress and climate change. Other research is focused on the biodiversity of marine zooplankton. Students working in his lab typically have backgrounds in different aspects of marine science, ecology, physiology, and biochemistry. studies the developmental physiology and ecology of marine invertebrates. She is interested in the biochemistry of the seawater-organism interface, developmental nutritional biochemistry and metabolic depression, invasive species, carbonate chemistry (ocean acidification), and cultural relationships with foods from the sea. Students have the opportunity to collaboratively develop lines of inquiry for lab and/or field studies in ecology, developmental biology, physiology, marine carbonate chemistry and mariculture. | Dylan Fischer Lalita Calabria Gerardo Chin-Leo Pauline Yu Carri LeRoy Abir Biswas Erik Thuesen Alison Styring | Junior JR Senior SR | Fall | Fall Winter Spring | |||||
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Nancy Parkes and Allen Olson
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Program | SO–SRSophomore–Senior | 8 | 08 | Evening and Weekend | F 16 Fall | How can we advocate for positions and promote informed decision-making about issues in the public sphere? In this program, we will begin by looking at advocacy and proposals targeting a just transition to clean energy. Is this an extreme case or a reachable goal? As a class, we will work down from global environmental and social justice concerns to local issues of interest. Guest speakers will provide current information about local issues, and we will take day-long field trips to view areas at risk and see some positive outcomes of local advocacy and action. Student groups will select an issue on which to focus and develop a panel presentation, pamphlet, article, social media campaign, or other product that serves as effective advocacy. The objective of the advocacy could range from educating the public to engaging citizens in action to influencing decision makers. In the process, methods of quantitative and qualitative analysis will be introduced and combined with scientific and public policy research to assess the complex landscape of proposals for a sustainable future. Students will work to improve their own fluency with numerical information and will focus on developing ways to highlight, clarify, and effectively communicate numerical data. Academic and journalistic writing, storytelling methods, and other modes of communication will be developed to create informative, influential products intended for specific audiences. | Nancy Parkes Allen Olson | Mon Wed | Sophomore SO Junior JR Senior SR | Fall | Fall | ||||||
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Janelle Campoverde
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Course | FR–SRFreshmen–Senior | 2 | 02 | Weekend | F 16 Fall | Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu. | Janelle Campoverde | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||||
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Janelle Campoverde
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Course | FR–SRFreshmen–Senior | 2 | 02 | Weekend | W 17Winter | Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu. | Janelle Campoverde | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||||
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Janelle Campoverde
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Course | FR–SRFreshmen–Senior | 2 | 02 | Weekend | W 17Winter | Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu. | Janelle Campoverde | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||||
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Janelle Campoverde
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Course | FR–SRFreshmen–Senior | 2 | 02 | Weekend | F 16 Fall | Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu. | Janelle Campoverde | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||||
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Steven Scheuerell
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Program | SO–SRSophomore–Senior | 16 | 16 | Day | F 16 Fall | Agroforestry is a land management system that combines cultivated trees with crops and/or livestock in ways that are beneficial to humanity and the environment. In this science-intensive and rigorous program, students will read, discuss, and write summaries of popular books and peer-reviewed scientific literature to understand how ecological theory and technical agroforestry practices are applied to design windbreaks, alley cropping, silvopasture, riparian buffers, and forest farming production systems. Growth characteristics and cultural practices of perennial fruit- and nut-bearing species used in agroforestry systems will be taught. Day and overnight field trips will highlight opportunities and challenges to implementing agroforestry concepts, with particular emphasis on forest farming and edible forest gardens. Students will complete and present an agroforestry research project that includes a scientific literature review and applied design project of their choice. | Steven Scheuerell | Tue Wed Thu | Sophomore SO Junior JR Senior SR | Fall | Fall | ||||||
| Program | JR–SRJunior–Senior | 16 | 16 | Day | S 17Spring | What is jazz? Where did it come from? Where is it going? This program will provide an introduction to jazz music, an overview of its history, and an assessment of its impact on American culture. Students will explore the musical elements of jazz and its aesthetic, cultural, and historical roots. Jazz can refer to a variety of styles of composition, improvisation and performance, including New Orleans, swing, bebop, cool, and avant-garde. The music, its players, and its history have helped to shape American culture as a whole. Previous musical background is not required, but a willingness to listen patiently, carefully, and critically will enable students to feel and appreciate what scholar Robert G. O'Meally has called "the jazz cadence of American culture." Our primary text will be edited by Bill Kirchner. Additional books and articles will include biographies and autobiographies, fiction, poetry (including music lyrics), and scholarly articles on jazz. Weekly film screenings will include a range of fiction works and documentaries such as Ken Burns’s critically acclaimed series . Finally, there will be extensive (and enjoyable!) listening assignments that will provide the soundtrack for our journey from Africa to the southern United States, to the urban North, throughout the nation, and across the globe. We will devote two weekly seminars to close readings of written texts, film, and music. In addition to short weekly writing assignments, students will produce a final project that will help them refine both their expository and creative nonfiction writing skills. There will be a weekly in-house opportunity for musicians—whether aspiring or experienced—to play and share jazz, as well as a field trip to a major Pacific Northwest jazz festival. | Chico Herbison Andrew Buchman | Tue Tue Wed Fri Fri | Junior JR Senior SR | Spring | ||||||||
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Jay Stansell and Gina Arnold
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Program | FR ONLYFreshmen Only | 16 | 16 | Day | W 17Winter | Today, the United States incarcerates more people -- both in raw numbers and per capita -- than any other nation on the planet. How have we arrived at this place in the world and where do we go from here?This program will examine the history, the present, and the future of criminal imprisonment in the U.S. We will study the formal institutions driving incarceration policies over the course of American history and we will look at who are the people behind the bars, their families, their communities, and what are public attitudes towards them.Students will learn about the U.S. legal system, from the trial courts in our own communities to the appellate court decisions that establish the framework for the criminal law. We will study the evolution of the U.S. criminal justice system and its roots in the political and economic forces affecting our nation throughout its history. We will consider particular historical touchstones that still echo in our prisons and courts today, including the Jim Crow laws of the post-Reconstruction South, the origins of the War on Drugs, the Red Scares of the early and mid-20th century, and post-9/11 law enforcement. We will also explore creative alternatives to crime and punishment and the economic and political obstacles to reforming the criminal law.Our work will include learning how to read and understand relevant Supreme Court precedent and how to do basic legal research to better understand these cases. We will also study and critique existing statutory laws that affect the rights of defendants.We will complement this theoretical understanding with the voices of prisoners themselves, reading literature, essays and poetry written about and by the men and women who have been imprisoned, or even executed, by the state. Students will read prison writers and poets such as Eugene Debs, Eldridge Cleaver, Etheridge Knight, Jimmy Santiago Baca, Troy Davis, and Mumia Abu-Jamal, as well as writers like James Baldwin, who wrote eloquently on behalf of the incarcerated. We will explore the importance of storytelling in legal advocacy for the accused and convicted and in related social change movements.During the quarter, students will build skills in critical reading, writing, and collaboration, as well as independent self-directed research. We hope to spend time in the community observing the actual practice of the criminal justice system by visiting trial courts and the Washington State Supreme Court. Program content will also include film and video, in-class speakers, and meeting with community groups working towards criminal justice reform. | Jay Stansell Gina Arnold | Freshmen FR | Winter | Winter | |||||||
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Jay Stansell and Gina Arnold
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Program | FR ONLYFreshmen Only | 16 | 16 | Day | F 16 Fall | Today, the United States incarcerates more people -- both in raw numbers and per capita -- than any other nation on the planet. How have we arrived at this place in the world and where do we go from here?This program will examine the history, the present, and the future of criminal imprisonment in the U.S. We will study the formal institutions driving incarceration policies over the course of American history and we will look at who are the people behind the bars, their families, their communities, and what are public attitudes towards them.Students will learn about the U.S. legal system, from the trial courts in our own communities to the appellate court decisions that establish the framework for the criminal law. We will study the evolution of the U.S. criminal justice system and its roots in the political and economic forces affecting our nation throughout its history. We will consider particular historical touchstones that still echo in our prisons and courts today, including the Jim Crow laws of the post-Reconstruction South, the origins of the War on Drugs, the Red Scares of the early and mid-20th century, and post-9/11 law enforcement. We will also explore creative alternatives to crime and punishment and the economic and political obstacles to reforming the criminal law.Our work will include learning how to read and understand relevant Supreme Court precedent and how to do basic legal research to better understand these cases. We will also study and critique existing statutory laws that affect the rights of defendants.We will complement this theoretical understanding with the voices of prisoners themselves, reading literature, essays and poetry written about and by the men and women who have been imprisoned, or even executed, by the state. Students will read prison writers and poets such as Eugene Debs, Eldridge Cleaver, Etheridge Knight, Jimmy Santiago Baca, Troy Davis, and Mumia Abu-Jamal, as well as writers like James Baldwin, who wrote eloquently on behalf of the incarcerated. We will explore the importance of storytelling in legal advocacy for the accused and convicted and in related social change movements.During the quarter, students will build skills in critical reading, writing, and collaboration, as well as independent self-directed research. We hope to spend time in the community observing the actual practice of the criminal justice system by visiting trial courts and the Washington State Supreme Court. Program content will also include film and video, in-class speakers, and meeting with community groups working towards criminal justice reform. | Jay Stansell Gina Arnold | Freshmen FR | Fall | Fall | |||||||
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Jeremy Quiroga
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Course | FR–SRFreshmen–Senior | 4 | 04 | Day | F 16 Fall | Jeremy Quiroga | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | |||||||
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Jeremy Quiroga
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | F 16 Fall | Jeremy Quiroga | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | |||||||
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Jeremy Quiroga
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Course | FR–SRFreshmen–Senior | 4 | 04 | Day | W 17Winter | Jeremy Quiroga | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||||||
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Jeremy Quiroga
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | W 17Winter | Jeremy Quiroga | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||||||
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Jeremy Quiroga
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Course | FR–SRFreshmen–Senior | 4 | 04 | Day | S 17Spring | Jeremy Quiroga | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||||||
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Jeremy Quiroga
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | S 17Spring | Jeremy Quiroga | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||||||
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Alexander McCarty and Lynarra Featherly
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Program | FR ONLYFreshmen Only | 16 | 16 | Day | W 17Winter | In this program in experimental creative writing, two-dimensional design and visual and literary theory, we will work to look past the commodity function of art toward more social, political, and utopian possibilities. In doing so, we will emphasize the importance of the gifting traditions that weave together individuals and communities in Northwest Indigenous nations, as well as the push for new languages and alternative routes for circulation in and among poetic communities. Along the way, we will engage in artistic research, drawing and digital design, as well as pursue experiments in constraint-based writing, close reading, and academic essay writing.Through two-dimensional drawing and design we will explore and research the historical and contemporary perspectives of traditional and innovative Indigenous artists from the Pacific Northwest regions. We will address diverse visual languages, design strategies, pattern recognition, and regional traditions. Working only on paper, students will learn to create unique images and illustrations that are guided by the principles and elements of design. Students will create a conceptual body of work that will interact with their creative writing practice.In our creative writing practice, we will explore how collecting, shaping and re-shaping found language might bring the surprise of self-recognition, strike a familiar chord in an unfamiliar way. We will ask how working within the constraints of found or overheard textual material might disrupt our senses of self and offer new ways of accessing one another and our shared symbolic order. In an attempt to produce creative work differently, our creative writing will take up experimental procedures, e.g., using source texts as material to manipulate, distort, transform and otherwise “translate” language using combinatorial play, de-structuring and re-structuring. Students will spend the quarter working on a series of creative writing pieces that will be brought together, edited and self-published as individual “chapbooks” in our end-of-the-quarter final creative writing projects.We invite students to take up these practices in the spirit of collaboration and art-making beyond the acquisition of skills. We will situate our practices in relation to the dominant art canon and contemporary world(s) of art. We will also work to develop different forms of literacies, including poetic, visual, cultural and political.In art history and practice, we will read from texts such as , , and Our literary and poetic interlocutors will likely include recent and contemporary critical theorists, poets, and philosophers such as Derrida, Barthes, Blanchot, Sianne Ngai, Lyn Hejinian, Kwame Anthony Appiah, as well as Freud, Kristeva, and others. | Alexander McCarty Lynarra Featherly | Freshmen FR | Winter | Winter | |||||||
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Alexander McCarty and Lynarra Featherly
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Program | FR ONLYFreshmen Only | 16 | 16 | Day | S 17Spring | In this program in experimental creative writing, two-dimensional design and visual and literary theory, we will work to look past the commodity function of art toward more social, political, and utopian possibilities. In doing so, we will emphasize the importance of the gifting traditions that weave together individuals and communities in Northwest Indigenous nations, as well as the push for new languages and alternative routes for circulation in and among poetic communities. Along the way, we will engage in artistic research, drawing and digital design, as well as pursue experiments in constraint-based writing, close reading, and academic essay writing.Through two-dimensional drawing and design we will explore and research the historical and contemporary perspectives of traditional and innovative Indigenous artists from the Pacific Northwest regions. We will address diverse visual languages, design strategies, pattern recognition, and regional traditions. Working only on paper, students will learn to create unique images and illustrations that are guided by the principles and elements of design. Students will create a conceptual body of work that will interact with their creative writing practice.In our creative writing practice, we will explore how collecting, shaping and re-shaping found language might bring the surprise of self-recognition, strike a familiar chord in an unfamiliar way. We will ask how working within the constraints of found or overheard textual material might disrupt our senses of self and offer new ways of accessing one another and our shared symbolic order. In an attempt to produce creative work differently, our creative writing will take up experimental procedures, e.g., using source texts as material to manipulate, distort, transform and otherwise “translate” language using combinatorial play, de-structuring and re-structuring. Students will spend the quarter working on a series of creative writing pieces that will be brought together, edited and self-published as individual “chapbooks” in our end-of-the-quarter final creative writing projects.We invite students to take up these practices in the spirit of collaboration and art-making beyond the acquisition of skills. We will situate our practices in relation to the dominant art canon and contemporary world(s) of art. We will also work to develop different forms of literacies, including poetic, visual, cultural and political.In art history and practice, we will read from texts such as , , and Our literary and poetic interlocutors will likely include recent and contemporary critical theorists, poets, and philosophers such as Derrida, Barthes, Blanchot, Sianne Ngai, Lyn Hejinian, Kwame Anthony Appiah, as well as Freud, Kristeva, and others. | Alexander McCarty Lynarra Featherly | Freshmen FR | Spring | Spring | |||||||
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Alexander McCarty and Lynarra Featherly
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Program | FR ONLYFreshmen Only | 16 | 16 | Day | F 16 Fall | In this program in experimental creative writing, two-dimensional design and visual and literary theory, we will work to look past the commodity function of art toward more social, political, and utopian possibilities. In doing so, we will emphasize the importance of the gifting traditions that weave together individuals and communities in Northwest Indigenous nations, as well as the push for new languages and alternative routes for circulation in and among poetic communities. Along the way, we will engage in artistic research, drawing and digital design, as well as pursue experiments in constraint-based writing, close reading, and academic essay writing.Through two-dimensional drawing and design we will explore and research the historical and contemporary perspectives of traditional and innovative Indigenous artists from the Pacific Northwest regions. We will address diverse visual languages, design strategies, pattern recognition, and regional traditions. Working only on paper, students will learn to create unique images and illustrations that are guided by the principles and elements of design. Students will create a conceptual body of work that will interact with their creative writing practice.In our creative writing practice, we will explore how collecting, shaping and re-shaping found language might bring the surprise of self-recognition, strike a familiar chord in an unfamiliar way. We will ask how working within the constraints of found or overheard textual material might disrupt our senses of self and offer new ways of accessing one another and our shared symbolic order. In an attempt to produce creative work differently, our creative writing will take up experimental procedures, e.g., using source texts as material to manipulate, distort, transform and otherwise “translate” language using combinatorial play, de-structuring and re-structuring. Students will spend the quarter working on a series of creative writing pieces that will be brought together, edited and self-published as individual “chapbooks” in our end-of-the-quarter final creative writing projects.We invite students to take up these practices in the spirit of collaboration and art-making beyond the acquisition of skills. We will situate our practices in relation to the dominant art canon and contemporary world(s) of art. We will also work to develop different forms of literacies, including poetic, visual, cultural and political. In art history and practice, we will read from texts such as , , and Our literary and poetic interlocutors will likely include recent and contemporary critical theorists, poets, and philosophers such as Derrida, Barthes, Blanchot, Sianne Ngai, Lyn Hejinian, Kwame Anthony Appiah, as well as Freud, Kristeva, and others. | Alexander McCarty Lynarra Featherly | Freshmen FR | Fall | Fall | |||||||
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Erik Thuesen
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Program | JR–SRJunior–Senior | 16 | 16 | Day | W 17Winter | An aquarium is a tank with at least one transparent side allowing observation of its water-dwelling inhabitants. For almost two millennia humans have been keeping organisms in aquaria for observation and investigation. This program will examine husbandry of organisms in aquaria. We will study the theory and practice of keeping a modern aquarium. The diversity of organisms suitable for aquarium life, metabolic demands of these organisms, aquarium water chemistry, and other areas related to successful maintenance of aquatic organisms will be covered. Topics in applied chemistry and applied biology directly related to aquarium science require that students have previous laboratory skills in biology and chemistry. In seminar, we will explore the history of private and public aquaria, and we will consider ethical questions surrounding captive animals in aquaria. Students will work in small groups to manage their own aquaria. We will spend one week visiting public aquariums on the Pacific Coast, and we will to learn about large scale aquarium management. | Erik Thuesen | Junior JR Senior SR | Winter | Winter | |||||||
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Alejandro de Acosta and Frederick Woodward-Pratt
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Program | FR ONLYFreshmen Only | 16 | 16 | Day | S 17Spring | This program offers students an introduction to perspectives from philosophy, media theory, library science, and gender/queer studies to frame the activities of classifying, searching, and organizing information into knowledge and art. Students will explore these concepts through critical engagement with various library resources while developing research skills that will be valuable for academic and creative projects. | Alejandro de Acosta Frederick Woodward-Pratt | Freshmen FR | Spring | Spring | |||||||
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Alejandro de Acosta and Frederick Woodward-Pratt
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Program | FR ONLYFreshmen Only | 16 | 16 | Day | F 16 Fall | This program offers students an introduction to perspectives from philosophy, media theory, library science, and gender/queer studies to frame the activities of classifying, searching, and organizing information into knowledge and art. Students will explore these concepts through critical engagement with various library resources while developing research skills that will be valuable for academic and creative projects. | Alejandro de Acosta Frederick Woodward-Pratt | Freshmen FR | Fall | Fall | |||||||
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Alejandro de Acosta and Frederick Woodward-Pratt
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Program | FR ONLYFreshmen Only | 16 | 16 | Day | W 17Winter | This program offers students an introduction to perspectives from philosophy, media theory, library science, and gender/queer studies to frame the activities of classifying, searching, and organizing information into knowledge and art. Students will explore these concepts through critical engagement with various library resources while developing research skills that will be valuable for academic and creative projects. | Alejandro de Acosta Frederick Woodward-Pratt | Freshmen FR | Winter | Winter | |||||||
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Mukti Khanna and Aisha Harrison
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Program | SO–SRSophomore–Senior | 8, 16 | 08 16 | Day and Evening | F 16 Fall | W 17Winter | This program will use art, psychology, and mindfulness to explore the intersectionality of race, racial identity and societal health. The practices of mindfulness and creating art can increase our individual and collective resiliency to be able to respond to racial identity issues and structural oppression in adaptive and creative ways. Mindfulness and the body will be a central focus of the work. In the studio, we will focus on building skills as well as the expressive qualities of art, to explore non-verbal ways of processing our readings, writings, and discussions about race. The program will integrate mindfulness through theory, practice and its application in relation to developmental psychology, racial identity, and art practice. Questions to be explored include: How are mindfulness and art making being integrated into working with people at various developmental and racial identity stages of life? How do systems of racial identity live in the individual, family, and social bodies? How can the practices of mindfulness and creating art be integral to the healing of racism?The program offers 16 and 8 credit options. All students will explore racial identity through the lifespan by developing skills in mindfulness, drawing and ceramics through intensive studio practice. Students taking 16 credits will also study developmental psychology and related quantitative reasoning skills for social sciences. In fall, the program will focus on child and adolescent developmental psychology. In the ceramics lab, students will work though the basic methods of forming in clay and learn essentials for glazing and firing. Students will also be introduced to basic drawing skills. Constructive critique sessions on key pieces will help students to develop their ideas. In winter, students will focus on adult, geriatric and end of life developmental psychology. Building on the foundational skills and concepts in ceramics and drawing from the fall, students will develop a series of pieces that address the complexity of their own understanding of racial identity.Students will have an opportunity to learn using diverse modalities and multiple intelligences. The program will participate in in depth dialogue, art-making, writing assignments, theoretical tests for developmental psychology studies, and critical study of important texts. This program is designed as a two-quarter program of study preparatory for careers and further study in psychology, fine arts, art therapy, education and cultural studies. | Mukti Khanna Aisha Harrison | Tue Tue Thu Thu | Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||||
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Mukti Khanna and Aisha Harrison
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Program | SO–SRSophomore–Senior | 8 | 08 | Evening | F 16 Fall | W 17Winter | This program will use art, psychology, and mindfulness to explore the intersectionality of race, racial identity and societal health. The practices of mindfulness and creating art can increase our individual and collective resiliency to be able to respond to racial identity issues and structural oppression in adaptive and creative ways. Mindfulness and the body will be a central focus of the work. In the studio, we will focus on building skills as well as the expressive qualities of art, to explore non-verbal ways of processing our readings, writings, and discussions about race. The program will integrate mindfulness through theory, practice and its application in relation to developmental psychology, racial identity, and art practice. Questions to be explored include: How are mindfulness and art making being integrated into working with people at various developmental and racial identity stages of life? How do systems of racial identity live in the individual, family, and social bodies? How can the practices of mindfulness and creating art be integral to the healing of racism?The program offers 16 and 8 credit options. All students will explore racial identity through the lifespan by developing skills in mindfulness, drawing and ceramics through intensive studio practice. Students taking 16 credits will also study developmental psychology and related quantitative reasoning skills for social sciences. In fall, the program will focus on child and adolescent developmental psychology. In the ceramics lab, students will work though the basic methods of forming in clay and learn essentials for glazing and firing. Students will also be introduced to basic drawing skills. Constructive critique sessions on key pieces will help students to develop their ideas. In winter, students will focus on adult, geriatric and end of life developmental psychology. Building on the foundational skills and concepts in ceramics and drawing from the fall, students will develop a series of pieces that address the complexity of their own understanding of racial identity.Students will have an opportunity to learn using diverse modalities and multiple intelligences. The program will participate in in depth dialogue, art-making, writing assignments, theoretical tests for developmental psychology studies, and critical study of important texts. This program is designed as a two-quarter program of study preparatory for careers and further study in psychology, fine arts, art therapy, education and cultural studies. | Mukti Khanna Aisha Harrison | Tue Tue Thu Thu | Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||||
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Marla Elliott
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Program | FR–SRFreshmen–Senior | 8 | 08 | Evening | F 16 Fall | What does it take to interpret the great works of dramatic literature with your whole body and mind? The art of acting is inherently interdisciplinary. It helps you develop empathy, integrity, eloquence, imagination, flexibility, discipline, logic, research, critical analysis, and a well-trained voice and body. This program will include intense training in voice, body, and emotional technique. We will study the history and theory of acting styles and apply our learning to preparing short performance pieces. Our methods will include self-reflection through journaling; analysis of dramatic structure and of individual characters; rigorous vocal exercises; and scene work from great plays. Students will also be required to pursue, outside of class time, a disciplined physical practice of their choice, such as yoga, Tai Chi Chuan, or a martial art. Texts will include Benedetti's translation of Stanislavski's classic work, and Linklater's . Credit will be awarded in Acting and Voice. | Marla Elliott | Mon Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||||
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Mary Dean
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | F 16 Fall | Doing well while doing good is a challenge. Whereas some kind of help is the kind of help that helps, some kind of help we can do without. Gaining wisdom to know the paths of skillful helping of self and others is the focus of this four-credit course. We will explore knowing who we are, identifying caring as a moral attitude, relating wisely to others, maintaining trust, and working together to make change possible. | Mary Dean | Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||||
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Ann Storey
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Program | JR–SRJunior–Senior | 8 | 08 | Evening | S 17Spring | This program will examine Mexican art and history through the lens of its creative practitioners. We will take a thematic approach to our historical studies, exploring Mesoamerican art, poetry and spirituality, native paths of resistance to the conquest and the survival of native art forms and beliefs, the feminism of Sor Juana Ines de la Cruz, the Virgin of Guadalupe, Frida Kahlo, Chicano art, and the post-revolutionary Mexican mural and printmaking traditions--considered the most radical art of the 20th century. Moving from theory to practice we will engage in studio art that is relevant to our cultural studies, which could include mask-making, performance art, collage and book arts. Students will learn how to analyze and critique art and will study the principles of design. There will be a strong focus on reading, writing, research and seminar discussions. | Ann Storey | Mon Tue Wed Thu | Junior JR Senior SR | Spring | Spring | ||||||
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Marja Eloheimo
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Program | SO–SRSophomore–Senior | 8 | 08 | Weekend | F 16 Fall | W 17Winter | S 17Spring | While art is clearly influenced by culture, it can also be influenced by place. This program explores place-based arts such as basketweaving, plant arts, and nature journaling, and their eco-cultural foundations. Students gain a basic understanding in several areas including Pacific Northwest ecosystems and their dominant plant species; Coast Salish culture, history, and traditional arts; and dominant ecosystems associated with an element of one’s own cultural heritage. Students also develop the ability to critically analyze and communicate relationships between place-based arts and the places with which they are associated. During spring quarter, the new Indigenous Fiber Arts Studio opens its doors. In preparation, students consider the form and function of the studio, the process of creating it, and influences of landscape on the building––as both a home for art and art itself––as well as influences of the building on the landscape. This leads us to exploration of landscape as interactive and place as relational, as we also help design and create “garden” spaces that support the Fiber Arts Studio. | Marja Eloheimo | Sat Sun | Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | ||||
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Shaw Osha (Flores), Julia Zay and Kathleen Eamon
Signature Required:
Winter Spring
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Program | JR–SRJunior–Senior | 16 | 16 | Day | F 16 Fall | W 17Winter | S 17Spring | Historically, art and the work of art emerge as simultaneously debased and exalted cultural categories, treated as both epitome critic of commodity culture, a space apart and the ironic fulfillment the market economy. In this sense, they come to us as historically specific practices and discourses specific to “modernity.” Sianne Ngai suggests that 'zany,' 'interesting,' and 'cute' are the aesthetic categories best suited for grasping "how aesthetic experience has been transformed by the hypercommodified, information-saturated, performance-driven conditions of late capitalism." In order to investigate this emergence, we will work between visual studies, philosophy, and art practice. The program will offer studies in visual and cultural studies, art and media practice, and 18 -20 century philosophy, writing regular critical essays in response to both theory and works of art. We will be interested in the increasing centrality of “aesthetics” in philosophy and the appearance of an aesthetic crisis within the worlds of art-making and criticism, the uneven emergence of industrial production and its representations, and transitions to the conditions understood as late-capitalism. Following our study of the early 20 century avant-garde work and the emergence of cinema, we will look to the rise of conceptualism in art in the 1960s and 70s. From there, we will turn to contemporary forms and institutions of art that are grappling with the question of art as labor and artists as workers under current economic pressures. We will also look at the interventions of feminist thinkers and artists in art history and film studies, as well as psychoanalytic and structuralist approaches to art criticism and theory. We will study a range of theorists, artists, objects and practices, as well as popular and comedic forms. We'll read texts in philosophy and critical theory by Kant, Hegel, Marx, Nietzsche, Freud, Arendt, Adorno, Benjamin, and contemporary critic and thinker Sianne Ngai. We'll study artists associated with the Bauhaus, abstract expressionism, minimalism and post-minimalism, New Wave and Third Cinemas, feminist, conceptual, pop and contemporary practices of neo-pop and social practice, art fairs and collectives, and read related art historical and visual studies texts. In the fall and winter our creative practice will focus on Bauhaus-style design and materials experimentation, with color experiments, paper sculpture, and drawing, as well as handmade and cameraless approaches to photography and film, supported by both foundational work in philosophy and art history and the development of those critical and creative research skills needed for spring project work. In the spring, we will turn to the contemporary art world and late 20 century-contemporary film. Each student will develop an individual line of research, reading, and creative production, resulting in a substantial interdisciplinary project, supported by their participation in small self-organizing groups. The program will go on at least one retreat, and one to two field trips to museums, galleries, and films each quarter. | Shaw Osha (Flores) Julia Zay Kathleen Eamon | Junior JR Senior SR | Fall | Fall Winter Spring | |||||
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Chico Herbison and Andrew Buchman
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Program | JR–SRJunior–Senior | 16 | 16 | Day | S 17Spring | David Ritz, music writer This program will provide an introduction to, and overview of, that magnificent and enduring American art form we know as “the blues”: its musical elements, African and African American roots and precursors, historical and stylistic evolution, major practitioners, and its influence on other musical genres (most notably, jazz, rhythm & blues, rock & roll, rock, and rap/hip hop). Equally importantly, we will examine its impact on American culture and, among other ventures, apply a blues theory of aesthetics to U.S. literature in general, and African American literature in particular. Our primary written text will be the anthology, (Steven C. Tracy, editor). Additional written texts will include biographical and autobiographical selections, fiction, poetry (including music lyrics), and scholarly articles on the blues. Weekly film screenings will include a range of fiction works and documentaries such as Martin Scorsese’s critically acclaimed series, Finally, there will be extensive listening assignments that will provide the soundtrack for our journey from Africa to the southern United States, to the urban North, throughout our nation, and across the globe. We will devote two weekly seminars to close readings of written texts, films, and music. In addition to short weekly writing assignments, students will produce a final project that will help them refine both their expository and creative nonfiction writing skills. There will be a weekly open mic opportunity for musicians—whether aspiring or experienced—to play and share the blues, as well as a three-day field trip to a major Pacific Northwest blues festival. | Chico Herbison Andrew Buchman | Tue Tue Thu Thu Fri | Junior JR Senior SR | Spring | Spring | ||||||
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EJ Zita and Rebecca Chamberlain
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Program | FR–SRFreshmen–Senior | 16 | 16 | Day and Evening | S 17Spring | We will learn beginning to intermediate astronomy through lectures, discussions, interactive workshops, and observations. Using naked eye observations, reason, and simple mathematics, the ancients measured the sizes, distances, and motions of the Earth, Moon and Sun. So will we. Making tools in class that students can take home, we will model heavenly motions, explore the nature of light and spectra, build telescopes, and more. We will learn about the evolution and structure of our universe and celestial bodies. We will explore our galaxy and neighboring galaxies using binoculars, telescopes, and planetarium programs. Students will explore a research topic and questions via observations and reading, and will share their learning with others.We will read about and discuss cosmologies: how people across cultures and throughout history have understood, modeled, and ordered the universe they perceived. We will study stories, literature, and worldviews--from those of ancient peoples to modern writers and astrophysicists. Students will keep observation journals, tell star stories, make star maps, and explore the art and craft of essay writing. They will do substantial teamwork outside class, and will write essays and responses to readings. Students must be willing and able to use the internet for information and online assignments, to work in teams, and to meet after class on clear nights to participate in star-hunts. Astronomy is a science. Algebra II and trigonometry are prerequisite for astronomy. We will learn physics together, from gravity and electromagnetism to dark matter and energy. There is no physics prerequisite. | EJ Zita Rebecca Chamberlain | Mon Wed Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||||
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TBA
Signature Required:
Fall
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Course | SO–SRSophomore–Senior | 4 | 04 | Evening | F 16 Fall | This course starts a sequence of courses introducing the subject of audio production and its relation to modern media. Fall quarter will focus on analog mixers and magnetic recording with some work in digital editing. Main topics will include field recording, digital audio editing, microphone design and application, analog multi-track recording, and audio console signal flow. Students will have weekly reading assignments and weekly lab assignments outside of class time. | TBA | Wed | Sophomore SO Junior JR Senior SR | Fall | Fall | ||||||
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TBA
Signature Required:
Winter
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Course | SO–SRSophomore–Senior | 4 | 04 | Evening | W 17Winter | This course continues a sequence of courses introduing the subject of audio production and its relation to modern media. In Fall quarter we focused on analog mixers and magnetic recording with some work in digital editing. Main topics included field recording, digital audio editing, microphone design and application, analog multi-track recording, and audio console signal flow. Winter continues this work while starting to work with computer-based multitrack production. Additional topics will include acoustics, reverb, and digital effects processing. Students will have weekly reading assignments and weekly lab assignments outside of class time. | TBA | Wed | Sophomore SO Junior JR Senior SR | Winter | Winter | ||||||
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Dariush Khaleghi
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Course | SO–SRSophomore–Senior | 4 | 04 | Evening | W 17Winter | Dariush Khaleghi | Tue | Sophomore SO Junior JR Senior SR | Winter | Winter | |||||||
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Kabby Mitchell
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Program | SO–SRSophomore–Senior | 16 | 16 | Day | F 16 Fall | Are you curious about the origins of dance and how they relate to classical ballet? In this program we will interrogate class, gender, and race through the philosophical and historical aspects of classical ballet. We will give much attention to the development of the individual co-learner to promote confidence and creativity emanating from the body in an atmosphere that facilitates such development. Students will be encouraged to learn through personal discovery as the most effective route to rapid technical change and unique creative expression. As a result, dancers should be sound in both mind and body with a sense of wonder about the world and the intellectual curiosity to explore the place of their art within that world.This program offers a discursive observation of the role and function of classical ballet as the mirror, or shadow, of society. Ballet is directly tied to the world in which it is created but also transcends time and space in reverberation and relevancy. From its inception ballet has provided metaphors and symbols for cultural reflection. We will probe into the theory and history of ballet, primarily in the Western world, to familiarize ourselves with these symbolic, psychological, and cultural functions of this genre of dance. We will research and explore the historical underpinnings of dance and classical ballet to the present day to interrogate and find our places within the discipline of dance as a means to promote and facilitate one’s ultimate creative voice and expression. Students will take ballet workshops, learn French terminology, and collaborate on final projects relative to the subject matter and period of dance they choose to choreograph. | Kabby Mitchell | Sophomore SO Junior JR Senior SR | Fall | Fall | |||||||
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Steven Scheuerell
Signature Required:
Winter
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Program | SO–SRSophomore–Senior | 16 | 16 | Day | W 17Winter | S 17Spring | Peru offers a dynamic setting for students seeking a field-based program to study the opportunities and tensions in preserving biological and cultural diversity in the 21 century. Peru is recognized for its geographic and climatic extremes, biodiversity, cultural diversity, and knowledge systems that have been shaped over thousands of years by coastal deserts, temperate valleys, glaciated mountains, subtropical cloud forests, and Amazonia. Appreciating this diversity firsthand and experiencing the theory and practice of biocultural diversity conservation is the focus of this two-quarter program. Winter quarter will begin on the Olympia campus by studying Peruvian geography, climate, cultures, and conquests that have driven the use of biodiversity and modification of local environments. While learning how to access and review scientific literature, we will examine trends and links between Peru’s changing land cover, biodiversity, climate, cultures and languages, traditional agricultural diversity, natural resource extraction, tourism industry, glaciers, and water supplies. Ecological and ethnographic field research methods and case studies will also be introduced. Halfway through winter quarter students will travel to Peru where we will visit cultural landscapes such as Lake Titicaca, Colca Canyon, Machu Picchu, and highland communities to learn how traditional knowledge is being combined with conservation science in initiatives to preserve biocultural diversity via national parks, community conservation areas, agricultural gene banks, ecotourism, and cultural tourism projects.Studies in Peru will continue through spring break and spring quarter, with the majority of time in the Cusco region, from the highland Quechua communities’ International Potato Park to the subtropical Machu Picchu biocultural reserve. Students will experience remnant wildlands, Incan sites that modified topography and hydrology to increase productivity of diverse domesticated species, and Quechua communities that maintain immense agricultural diversity, medicinal plants and healing practices, and dye plants, sheep and alpaca for weaving. Field research practice will be gained through activities with traditional knowledge holders and field surveys of important species and habitats. Cultural understanding and Spanish or Quechua language learning will be supported with four weeks of language study, homestays, and faculty-led outings to biocultural diversity projects in local communities. During the last five weeks faculty will assist students to complete and present independent research projects integrating scientific literature and experience with a Peruvian project focused on conservation of wild and/or domesticated biodiversity and its associated cultural knowledge. The program in Peru will conclude with students free to return home, continue studying, or travel. | Steven Scheuerell | Tue Wed Thu Fri | Sophomore SO Junior JR Senior SR | Winter | Winter | |||||
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Eric Stein, Anne Fischel and Carolyn Prouty
Signature Required:
Winter
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Program | SO–SRSophomore–Senior | 16 | 16 | Day | F 16 Fall | W 17Winter | S 17Spring | This program builds interdisciplinary knowledge and skills in public health, ethnography, documentary media production, history, cultural studies, and community-based research as a basis for collaborative work with community partners in the Pacific Northwest, particularly at the intersections of health, labor, and migration. How have people and communities come to understand and represent the complexity of their embodied experiences of health, including individual and collective well-being, sickness, disability, and healing? What conditions of inequity can jeopardize health, including jobs, schooling, housing and industrial exposures? What social networks, educational resources and medical practices have communities created to address their concerns? How can we—as students and practitioners of documentary media, ethnography, history, and public health—contribute to their ongoing efforts? At the core of these questions lies an ethics of engagement that places us in the role of listeners, collaborators, and facilitators, recasting more conventional relationships between researchers and subjects, adults and youth, health workers and patients, academics and community members.Drawing from a range of cases in the U.S. and abroad, we will learn foundations of global health, occupational health, epidemiology, and critical medical anthropology. We will study archival research, oral history, and ethnography as techniques for understanding and documenting people’s everyday lives, exploring experimental and collaborative methods that give voice to stories of illness and healing. We will learn practices of documentary photography and possibly video and activist art to document community efforts, and support communities to create their own narratives of struggle. We’ll explore community-based research projects that have the potential to change the relationship between higher education and local community. We’ll explore the politics and ethics of representation in visual images, and investigate how our own images, produced collaboratively with community members, can challenge relations of power and privilege that have traditionally existed in mainstream media. Using lectures and labs we will study the major biological systems of the human body and learn common pathways for pathological changes.Central to these studies will be consideration of the economic and social conditions that contribute to community health and well-being. We’ll learn how structural inequalities of race, class, and gender (among others) shape exposure to harm and access to remediation. We’ll learn how struggles over housing, schooling, jobs and other social and economic conditions affect individual health and the collective health of communities. We will consider how infectious diseases, once easily treatable such as tuberculosis, have resurged in virulent drug-resistant forms under conditions of incarceration, substandard housing, and biomedical abandonment. We’ll learn how economies of production and exposure to carcinogens and other industrial toxics affect poor communities and communities of color disproportionately, mapping onto patterns of social, economic, and political marginalization. We’ll learn how immigrant laborers, including those in Washington State, face particular occupational hazards and limits to care, and follow what they are doing or hope to do to address these challenges. Finally, we will learn how struggling communities develop strategies of resistance, including alternative health care programs and schools, and documentary media campaigns. We will explore these critical facets of environmental justice and health inequities both locally and in Southeast Asia and Latin America. A key focus will be studying and engaging with efforts in our region—through field trips, ethnographies, public health research, films, historical and contemporary studies—and projects that explore research and collaboration with nearby communities.Fall quarter will emphasize in-class studies and beginning community dialogues to create a foundation for our collaborative work winter quarter. We will explore case studies and models of community collaboration to inform our efforts, taking a two-night field trip to Mt. Vernon farming communities. While the fall quarter media component will focus on archives and documentary photography, in winter we might widen our studies of art and media practices to incorporate video documentary, activist art and recorded oral histories. We will also conduct urban studies in Portland centered on housing instability. We’ll embark on collaborative projects with community organizations to document, support, and augment their work. Possible projects include facilitating community photography (Photovoice), video documentary, collaborative ethnographic studies, performance, public health communications, and health policy advocacy. Spring quarter we will focus on writing, revision, photo/video editing, presentations, and completion of our collaborative projects. | Eric Stein Anne Fischel Carolyn Prouty | Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||||
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Alice Nelson and Tom Womeldorff
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Program | FR ONLYFreshmen Only | 16 | 16 | Day | F 16 Fall | W 17Winter | Nowadays, the word conjures images of the U.S.-Mexico border, patrol agents, walls and barbed wire. Yet there are many kinds of borders: between racial, ethnic, and cultural groups; between social classes; between genders and sexualities; and even between belief systems, languages, and different ways of knowing. They are real and they are metaphorical. Depending on who you are, you may barely notice some borders, while others may seem impossible to cross. What forces construct—and deconstruct—these various types of borders? Economic systems involve many borders. Businesses and policy makers determine how fruits of economic labor are distributed between profits and wages, white collar and blue collar, and between Wall Street and Main Street. Behaviors of real estate agents and bank policies create barriers for people of color buying homes in predominantly white neighborhoods. Immigration status delineates who has the right to work and fully participate in society. What determines which residents, workers, and groups are protected? Who is, and is not, allowed to move freely and why? Borders also play out in our identities, in sometimes conflicting ways. Society defines simplistic, often binary boxes—black-white, female-male, gay-straight, young-old, among others—that do not capture a range of experiences along a continuum. The intersections between different aspects of our selves create tensions between generations, within cultural groups, among political activists, within classrooms, or among friends. We will combine literature, history, economics, and political economy to examine the role borders play in identities, economic welfare, and community self-determination. While we will be cognizant of all types of borders during both quarters, we will begin fall quarter with the impacts of the international borders dividing the United States from Latin America. In winter we will shift our primary focus to the peoples living within the United States. Students will gain an in-depth ability to critically analyze a range of texts in social context and to use political economic models. We will work systematically on critical reading, writing, and collaboration skills. Quantitative study will focus on international economics and personal finance. We will also cross the campus border to surrounding communities though field trips and some community-based learning with local organizations. By the end of the program we will be better able to understand both the forces that create and enforce borders, and the forces that may modify or erase them, sometimes reinforcing patterns of domination, but other times enabling liberatory social change. | Alice Nelson Tom Womeldorff | Freshmen FR | Fall | Fall Winter | ||||||
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Frederica Bowcutt and Noelle Machnicki
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Program | FR–SRFreshmen–Senior | 16 | 16 | Day | F 16 Fall | This program serves beginning to intermediate science students who are looking for an opportunity to expand their understanding of botany and challenge themselves. This one-quarter program allows students to learn introductory plant biology and mycology in an interdisciplinary format. Students will learn about plant and fungal anatomy, morphology, systematics, and ecological relationships. Lectures based on textbook readings supplement laboratory work. The learning community will explore how present form and function informs us about the ecology and evolution of major groups of plants and fungi. Students will get hands-on experience studying these organisms 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 Pacific Northwest vascular plant and fungal species.In addition to laboratory and field work, this program investigates people's current and historical relationships with plants and fungi. Through seminar texts, films, and lectures, students will examine plants through the lens of agriculture, forestry, herbology, and horticulture and will learn how fungal plant diseases have shaped history. Weekly workshops will help students improve their ability to write thesis-driven essays defended with evidence from assigned texts. | Frederica Bowcutt Noelle Machnicki | Mon Mon Tue Tue Wed Wed Fri Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||||
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Vauhn Foster-Grahler
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Course | FR–SRFreshmen–Senior | 4 | 04 | Day | W 17Winter | Calculus I, II, and III is a year-long sequence of courses that will provide a rigorous treatment of the procedures, concepts, and applications of differential and integral calculus, multi-dimensional space, sequences, and series. This year-long (Winter, Spring, Summer) sequence is appropriate for students who are planning to teach secondary mathematics or engage in further study in mathematics, science, or economics. During winter quarter, we will engage in a rigorous study of derivatives and their applications through multiple modes of inquiry. If you have questions about your readiness to take this class, please contact the faculty. | Vauhn Foster-Grahler | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||||
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Vauhn Foster-Grahler
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Course | FR–SRFreshmen–Senior | 4 | 04 | Day | S 17Spring | Calculus II is the second of a year-long sequence of courses that will provide a rigorous treatment of the procedures, concepts, and applications of differential and integral calculus, multi-dimensional space, sequences, and series. This year-long sequence is appropriate for students who are planning to teach secondary mathematics or engage in further study in mathematics, science, or economics. Spring quarter will focus on procedures and applications of integration. There will be an emphasis on context-based problem solving and collaborative learning. If you have questions about your readiness to take this class, please contact the faculty. | Vauhn Foster-Grahler | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||||
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Vauhn Foster-Grahler
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Course | FR–SRFreshmen–Senior | 4 | 04 | Day | Su 17 Summer | Calculus I, II, and III is a year-long sequence of courses that will provide a rigorous treatment of the procedures, concepts, and applications of differential and integral calculus, multi-dimensional space, sequences, and series. This year-long sequence is appropriate for students who are planning to teach secondary mathematics or engage in further study in mathematics, science, or economics. Spring quarter topics include introduction to multi-dimensional space, introduction to differential equations, and sequences and series. There will be an emphasis on context-based problem solving and collaborative learning. If you have questions about your readiness to take this class, please contact the faculty. | Vauhn Foster-Grahler | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||||
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Allen Mauney
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | F 16 Fall | Allen Mauney | Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | |||||||
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Allen Mauney
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | W 17Winter | Allen Mauney | Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | |||||||
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Allen Mauney
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | S 17Spring | Allen Mauney | Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | |||||||
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Zoltan Grossman and Shangrila Wynn
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Program | SO–SRSophomore–Senior | 16 | 16 | Day | S 17Spring | This program will explore the role of natural and human-made disasters—including earthquakes, tsunamis, hurricanes, floods, droughts, volcanic activity, landslides, wildfires, pandemics, wars, attacks, uprisings, and radioactive and toxic leaks—in shaping human society and consciousness. A central focus will be on how many of these place-based upheavals are becoming more common or intense in the climate crisis, and how communities can plan, respond, and adapt under new conditions. The program will apply the lessons from elsewhere in the world to locally in the Pacific Northwest. On one hand, many so-called “natural” disasters have their roots in exploitation of the Earth and human beings, and social inequalities put the greatest burden of recovery on the poor (such as in earthquakes in Haiti and Nepal). “Disaster capitalism” is often used to centralize political and economic control in the aftermath of mass catastrophes, as Naomi Klein describes in . These inequalities will be worsened as climate change generates more intense storms, sea-level rise, droughts, and flooding. On the other hand, responses to disasters (such as hurricanes Katrina and Sandy) have become opportunities to build better relationships to each other and our ecosystems, as Rebecca Solnit describes in . Planning for “disaster cooperativism” strengthens the ability of local communities and cultures to sustain shocks (such as climate change), unite communities across racial and cultural barriers, and promote greater social and ecological equality. Our inquiry will draw insights from communities that have survived disasters and are recovering from historical trauma, including Indigenous and other colonized peoples, war refugees, and military veterans. It will learn from Indigenous epics that describe disasters through oral tradition, and methods of resilience that Native societies have used to persevere over the centuries. These insights will be explored through texts, lectures, workshops, field trips, films, art, and literature. The program will explore how communities and nations can democratically prepare and practice for disasters, as Elaine Scarry describes in . Planners and activists can use emergency planning and response to increase awareness of ecological ways to prevent future disasters, the need to share resources among neighbors, and deepen lasting cooperation. In particular, climate change adaptation can be effectively used a reason to quickly make necessary changes for a healthier future that otherwise may take many more years to implement. Our inquiry will be conducted at the intersections of climate justice studies, Native studies, and geography. It will use varied research methodologies as tools of inquiry, including ethnographic interviews that establish narratives (storytelling), community mapping, film analysis, government document research, and case studies of disasters. Students will have the opportunity to participate in community emergency response training. | Zoltan Grossman Shangrila Wynn | Tue Tue Wed Fri Fri | Sophomore SO Junior JR Senior SR | Spring | Spring | ||||||
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Bruce Thompson
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | F 16 Fall | This course is intended as an overview of ceramic studio practices. Students will learn a variety of wheel-thrown and hand-built ceramic techniques including slip-casting and sprig mold making. Thematic projects are designed to aide students toward the development of an informed and personal style while gaining solid foundation skills in both functional and sculptural work. Critical analysis of resulting work will be scheduled through written observations and through group discussions. Demonstrations will introduce students to clay types, kiln firing methods, glazing and related surfacing techniques. Presentations on the history and contemporary application of ceramic arts will contextualize studio work. | Bruce Thompson | Mon | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||||
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Aisha Harrison
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | S 17Spring | In this class students will explore the sculptural and design potential of functional ceramic forms. Topics discussed will include elements of design, historical and cultural significances of functional forms, and integration of surface and form. Techniques will include wheel throwing, alteration of thrown forms, piecing parts to make complex or larger forms, and creating hand-built accoutrements. | Aisha Harrison | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||||
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Ceramics: Foundational Skills
cancelled
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | F 16 Fall | This is an introductory studio course in forming processes and surface options in ceramics. Students will learn the hand-building techniques of pinching, coil-building, slab-building, extruding, and get an introduction to wheel-throwing. Surfaces will include terra sigillata, stains, slips and low-fire glazes. We will also cover common ceramic terminology, materials, and firing techniques. | TBA | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | |||||||
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Hirsh Diamant and Tomoko Hirai Ulmer
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Program | FR–SRFreshmen–Senior | 8 | 08 | Evening and Weekend | F 16 Fall | W 17Winter | S 17Spring | This program will introduce the history, culture and philosophy of China and Japan. We will use the theme of the Silk Road in our examination of China as the heart of Asian civilization and Japan as a constant presence at the eastern end of the route. Our inquiry into Chinese and Japanese history will focus on periods in which foreign contacts were most influential, for example when Buddhism, along with tea, traveled the Silk Road to reach Japan. Japan embraced Chinese culture while modifying it to fit Japan’s political and cultural needs. Japanese language, literature and art cannot be discussed without Chinese influences. Japan is also a repository of both tangible and intangible Chinese culture, which has disappeared from China itself. For example, treasures from the Silk Road, as well as Tang Dynasty dance and music from the 8th century, still survive in Japan. Such a heritage has, in turn, helped produce a present day cultural renaissance in China. We will examine contemporary “Silk Roads” that incorporate new trends, technologies and aspirations. The program will also include discussions on Asian philosophies, including Daoism, Confucianism, Buddhism, Shintoism and their distinct time/space concepts. We will study the Chinese and Japanese ideographic languages and their embedded worldviews and sensitivities as expressed in poetry and literature, both classic and contemporary. In the Fall quarter we will study Chinese and Japanese history, along with important cultural concepts for understanding these two countries. In winter we shift our focus to a more thorough examination of both cultures. Students will take part in a three-day Lunar New Year celebration in early February. There will be an optional three-week study abroad trip to both China and Japan starting in Week 9 and extending into the spring break at an estimated cost of $3,500. During Spring quarter students will continue their focused studies through independent or group projects and will have an opportunity to connect their learning with the community. Other program activities include field trips to the Chinese and Japanese gardens in Portland, Oregon; calligraphy demonstrations and workshops, and studying Chinese tea culture and the Japanese tea ceremony. Students are strongly encouraged to take a Japanese or Chinese language course for four credits in addition to this program. | Hirsh Diamant Tomoko Hirai Ulmer | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | ||||
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Lin Crowley
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | F 16 Fall | This introductory Chinese course will emphasize the standard Chinese pronunciation and the building of useful vocabularies. Students with no or little prior experience will learn Chinese pinyin system and modern Mandarin Chinese through interactive practice and continuous small group activities. Learning activities may also include speaker presentations and field trips. Chinese history and culture will be included as it relates to each language lesson. | Lin Crowley | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||||
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Lin Crowley
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | W 17Winter | This introductory Chinese course will emphasize the standard Chinese pronunciation and the building of useful vocabularies. Students with no or little prior experience will learn Chinese pinyin system and modern Mandarin Chinese through interactive practice and continuous small group activities. Learning activities may also include speaker presentations and field trips. Chinese history and culture will be included as it relates to each language lesson. | Lin Crowley | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||||
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Lin Crowley
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | S 17Spring | This third course in the introductory Chinese series will emphasize the standard Chinese pronunciation and the building of useful vocabularies. Students with beginning Chinese experience will learn Chinese pinyin system and modern Mandarin Chinese through interactive practice and continuous small group activities. Learning activities may also include speaker presentations and field trips. Chinese history and culture will be included as it relates to each language lesson. | Lin Crowley | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||||
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Bill Arney and Rita Pougiales
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Program | FR–SRFreshmen–Senior | 16 | 16 | Day | S 17Spring | -a Celtic prayer trans. A Carmichael Often we feel we are individuals and the space between us and other individuals is empty, barren. But sometimes we say others give off a “vibe,” or that we have a “hunch” or an “intuition” about someone. We … something, something between us. Often though, we don’t trust our sensibilities and dismiss them as unreasonable or fanciful. In this program we will try to become sensible again — sensible to trust our senses, including our common sense, and approach them as a kind of knowledge not to be shrugged off as "just a feeling." We’ll enlist some bright people to help us understand how our sensibilities transcend our bodies and apprehend the spaces between us: Aristotle on the senses and on true friendship, monastics on community, philosophers Martha Nussbaum and Harry Frankfurt on love, theologian Karen Armstrong who offers us a distinction between two kinds of knowing — (what we apprehend empirically) and (what we perceive through our senses), anthropologists Kathryn Geurts and Rebecca Lester on the cultural origins of our sensibilities and the meaning we make of them, Irish poet John O’Donohue on , a peculiarly Celtic form of friendship, Martin Buber on education and the change in sensibility that happens when we think not in terms of separate I and It but in terms of the unitary I-You. In what ways would we live our lives differently if we recognize and bless the space between us? | Bill Arney Rita Pougiales | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | |||||||
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Savvina Chowdhury, Sarah Williams and Zoltan Grossman
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Program | FR–SRFreshmen–Senior | 16 | 16 | Day | F 16 Fall | W 17Winter | S 17Spring | This program examines how the capitalist drive to extract commodities stokes divisions among cultural communities and deepens their differences and conflicts, as well as how those communities can and have come together to defend common ground. In our inquiry we will use multiple disciplinary and interdisciplinary lenses, including political economy, geography, ethnic and racial studies, political science, sociology, political ecology, feminist economics, literature, and cultural studies.The program will explore the creative tension between particularism (which emphasizes the autonomy of different identities such as race, ethnicity, or religion) and universalism (which emphasizes unity around similar identities such as social class or the environment). The class will also examine the related interaction between corporate globalization from above (involving cultural homogenization and dividing communities) and grassroots globalization from below (stitching together place-based social movements and cultural communities).The program will review case studies where the quest to control commodities such as crops, minerals, energy, and labor contributes to ethnic, racial, or religious conflicts as well as cooperation. Fall quarter we will focus on North American cases, such as the origins of racial slavery and the white race in relation to early colonial tobacco plantations; treaty rights struggles of indigenous nations over access to fish and water; and the use of migrant labor from Latin America in fruit fields and orchards. We will review examples of conflicts that led to unlikely alliances between former enemies and redefined the meanings of commodities beyond mere economic purpose. Winter quarter we will compare and contrast North American case studies in other parts of the colonized world, such as the ethnic and sectarian conflicts that divide the oil-rich Middle East, the forested tribal territories of South Asia, and the heartland of corn and chocolate in Mexico. We will draw parallels between domestic and overseas resource wars generated by the same global capitalist systems and link processes of decolonization at home and abroad. We we examine how changing labor markets have shifted gender roles and relations. Spring quarter students will embark on in-program internships, field studies, or research and service projects to apply their skills and knowledge, focusing on our local Pacific Northwest region or a location of a student's choice. In general the program will stress community-based learning both within and outside the walls of academia through group work and the use of field trips, field work, guest speakers, and visual depictions of people and places. Students will also participate in workshops on social movement tactics, community engagement, humor, cultural respect, counter-mapping, and social media. | Savvina Chowdhury Sarah Williams Zoltan Grossman | Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | ||||
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Stephen Buxbaum
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Program | JR–SRJunior–Senior | 8 | 08 | Weekend | F 16 Fall | W 17Winter | S 17Spring | The purpose of this three-quarter program is to help students develop the skills needed to assess their communities, capture their observations, and articulate them in a useful form. Students will work to improve their skills in critical thinking, research methods, analytical reading and writing, and understanding across differences of socio-economic class, race and ethnicity. This program will support students pursuing advanced degrees or careers in the field of education, government and non-profit service organizations.Students will work in teams as they learn research skills, participate in field activities, and keep a record of their progress through a variety of assignments, such as mapping, journaling, oral histories, and data analysis. One of the primary objectives of this program will be to give back to the communities we are studying by adding to historical internet archives, creating photo journals, stories, poems and published articles.Our contextual focus will be the formation of communities in the “Harbor” – generally speaking the geographic region that is connected to the communities of Aberdeen, Cosmopolis and Hoquiam. Special emphasis will be given to how communities met their need for housing – from the settlement period through to current day challenges of creating affordable housing and meeting the needs of seniors, special needs populations and the homeless.The communities of the Harbor will be our learning laboratory for our investigation into what makes communities work. We will use a multidisciplinary approach in the examination of how these communities evolved and the role that the private, public and non-profit sectors played in the development of housing as the region grew and developed.Our examination of the history of the region will seek out answers to how past events inform the current issues in housing and community development policy that the Grays Harbor region is facing now and in the future. Students will learn how to work with primary source material and conduct research as a means of learning skills that are transferable to a broad range of social science disciplines.Fall quarter will focus on settlement years through WWI. Students will learn primary source research skills as they collect information about the early development of the Harbor Region with a focus on natural resources based industries and meeting the needs of a growing labor force and diverse immigrant populations.Winter quarter will focus on growth of federal and state housing programs during the boom and bust years of 1920s through 1980. Students will explore how housing programs were created as part of the welfare state of this period and examine their success and shortcomings based on research of how programs, projects and services were implemented in the Harbor Region.Spring quarter will look at current housing challenges in the Harbor Region including an examination of issues related to affordability, homelessness and innovative approaches to meeting the needs of communities that are gripped by change influenced by local, state, national and international forces. | Stephen Buxbaum | Sat | Junior JR Senior SR | Fall | Fall Winter Spring | ||||
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Joli Sandoz and Karen Hogan
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Program | FR–SRFreshmen–Senior | 12 | 12 | Evening and Weekend | F 16 Fall | Olympia's Capitol Lake will serve as a lens to focus an exploration of ecological and human stress and their interaction. Along the way, we will develop our own capacities to explore, influence and adapt to change. Program participants will have multiple opportunities to develop the habits of mind of analytic, creative, and resilient thinkers, and of expository and reflective writers. These questions will anchor our work: What is resilience in ecological and human communities? How are stress and resilience intertwined? And what capacities of ecological systems, and what capacities of individual and collective human mind and action, bring resilience forth from stress?Students will participate in a full-day field trip (7 am to 7 pm) to Mt. St. Helens on the first Saturday of the quarter, to observe a well-known example of ecological/human interaction, and to begin to examine concepts of stress and resilience. Trips to Capitol Lake (near downtown Olympia), labs, and additional interactive learning activities as well as research and writing assignments will make up the bulk of our work. Credit will be awarded in biology and personal and community resilience. This is the first of a Community Resilience Series that will engage personal and communal resilience from three differing perspectives. Students who enroll for more than one quarter may carry over final project work if they choose to do so, in order to broaden or deepen their investigation of a specific relevant topic. Strong emphasis on effective thinking and clear communication will thread through all work in each class in the series. Students new to the series are welcome each quarter, although required class standing at entry into the series will change from freshman and above in Fall, to sophomore-senior in Winter, and junior-senior in Spring. Freshman and Sophomores who begin the series in Fall are welcome to continue through Spring quarter. All participants during the year will complete at least one common reading in order to come to shared understanding of key ideas. | Joli Sandoz Karen Hogan | Wed Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||||
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Joli Sandoz and Wenhong Wang
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Program | JR–SRJunior–Senior | 8 | 08 | Evening and Weekend | S 17Spring | is a program about thriving in the midst of potentially catastrophic shifts. We will be thinking and talking from the perspectives of sociology and community studies along several lines of inquiry:Several of our program “texts” will be serious games, learning activities through which we can explore issues and develop abilities necessary to effectively engage “wicked” problems (complex problems without an endpoint, which evolve and take new directions over time). Game-based learning fosters skills in collaboration, analytical thinking, decision making, and strategic innovation – capacities vital to community resilience. Please note that our work will address equity aspects of community organization, environmental issues, and social transformation. This program is not a science-based investigation into global warming, or an investigation of environmental science. Community Resilience: Social Equity and Environmental Issues | Joli Sandoz Wenhong Wang | Wed Wed Wed Sat Sat Sat | Junior JR Senior SR | Spring | Spring | ||||||
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Joli Sandoz
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Program | SO–SRSophomore–Senior | 8 | 08 | Evening and Weekend | W 17Winter | Our attention in will center on women transforming the world in a variety of ways, and on exploring our own efforts and plans to join with them in this work. We’ll focus primarily on the various feminist and womanist movements of the 1970s and the 2010s, from the perspective of what women and men have written about their experiences of organizing and acting for equity. An introduction to public policy and its role in shaping possibilities, and to policy as a tool for making change in local communities, will provide context for our considerations. Program texts will be drawn from four types of writing: history, poetry, creative nonfiction (factual writing combining accounts of personal experience with more abstract thought), and the prose of public policies. Feminist workers for change have long relied on the middle two genres as a way to educate an important aspect of their readers’ “imaginary”: that capacity that allows us individually and collectively to acknowledge where we stand in the world, and to see our way beyond. The fourth genre, public policy, is an important locus of women’s and men’s work for social change – one guide for, and path of, action. Participants in this program will have multiple opportunities to develop the habits of mind of analytic, creative, and resilient thinkers who work with others to create life-affirming choices. Skills in research, in clear and thoughtful speaking and writing, and in cultivating a culture of resilience and community-building across the significant differences apparent in any community will be essential components of our work together. Credit will be awarded in U.S. history, women's studies, and writing. Community Resilience: Women Making Change | Joli Sandoz | Wed Sat | Sophomore SO Junior JR Senior SR | Winter | Winter | ||||||
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Sheryl Shulman, Richard Weiss and Neal Nelson
Signature Required:
Winter
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Program | SO–SRSophomore–Senior | 16 | 16 | Day | F 16 Fall | W 17Winter | This program will explore what computers can do, how we get them to do it, and what they can't do. It is designed for advanced computer science students and students with an interest in both mathematics and computer science. The program covers topics in formal computer languages, computability theory, artificial intelligence, and programming language design and implementation. Students will also study a functional programming language, Haskell, learn the theoretical basis of programming languages, and do an in-depth comparison of properties and capabilities of languages in the four primary programming paradigms: functional, logic, imperative, and object-oriented.These topics are offered in four distinct threads. The Formal Languages thread will cover the theoretical basis of language definitions, concluding with a study of what is computable. The Artificial Intelligence thread will cover machine learning and techniques for building intelligent programs. The Functional Language thread covers advanced programming techniques using the programming language Haskell. The Programming Language thread covers both the theoretical basis and practical implementation of programming languages. Students will have a project opportunity to implement an interpreter for a small programming language. | Sheryl Shulman Richard Weiss Neal Nelson | Sophomore SO Junior JR Senior SR | Fall | Fall Winter | ||||||
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Richard Weiss, Neal Nelson, Adam King and Brian Walter
Signature Required:
Winter
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Program | FR–SRFreshmen–Senior | 16 | 16 | Day | F 16 Fall | W 17Winter | In this program students will have the opportunity to learn intellectual concepts and skills essential for advanced work in computer science and beneficial for computing work supporting other disciplines. Students will achieve a deeper understanding of increasingly complex computing systems by acquiring knowledge and skills in mathematical abstraction, problem-solving, and the organization, and analysis of hardware and software systems. The program covers material such as algorithms, data structures, computer organization and architecture, logic, discrete mathematics, and programming in the context of the liberal arts and compatible with model curriculum developed by the Association for Computing Machinery's Liberal Arts Computer Science Consortium.Program content will be organized around four interwoven themes. The computational organization theme covers concepts and structures of computing systems from digital logic to the computer architecture supporting high-level languages and operating systems. The programming theme concentrates on learning how to design and code computer programs to solve problems. The mathematical theme helps develop mathematical reasoning, theoretical abstractions, and problem-solving skills needed for computer scientists. A technology and society theme explores social, historical, or philosophical topics related to science and technology. | Richard Weiss Neal Nelson Adam King Brian Walter | Mon Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||||
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Richard Weiss and Jon Baumunk
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Program | SO–SRSophomore–Senior | 16 | 16 | Day | S 17Spring | This project-oriented program for intermediate and advanced computer science students will weave together the theory and practice of two cross-cutting topics in computer science, pattern analysis, and modeling in the context of The overriding question of the program is how pattern analysis and modeling, broadly defined, advance the natural and physical sciences. The program will meet for lectures, seminar, workshops, and labs. Particularly in seminar, students will share responsibility for presenting and discussing concepts from the readings and lectures. In addition to seminar and lecture, the program will have two disciplinary components and a project. The disciplinary components will focus on: 1) data mining, machine learning, and pattern recognition and 2) statistics, modeling, and visualization. Students will also be expected to apply the computing sub-discipline of their choice to a research paper, or a programming or statistics project, and present their work orally and in written reports. To facilitate projects, faculty will organize small affinity groups that meet twice weekly (once with a faculty adviser) to discuss progress and questions. Projects will begin with a proposal and bibliography, and should be either small enough in scope to be completed in one quarter or a self-contained part of a larger project. While faculty will encourage project work in areas related to program themes (data mining, machine learning, database systems, data visualization—especially visual analytics—networking, security, algorithmic complexity), they will approve other well-defined and promising projects that have a significant computer science or programming component. Projects can be either individual or small group.This program aims to give students from Computability and Computer Science Foundations opportunities to continue work begun in those programs. Students who have taken Computability will be expected to complete more advanced work to earn upper-division credit. | Richard Weiss Jon Baumunk | Mon Tue Wed Thu Thu | Sophomore SO Junior JR Senior SR | Spring | Spring | ||||||
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Concert Band- at SPSCC
cancelled
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Course | FR–SRFreshmen–Senior | 2 | 02 | Evening | F 16 Fall | Students in this course will perform a variety of band literature from classic Sousa marches to modern compositions. It is open to all students with proficiency on woodwind brass and percussion instruments. Previous band experience recommended.This class meets at South Puget Sound Community College, 2011 Mottman Road, SW, Olympia, WA 98512, Building 21, room 253. | TBA | Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | |||||||
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Donald Middendorf and Seytalia Selter
Signature Required:
Winter
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Program | SO–SRSophomore–Senior | 16 | 16 | Day | F 16 Fall | W 17Winter | In this interdisciplinary program, we will focus on advanced topics in consciousness studies and the psychology of dreams. We’ll explore consciousness by examining dreams and personal belief systems using both scientific research and first-person experience. We’ll explore dynamics of the psyche by examining the following questions. What is the psyche, what is consciousness, and what are their properties and dynamics? Are there different types of consciousness? What is the relationship between unconscious and conscious mental processes? What is the relationship among the conscious, unconscious, and personal beliefs in constructing our sense of self and our experience individually and en masse? Fall quarter we’ll consider consciousness and dreams from a variety of viewpoints. In addition to the third-person approach of our texts and lectures, students will explore the topics by keeping structured journals of their first-person experiences and dreams. Winter quarter we’ll continue with a more in-depth analysis of these topics and the role of beliefs in perception and experience. There will be a substantial individual research component winter quarter culminating in a presentation to the class.The work will be challenging intellectually and personally. Students will be expected to keep a detailed log of their work and expect to document working efficiently for a minimum of 48 hours each week, including class time. Students should be willing to study details of empirical research of conscious and unconscious processes as well as be willing to explore their personal beliefs in a variety of areas and in both personal and group activities. | Donald Middendorf Seytalia Selter | Tue Thu Fri | Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||||
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Jehrin Alexandria
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Course | FR–SRFreshmen–Senior | 2 | 02 | Weekend | S 17Spring | In this course, students will learn fundamentals of ballet and gain greater physical flexibility and coordination. In addition, we will practice developmental movement therapy, Beamish BodyMind Balancing Floorbarre and visualization exercises. We will use them to achieve heightened awareness of self through movement both in and outside class. Students will need ballet slippers. | Jehrin Alexandria | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||||
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Jehrin Alexandria
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Course | FR–SRFreshmen–Senior | 2 | 02 | Weekend | F 16 Fall | Jehrin Alexandria | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | |||||||
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Jehrin Alexandria
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Course | FR–SRFreshmen–Senior | 2 | 02 | Evening | F 16 Fall | Jehrin Alexandria | Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | |||||||
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Jehrin Alexandria
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Course | FR–SRFreshmen–Senior | 2 | 02 | Evening | S 17Spring | In this course, students will learn fundamentals of ballet and gain greater physical flexibility and coordination. In addition, we will practice developmental movement therapy, Beamish BodyMind Balancing Floorbarre and visualization exercises. Students will learn to apply these techniques to achieve heightened awareness of self through movement both in and outside class. | Jehrin Alexandria | Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||||
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TBA
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Course | FR–JRFreshmen–Junior | 4 | 04 | Evening | W 17Winter | For new and returning students, this class is designed to help develop the knowledge, skills and confidence to be successful in your college experience. There are many kinds of academic learning and many ways of knowing. Students will have to make sense of lectures, discussions, literature, and research, all of which involve different approaches to learning. This course is designed to help you discover a pathway toward reading, writing and discussing critical issues relevant to your complex worlds. Students will examine how to increase their understanding and knowledge in relation to Evergreen's Five Foci (Interdisciplinary Study, Collaborative Learning, Learning Across Significant Differences, Personal Engagement, and Linking Theory with Practical Applications) as well as charting a course for a liberal arts degree that links career goals with lifelong learning. | TBA | Tue | Freshmen FR Sophomore SO Junior JR | Winter | Winter | ||||||
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TBA
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Course | FR–JRFreshmen–Junior | 4 | 04 | Evening | S 17Spring | What do you hope to gain from being in college? What will it take for you to succeed here? This 4-credit class is an opportunity for beginning and returning students to think deeply about their education, to develop skills that contribute to college success, and to chart a path toward career goals and life-long learning. We will begin by investigating the history and function of the Liberal Arts in society, with special attention given to the Five Foci of an Evergreen Education (Interdisciplinary Study, Collaborative Learning, Learning Across Significant Differences, Personal Engagement, and Linking Theory with Practice). In the process of our investigation, students will work to strengthen their academic reading, writing, note-taking, speaking, and critical reasoning skills. Students will identify areas of particular academic interest and need, and they’ll develop strategies to meet those learning goals in the future. | TBA | Freshmen FR Sophomore SO Junior JR | Spring | Spring | |||||||
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Stephen Beck
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Course | FR–JRFreshmen–Junior | 4 | 04 | Evening | F 16 Fall | Stephen Beck | Tue | Freshmen FR Sophomore SO Junior JR | Fall | Fall | |||||||
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Lester Krupp
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Course | FR–JRFreshmen–Junior | 4 | 04 | Evening | F 16 Fall | Lester Krupp | Thu | Freshmen FR Sophomore SO Junior JR | Fall | Fall | |||||||
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Rebecca Chamberlain and Allen Mauney
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Program | FR–SRFreshmen–Senior | 8 | 08 | Evening and Weekend | F 16 Fall | W 17Winter | S 17Spring | During this year-long program, we will cultivate a sense of wonder as we explore our place in the universe. Through a study of astronomy and cosmology, science and story, intellect and imagination, we will develop tools to understand the nature of our world—from human through astronomical scales—as we study critical and creative models of thinking in the sciences and humanities, including language, literature, myth, history, philosophy, mathematics, sustainability, education, and the arts How do diverse cultures and disciplines express a relationship to the cosmos as they ask foundational questions: “Who are we?” “Why are we here?” and “What difference does it make?” As we follow the historic development of astronomical ideas--from prehistory to contemporary cosmological theories—we will consider scientific, literary, mythological, alchemical, and ecological systems of thought that reveal cycles of transformation and change. Through embracing the tools of science and story, we will deepen our understanding about the evolution of the cosmos, life on earth, and the evolutionary and ecological challenges of sustainability that face the world today.Through workshops and observations, participants will combine theory and practice as they analyze various models. They will make quantitative inquiries into the nature and origin of physical phenomena as they explore various narratives about the natural world. They will develop critical and creative writing skills, along with the ability to analyze diverse poetic, literary, cultural, and philosophic texts and traditions.Over the year, students will learn to use binoculars and telescopes to do field-studies and identify stars, planets, constellations, and other astronomical phenomena. We will take field trips to a planetarium, science center, or observatory. Students will use virtual technologies and software to simulate the night sky, navigate star charts, and plan stargazing explorations.There are no science prerequisites to enter this program. We will develop all scientific topics from the ground up. By the end of the program students will precisely describe and explain the motion of objects in the solar system, stellar evolution, the creation of the building blocks of the material world, modern theories of the origin of the universe, and the connection between science, wisdom, sustainability, and the future. Fall: Celestial MotionsIn the fall, we will explore celestial motions. We will ask, what is the relationship between earth and sky, time and space? We will look at different calendars and explore cycles and seasons; we will learn about the ecliptic, fixed stars, the zodiac, solar and lunar motion, and how and when eclipses occur. We will study classic and cross-cultural star lore, literature and essays that explore the human connection between earth and sky, and investigate ancient cultures and archeo-astronomy. Students will tell star stories and create their own star maps based on qualitative and quantitative information. Students will work in teams to do research and create virtual planetarium programs or other projects. Winter: Stellar Evolution and TransformationIn the winter, we will deepen our understanding of cosmology as we learn about stellar and solar evolution, cosmic cycles of transformation and change, and the building blocks of the cosmos. We will investigate the history of scientific thought, medieval alchemical traditions, and solar cosmologies from the Salish Star Child myth to ancient Vedas. Students will read and write poetic and fictional works related to astronomy, complete a research project and paper, and will create an artistic project, such as a Cornell Box, based on the alchemical symbols and art, or other course themes. Spring: Big Bang--Science, Wisdom, and The FutureIn the spring we will deepen our understanding through exploring theories about relativity, the Big Bang, cosmic evolution, life on earth, the search for extraterrestrial life, and other cosmic quandaries. We will study creation stories and myths, and a variety of writers exploring the relationship between science, wisdom, and the future. Bringing our studies back to earth, and evolutionary processes, we will study sustainability and global warming from both a planetary and ethical point of view, connecting astronomy to cultural, ecological, and social justice issues. Students will develop educational or research projects that they can present at Science Circus, or other public venues. They will continue to develop their star-finding skills, after class in the evenings, and will learn to give public star hunts and presentations about the upcoming eclipse in the summer of 2017. | Rebecca Chamberlain Allen Mauney | Mon Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | ||||
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Nancy Murray and Sara Rose
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Program | FR–SRFreshmen–Senior | 16 | 16 | Day | W 17Winter | Neuroscience continues to be one of the fastest growing areas of biology and is at the cutting edge of technical and conceptual advances in the life sciences. If you want to know how animals (including humans) touch, hear, see, smell, and remember things, then you need to study ions, molecules, cells, neural networks, brain structure and behavior. We will first learn about the function of the brain’s cellular computers: neurons. We will learn how neurons differ from other cells, how they generate electrical signals, and how they communicate with one another via synapses. We will then investigate how neurons cooperate in circuits by studying five sensory systems: vision, touch, hearing, taste and smell. Cellular and molecular mechanisms will be emphasized alongside the physics and mathematics of neurobiology. In the mathematics workshops we will study linear, exponential, rational, and logarithmic functions using a problem-solving approach to college algebra. Collaborative learning will be emphasized. A graphing calculator is required. Strong emphasis will be placed on developing students' quantitative skills in order that they be prepared to undertake future scientific programs.Our learning goals will include development of analytical and critical thinking, quantitative reasoning, reading, and writing skills. Weekly activities will include lectures, presentations, labs, workshops, and seminars. Students will be required to submit weekly homework assignments, lab and workshop reports, and seminar papers and to contribute actively to the learning community. Students who successfully complete the math portion of the program will receive six credits of Algebraic Thinking for Science and be prepared for precalculus I. | Nancy Murray Sara Rose | Mon Mon Wed Thu Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||||
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Nancy Murray and Sara Rose
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Program | FR–SRFreshmen–Senior | 16 | 16 | Day | S 17Spring | Neuroscience continues to be one of the fastest growing areas of biology and is at the cutting edge of technical and conceptual advances in the life sciences. If you want to know how animals (including humans) touch, hear, see, smell, and remember things, then you need to study ions, molecules, cells, neural networks, brain structure and behavior. We will first learn about the function of the brain’s cellular computers: neurons. We will learn how neurons differ from other cells, how they generate electrical signals, and how they communicate with one another via synapses. We will then investigate how neurons cooperate in circuits by studying five sensory systems: vision, touch, hearing, taste and smell. Cellular and molecular mechanisms will be emphasized alongside the physics and mathematics of neurobiology. In the mathematics workshops we will study linear, exponential, rational, and logarithmic functions using a problem-solving approach to college algebra. Collaborative learning will be emphasized. A graphing calculator is required. Strong emphasis will be placed on developing students' quantitative skills in order that they be prepared to undertake future scientific programs.Our learning goals will include development of analytical and critical thinking, quantitative reasoning, reading, and writing skills. Weekly activities will include lectures, presentations, labs, workshops, and seminars. Students will be required to submit weekly homework assignments, lab and workshop reports, and seminar papers and to contribute actively to the learning community. Students who successfully complete the math portion of the program will receive six credits of Algebraic Thinking for Science and be prepared for precalculus I. | Nancy Murray Sara Rose | Mon Mon Wed Thu Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||||
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Anne de Marcken (Forbes)
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Program | JR–SRJunior–Senior | 16 | 16 | Day | F 16 Fall | W 17Winter | Over the course of two quarters, students will generate a body of creative work in text, moving image, and audio, engaging in a process-based interrogation of the relationships between form and content. Working iteratively, students will radically adapt their work in response to successive formal constraints designed to catalyze leaps of imagination, to inspire rigorous critical inquiry, to cultivate a deeper connection to individual voice, and to introduce a variety of creative forms and practices.Program participants will learn about and develop skill with the elements of narrative, lyrical and time-based discourse through workshops, presentations, seminar, screenings, critique, and through iterative critical and creative writing assignments. Participants will experiment with different ways of engaging their work independently and as a community of artists: developing a sustaining creative practice, building and participating in an online community, and going away together for extended creative retreats.Texts and assignments will facilitate deeper awareness of the relationship between critical and creative thought and practice. There will be a strong emphasis on writers and artists whose perspectives and work exist in the borderlands of identity, genre, and discipline. Authors and media artists currently being considered for the program reading list include Claudia Rankine, Lia Purpura, Bhanu Kapil, Susan Howe, Teresa Hak Kyung Cha, Pipilotti Rist, Laurie Simmons and others. | Anne de Marcken (Forbes) | Mon Wed Thu | Junior JR Senior SR | Fall | Fall Winter | |||||
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Jeanne Hahn and Paul McMillin
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Program | SO–SRSophomore–Senior | 16 | 16 | Day | W 17Winter | This program will investigate four periods of crisis and transformation in the US, focusing on their impact on political economy, social movements, and the media. While crises are often seen as "rough times" unexpectedly and temporarily interrupting what is taken as a "normal" aspect of progress, we will study them as aspects of fundamental change and restructuring which result in opportunities for some and reversals for others, often setting in motion a new political-economic trajectory.For many, the economic and political crisis of the past decade was their first experience with a relatively sudden and severe economic downturn in which political priorities are restructured and outcomes uncertain. Similarly, for many, 2011-12’s Occupy was their first experience of a mass opposition movement. Yet these were not new phenomena in the US. We will place our current crisis in historical and theoretical context through the examination of four major periods of political-economic crisis and transformation. Two periods are well known; our current crisis and the deep depression that bridged the close of World War I to the opening of World War II. Another largely forgotten period is the "Great Depression" of the late 19th century, out of which emerged a "modern" industrialized United States. Additionally, we will investigate the first period of crisis, spanning the end of the revolutionary war through the ratification of the Constitution. Each period was characterized by economic crisis and social upheaval, raising new political-economic possibilities and closing off others, ultimately resulting in a transformation of US capitalism.We will also address the crisis of US journalism, providing theoretical and historical context by looking at the way critical junctures in the evolution of the media (involving print journalism, telegraph, radio, and internet) coincided or not with the major crises of capitalism. We will pay special attention to how and when the media served the interests of the powerful, and how and when the media served the interests of social movements. | Jeanne Hahn Paul McMillin | Sophomore SO Junior JR Senior SR | Winter | Winter | |||||||
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Stephen Beck
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | W 17Winter | Stephen Beck | Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | |||||||
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Michelle Aguilar-Wells
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Program | FR–SOFreshmen–Sophomore | 16 | 16 | Day | S 17Spring | This introductory program uses film that revolves around complex issues found in society and that may offer different perspectives on human and societal behavior. Students will view and analyze popular and documentary films that include the topical areas of race relations, corporate influence and impacts, LGBTQ community issues, gender study, and student selected topics. Films may include: Crash, Milk, American History X, Wall Street, Grand Torino, Blackfish, Traffic, Missrepresentation, and How to Survive a Plague. Students will review critiques of the films, participate in seminars, use organizing techniques to identify concepts, review competing and historical perspectives, and study foundational books. In addition, students will begin to understand the roots of social and activist movements. Students will produce reflections, comparative analyses, a substantial research paper on the topic of their choice, deep reflective questions regarding the films, and research work associated with each film category. Students will produce a short introductory film within the framework of their research topic. They will understand the meaning of social consciousness and the value of significant dialogue. Students should be prepared to enter into difficult discussions with civility and respect and are expected to critically examine their own beliefs in light of differing perspectives. Students have the opportunity to earn credit in political science, critical thought, social consciousness, media studies, or social justice. : students in this program be prepared to view films that offer controversial, uncomfortable, emotional or trigger subject matter, and may be rated R. Students need to be able to access assigned films on sites such as Netflix or Amazon. | Michelle Aguilar-Wells | Freshmen FR Sophomore SO | Spring | Spring | |||||||
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Laura Citrin and Lori Blewett
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Program | FR–SOFreshmen–Sophomore | 16 | 16 | Day | S 17Spring | How does culture matter? How is our sense of self and others culturally situated? This program will attempt to answer these questions through the study of cultural psychology and cross-cultural communication. Exchange students from Daejeon University in Korea will join Evergreen students in this program to engage in a cross-cultural examination of social/cultural norms, values, and practices. Our studies will focus on culture in relation to ideological values (including ideas about gender, family, body aesthetics, community, work, and education), language and perception, nonverbal communication including use of space, emotional experience and expression including cultural “feeling rules,” ritual including meanings and social functions, and cognition including judgment and decision-making. We will draw primarily on cross-cultural communication and psychology literature but include some study of cultural, historical, and political/economic material in order to deepen our understanding of cultural contexts.Evergreen students will learn basic introductory language skills in Korean reading, writing, and speaking. They will also learn useful communication strategies for helping Korean speakers improve English language skills. All students will work on increasing their intercultural competence as we exchange ideas and cultural practices, taste each other’s favorite foods, interact with local Korean immigrant communities, watch U.S. and Korean films, and interview each other on thematic interests of cultural difference and similarity. In addition to engaging in reading, writing, and research assignments, students will collectively produce audio recordings on cross-cultural themes for possible broadcast on local community radio. | Laura Citrin Lori Blewett | Tue Wed Fri | Freshmen FR Sophomore SO | Spring | Spring | ||||||
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Evan Blackwell and Ruth Hayes
Signature Required:
Fall Winter Spring
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Program | JR–SRJunior–Senior | 16 | 16 | Day | F 16 Fall | W 17Winter | S 17Spring | This program offers students ready for intensive full-time work in the theory and practice of visual and/or media arts opportunities to pursue year-long individual or collaborative capstone projects. This advanced program is designed for students with a broad interdisciplinary background in the liberal arts and significant in-depth studies in one or more of the visual or media arts. These may include 2-D practices such as drawing, painting, printmaking, photography; 3-D design or sculpture; installation or performance; video, film or animation; digital or interactive arts; and sound design. Students with a significant background in media theory or art history and who wish to deepen their studies to include an arts-based practice or academic project, such as museum studies or curatorial practices, or an arts-related internship are also welcome.Building on perspectives and approaches developed in Mediaworks or Studio Projects (or equivalent visual or media arts foundation programs), and prior interdisciplinary program work, students will pursue research agendas, share their findings in presentations, develop projects based on that research and practice skills in conceptual design and project planning. They will work intensively together, producing a significant body of thematic work in the context of a supportive, critical, and creative learning community. Students may develop projects in a wide range of media and media forms to investigate an even wider range of themes and questions. Students will engage in reading, reflective and theoretical writing, rigorous weekly critiques, targeted technical skill workshops, and professional development opportunities for those contemplating graduate school or post-college careers in media and/or visual arts related fields. Throughout the year, they will attend frequent presentations by visiting artists and scholars to broaden their fluency with themes and concerns of contemporary arts and culture.In fall, students will engage in a series of generative, conceptual design exercises and research activities to define the direction of their work for the year and expand their facility with technologies, materials, and creative approaches. Students whose backgrounds are primarily in the media arts will have opportunities to expand their visual arts technical skills, specifically in sculpture, ceramics, and 3-D design. Students whose training is primarily in the visual arts will gain skills in animation and other time-based forms. Fall quarter will include an overnight, off-campus retreat.In winter, the focus shifts from concept development to practice and production. Work-in-progress critiques will be central as students engage in regular critical analysis of one another’s creative work. Students will also collaborate on short research projects about contemporary artists who have attempted to push the technological and conceptual boundaries of the visual or media arts. During spring, student will complete their projects, engage further in extensive critiques, produce a public exhibition of their works, and develop a professional portfolio and related documents. | Evan Blackwell Ruth Hayes | Junior JR Senior SR | Fall | Fall Winter Spring | |||||
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Cynthia Kennedy and Robert Esposito
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Program | FR–SRFreshmen–Senior | 16 | 16 | Day | F 16 Fall | W 17Winter | S 17Spring | Every sensation, emotion, thought, and movement we experience, we experience in and through our bodies. This year-long program explores how we fully know and express ourselves and our world through the study and practice of authentic movement, music, drawing, writing, and dance. We will examine the formal components of movement through study of experiential anatomy and kinesiology while also exploring the subjective dimensions of experience using instruments and theories of psychology, existential phenomenology, Gestalt, art history, and movement forms such as Open Floor, Authentic Movement, and modern dance technique, improvisation, composition, and performance.The first quarter will address foundational and historical roots of somatic psychology, dance, and fine art and introduce practical methods for working with and composing movement, drawing, music, and writing. Through progressively integrated classes in these expressive arts, we will learn concrete methods for accessing the body's wisdom, beauty, and wholeness. In the second quarter, students play freely with basic theories, principles, and methods for creating original work with personal and social meaning and value. Together we will learn how emotions and thoughts live in the body, and how movement reveals and expresses what we think, feel, sense, and know. Working individually and in groups we will discover how personal decisions and actions affect the group and build holistic communities. Spring quarter integrates learning from fall and winter, linking theory with unique creative applications. Students take the lead in creating, organizing, and performing original multimedia art and performance rituals, and present culminating reports and papers.Throughout the year the program will work with multiple forms of intelligence, somatic practices, and integrative expressive arts approaches to learning. Students will explore practices of movement (such as dance or yoga), writing, drawing, and theater in order to cultivate the senses as well as the imagination and powers of expression. These practices will help us understand the deeper aspects of the human experience, which are the source of self-leadership, intentional living, and positive change. Students will also investigate the relationship between inner transformation and social change through engagement in community service.Come join us! | Cynthia Kennedy Robert Esposito | Mon Tue Wed Thu Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | ||||
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Rebecca Sunderman, Amy Cook and Kabby Mitchell
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Program | FR–SOFreshmen–Sophomore | 16 | 16 | Day | W 17Winter | S 17Spring | Our bodies are always moving. Even when you are sitting absolutely still, there is movement throughout your body — the pumping of your heart, the flow of blood through your blood vessels, and a continuous vibration of the molecules that make up your body. In this program we will explore dance from the perspectives of culture, physiology, and introductory chemistry. We will explore properties in chemistry connected to movement (conductivity, molecular vibrations, energy, reactivity, and solubility) and study how chemicals both construct and move within the human body. Students will become in tune with their bodies through movement and dance workshops and scientific studies of the anatomy and physiology of the human body. We will examine and perform dance, not simply within categories like ballet or modern, but from a broader perspective of movement and culture.Winter quarter we will begin to examine the molecular, anatomical, and physiological basis of dance and other demanding activities. Through labs and lectures we will gain an understanding of how these systems function to allow us to do anything from walking across the street to performing the complex movements of dance. Concepts from introductory biology will be reinforced in dance workshops and students will be encouraged to learn through paying attention to what is happening in their own bodies. Students will begin to develop an understanding of the dance community and how it fits into a larger social and community context. Some time will also be spent unpacking issues of privilege, stereotypes, and accessibility in the fields of dance, chemistry, and biology.This model of the culture of dance will continue to be refined in spring through readings and other texts, including film and performances. We will continue to explore the physiology and molecular biology behind dance and discuss nutrition in the context of exercise physiology and dance. We will also explore the idea of dance in other animals. Spring quarter students will work on a group project that brings together various threads of the program and which will culminate in a final presentation and performance.We will explore these topics through seminar assignments, exams and quizzes, reflective writing, laboratory experiments, movement workshops, and a group choreography assignment. No previous experience in dance, biology, or chemistry is required. | Rebecca Sunderman Amy Cook Kabby Mitchell | Mon Tue Wed Thu | Freshmen FR Sophomore SO | Winter | Winter Spring | |||||
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Frances V. Rains and Rebecca Sunderman
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Program | FR–SRFreshmen–Senior | 16 | 16 | Day | F 16 Fall | This introductory program brings together a variety of climate and energy issues occurring on Native American homelands. Students will explore the science and ethics of energy production and consumption, the environmental impacts of energy, and topics in alternative energy. For example, we will investigate impacts of hydropower on Native communities and cultures while learning the science associated with this energy source. Students will also examine contemporary Native American struggles to resist cultural and environmental devastation to their communities and their efforts to affirm tribal sovereignty and indigenous knowledge. Students will gain a solid understanding of both the science of energy and Native American tribal sovereignty in order to fully comprehend these issues. We will approach our learning through a variety of modes, including hands-on labs, lectures, workshops, field trips, group work, research papers, and weekly seminars on a variety of related topics. | Frances V. Rains Rebecca Sunderman | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | |||||||
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TBD and Stacey Davis
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Program | JR–SRJunior–Senior | 16 | 16 | Day | F 16 Fall | W 17Winter | S 17Spring | How have deviance and crime been viewed differently in societies over time, and how have punishments for deviance and criminal behavior varied by society and historical period?This program will engage in historical and sociological studies of deviance, crime, and punishment. Our studies will primarily entail a comparison of contemporary American and Western European societies with their historical roots from the 16th century to the present. We will examine themes of power, social control, surveillance, and resistance as they relate to the evolving social definitions of deviance, crime, and punishment. Within these overarching themes, we will consider topics such as crime waves, hysteria, identities, bodies, prostitution, witchcraft, genetic determinism, and the media sensationalization of crime.This program involves extensive student-initiated studies, and students will learn how to conduct historical and sociological research on a topic of their choice. During the 10-week period spanning the second half of winter quarter and the first half of spring quarter, students will have the option of pursuing their independent research interests or participating in an internship for up to 40 hours a week, the equivalent of 16 credits. During this time, students will communicate electronically with faculty and peers to discuss their learning, and students working locally may meet with faculty and peers every other week for seminar discussions.Students will return to the classroom in the middle of spring quarter to reflect on, critically examine, and integrate their fall quarter theoretical and methodological learning with their winter and spring quarter research or practical experience. The major project this quarter for interns will be a synthesis paper that details this integration. Research students will produce a research paper that represents a culmination of their best writing and thinking abilities.Our studies will be grounded in sociology and history, but will turn to other fields, including anthropology, biology, law, and media studies, to enrich our understandings of deviance, crime, and punishment. Throughout the year students will engage in seminars, films, workshops, fieldwork exercises, writing, and research projects designed to deepen their knowledge and apply theory to real-world situations. | TBD Stacey Davis | Junior JR Senior SR | Fall | Fall Winter | |||||
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Krishna Chowdary and Vauhn Foster-Grahler
Signature Required:
Fall
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Course | SO–SRSophomore–Senior | 4 | 04 | Day | F 16 Fall | The full-time program covers Differential Equations and Multivariable & Vector Calculus (in fall) and Linear Algebra (in winter), all at the upper division science level. Each of these subjects is available to students as stand-alone 4 credit courses by taking a partial credit option within . The prerequisite for any of these courses is proficiency in one year of introductory calculus (including both differential and integral calculus). Students must demonstrate meeting prerequisites through completion of an application form and a diagnostic entrance exam, available at . Differential Equations is a rigorous course in applied mathematics, and will include concepts, procedures, and applications of: direction fields, first- and second-order differential equations, series solutions of second order differential equations, and Laplace transforms. Students will apply differential equations to modeling physical situations. Collaborative learning and context-based problem solving will be emphasized. Students will be evaluated on engagement, homework, quizzes, and exams. Class meetings are Tuesdays and Thursday 9 - 11 am. Students successfully completing this portion of the program may be awarded 4 credits of upper division science credit in Differential Equations. | Krishna Chowdary Vauhn Foster-Grahler | Tue Thu | Sophomore SO Junior JR Senior SR | Fall | Fall | ||||||
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Howard Schwartz and Allen Olson
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Program | SO–SRSophomore–Senior | 8 | 08 | Evening | W 17Winter | S 17Spring | Concern over the rise of economic inequality has grown over the last several decades as the gap between upper-income Americans and everyone else has grown wider. Much of the writing on inequality by economists has focused on the quantitative aspects: which deciles or centiles of the population get what percentage of income or wealth? This work tends to look at society as an undifferentiated mass of individuals, but there are other dimensions of inequality such as race, gender, immigration status, geography, culture and family that interact with the economic dimensions and with each other. How to address all of these factors together is more complex (and maddening) than addressing each of them on their own through approaches such as affirmative action and/or redistributive economic policies and/or improved public education and/or investments in public infrastructure.We will review the recent work on economic inequality by Thomas Picketty, Joseph Stiglitz and others and then look at other research that further breaks down the distribution of wealth and income by the other societal dimensions. We will also look at research on taxation and budgets in order to understand how the way governments raise and disburse money affects inequality and at public opinion research to understand how public perceptions of inequality differ from reality. In addition to readings in economics, politics and public policy we will also consider philosophical questions about how to prioritize the needs of all of the disadvantaged. Students will learn not only how to go beyond slogans about “race vs. class” or “education first,” but also how to think quantitatively about emotionally charged issues and also to tease meaningful insights from economic and sociological statistics. With these skills in hand, students can then begin to evaluate policy proposals that attempt to mitigate inequality both from an analytic and a political perspective. In our political system what changes are desirable and feasible? | Howard Schwartz Allen Olson | Mon Wed | Sophomore SO Junior JR Senior SR | Winter | Winter Spring | |||||
| Program | FR–SRFreshmen–Senior | 16 | 16 | Day | S 17Spring | What is it about diversity per se that creates social divisions within a society? What diversity topics in particular create passionate opinions across the political spectrum and filter down to public education? How can we explain these varying worldviews so that we come away with a deeper and fuller understanding of why these debates endure? What is it about diversity and multiculturalism that can elicit such strong emotions with varying effects on the social and economic well-being of individuals and groups? How does public education contend with diversity and multiculturalism? These are among the questions we will explore.This introductory program provides an overview of contemporary diversity issues that manifest in contentious debates in countless settings around the world. Writing and speaking are central to student learning in this program. In our collaborative learning community, students dialogue through a close reading of texts and write concise analytic papers as well as preparing papers for text-based seminar and related activities.The primary focus of this program is on the United States, with examples of the effects of these issues for school-age children on their life opportunities and economic well-being. This overview fuses history and political economy to find patterns and connections from the past to the present, including how multiculturalism has its roots in contested diversity. This further requires an inquiry into different worldviews or ideologies and the effects on public education.Among topics considered are skin-color consciousness and racial colorblindness, impact of racial and ethnic identification, what constitutes a crime and just punishment, analysis of economic class in interaction with culture, immigrant and indigenous experiences, and patriarchy and its intersections with gender, sexuality, and religion. Students can expect to leave this program with a deeper understanding of the roots and implications of major social issues regarding diversity and multiculturalism. | Michael Vavrus | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | |||||||||
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Dariush Khaleghi
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | F 16 Fall | Dariush Khaleghi | Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | |||||||
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Emily Adams
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | F 16 Fall | This course is an introduction to principles and techniques in drawing. Emphasis will be on learning to draw what you see through close observation. Students will be introduced to a variety of drawing materials and techniques as well as proportion, sighting, perspective, value and composition. Students will develop a context for their work through readings and research projects about influential artists. Students will be required to keep a sketchbook throughout the quarter and complete drawing assignments outside of studio time. A final portfolio of completed assignments will be due at the end of the quarter. | Emily Adams | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||||
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Aisha Harrison
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | S 17Spring | This course is an introduction to principles and techniques in drawing. Emphasis will be on learning to draw what you see through close observation. Students will be introduced to a variety of drawing materials and techniques as well as proportion, sighting, perspective, value and composition. Students will develop a context for their work through readings and research projects about influential artists. Students will be required to keep a sketchbook throughout the quarter and complete drawing assignments outside of studio time. A final portfolio of completed assignments will be due at the end of the quarter. | Aisha Harrison | Mon Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||||
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Walter Grodzik and Ratna Roy
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Program | FR–SRFreshmen–Senior | 16 | 16 | Day | S 17Spring | In this program, students will learn about two traditions of theatre and movement that come out of a common origin. They will study both spoken Greek theatre and gestural movement coming out of Sanskrit from South Asia. The gestural movement in Sanskrit theatre came out of various peoples not understanding Sanskrit, resulting in the creation of dance theatre that is communicable to one and all. Thus, they will learn a language similar to sign language. All students will be participating in both theatre and dance/gestural language workshops, resulting in a performance that incorporates material from both traditions. They will rehearse in order to produce theatre/movement/gestural language from both traditions. Performance art is also communication art. We will explore two traditions of performance art that will include technical theatre. There will be interactive lectures, two workshops, and rehearsals every week. Attendance is imperative. | Walter Grodzik Ratna Roy | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | |||||||
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Jamyang Tsultrim
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Course | FR–SRFreshmen–Senior | 4 | 04 | Weekend | W 17Winter | Are destructive emotions innately embedded in human nature? Can they be eradicated? A growing body of Western research has examined these and other questions through the perspectives of Eastern psychology and philosophy which view destructive emotions, perceptions, and behaviors as the primary source of human suffering. To alleviate this suffering, Eastern psychology has developed a rich and varied methodology for recognizing, reducing, transforming, and preventing these destructive forms of mind and emotion. After examining the nature and function of the afflictive mind/emotions, students will choose one emotion to study in-depth and develop effective East/West interventions to transform this emotion/state of mind. | Jamyang Tsultrim | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||||
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Jamyang Tsultrim
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Course | FR–SRFreshmen–Senior | 4 | 04 | Weekend | F 16 Fall | In what ways do our positive emotions/perceptions enhance our ability to see reality? Are there effective methods for training the mind to cultivate positive thought/emotions? Students will analyze the nature of constructive emotion/thoughts, their influence on our mental stability and brain physiology, and methodologies for influencing and improving mental development and function. Students will explore the correlation between mental training of the mind and physiological changes in the brain. We will also examine the nature of the genuine happiness from Eastern and Western psychological models of mind/emotion as well as from a traditional epistemological model of cognition based on Indo-Tibetan studies. | Jamyang Tsultrim | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||||
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Alison Styring and George Freeman
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Program | FR ONLYFreshmen Only | 16 | 16 | Day | F 16 Fall | W 17Winter | S 17Spring | The word encompasses multiple meanings, from the natural to the built, from the interiors of our minds to the spiritual. In each case there is a constant interface of environments with one another and with other creatures, each defining and circumscribing our experience of the world. Some of our essential questions revolve around how we define the environment and how we are shaped by as well as how we shape the environment, both natural and built. For example, does the concept of wilderness include humans? Is the ecological niche of a human essentially different from that of other living things? We will explore the habitats we occupy along with other creatures in those environments. We will explore dichotomies that foster dynamic tensions, such as the dichotomy between concepts of "natural" versus "human." We intend to investigate these tensions through our study of psychology, personal biography, biology, environmental studies, ornithology, and cultural studies.Fall quarter we will develop the foundational skills in environmental studies and psychology needed to understand and critique the writings and current research in community ecology, animal behavior, and conservation biology; and to examine the conscious and unconscious, and the theories of perception and cognition in psychology. We will examine parallels and links among disciplines in terms of methods, assumptions, and prevailing theories. Winter quarter we will continue building on this foundation and move ourselves from theory to practice through an emphasis on methodologies in ecological and social science research, analyses, and their underlying assumptions. Spring quarter we will implement the skills and knowledge we've developed through specific student-directed projects and a field trip. Faculty will foster creativity, experimentation, and imaginative processes as means of discovering and bringing a new awareness to our extraordinary world. Students will respond to program themes through individual and collaborative projects.To build our learning community we will use experiential collaboration activities such as Challenge and Experiential Education as a means to develop a sense of commitment and group citizenship. We will use multicultural discussion opportunities such as Critical Moments to explore the politics of identity and meaning. We will develop our observational skills via field workshops and field trips. We will have writing and quantitative reasoning workshops to further develop students' current skills and to develop advanced skills in these areas.Students completing this program will come to a stronger understanding of their personal lives as situated in a variety of contexts. They will develop strategies for engaging in a range of settings to promote social change, in-depth personal development, increased self-awareness, critical commentary and analyses, and practices that promote stewardship of our personal lives, our immediate environment, and global communities. | Alison Styring George Freeman | Mon Tue Thu Fri | Freshmen FR | Fall | Fall Winter | ||||
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Bill Arney
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Program | FR–SRFreshmen–Senior | 16 | 16 | Day | F 16 Fall | T. S. Eliot, “Two Choruses from the Rock”Education is not schooling. Schooling is for fish and maybe for getting a job. Life is not living. Living is what you have to make or, to some, everything that happens between birthing and dying. What could “Education for Life” mean? We’ll read some sages who seem to have wisdom enough to offer answers.Annie Dillard muses, “If God does not cause everything that happens, does God cause anything that happens? Is God completely out of the loop?" We’ll see where comes from and where it leads. Victoria Sweet, a physician, thinks we need to learn to wait. She found herself in many situations where she “was presented with an experience, a person whose value one did not know in advance. What seemed to be good might be bad; what seemed to be bad, good. One didn’t know; one had to wait.” We’ll see if that can mean anything. Martin Buber thinks that sin is not doing the wrong thing but that sin lies in not making a decision. “If there were a devil it would not be one who decided against God, but one who, in eternity, came to no decision.” We’ll see. Charles Bowden asks, “How can a person live a moral life in a culture of death?” and answers, "by saying Yes to life," all of it. We shall certainly see.There are others who might help us claw our way back up T. S. Eliot’s slippery slope to our future. We’ll find some.Also, students will learn to write well. They will learn to craft beautiful sentences. | Bill Arney | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | |||||||
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Russell Lidman
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Program | SO–SRSophomore–Senior | 16 | 16 | Day | F 16 Fall | Are you interested in the future of our economy? Do you want to find out how public policy relates to economics? This November, voters will be called upon to make choices about future leadership and public policy at all levels of government. Topics that have been raised and will continue to be discussed through the elections - and that may guide the policies of successful candidates - include wages and incomes, inequality, budget and trade deficits, financial sector oversight, among others. All these topics are fundamentally related to the economy, particularly to macroeconomics, and yet the analysis of candidates' economic positions receives less public attention than it merits.This program will equip students to better understand and assess candidates’ economic positions. Looking closely at national and state campaigns and their aftermath, students will analyze the positions of candidates from the perspective of economics and develop the tools to carefully examine candidates’ positions. We will also gain an historical perspective by devoting attention to several candidates and their positions on the economy from the 19th and 20th centuries. Students will learn the methods and the data that support this kind of work. Students will demonstrate their learning in a number of ways, including mock video campaign ads that capture candidates’ perspectives on the economy and papers analyzing candidates’ economic positions taken from the content of their websites or campaign presentations. Following the election, we will explore the results to determine the impact of the economic issues on the outcome. Students will prepare a research paper on this subject focusing on a demographic group – state, gender, ethnicity, urban/rural – to determine what economic factors, if any, may have influenced their voting patterns. | Russell Lidman | Sophomore SO Junior JR Senior SR | Fall | Fall | |||||||
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Ben Kamen
Signature Required:
Fall
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Course | SO–SRSophomore–Senior | 4 | 04 | Evening | F 16 Fall | In this course, students will explore methods for using technology as an active collaborator in the creation of music. Students will develop compositions in the music technology labs while diving deep into modular synthesis, MIDI programming, creative mixing techniques and other topics. We’ll take our conceptual and technical cues from pioneering electroacoustic composers and experimenters such as Pauline Oliveros, Brian Eno, Morton Subotnick, Laurie Spiegel, and others. Students entering this course are expected to have some foundation in music technology, either through the “Introduction to Electronics in Music” courses or through equivalent experience. Please contact the faculty for a course application. | Ben Kamen | Wed | Sophomore SO Junior JR Senior SR | Fall | Fall | ||||||
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Ben Kamen
Signature Required:
Winter
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Course | SO–SRSophomore–Senior | 4 | 04 | Evening | W 17Winter | From serialism to chance music, musical dice games to change-ringing, musicians have often found methods of creating music that rely on external processes. In this course, students will work extensively with Max/MSP, a visual programming environment, to develop algorithms and generative processes for creating music. Students will learn how musical ideas can be expressed and manipulated using numbers, simple math, and logic. Students entering this course are expected to have some foundation in music and/or music technology, either through the “Introduction to Electronics in Music” courses or equivalent experience. Preference is given to students continuing from the fall quarter of “Electronics in Music.” Please contact the instructor for a course application. | Ben Kamen | Wed | Sophomore SO Junior JR Senior SR | Winter | Winter | ||||||
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Ben Kamen
Signature Required:
Spring
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Course | SO–SRSophomore–Senior | 4 | 04 | Evening | S 17Spring | The spring quarter of Electronics in Music is a chance for students to develop musical compositions and/or interactive projects centered around the use of technology. Students will work closely with the instructor and classmates to develop concepts, tackle technical hurdles, and get critical feedback on their work. Students will regularly present works in progress on route to a final composition, which will be presented at a public concert at the end of the quarter. Students entering this course are expected to have a strong foundation in music technology, either through the “Introduction to Electronics in Music” courses or equivalent experience. Preference is given to students continuing from the fall or winter quarters of “Electronics in Music.” Please contact the instructor for a course application. | Ben Kamen | Wed | Sophomore SO Junior JR Senior SR | Spring | Spring | ||||||
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Andrew Brabban and Clyde Barlow
Signature Required:
Fall Winter Spring
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Program | SO–SRSophomore–Senior | 16 | 16 | Day | F 16 Fall | W 17Winter | S 17Spring | This rigorous program will focus on investigations in hydrogeology and biology supported with analytical chemistry. Instrumental techniques and chemical analysis skills will be developed in an advanced laboratory. The expectation is that students will learn how to conduct accurate chemical, ecological, and hydrogeological measurements in order to define baseline assessments of natural ecosystems and determine environmental function and/or contamination. Quantitative analysis, quality control procedures, research design, and technical writing will be emphasized.The program will start with a two-week field trip to Yellowstone National Park that will introduce students to the regional geology of the Columbia River Plateau, Snake River, Rocky Mountains, and the Yellowstone Hotspot. Issues of water quality, hydrothermal systems, extremophilic organisms, and ecosystem diversity will also be studied during the trip.Fall and winter quarters we will address topics in hydrogeology, geochemistry, microbiology, molecular biology, freshwater ecology, genetics, biochemistry, analytical chemistry, GIS, and instrumental methods of chemical analysis. Students will participate in group projects studying aqueous chemistry, hydrology, and the roles of biological organisms in the nutrient cycling processes of local watersheds. Analytical procedures based on EPA, USGS, and other guidelines will be used to measure major and trace anion and cation concentrations. Molecular methods and biochemical assays will complement more classical procedures in determining biodiversity and the role of specific organisms within an ecosystem. Computers and statistical methods will be used extensively for data analysis and simulation, and GIS will be used as a tool to assess spatial data. Spring quarter will be devoted to extensive project work continuing from fall and winter. There will be a five-day field trip to eastern Washington. Presentation of project results in both oral and written form will conclude the year. | Andrew Brabban Clyde Barlow | Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | |||||
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Ulrike Krotscheck and Caryn Cline
Signature Required:
Winter
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Program | JR–SRJunior–Senior | 16 | 16 | Day | W 17Winter | S 17Spring | Must quotidian always be associated with humdrum? Rather, it is perhaps the quotidian—the everyday, the banal—that, in the long run, heroically ensures the survival of the individual and the group as a whole. -Michel Maffesoli, This program interrogates how the essence of the epic enters the everyday and how the quotidian gives meaning to the epic.An epic is generally defined as a poem or narrative of considerable length, which explores grand themes such as a hero’s journey, or an origin myth. As an adjective, epic refers to something that is larger than life and often extra-ordinary. By contrast, the everyday is defined as ordinary and is often seen as boring, trivial, and lacking in grandeur. Yet, the everyday has a rich creative history and garners remarkable attention in contemporary art, spiritual practices, and other areas of study and praxis. Our lives are made up of both the epic and the everyday; both are integral components of the human experience. The tension between the two is rich territory for insight and imagination.We will juxtapose the exploration of the epic as a literary form with the exploration of the everyday as a creative practice that engages experiments in text, sound, and image. We will conduct these explorations through readings, film screenings, analyses, lectures, workshops, seminars, and by developing discovery strategies rooted in the creative practices of writing and multimedia projects.Students will read ancient Greek epic poetry, myth, and tragedy. These works tap deeply into the human condition, and they explore our most persistent and universal questions, such as the concepts of destiny, power, morality, mortality, and the (in-)evitability of fate. As we analyze the grand questions raised by epic texts we will also consider if or how we encounter such themes in everyday life, and how everyday life may intersect with epic-scale experiences and insights.Students will also develop a daily writing practice and craft a variety of essays based on our readings. Key assignments will include a variety of experimental audio or multimedia productions as well as writing exercises exploring the themes of the program. The program will include rigorous individual projects that encompass a research paper and a collaborative or individual audio or multimedia production.This is a full-time program emphasizing classical Greek literature and media arts, creative and critical practice, collaborative learning, and individual accountability. Expect assignments to be process-driven, highly structured, and challenging. Students are expected to work about 40 hours per week including class time. If you are eager to blend the study of ancient Greek literature with experiments in media arts, then this program is for you. | Ulrike Krotscheck Caryn Cline | Junior JR Senior SR | Winter | Winter | ||||||
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Sherry Walton
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Program | FR–SOFreshmen–Sophomore | 16 | 16 | Day | S 17Spring | Policymakers at the state and national levels are deeply concerned that some students in public schools succeed while others don't. They seek to address this achievement gap by legislating curriculum that focuses on ensuring – among other aims – that all children read and write at a certain level by a certain age. At the same time, policy-makers, educators, and parents face the reality that children's abilities to benefit from opportunities to learn are affected by systemic biases related to ethnicity, class, and a wide range of learning and developmental needs. To help illuminate these conflicting realities and discover possible ways to make education more meaningful for more children and youth, this program will focus on theories of child development, how the structures and development of the brain impact learning, the impact of race and class on access to learning opportunities, and ways to support the cognitive, social, and emotional development of the range of students who attend public schools, including those with special needs. Learning opportunities in this program will include reading a range of texts, creating written and other visual responses to and analyses of the texts, participating in workshops, completing a self-as-learner project, and producing and presenting a culminating project about an area of interest related to the program content. | Sherry Walton | Freshmen FR Sophomore SO | Spring | Spring | |||||||
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Nancy Murray, Lydia McKinstry and Sara Rose
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Program | FR ONLYFreshmen Only | 16 | 16 | Day | F 16 Fall | From the molecular structure of DNA to the development of magnetic resonance imaging, this introductory level one-quarter program will explore historic breakthroughs and discoveries in science and medicine. Through lectures, seminars, inquiry-based laboratories, and writing workshops we will study the lives and works of people who pursued groundbreaking research and contributed to our modern understanding of science and the natural world. Students will learn about their varied life experiences, struggles and achievements, as well as the way their work was influenced by social trends and historic events. Our readings, discussions, and expository writing assignments will be concerned with integrating and interpreting these themes. This work will emphasize critical thinking as well as the development of proficient writing and speaking skills. This program is intended for students seeking to gain a general introduction to the biology, chemistry, history, and philosophy behind some major advancements in science as part of a liberal arts education. It is not intended as a prerequisite for upper division work in science. | Nancy Murray Lydia McKinstry Sara Rose | Freshmen FR | Fall | Fall | |||||||
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Ann Storey and Frederica Bowcutt
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Program | FR–SRFreshmen–Senior | 16 | 16 | Day | W 17Winter | Students in this program will learn about medieval and early modern European botany and art in a historical and cultural context, with some limited hands-on learning in herbology. Our study will include European herbals with an emphasis on the period between the 15th and 18th centuries, which was an important period in the history of western botany. We will explore how the rise of the market economy and scientific revolution influenced the rise of botany as a profession. The growing interest in plants, science and medicine at this time goes hand-in-hand with the development of the art as it moves toward a focus on nature and humanity and away from a single-minded attention on religion. We will also examine the claim that the witch-hunts constituted a kind of pogrom on women with healing knowledge and midwifery skills. Lectures and readings will cover art, garden, agricultural, and medical history. In hands-on practicums, students will learn to prepare salves, tinctures, decoctions, and infusions. They will also spend time learning botanical illustration in watercolor and creating their own herbal in the form of a handmade book. | Ann Storey Frederica Bowcutt | Mon Tue Wed Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||||
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Marla Elliott
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Course | FR–SRFreshmen–Senior | 2 | 02 | Evening | S 17Spring | No auditions are needed for this continuing singing ensemble. We learn the basics of good voice production and master songs from a wide range of musical idioms. Members of the Evergreen Singers should be able to carry a tune, learn their parts, and sing their parts with their section. This class requires excellent attendance and basic musicianship skills. Credit will be awarded in Chorus. | Marla Elliott | Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||||
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Marla Elliott
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Course | FR–SRFreshmen–Senior | 2 | 02 | Evening | W 17Winter | No auditions are needed for this continuing singing ensemble. We learn the basics of good voice production and master songs from a wide range of musical idioms. Members of the Evergreen Singers should be able to carry a tune, learn their parts, and sing their parts with their section. This class requires excellent attendance and basic musicianship skills. Credit will be awarded in Chorus. | Marla Elliott | Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||||
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Marla Elliott
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Course | FR–SRFreshmen–Senior | 2 | 02 | Evening | F 16 Fall | No auditions are needed for this continuing singing ensemble. We learn the basics of good voice production and master songs from a wide range of musical idioms. Members of the Evergreen Singers should be able to carry a tune, learn their parts, and sing their parts with their section. This class requires excellent attendance and basic musicianship skills. Credit will be awarded in Chorus. | Marla Elliott | Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||||
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Artee Young
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Program | FR–SRFreshmen–Senior | 16 | 16 | Day | F 16 Fall | W 17Winter | What does it mean when we say the Constitution of the United States is a living document? What are the major shifts in U.S. Supreme Court doctrine? How have the First Amendment speech and religion clauses expanded and encompassed corporations and money as speech? How have women’s reproductive rights been eroded to the extent that some employers can refuse to provide health insurance to include birth control to employees based on the employer’s personal religious beliefs? What are the legal issues raised by current immigration cases?In this program, we will ask these and related questions as we explore the landscape of judicial review in the 21st century. We will look for answers to our questions by exploring a number of substantive issues currently raised in the courts by the people and their representatives. These issues include higher education student debt, economic disparities and taxation, availability and access to health care insurance, reproductive rights, voting rights, immigration, age discrimination, the criminal justice system, ideals of equal justice under the law, and others.Lectures, readings, and discussions will examine Constitutional theories and legal construction of selected cases, with particular focus on the currently sitting Roberts Court. Students and faculty will review legal precedents related to Constitutional doctrines raised by the Supreme Court’s interpretations of the law, established in its decisions, and analyzed and discussed by the legal community in law review articles and related academic periodicals. The program will employ the Socratic method to explore and examine students’ abilities to “think like a lawyer,” thereby deepening critical thinking and reasoning. Additionally, it is expected that students will acquire an enhanced knowledge of when and how precedents have evolved.Students will conduct legal research on specific issues that will include legal history on Constitutional evolution and federal statutes. Through this process, students will expand understanding of precedents and recent U.S. Supreme Court decisions impacting rights and responsibilities of citizens.Concomitant with program content and research, students will prepare and demonstrate knowledge of Constitutional law and legislative history by participating in moot court activities. Students will be placed in teams to research and present written and oral arguments on a selected topic for the Evergreen moot court competition. As part of this process, students will write legal memoranda and briefs on the case presented before the moot court. In preparing for moot court, students will be instructed, coached, and judged by Evergreen faculty as well as lawyers and judges outside of the Evergreen community. | Artee Young | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter | ||||||
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EJ Zita and Steven Flusty
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Program | FR–SRFreshmen–Senior | 16 | 16 | Day | F 16 Fall | W 17Winter | Speculative and fantastic fiction responds to tensions in reality. Envisioning impossible pasts, alternative presents, and potential futures empowers us to contribute to better futures. This program will mine the rich reserves of oppositional and radical thought in “what-if” modes of storytelling and media, from the 19th Century to the present. Fusing these with nonfiction and science studies, we will envision realistic and fantastic possibilities for just and sustainable futures.We will study speculative genres’ critiques of, and proposed alternatives to, existing power asymmetries – colonial, technological, sexual, economic, raced and gendered – and their unjust and unsustainable outcomes. How do imagined futures, alternative presents, and invented “never-weres” challenge social, political and material predicaments? Are the continued economic growth and social asymmetries required by capitalism sustainable? Are other socio-economic models feasible?Walidah Imarisha says “all social organizing is science fiction…dreaming new realities together.” Is there a difference between science and science fiction, and between the fantastical and our reality, when thinking about our future? How can we tell? How do these different disciplines complement each other? Can science, technology, policy, or even thaumaturgy offer new routes out of traditional ruts? Can renewable energy and sustainable agriculture replace fossil fuel dependence? Should we escape to another planet, try to heal the Earth, seek out a wormhole, or just take refuge in hidden or parallel realms? What questions should be asked about future technologies, polities, and personhoods? What are the potential costs, who benefits and who pays? We will study imperial and popular histories; political philosophies; and the science of energy, systems, and climate change, in order to develop tools for analyzing questions like these. We will also develop pre-calculus skills with interactive weekly workshops, applied to questions we care about.In addition to work in teams, students will develop their own speculative narrative or scientific inquiry, in the form of a written or graphic novel(la), a zine, a film, a website, a video/table/role-playing game, a song cycle, a shadow puppet play, a research project, or through some alternative media. These projects will attain final draft form by the end of fall quarter, and will be ready for public presentation by the end of Winter quarter. We will deeply explore the speculative, the scientific, and the fantastical together, while developing our communication skills and critical reasoning. We will do physics and math (there is no physics prerequisite – we will learn together). We will explore both cinema and literature, so students must be prepared for a viewing- and reading-intensive two quarters, likely including the dystopias of Margaret Atwood, Octavia Butler, Aldous Huxley, Ursula K. Le Guin, and George Orwell; anti-imperialist works like H.G. Wells’ , Karel Čapek’s and Michael Moorcock’s ; anti-authoritarian cautionary tales like Jack London’s and Norman Spinrad’s , James L. Powell’s conjoined to Mike Hulme’s analysis of the socioeconomic impacts of climate change, and episodes of viewed through the lens of Lawrence Krauss’ . | EJ Zita Steven Flusty | Tue Tue Fri Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||||
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Laura Citrin and Pauline Yu
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Program | JR–SRJunior–Senior | 16 | 16 | Day | F 16 Fall | W 17Winter | How is knowledge generated from a feminist theoretical perspective? Looking closely at two specific disciplines—marine biology and social psychology—and their research practices, we will explore feminist interventions into knowledge production in these fields.The history of women’s intellectual production and thought has long been silenced or suppressed by patriarchal structures, and to a great extent continues today through institutionalized sexism, androcentrism, and heteronormativity. This program will provide an opportunity for upper-level students familiar with mainstream methodologies within the natural sciences and social sciences who wish to examine feminist critiques of such epistemologies and engage in feminist research through this critical lens.We will read feminist philosophy of science, sociological studies on science and how it operates in society, research on women scientists, and critical deconstructions of sociobiology and the related field of evolutionary psychology. Possible topics to be examined through feminist lenses are developmental biology, fertilization, reproduction, sex determination, sexuality, and gendered social norms. Possible authors include Emily Martin, Evelyn Fox Keller, Sandra Hrdy, Sandra Harding, Donna Haraway, Anne Fausto-Sterling, Stacy Alaimo, Astrida Neimanis and Sandra Bem. Research will be conducted in the lab and in the field, which, for marine and developmental biology will entail visits to the Evergreen beach and other nearby saltwater locations, and for social psychology will entail in-person and on-line surveys and interviews. | Laura Citrin Pauline Yu | Junior JR Senior SR | Fall | Fall | ||||||
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Artee Young
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Program | SO–SRSophomore–Senior | 16 | 16 | Day | S 17Spring | Feminist jurisprudence is a philosophy of law based on the political, economic, and social equality of the sexes. Students will be introduced to various schools of thought and concepts of inequality in the law spanning historical periods from the 1920s (ratification of the 19th Amendment to the Constitution) to the present. Students will investigate historical foundations of gender inequality as well as the history of legal attempts to address that inequality, including U.S. Supreme Court cases; Federal laws, including Title VII and Title IX; and feminist jurisprudence. Lectures and discussions will include topics on the development of the Constitutional standard for sex equality, legal feminism from the 1970s to the present incorporating work and family as well as home and workplace conflicts. Students and faculty will review legal precedents related to feminist jurisprudence raised by the Supreme Court’s interpretations of the law and analyzed and discussed by the legal community in law review articles and related academic research. Issues presented by the cases will include, among others: women as lawyers, women and reproduction, prostitution, surrogacy and reproductive technology, women and partner violence, pornography, sexual harassment, taxation, gender and athletics. Students will also examine current and historical documents on inequality and legal issues that continue to impact women. Intersections of gender and race will also be critically analyzed.The Socratic method and lectures will be the principal modes of instruction. Student panel presentations on assigned topics/cases will contribute to new knowledge and an enhanced understanding of feminist jurisprudence and its place in the historical development of women’s rights and responsibilities. In addition to panel presentations, students will be required to produce legal memoranda, journals and a final research project submitted in one of the following forms: a well-documented research paper/article on feminist jurisprudence, an art/graphics project reflecting historical or current women’s legal issues, or a forum on a specific feminist legal issue/topic, among others. | Artee Young | Mon Mon Mon Wed Wed Wed Thu Thu Thu | Sophomore SO Junior JR Senior SR | Spring | Spring | ||||||
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Frederica Bowcutt and Lalita Calabria
Signature Required:
Spring
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Program | JR–SRJunior–Senior | 16 | 16 | Day | S 17Spring | How can we identify, track, characterize and measure patterns in floristic diversity? How can plant taxonomists help to assess the health of ecosystems? How can scientists help to protect species and preserve the ecosystems that support them? This program fosters field plant taxonomy skills needed to address such questions for both vascular and non-vascular plants (bryophytes). Lectures topics will include plant systematics, ecology and evolution, as well as plant biodiversity and conservation. Students will learn about the importance of herbaria as the basis for all scientific inquiry and will have the opportunity to learn about how plant specimens that reside in herbaria can serve as both physical and genetic resources for examining patterns in species diversity and distribution. In lab, students will learn how to use Hitchcock and Cronquist's , and other technical keys for identifying unknown plants. We will spend time in the field and laboratory discussing diagnostic characters of plant families with emphasis on both vascular and non-vascular plants. In the field, students will have the opportunity to learn vegetation sampling methods including small and large-scale plots, species-area sampling and transects). Students will also learn the difference between characterizing the average abundance of species in plot data, and getting a complete inventory of plants at a site. Seminars will provide students with the opportunity to delve deeply into local plant biodiversity and conservation topics, including threats to Pacific Northwest plant communities such as climate change, small and large scale disturbances (e.g., fire, grazing, and air pollution). Individual and group research projects will included an herbarium curation project, as well as a scientific writing and presentation component relating to a rare plant species or habitat from the Pacific Northwest.A multi-day field trip to Sun Lakes State Park as well as multiple day-long field trips will give students an opportunity to learn about Pacific Northwest plant communities in the field, including sagebrush steppe, prairies, oak woodlands and coniferous forests. Students will be expected to maintain a detailed field journal and will be taught basic botanical illustration skills to support this work. Field trips are an essential part of the program and required. Students will also learn to properly collect plant specimens and prepare museum-quality collections that will be deposited in the Evergreen Herbarium. | Frederica Bowcutt Lalita Calabria | Mon Tue Wed Fri | Junior JR Senior SR | Spring | Spring | ||||||
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Suzanne Simons and Wenhong Wang
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Program | SO–SRSophomore–Senior | 8 | 08 | Weekend | F 16 Fall | W 17Winter | Most people would agree that media censorship undermines democracy. But can the news be censored through silence and under-reporting of important events? In this writing-intensive program of poetry and journalism, we will explore how current issues and events make or do not make the news. Stories in our communities of vital public interest that historically were regularly covered by journalists go largely unreported or under-reported in mass media, only to become the focus of poetry by both the youth-driven spoken word movement and literary poets as well. This vacuum of too little local reporting with a potentially broad audience coupled with poets' burgeoning focus on social justice issues but with much smaller audiences draws into question to what degree our democracy can effectively function and inform the public and decision-makers on issues such as the environment, public health, and systemic racial inequity.Specifically, we will explore and engage with two genres of writing - community-based journalism and poetry - to cover critical issues of the day. We will write journalistic articles and craft spoken word and literary poetry to explore themes critical to marginalized and majority communities. Quantitative reasoning is an integrative part of both journalism and poetry and are to be woven into written assignments. Additionally, this program will explore the statistical process of obtaining, describing, interpreting and using of the quantitative data in news making, and engage with the surprising yet fascinating mathematical aspect of poetry. Our poetic study and practice will be partially based on the visionary work of the national spoken word/slam poetry movement. Beginning in its current form in the late 1980s, spoken word is a vital and energetic movement in poetry, revitalizing poetry as a performing art. Connecting poetry to its roots in oral tradition, spoken word and poetry slams are often highly politicized, drawing upon racial, class, gender and other injustices as well as current events for subject matter. Our journalistic work will draw inspiration from Project Censored. Founded in 1976 at Sonoma State University, Project Censored is a media research program with a focus on student development of media literacy and critical thinking skills as applied to news media censorship in the U.S. The program continues to educate students and the public about the crucial role of a free press for democratic self-government.Fall quarter, we will study and practice the fundamentals of writing effective local journalism and poetry. Winter quarter, students will choose a specific issue or theme and develop two pieces of writing - a local journalistic piece to be submitted for publication and a spoken word or literary poem to be performed at a local poetry venue. Students who participate both quarters in good standing will have an opportunity to do internships winter quarter. | Suzanne Simons Wenhong Wang | Sat | Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||||
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Donald Morisato and Martha Rosemeyer
Signature Required:
Winter Spring
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Program | FR–SRFreshmen–Senior | 16 | 16 | Day | F 16 Fall | W 17Winter | S 17Spring | What should we eat? What is the link between diet and health? How is our diet shaped by our agricultural practices? How sustainable is our food system?This program will take a scientific approach to food and cooking. Throughout history, food and cooking have not only been essential for human sustenance, but have played a central role in the economic and cultural life of civilizations. This interdisciplinary exploration of food will take a broad ecological systems approach as it examines the biology and chemistry of food while also incorporating political, historical, and anthropological perspectives. Topics will span a broad range of scale, from ecological agriculture to molecular structure, including sustainable production, the coevolution of humans and food, the connection between food and medicine, as well as the transformation of food through the processes of cooking and fermentation.Students will directly apply major concepts learned in lectures to experiments in the laboratory and kitchen. Field trips will provide opportunities for observing food production and processing in the local community. Program themes will be reinforced in problem-solving workshop sessions and seminar discussions focused on topics addressed by such authors as Michael Pollan, Harold McGee, Gary Paul Nabhan, Sidney Mintz, and Sandor Katz.Fall quarter we will introduce the concept of food systems and analyze conventional and sustainable agricultural practices. We will examine the botany of vegetables, fruits, seed grains, and legumes that constitute most of the global food supply. In parallel, we will study the genetic principles of plant and animal breeding and the role of evolution in the selection of plant and animal species used as food by different human populations. We will consider concepts in molecular biology that will allow us to understand and assess genetically modified crops.Winter quarter we shift our attention to cooking and nutrition. We will explore the biochemistry of food, beginning with basic chemical concepts, before moving on to the structure of proteins, carbohydrates, and fats. We will study meat, milk, eggs, vegetables, and cereal doughs and examine what happens at a biochemical level during the process of cooking and baking. We will explore how our bodies digest and recover nutrients, and consider the physiological roles of vitamins and antioxidants, as well as the complex relationship between diet, disease, and genetics. Finally, we will study the physiology of taste and smell, critical for the appreciation of food.Spring quarter we will examine the relationship between food and microbes from several perspectives. We will produce specific fermented foods while studying underlying biochemical reactions. We will also consider topics in microbiology as they relate to food safety and food preservation, and focus on the human microbiome, including specific interactions between particular microbes and the human immune system. | Donald Morisato Martha Rosemeyer | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | |||||
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Thuy Vu
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | F 16 Fall | In modern societies, businesses are growth engines for building strong economies and communities. The objective of this course is to provide the basic knowledge and skill training in the area of business economics and accounting necessary for developing and managing successful and sustainable enterprises.Specifically, this course will focus on the fundamentals of business accounting and economics, planning for start-up enterprises, marketing and business analysis. Also covered are topics in macro and micro economics, money, banking and international trade.This course is intended for students interested in exploring new business ventures and in learning about sustainable business practices and organizational development. Students will learn how:This course is designed to facilitate learning through active involvement with real-world situations, and as such, students will have the opportunity to design and perform an in-service Learning Project with a local business or organization. Time commitment: 2 hours per week for 10 weeks (or combined into other time patterns for a total of 20 hours per quarter). Evaluation of each student’s in-service work will be completed by the participating business or organization. At the end of the quarter, students are expected to present their in-service learning findings to the class. | Thuy Vu | Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||||
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Stephen Buxbaum
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Course | JR–SRJunior–Senior | 4 | 04 | Evening | F 16 Fall | Washington State’s local governance system was forged during two of our nation’s great mass democratic political actions – the Populist and Progressive movements. The cultural, economic and political forces that informed our state’s creation and development provide insight into how social movements develop and what factors contribute to their success and failure. Students will engage in primary source research of events that occurred following Washington’s territorial years to just prior to World War I. Class sessions will be interactive, combining presentations by the instructor and guests with seminar discussions. Learning objectives include developing student's critical thinking and writing skills. | Stephen Buxbaum | Thu Thu | Junior JR Senior SR | Fall | Fall | ||||||
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Judith Gabriele
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | F 16 Fall | This year-long sequence of courses in French emphasizes mastery of basic skills through a solid study of grammatical structures and focus on interactive oral activities. Classes use immersion style learning and students are surrounded by authentic French from the start. Student work encompasses all four language skills: listening, speaking, reading and writing. They will develop accurate pronunciation, build a useful vocabulary, work regularly in small groups and learn conversational skills. Classes are lively and fast-paced with a wide variety of creative, fun activities including music, poetry, videos, role-play, and web sites. Through aloud reading and discussions in French, students will acquire vocabulary proficiency, accurate pronunciation, fluidity, and dialogues. Throughout the year, students use the Language Laboratory to accelerate their skills. | Judith Gabriele | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||||
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Judith Gabriele
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | W 17Winter | This year-long sequence of courses in French emphasizes mastery of basic skills through a solid study of grammatical structures and focus on interactive oral activities. Classes use immersion style learning and students are surrounded by authentic French from the start. Student work encompasses all four language skills: listening, speaking, reading and writing. They will develop accurate pronunciation, build a useful vocabulary, work regularly in small groups and learn conversational skills. Classes are lively and fast-paced with a wide variety of creative, fun activities including music, poetry, videos, role-play, and web sites. Winter quarter themes focus on regional French traditions, cuisine, fables and poetry. Through aloud reading and discussions in French, students will acquire vocabulary proficiency, accurate pronunciation, fluidity, and dialogues. Throughout the year, students use the Language Laboratory to accelerate their skills. | Judith Gabriele | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||||
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Judith Gabriele
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | S 17Spring | This year-long sequence of courses in French emphasizes mastery of basic skills through a solid study of grammatical structures and focus on interactive oral activities. Classes use immersion style learning and students are surrounded by authentic French from the start. Student work encompasses all four language skills: listening, speaking, reading and writing. They will develop accurate pronunciation, build a useful vocabulary, work regularly in small groups and learn conversational skills. Classes are lively and fast-paced with a wide variety of creative, fun activities including music, poetry, videos, role-play, and web sites. Spring quarter themes focus on development of reading skills through tales, legends and viewing Francophone films from the Francophone world alongside grammatical study. Through aloud reading and discussions in French, students will acquire vocabulary proficiency, accurate pronunciation, fluidity, and dialogues. Throughout the year, students use the Language Laboratory to accelerate their skills. | Judith Gabriele | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||||
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Judith Gabriele
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | F 16 Fall | This year-long course is designed for those who are in between Beginning and Intermediate Level, but beyond basic Beginner level. It is targeted to bring student skills up with overview and review of first year structures moving quickly to more advanced grammar. Classes will be conducted entirely in French. Students need to have a working knowledge of basic structures, particularly present and past tenses. The primary objectives are communicative interactions in French, alongside enhanced development of grammatical proficiency. Students will practice all four language skills: listening, speaking, reading and writing. They will learn not only to express themselves in French, but to understand written and spoken French and discover much they didn't know about themselves. Fall quarter Students will develop reading skills through short stories and poetry. Throughout the year, students use the Language Laboratory to accelerate their skills. | Judith Gabriele | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||||
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Judith Gabriele
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | W 17Winter | This year-long course is designed for those who are in between Beginning and Intermediate Level, but beyond basic Beginner level. It is targeted to bring student skills up with overview and review of first year structures moving quickly to more advanced grammar. Classes will be conducted entirely in French. Students need to have a working knowledge of basic structures, particularly present and past tenses. The primary objectives are communicative interactions in French, alongside enhanced development of grammatical proficiency. Students will practice all four language skills: listening, speaking, reading and writing. They will learn not only to express themselves in French, but to understand written and spoken French and discover much they didn't know about themselves. Winter quarter themes will include theater scenes, role-play and work with films. Throughout the year, students use the Language Laboratory to accelerate their skills. | Judith Gabriele | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||||
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Judith Gabriele
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | S 17Spring | This year-long course is designed for those who are in between Beginning and Intermediate Level, but beyond basic Beginner level. It is targeted to bring student skills up with overview and review of first year structures moving quickly to more advanced grammar. Classes will be conducted entirely in French. Students need to have a working knowledge of basic structures, particularly present and past tenses. The primary objectives are communicative interactions in French, alongside enhanced development of grammatical proficiency. Students will practice all four language skills: listening, speaking, reading and writing. They will learn not only to express themselves in French, but to understand written and spoken French and discover much they didn't know about themselves. Spring quarter students will read a short novel and work with its companion film. Throughout the year, students use the Language Laboratory to accelerate their skills. | Judith Gabriele | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||||
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Carri LeRoy and Peter Impara
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Program | SO–SRSophomore–Senior | 16 | 16 | Day | S 17Spring | Rivers flow through complex landscapes in which upland and riparian elements interact in complex ways. In this program, we will take a landscape perspective to understanding these interactions. We will investigate the impacts of how local geology, land-use practices (logging, urbanization, agriculture), and terrestrial disturbances (forest fires, landslides, insect outbreaks) influence the chemistry and hydrodynamics of river water.Rivers and streams rank as some of the most imperiled ecosystems on Earth. They have been heavily impacted by transportation, irrigation, energy production, waste disposal and recreation. Due to high extinction rates of freshwater species, it is crucial to understand how freshwater ecosystems function and habitats can be restored. We will study freshwater ecology and landscape ecology concepts in order to understand spatial patterns and connectivity so we may consider restoration and management paradigms in rivers today.We will conduct field studies, lectures and labs addressing broad landscape patterns and processes in watersheds and water bodies. Students will learn to make scientific observations, ask research questions, design field experiments, collect and analyze data, run statistical analyses, analyze spatial patterns, make maps, and communicate their findings using scientific writing, oral presentations, and lay summaries. Seminar readings will focus on human-freshwater interactions and local topics in the Pacific Northwest. | Carri LeRoy Peter Impara | Sophomore SO Junior JR Senior SR | Spring | Spring | |||||||
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Paul Przybylowicz and Lalita Calabria
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Program | JR–SRJunior–Senior | 16 | 16 | Day | F 16 Fall | Fungi. What are they? Where are they and what roles do they play in terrestrial ecosystems? How do they get their energy? How do they grow? What do they taste like? How do they interact with other organisms? This program will focus on understanding these unique and pivotal organisms through exploring the taxonomy, ecology, biology and physiology of fungi and lichens.Our program time will consist of field work, laboratory work, lectures, workshops and seminars. There will also be one-day field trips and two multi-day field trips. There will be an emphasis on learning relevant field methods to assess biodiversity of lichens and fungi, along with developing the laboratory skills to identify lichens and mushrooms using chemical and microscopic techniques. Students will also learn methods for isolating and growing fungi. We will expect students to research topics in the primary scientific literature and to summarize and share their findings with the entire class. There will be opportunities for independent directed work, both individually and in small groups. Students will also have the chance to further their skills in technical writing, library research, critical thinking and public presentations.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. | ecology, biology, natural history, education, and environmental studies. | Paul Przybylowicz Lalita Calabria | Junior JR Senior SR | Fall | Fall | ||||||
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W. Joye Hardiman and Lawrence Mosqueda
Signature Required:
Fall
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Program | SO–SRSophomore–Senior | 16 | 16 | Day | F 16 Fall | W 17Winter | This program offers Evergreen students the opportunity to co-learn with individuals incarcerated in a medium/maximum-security institution for juvenile males institution (Green Hill Institution in Chehalis, Washington). It is high stakes work that demands consistent engagement and self reflection—approximately 10-12 hours a week in class and 4-6 hours a week at the institution (including travel time) and a 20 hour a quarter involvement in other activities (such as fundraising) that help support and expand the educational resources available to the incarcerated youth.A fundamental principle of the Gateways program is that every person has talents and valuable experiences that can contribute to our shared learning. It is our job as human creatures to encourage each other to seek out and develop our passions and gifts. These values are manifested in the practices of popular education, central to our work in the prison classroom.Our goal is to create an environment in which each person becomes empowered to share their knowledge, creativity, values and goals by connecting respectfully with people from other cultural and class backgrounds. The main feature of popular education is that it empowers those seeking education to be the local experts in shaping their own course of study. Popular education works through conscientization, the ongoing process of joining with others to examine socioeconomic conditions, to reflect critically on those conditions, and thereby to imagine new possibilities for living. In order to do this work successfully, students will practice learning how to meet other learners "where they are at" (literally, in order to better understand the conditions that put some of us in prisons and others in colleges). Students will also develop or hone their skills in contextualizing and analyzing socioeconomic phenomena. Most importantly, students will learn that solidarity does not mean "saving" other people or solving their problems—it means creating conditions that allow them to articulate those problems through genuine dialogue and supporting them as they work toward their own solutions.Program participants will have the opportunity to reflect on how different individuals access and manifest their learning as they gain experience in facilitating discussions and workshops. In the process of collectively shaping the Gateways seminar, they will also learn how to organize productive meetings and work through conflict. Students will take increasing responsibility for designing, implementing and assessing the program workshops and seminars. Throughout the program we will seek to expand our collective knowledge about various kinds of relative advantage or privilege while continually working to create a space that is welcoming and generative for all learners.High stakes community-based work requires trust, and trust requires sustained commitment. This program requires that all participants be ready to fully commit themselves to the program. | W. Joye Hardiman Lawrence Mosqueda | Tue Tue Wed Wed Thu Thu | Sophomore SO Junior JR Senior SR | Fall | Fall | |||||
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TBA and Anthony Molinero
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Course | FR–SRFreshmen–Senior | 6 | 06 | Evening | F 16 Fall | Chemistry is the foundation for everything around us and relates to everything we do. General Chemistry I is part of a 3-part series. These courses provide the fundamental principles of general chemistry. They also provide the prerequisites for advanced chemistry, health sciences, and medical offerings. These courses also provide a basic laboratory science for students seeking a well rounded liberal arts education. This is the first course in a year-long general chemistry sequence. Topics covered in fall quarter include unit conversions, electron structures, and chemical bonding and will include related laboratory experiments. General Chemistry II builds upon material covered in General Chemistry I. Topics covered in winter quarter include thermochemistry, chemical kinetics, chemical equilibria, and acid-base equilibria. Lab work will complement in-class learning. General Chemistry III will continue with acid-base chemistry, pH, complex ion equilibria, entropy, and transition metals, as well as other related topics. This quarter also includes a lab section that will complement the course work. | TBA Anthony Molinero | Mon Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||||
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Anthony Molinero
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Course | FR–SRFreshmen–Senior | 6 | 06 | Evening | W 17Winter | Chemistry is the foundation for everything around us and relates to everything we do. General Chemistry II is the second part of a 3-part series. These courses provide the fundamental principles of general chemistry. They also provide the prerequisites for advanced chemistry, health sciences, and medical offerings. These courses also provide a basic laboratory science for students seeking a well rounded liberal arts education. This is the first course in a year-long general chemistry sequence. Topics covered in fall quarter include unit conversions, electron structures, and chemical bonding and will include related laboratory experiments. General Chemistry II builds upon material covered in General Chemistry I. Topics covered in winter quarter include thermochemistry, chemical kinetics, chemical equilibria, and acid-base equilibria. Lab work will complement in-class learning. General Chemistry III will continue with acid-base chemistry, pH, complex ion equilibria, entropy, and transition metals, as well as other related topics. This quarter also includes a lab section that will complement the course work. | Anthony Molinero | Mon Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||||
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Anthony Molinero
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Course | FR–SRFreshmen–Senior | 6 | 06 | Evening | S 17Spring | Chemistry is the foundation for everything around us and relates to everything we do. General Chemistry III is the final course of a 3-part series. These courses provide the fundamental principles of general chemistry. They also provide the prerequisites for advanced chemistry, health sciences, and medical offerings. These courses also provide a basic laboratory science for students seeking a well rounded liberal arts education. This is the first course in a year-long general chemistry sequence. Topics covered in fall quarter include unit conversions, electron structures, and chemical bonding and will include related laboratory experiments. General Chemistry II builds upon material covered in General Chemistry I. Topics covered in winter quarter include thermochemistry, chemical kinetics, chemical equilibria, and acid-base equilibria. Lab work will complement in-class learning. General Chemistry III will continue with acid-base chemistry, pH, complex ion equilibria, entropy, and transition metals, as well as other related topics. This quarter also includes a lab section that will complement the course work. | Anthony Molinero | Mon Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||||
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Martha Henderson and Peter Impara
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Program | JR–SRJunior–Senior | 16 | 16 | Day | F 16 Fall | W 17Winter | This program focuses on the regional dynamics that form the environmental conditions of the Arctic and Antarctic. The two regions share similar and contrasting physical and social settings. The Arctic is an ocean surrounded by land and has been inhabited by indigenous peoples for approximately 10,000 years with increasing Euro-American dominance in the last 100 years. In contrast, Antarctic is a continent surrounded by ocean and has only been sporadically inhabited by humans. This program will investigate the interactions of the physical conditions, exploration, economic attractiveness, political conditions, and indigenous populations of the two sub-regions.The program will focus on the Arctic during fall quarter. This region is a complicated mixture of seawater, sea ice, isolated islands, and land areas surrounded by eight nations. The physical geography of the area is being strongly affected by warming temperatures. Newly accessible natural resources and healthy fisheries challenge indigenous populations as countries attempt to control these resources. We will investigate the role of the Arctic Council as the political organization in “control” of the Arctic region. Students will deliberate in a mock Arctic Council to understand indigenous relations with Euro-American political states, impacts of changing land uses, the role of research in decision-making, and the globalization of the Arctic. Our learning will be enhanced by a multi-day trip to the North Cascades Institute and National Park.We will examine Antarctica in winter quarter and compare it with the Arctic. Antarctica is governed by a 1958 treaty that emphasizes peace and scientific research. Established research stations and tourism operations bring thousands of people to the continent each year, introducing conflict and exploratory activities that defy the intent of the treaty. We examine the development of the whaling industry, the physical geography, sea ice, climate and climate change, animal life including extremophiles, explorations and claiming of the continent, and contemporary political and economic activities in the sub-region.Students will develop knowledge of physical and social processes that have defined the two regions, compare and contrast regional differences, and gain experience in scientific methods including quantitative and qualitative research, and geographic information systems (GIS). Students will participate in field trips to local sites with polar conditions. Guest speakers and multi-media presentations will provide further polar learning. Student learning will be measured by participation and completion of lab work, participation in field trips, note-taking and journal writing, research projects, and participation in lecture, seminar and workshops. | Martha Henderson Peter Impara | Junior JR Senior SR | Fall | Fall Winter | ||||||
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Ralph Murphy and Zoe Van Schyndel
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Program | FR–SOFreshmen–Sophomore | 16 | 16 | Day | S 17Spring | This program examines the political, ecological and energy-related foundations of the Pacific Northwest’s culture and economy. The unique mix of energy, natural resources, agriculture, manufacturing, military, high technology and finance have created a diverse cultural and economic base. The regional economy, led by manufacturing, agriculture, forest products and finance, served the region well during most of the 20th century, creating a variety of sources of employment and opportunities for families to achieve a high quality of life.Changes in the late 20th and early 21st century present new challenges. As we explore these changes, our goals are to define a concrete vision of a sustainable economy in the Pacific Northwest that will account for employment, prosperity and preservation and restoration of the environment, as well as to examine the roles public policy and entrepreneurship can play to ensure it is achievable, and to understand why it is important to transition to a sustainable future. We believe innovation, creativity and stewardship will help achieve the goals of this program to positively benefit the region.Three overarching topics will be explored in depth. Pacific Northwest energy regimes—including natural gas, hydroelectric sources and emerging technologies of tidal, geothermal and wind—will be examined. Energy is vital to the Pacific Northwest because of the comparative advantages on price the region has long enjoyed. We will examine the composition of, and changes in, the regional economy, including how to understand key economic relationships, how technology and other emerging sectors impact education, demographics, employment, wage structures and demands for infrastructure and tax base. To fully understand energy and the regional economy, we will integrate considerations of how economics, governance and ecology are now at critical turning points.This program is organized around class work that includes lectures, workshops, book seminars and field trips. Assignments will include seminar papers, field trip reports, briefing papers, individual and team research and a final project and presentation. | Ralph Murphy Zoe Van Schyndel | Tue Tue Wed Thu Fri Fri | Freshmen FR Sophomore SO | Spring | Spring | ||||||
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Dawn Williams
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | F 16 Fall | Dawn Williams | Mon Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | |||||||
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Marianne Hoepli
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | W 17Winter | Marianne Hoepli | Mon Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | |||||||
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Marianne Hoepli
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | S 17Spring | Marianne Hoepli | Mon Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | |||||||
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Zoe Van Schyndel and Jon Baumunk
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Program | FR–SOFreshmen–Sophomore | 16 | 16 | Day | F 16 Fall | W 17Winter | This program is designed for students to gain an introductory understanding of the historical role of trade and business in the global economy of today. The age-old urge to trade has led to empires, wars, trade restrictions and, more recently, violent protests against economic and financial globalization.This two-quarter program examines the impact of trade on the political, economic, financial, ecological, religious, and energy-related foundations of the U.S. economy. We will explore the evolution of trade from the ancient world to today. Our historical review will help us understand how trade shaped the past and will provide lessons for how trade may well shape the future. As we explore these changes, our goals are to define how the development of trade is part of a society’s natural progression toward prosperity. Several field trips are planned for each quarter, which could include visits to local ports and global business in the Pacific Northwest. The goal of the field trips is to enhance and broaden classroom activities with experiences in real-world settings where we can gain perspectives from people engaged in trade and business. In addition, there will be a large emphasis on writing, including brief and very focused assignments as well as seminar papers. At the end of each quarter students will present their research findings on trade and business in multimedia presentations. | Zoe Van Schyndel Jon Baumunk | Freshmen FR Sophomore SO | Fall | Fall Winter | ||||||
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Douglas Schuler and Kathy Kelly
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Program | SO–SRSophomore–Senior | 8, 12 | 08 12 | Evening and Weekend | F 16 Fall | W 17Winter | S 17Spring | This year-long class focuses on the social phenomenon that we call "civic intelligence." It seems elusive, yet civic intelligence is all around us — if we know what to look for. It could be locally focused — on community gardens, for example — and it could be globally focused — on climate change, or on issues such as education, social equity, or environmental restoration. Civic intelligence is the ability of groups of diverse sizes and composition to address shared significant issues effectively and equitably. This can take the shape of new approaches to social service, such as Robert Eggers' DC Kitchen. It can take the form of new initiatives such as the Sustainable Prisons Project that Evergreen helped launch or supporting economically disadvantaged neighborhoods to define and struggle for their own health objectives. And in Seattle, "democracy vouchers" that were recently adopted via the initiative process. These exciting examples just begin to scratch the surface of actual and potential examples. While the term civic intelligence is not in common usage, the idea is not new. John Dewey, the American psychologist, philosopher, educator, social critic and political activist, was a proponent of the concept, although he didn't put a precise name on it. Nevertheless, the necessity—and the difficulties—of thinking and acting together are universal and require us to consider a wide variety of perspectives, including social movements, education, government and democracy, community studies, organizational studies, systems theory, and design. Because civic intelligence action, the class will also include active engagement. We will use the metaphor of the hunt to focus on something that's not always easy to find. We will also use the metaphor of an expedition as a broader, more inclusive and organized approach to orienting our research and action. In Fall quarter, we will begin to pose questions and use our social imagination to envision how our hunt might unfold. We will identify, discuss, and analyze potential projects and organizations that seem to demonstrate civic intelligence, including efforts in our region. Because Evergreen is located in the state capitol, we will also explore civic intelligence in that arena through an introduction to state government and the legislative process. There will be additional opportunities in winter and spring for students to research issues of particular interest to them and track bills.In Winter and Spring quarters, we will continue with the expedition through research and interaction and begin to evaluate, sum up, and think about ways that the work could continue to expand and evolve. Students who elect to take the 12 credit option will participate in the Civic Intelligence Research and Action Laboratory (CIRAL). CIRAL is designed to allow students of diverse interests and skills to work in issue-oriented "clusters" with students, faculty, and others inside and beyond Evergreen who are engaged in real-world projects that integrate research and action. These opportunities will also include developing the capacities of the CIRAL lab itself, including engaging in research, media work, or tech development. Integrating theory and practice, we will learn civic intelligence by doing it. We will consciously leverage Evergreen's underlying philosophy as a nontraditional, experimental school to explore how students can take a more active role in their education and in their interactions in the world. Students in this program will take an active role in how the program is conducted. | Douglas Schuler Kathy Kelly | Wed Sat | Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | ||||
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Steven Niva
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Program | SO–SRSophomore–Senior | 16 | 16 | Day | S 17Spring | Although globalization has led to increasing interdependence of societies and peoples, one of the most striking features on the contemporary global landscape is the proliferation of massive walls built between peoples, such as those on the U.S.-Mexico border, around Palestinians in the West Bank and Gaza Strip, between India and Bangladesh, around Spanish enclaves in Morocco, and dozens more around the world. Students in this global politics program will examine the proliferation of walls in contemporary global society through detailed case studies and theoretical writings in order to understand why wall-building is on the rise today, how these walls affects various populations and why many people are resisting these walls. While these new walls are typically justified in the name of national security and defending borders, we will read diverse critics who contend that these walls may also reflect neoliberal strategies of socioeconomic exclusion between rich and poor and neocolonial attempts to marginalize unwanted populations. Students will also learn about attempts to subvert, repurpose or remove these walls. Through intensive reading, writing, and discussion, students will be asked to develop their own theories about the politics of walls in contemporary global society and to create public installations of some of these wall-building projects as pedagogical exercise. | Steven Niva | Tue Wed Fri | Sophomore SO Junior JR Senior SR | Spring | Spring | ||||||
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God(s): An Inquiry
cancelled
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Program | FR–SRFreshmen–Senior | 16 | 16 | Day | S 17Spring | This program will take students on an exploration of the persistent human quest to locate, identify, describe, ascribe power to, and/or worship deities or phenomena outside ourselves. We take as a point of departure that this instinct has been with us as a species since the beginning of recorded human history. As such, by investigating extant sources that document this instinct, we can ask and this instinct developed and continues to sustain itself. We begin with ancient Chinese, African, Mesopotamian, Indus (Hindu and Buddhist) Greek, and Egyptian religions (all the while problematizing the meaning of the word "religion") and move on to development of monotheism begun by Hebrew tribes, to development of Western philosophies rooted in these traditions, to the present where the insistence on no (sure) God(s) (atheism and agnosticism) has gathered steam and developed its own ideologies, including scientism. Students will develop analytic skills in critical historical method, history, philosophy, critical theory, and the study of religion. Readings will include primary sources from each tradition we look at, in addition to secondary sources that come to terms with them. Readings include, for example, selections from , Homer, , the , Kant, Islamic exegesis, and readings in the "New Atheist" movement. | Sarah Eltantawi | Tue Tue Wed Thu Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | |||||||
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Emily Lardner
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | W 17Winter | Emily Lardner | Mon | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | |||||||
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Don Chalmers
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Course | FR–SRFreshmen–Senior | 2 | 02 | Weekend | F 16 Fall | This course will introduce students to the fundamentals of grant writing and fund raising. After an orientation to contemporary philanthropy and trends, students will learn how to increase the capacity of an organization to be competitive for grants and other donations. We will share ways to plan realistic projects, identify promising funding sources and write clear and compelling components of a grant, based either on guidelines for an actual funder or a generic one. Working individually or in small groups, students will develop their project idea, outline the main components of a grant and prepare a brief common application. | Non-profit grantwriting and fundraising; government resource development. | Don Chalmers | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | |||||
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Bret Weinstein
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Program | JR–SRJunior–Senior | 16 | 16 | Day | S 17Spring | We have arrived at a defining moment for our species. Humans have raced competitively around the globe, we have leveraged technology to increase our numbers, and we have innovated unsustainable and wildly unfair patterns of consumption. The facts of our predicament will force massive and arbitrary changes upon all humanity if we do not come together to design a wise and self-correcting replacement system first.Given the above, this program will focus on several related questions:This program will not be presented at the front of the room and consumed by the audience. It will emerge from the combined efforts, knowledge, and wisdom of all program participants. It is appropriate to self-motivated students who are open to the idea that massive changes are inevitable, whether humans design them or not. Passive students are likely to feel adrift in this program, just as self-motivated students are energized. A science background is not required, but acceptance of a broad and inclusive scientific worldview is essential.There will be lectures, readings, and student projects. We will go on two week-long retreats where hiking will occur daily. Students should expect this program to absorb a great deal of time and attention, well beyond the in-class schedule and formal assignments. | Bret Weinstein | Junior JR Senior SR | Spring | Spring | |||||||
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Nancy Anderson and Marcella Benson-Quaziena
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Program | JR–SRJunior–Senior | 8 | 08 | Weekend | F 16 Fall | W 17Winter | S 17Spring | This three-quarter program will explore the definitions, determinants, and implications of health for individuals, communities, and larger populations. How do individuals define health and wellbeing? How do culture, economics, and institutional racism affect the equitable attainment of health? Why are some groups of people systematically healthier than others? What can we do about the systematic differences that result in health inequity in the United States? How do people who wish to eliminate barriers to equity remain healthy themselves? The program will examine the context of individual health and wellbeing, in terms of the World Health Organization definition of health: a state of mental, physical, and social well-being. We will consider health psychology, the ways that behavior and culture influence individual perceptions of health, illness, and interactions with the healthcare system. Students will explore the social determinants of population health in The United States. Health literacy and Health activation will be examined as ways to link individual self-efficacy and autonomy to effective interaction with the health care system. The class will consider the potential for popular culture, including hip-hop, other spoken word art, visual art, and music to provide tools for the development of health autonomy in oppressed communities. The importance of individual self-awareness and health preservation for those who would catalyze change will also be explored.This program is designed for students who would like to enhance their understanding of the social, cultural, and political factors that influence health and health care in the United States. By the end of the third quarter, students will understand more about the relationships between individual wellbeing, culture, the social determinants of health, and health care. They will also have the tools to remain healthy themselves as they advocate for improvements to the current and inadequate healthcare system in the United States. | Nancy Anderson Marcella Benson-Quaziena | Sat Sun | Junior JR Senior SR | Fall | Fall Winter Spring | ||||
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Kristina Ackley and Jennifer Martinez
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Program | FR ONLYFreshmen Only | 16 | 16 | Day | F 16 Fall | What are the factors that determine our health? In what ways do race, class, and gender affect the health of individuals and communities? In this introductory program we will explore health and well-being within the contexts of narrative, power, and social justice. We will use an interdisciplinary lens of science and the humanities to question the embodied experiences of sickness and healing. Our focus will be on the linkages between Northwest places and Native American and Indigenous peoples, framing our discussions of health around themes of environmental and economic sustainability, social justice and education, and popular culture. We will question and examine competing public narratives, particularly how the health and wellness of Native people are portrayed in the medical field, museums, case studies, films, and texts. From the biological perspective, we will analyze the physiological and genetic basis for the apparent health disparities in these communities. We will explore scientific articles and texts about the effect of culture-based diets and nutrition on disease and immunity.Through program workshops, students will develop a variety of skills, including the scientific method, historical research, quantitative and qualitative analysis of data, policy research and writing, film critique, interviewing, and oral history. Students will use these skills to become stronger writers and researchers, and importantly, community members. We will help students learn to listen and observe attentively, do close and critical reading with challenging texts, contribute clear and well developed writing, make relevant contributions to seminar discussions, and acquire research and laboratory skills in biology, history, and Native American studies. Guest presenters, documentary films, museum exhibits, and two field trips to tribal museums and urban community organizations will support our analysis. | Kristina Ackley Jennifer Martinez | Tue Tue Wed Fri Fri Fri Fri | Freshmen FR | Fall | Fall | ||||||
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Kristina Ackley and Jennifer Martinez
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Program | FR ONLYFreshmen Only | 16 | 16 | Day | W 17Winter | What are the factors that determine our health? In what ways do race, class, and gender affect the health of individuals and communities? In this introductory program we will explore health and well-being within the contexts of narrative, power, and social justice. We will use an interdisciplinary lens of science and the humanities to question the embodied experiences of sickness and healing. Our focus will be on the linkages between Northwest places and Native American and Indigenous peoples, framing our discussions of health around themes of environmental and economic sustainability, social justice and education, and popular culture. We will question and examine competing public narratives, particularly how the health and wellness of Native people are portrayed in the medical field, museums, case studies, films, and texts. From the biological perspective, we will analyze the physiological and genetic basis for the apparent health disparities in these communities. We will explore scientific articles and texts about the effect of culture-based diets and nutrition on disease and immunity.Through program workshops, students will develop a variety of skills, including the scientific method, historical research, quantitative and qualitative analysis of data, policy research and writing, film critique, interviewing, and oral history. Students will use these skills to become stronger writers and researchers, and importantly, community members. We will help students learn to listen and observe attentively, do close and critical reading with challenging texts, contribute clear and well developed writing, make relevant contributions to seminar discussions, and acquire research and laboratory skills in biology, history, and Native American studies. Guest presenters, documentary films, museum exhibits, and two field trips to tribal museums and urban community organizations will support our analysis. | Kristina Ackley Jennifer Martinez | Tue Tue Wed Fri Fri Fri Fri | Freshmen FR | Winter | Winter | ||||||
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Mary Dean
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | S 17Spring | We will explore the intersection where valued health care meets paid health care. In the health care arena, good intent is plagued by paradox and can yield under-funding and a mismatch with initial intent. Paradoxes and costs haunting prevention, access, and treatment will be reviewed. The books and aid our journey as will the video series, "Remaking American Medicine", "Sick Around the World," and "Sick Around America". We will consider the path of unintended consequences where piles of dollars are not the full answer to identified need. | Mary Dean | Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||||
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Jeff Glassman and Arun Chandra
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Program | FR–SOFreshmen–Sophomore | 16 | 16 | Day | F 16 Fall | W 17Winter | To look at an artwork as an experiment means to see how it was, in its time, a step towards what was new, uncertain or without evidence. The ways in which an experiment was brought about could happen in many different ways: with its content (the plot, the characters, the harmonies), with its structure (repetition or the lack of it, disturbing the natural sequence of events, undermining the form), or with other aspects of the material that makes up the artwork.Both music and theater use time for their unfolding, and so, share aspects of composition and development. In our class, we'll be reading, listening to, and discussing artworks of the past and experiments of the present. Some of the older authors and composers we might study are Shakespeare, Shaw, Brecht, Mozart, Ravel and Schoenberg. Some of the contemporary experimenters might be Robert Wilson, Pina Bausch, Adrianne Kennedy, Chaya Czernowin and Luigi Nono. From these conversations, we'll develop assignments and performance exercises for ourselves to create now.Through a combination of seminars, a movement and gesture experimentation studio, coached rehearsals, lectures and presentations, shared attendance at performances, and our own performances, the class will study music and theater pieces – how they were experimental in their time, and how might we continue and move on from that experimentation in our time. We will make experimental works together using our growing awareness of what’s been done before and why.As one center of activity during fall quarter, each student will participate in three group projects. Each group will create a performance based on and in response to the experiments we've studied. These performances will be presented to and discussed with the class. The question of “what is experimental now” will be a primary focus.As a center of activity during winter quarter, each student will remain in one group for the entire quarter, as if forming a temporary company, and that group will develop their project and their ideas for "what is experimental now" for a final public performance. As their work develops over the quarter, each group will present its scripts, music, and rehearsals to the class, explaining their ideas and inviting discussion.Each quarter, students will be asked to write a research paper, addressing some part of the authors, composers and artworks studied. A draft of the paper will be due in week 5, and a final version will be due in week 10. Primary emphasis will be placed on understanding of the intentions of the authors, composers and artists studied, and their contribution. Students will develop writing skills as an additional emphasis. | Jeff Glassman Arun Chandra | Mon Tue Wed Thu | Freshmen FR Sophomore SO | Fall | Fall Winter | |||||
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Susan Cummings
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | F 16 Fall | The purpose of this course is to provide an overall view of the emergence of psychology as a field, its historical roots, its evolution within a broader sociocultural context, and philosophical currents running throughout this evolution. Attention will be paid to the interaction of theory development and the social milieu, the cultural biases within theory, and the effect of personal history on theoretical claims. This course is a core course, required for pursuit of graduate studies in psychology. | Susan Cummings | Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||||
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Stephen Buxbaum
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Course | JR–SRJunior–Senior | 4 | 04 | Evening | W 17Winter | Agriculture in Washington first developed during a period of agrarian revolt. Populism, in its many forms, took root in our state through political organizations such as the Grange – an agriculturally based fraternal organization that played a dominant role in the politics of the state prior to WWII. Both agriculture and politics were shaped by the replacement of the family farm with corporations controlled by national and international financial interests. The story of the industrialization of agriculture provides deep insight into the political economy of our state and helps explain how our nation’s food production and distribution system was shaped. | Stephen Buxbaum | Thu | Junior JR Senior SR | Winter | Winter | ||||||
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Nancy Koppelman, Eric Severn, Joseph Tougas and Andrew Reece
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Program | FR–SOFreshmen–Sophomore | 16 | 16 | Day | F 16 Fall | W 17Winter | How do we determine what to do when faced with hard choices? Is happiness uppermost in our minds, or can something else guide us, such as loyalty to a friend, religious principle, or political commitment? What if the right decision goes against our sense of self? How can we live with integrity in the face of temptation or tragedy? How do historical, political, and social contexts shape how we think and act in such situations? Can we really have free will when context limits how we understand, feel, and imagine our circumstances and how to change them?These ethical questions demand that we think carefully about character. Character comprises not only distinctive individual qualities, but also the disposition to act in certain ways. Character can also refer to collective identifiers such as ethnicity, sex, gender, class, race, religion, region, and nation. These markers can both inspire intractable conflicts and frame claims to justice. We will study works of philosophy, history, drama, and fiction that illuminate our understanding of character. We’ll explore how character affects, and is affected by, desire, deliberation, action, and suffering. We’ll read literary and historical accounts that illustrate the character of people or a people and portray profound moral dilemmas. Works of ethics will broaden how we think about character in relation to external goods, habit, happiness, friendship, and duties. They provide powerful interpretive tools and a refined vocabulary for grappling with questions raised by our texts.Fall quarter will focus on Aristotelian ethics. We’ll learn how the ancient Greeks understood the challenges of their experiment with democracy and consider their efforts to attune desire to responsibility, friendship to self-interest, and deliberation to action. We’ll read retellings of their myths, dramas, and epic poetry to consider how their concerns resonate in our own times. Authors will include Plato, Aristotle, Sophocles, Toni Morrison, and Walt Whitman. In winter we will learn how Immanuel Kant’s moral philosophy provided new tools for the critical analysis of age-old social practices such as slavery, gender domination, and economic inequality. We will also consider the perpetual challenges of maintaining hope and faith in the face of persistent injustices.This program is suitable for students who are prepared not only to think critically, but to investigate their own beliefs and submit them to rigorous scrutiny, to practice ethical thinking as well as study it. Writing will be central to that practice. Students will practice analytical, creative, and critical writing, and learn how to both give and receive constructive criticism. We look forward to a thriving community focused on studying, puzzling over, understanding, and celebrating character—an abiding challenge of the human condition. | Nancy Koppelman Eric Severn Joseph Tougas Andrew Reece | Freshmen FR Sophomore SO | Fall | Fall Winter | ||||||
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Arleen Sandifer
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | S 17Spring | In its first words on the subject of citizenship, Congress in 1790 restricted naturalization to ‘white persons.’ [T]his racial prerequisite to citizenship endured for over a century and a half, remaining in force until 1952. From the earliest years of this country until just a generation ago, being a "white person" was a condition for acquiring citizenship.” -- Ian Haney Lopez, , 1. Most people do not realize that the notion of the United States as a “white” majority nation is largely a construction of law, and that people of many different nationalities who were deemed “not white” for purposes of immigration became “white” over the course of U.S. social and legal history. The current legal regime that imposes severe criminal penalties for violations of immigration law provisions is a recent development in U.S. law, and constitutes a dramatic change in the legal approach to immigration and immigrants from the Western Hemisphere, especially Mexico. Within the context of the impending presidential election, we'll study the major legal and historical events that have shaped and continue to structure the debates over immigration. We’ll examine the current landscape of immigration law and policy as well as restrictionist and immigrant-rights movements. We’ll critically analyze how concepts of race are embedded in immigration law and policy and how those embedded concepts shape the laws and their operation today. We will examine current controversies about immigration, immigrant workers, labor movements, and the varied ways communities respond to the most recent immigration boom.Students will build some basic legal skills through reading and researching important cases and laws. | Arleen Sandifer | Mon Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||||
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Jamie Colley
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening and Weekend | F 16 Fall | Odissi, one of the major classical dances of India, combines both complex rhythmic patterns and expressive mime. This class will be devoted to the principles of Odissi dance, the synthesis of foot, wrist, hand and face movements in a lyrical flow to express the philosophy of yoga based dance. Throughout the quarter, we will study the music, religion, and history of Indian dance and culture. | Jamie Colley | Tue Thu Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||||
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Jamie Colley
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening and Weekend | S 17Spring | Odissi, one of the major classical dances of India, combines both complex rhythmic patterns and expressive mime. This class will be devoted to the principles of Odissi dance, the synthesis of foot, wrist, hand and face movements in a lyrical flow to express the philosophy of yoga based dance. Throughout the quarter, we will study the music, religion, and history of Indian dance and culture. | Jamie Colley | Tue Thu Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||||
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Bill Arney
Signature Required:
Winter
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Contract | FR–SRFreshmen–Senior | 16 | 16 | Day | W 17Winter | Individual Study offers opportunities for students to pursue their own courses of study and research through individual learning contracts or internships. Bill Arney sponsors individual learning contracts in the humanities and social sciences. All students ready to do good work are welcome to make a proposal to Bill Arney. | Bill Arney | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | |||||||
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David Wolach
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening and Weekend | W 17Winter | In what ways is writing necessarily gendered? Or raced? Or seen through the lens of class? This class will take up "the body" as a site of radical cultural production as expansively as possible, considering some of the forms in which bodies are othered through language, including through discourses of disability, gender performance, and other zones of often-felt difference and social dislocation. Though this is primarily a creative writing class, our writing will push itself outside its usual modes of expression. We will explore texts anthologized in the recent collection Troubling the Line, as well as in past collections, such as texts from The Black Arts Movement. We will discuss and critique the rich tradition of "somatic" practices in the world of performance and live art, including the work of artists such as Marina Abramovic, and we will familiarize ourselves with important recent experiments in poetry and prose by authors such as kari edwards, Theresa Hak Kyung Cha, and Renee Gladmann. Our end goal will be to curate a show and live reading that provides us a space to test out some of our textual experiments. | David Wolach | Wed Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||||
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Karen Hogan
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | S 17Spring | This course is a basic introduction to a wide range of topics in biology, from molecules to ecosystems. We will study biological molecules, photosynthesis and metabolism, evolutionary processes and phylogenetic diversity of plants and animals, and topics in ecological science. | Karen Hogan | Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||||
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Ben Kamen
Signature Required:
Fall
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Course | SO–SRSophomore–Senior | 4 | 04 | Evening | F 16 Fall | In Introduction to Electronics in Music I, students will be introduced to the creative use of music technology from the perspective of the composer. Students will create original compositions while developing technical skills in the studio. We’ll contextualize our creative work by looking to early pioneers and experimenters of electronic music. Students will develop proficiency in the music technology labs, learning about signal flow, effective use of the mixing board, EQ, and reverb, and use analog tape machines to make tape loops and create compositions. No experience is required. Please contact the instructor for a course application. | Ben Kamen | Tue | Sophomore SO Junior JR Senior SR | Fall | Fall | ||||||
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Ben Kamen
Signature Required:
Winter
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Course | SO–SRSophomore–Senior | 4 | 04 | Evening | W 17Winter | In Introduction to Electronics in Music II, students will continue to develop technical and creative skills in the music technology labs while exploring the music and ideas of early electronic music composers. This quarter will focus on the fundamentals of sound synthesis and the creative use of the analog modular synthesizer. Students will create compositions using the modular synthesizer, analog tape machines, and MIDI. Students wishing to join in the winter quarter will be expected to complete a catch up assignment. Please contact the instructor for a course application. | Ben Kamen | Tue | Sophomore SO Junior JR Senior SR | Winter | Winter | ||||||
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Ben Kamen
Signature Required:
Spring
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Course | SO–SRSophomore–Senior | 4 | 04 | Evening | S 17Spring | In Introduction to Electronics in Music III, students will wrap up their year of creative exploration in the music technology labs. Students will create compositions building upon the work of previous quarters while learning about more advanced topics in sound synthesis, effect processing, mixing, and digital editing. In addition, students will build contact microphones and simple electronic circuits during hands-on electronics workshops. No new students will be accepted to the course this quarter. | Ben Kamen | Tue | Sophomore SO Junior JR Senior SR | Spring | Spring | ||||||
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Shangrila Wynn and Dylan Fischer
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Program | FR–SOFreshmen–Sophomore | 16 | 16 | Day | F 16 Fall | In this program, we will explore the complexities of environmental issues in terrestrial (land) environments. We will use climate change as a central theme, demonstrating how social phenomena and natural environments are intertwined. We will also explore how local forests and communities affect, and are affected by, climate change. We will focus especially on forests, which dominate the land-base of the Pacific Northwest, and are central to the evolving global agreements on climate change. Because environmental issues are not strictly science problems, and not strictly social problems, our focus will be equally divided between the social and natural sciences.For the social science component, students will be introduced to several key approaches to examining the environment-society relationship, including explanations of the social determinants of the destruction of the environmental commons as well as their solutions. We will explore various theories about the environment-society relationship, including those that focus on population growth, economic growth, technological innovation, and social justice, using examples and case studies from the local and global environments as appropriate to illustrate concepts. Students will consequently develop familiarity with key debates in the broad field of the environmental social sciences, and develop the capability of engaging with this scholarly conversation by formulating and defending a well supported position in these contentious debates. Students will apply this learning to the context of the global atmospheric commons, critically evaluating policies to mitigate climate change, including those that involve carbon sequestration in forests. Student learning will be facilitated by a variety of texts, films, workshops and seminar discussion that will delve into these topics in various ways.For the natural science component, students will learn about climate change and forest ecology from a carbon cycling perspective. Students will learn to do basic forest measurements, inventory carbon sequestration in forests, and identify the dominant tree and forest species of our region. Weekly field labs will give students hands-on experience working with our local forests in a series of permanent forest measurement plots in the Evergreen State College forest reserve. Students will then learn about how these measurements are related to global carbon budgets and how global carbon budgets are related to climate change.Our studies will use a combination of weekly lectures in social science and forest ecology, data analysis labs, seminars, workshops, and weekly field labs to accomplish our goals. The program is also designed to give students a foundation for understanding multiple environmental issues such as conservation biology, pollution, invasive species biology, and bioengineering. | Shangrila Wynn Dylan Fischer | Tue Tue Wed Wed Thu Thu Fri Fri | Freshmen FR Sophomore SO | Fall | Fall | ||||||
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Dylan Fischer and Shangrila Wynn
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Program | FR–SOFreshmen–Sophomore | 16 | 16 | Day | W 17Winter | In this program, we will explore the complexities of environmental issues in terrestrial (land) environments. We will use climate change as a central theme, demonstrating how social phenomena and natural environments are intertwined. We will also explore how local forests and communities affect, and are affected by, climate change. We will focus especially on forests, which dominate the land-base of the Pacific Northwest, and are central to the evolving global agreements on climate change. Because environmental issues are not strictly science problems, and not strictly social problems, our focus will be equally divided between the social and natural sciences.For the social science component, students will be introduced to several key approaches to examining the environment-society relationship, including explanations of the social determinants of the destruction of the environmental commons as well as their solutions. We will explore various theories about the environment-society relationship, including those that focus on population growth, economic growth, technological innovation, and social justice, using examples and case studies from the local and global environments as appropriate to illustrate concepts. Students will consequently develop familiarity with key debates in the broad field of the environmental social sciences, and develop the capability of engaging with this scholarly conversation by formulating and defending a well supported position in these contentious debates. Students will apply this learning to the context of the global atmospheric commons, critically evaluating policies to mitigate climate change, including those that involve carbon sequestration in forests. Student learning will be facilitated by a variety of texts, films, workshops and seminar discussion that will delve into these topics in various ways.For the natural science component, students will learn about climate change and forest ecology from a carbon cycling perspective. Students will learn to do basic forest measurements, inventory carbon sequestration in forests, and identify the dominant tree and forest species of our region. Weekly field labs will give students hands-on experience working with our local forests in a series of permanent forest measurement plots in the Evergreen State College forest reserve. Students will then learn about how these measurements are related to global carbon budgets and how global carbon budgets are related to climate change.Our studies will use a combination of weekly lectures in social science and forest ecology, data analysis labs, seminars, workshops, and weekly field labs to accomplish our goals. The program is also designed to give students a foundation for understanding multiple environmental issues such as conservation biology, pollution, invasive species biology, and bioengineering. | Dylan Fischer Shangrila Wynn | Tue Tue Wed Wed Thu Thu Fri Fri | Freshmen FR Sophomore SO | Winter | Winter | ||||||
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Gerardo Chin-Leo and Ralph Murphy
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Program | FR–SOFreshmen–Sophomore | 16 | 16 | Day | F 16 Fall | This program is designed to serve as a foundation for advanced programs in environmental studies. As such, it will survey a range of disciplines and skills essential for environmental problem-solving from both a scientific and social science perspective. Specifically, we will study ecological principles and methods, aquatic ecology, methods of analysis in environmental studies, American political and economic history of environmental policy-making, microeconomics, and political science. This information will be used to analyze current issues on a range of topics in environmental studies.The focus of this program will be on aquatic systems. We will examine the major physical and chemical characteristics of aquatic environments and factors controlling species diversity, distribution, and productivity of aquatic organisms. Current issues such as marine pollution, harmful algal blooms, over-fishing, and global climate change will be discussed. These scientific issues will be grounded in the context of politics, economics, and public policy. In addition, we will examine how the values of democracy and capitalism from the founding era to the present influence resource management, and the scope and limitations of governmental policy-making, regulatory agencies, and environmental law. Understanding the different levels (federal, state, local) of governmental responsibility for environmental protection will be explored in-depth. Field trips, seminar, and case studies will offer opportunities to see how science and policy interact in environmental issues. Finally, we will introduce quantitative methods relevant to environmental studies.Material will be presented through lectures, seminars, labs, field trips/field work, and quantitative methods. Laboratory and field trips will examine microscopic life in aquatic systems and will examine the ecology of estuarine habitats. | Gerardo Chin-Leo Ralph Murphy | Tue Wed Thu Fri | Freshmen FR Sophomore SO | Fall | Fall | ||||||
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Gerardo Chin-Leo and Ralph Murphy
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Program | FR–SOFreshmen–Sophomore | 16 | 16 | Day | W 17Winter | This program is designed to serve as a foundation for advanced programs in environmental studies. As such, it will survey a range of disciplines and skills essential for environmental problem-solving from both a scientific and social science perspective. Specifically, we will study ecological principles and methods, aquatic ecology, methods of analysis in environmental studies, American political and economic history of environmental policy-making, microeconomics, and political science. This information will be used to analyze current issues on a range of topics in environmental studies.The focus of this program will be on aquatic systems. We will examine the major physical and chemical characteristics of aquatic environments and factors controlling species diversity, distribution, and productivity of aquatic organisms. Current issues such as marine pollution, harmful algal blooms, over-fishing, and global climate change will be discussed. These scientific issues will be grounded in the context of politics, economics, and public policy. In addition, we will examine how the values of democracy and capitalism from the founding era to the present influence resource management, and the scope and limitations of governmental policy-making, regulatory agencies, and environmental law. Understanding the different levels (federal, state, local) of governmental responsibility for environmental protection will be explored in-depth. Field trips, seminar, and case studies will offer opportunities to see how science and policy interact in environmental issues. Finally, we will introduce quantitative methods relevant to environmental studies.Material will be presented through lectures, seminars, labs, field trips/field work, and quantitative methods. Laboratory and field trips will examine microscopic life in aquatic systems and will examine the ecology of estuarine habitats. | Gerardo Chin-Leo Ralph Murphy | Tue Wed Thu Fri | Freshmen FR Sophomore SO | Winter | Winter | ||||||
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Clarissa Dirks, Riley Rex and James Neitzel
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Program | FR–SRFreshmen–Senior | 16 | 16 | Day | F 16 Fall | W 17Winter | S 17Spring | This program will offer students a conceptual and methodological introduction to biology and chemistry. In order to understand our world from a scientific perspective, we need to be able to analyze complex systems at multiple levels. We need to understand the ways that matter transforms chemically and how energy and entropy drive those transformations. Biological systems can be understood at the molecular level, but we also need to know about cells, organisms, and ecological systems and how they change over time. The language for describing these systems is both quantitative and computational. We will have a strong focus on the evolutionary mechanisms that have led to the current life on earth, and interpretation and design of experimental tests for hypotheses in biology and chemistry.The integration of biology and chemistry will assist us in asking and answering questions that lie in the intersections of these fields. Such topics include the chemical structure of DNA, the flow of nutrients and energy through ecosystems, mathematical modeling of biological population growth, equations governing chemical equilibria and kinetics, and the algorithms underlying bioinformatics. Program activities will include lectures, small group problem-solving workshops, laboratory and field work, and seminar discussions. Students will learn to describe their work through scientific writing and public presentations. Our laboratory work in biology and chemistry will also allow us to observe phenomena, collect data, and gain firsthand insight into the complex relationship between mathematical models and experimental results. There will be a significant laboratory component—students can expect to spend at least a full day in the lab each week, maintain laboratory notebooks, write formal laboratory reports, and give formal presentations of their work. Biology laboratories in this program will include participation in the SEA-PHAGE program coordinated by the Howard Hughes Medical Institute and the use of bioinformatics tools on a bacteriophage genome.In addition to studying current scientific theories, we will consider the historical, societal, and personal factors that influence our thinking about the natural world. We will also examine the impacts on societies due to changes in science and technology. Spring quarter there will be an opportunity for small student groups to conduct independent, scientific investigations designed in collaboration with program faculty.This program is designed for students who want a solid preparation for further study in the sciences. Students who only want to get a taste of science will find this program quite demanding and should consult with faculty before the program begins. Overall, we expect students to end the program in spring with a working knowledge of scientific, mathematical, and computational concepts, ability to reason critically and to solve problems, and with hands-on experience in natural science. | Clarissa Dirks Riley Rex James Neitzel | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||||
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Mark Hurst
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Course | FR–SRFreshmen–Senior | 4 | 04 | Weekend | F 16 Fall | Scientific inquiry into human behavior and cognition is a dynamic and rapidly growing field that influences personal development and diverse careers. This course examines essential aspects of the human experience (neurology, sensation and perception, personality, learning, memory, cognition, emotion) and political, economic, and cultural influences. Contemporary trends and specific sub-disciplines (neuropsychology, childhood development, gerontology, organizational behavior, wellness, etc.) will be addressed. Those seeking underpinnings for work in mental health and social work, education, medicine, public policy, and law, will find this course indispensable. Students will demonstrate skill at applying theory to practice in “psychological notebooks”, integrative response papers and group activities. | Mark Hurst | Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||||
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John Shattuck
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | F 16 Fall | In Introduction to Woodworking, students will engage in the foundational skills necessary to produce a piece of artisan furniture safely. Study will include design elements and concepts, fabrication methodogy, aesthetic and working properties of wood species, finish types and their application, assembly techniques, and machine and hand tool skills, and an introduction to artisan furniture as a means of personal expression. Given the basic materials necessary to produce a small table, students will develop design options within the parameters set by the volume and species of wood to be used, develop necessary fabrication skills, and produce a small side table using basic joinery techniques. | John Shattuck | Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||||
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Arun Chandra and Jeff Glassman
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Program | FR–SRFreshmen–Senior | 16 | 16 | Day | S 17Spring | To look at things as a system simply means to notice how the change of a part can change the whole. What implications does this have in the worlds of music and movement, social behavior, and theater? How does looking at something as a system change the thing we look at? How does it influence our ideas and actions? This program invites students who are interested in investigating the idea of system as well as creating systems of composition in sound and movement.One cybernetic concept we'll explore is that of emerging properties. How can we, as composers of movement and of sound, compose the smallest elements so that their dynamic result is significantly different from their individual behavior? In other words, can we compose the dynamics of a system so that its resulting whole is not merely sum of its parts? And does this attitude towards composition mirror in some fashion the workings of the world we live in?The readings that we will study range from aesthetics to anthropology and from the mathematics of information theory to the biology of cognition. Students should be prepared to address some difficult texts, ones that richly give back with careful reading.Students will collaborate on a group composition project, a group research project, and a solo performance project during the quarter. They will also participate in weekly readings, seminars, and workshops in music and movement notations systems and scores, theater, and the study of cybernetics.Among the authors we will read are: Gregory Bateson, Samuel Beckett, Bertolt Brecht, and Ludwig Wittgenstein. There will also be a readings packet containing articles by Herbert Brün, Friedrich Engels, Franz Kafka, Humberto Maturana, Heinz von Foerster, and Warren Weaver.The combination of fiction, scientific research, and philosophy will allow us to learn about the range and the reach of cybernetics, and the range and the reach of our creative potential. | Arun Chandra Jeff Glassman | Mon Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||||
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Sean Williams and Geoffrey Cunningham
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Program | SO–SRSophomore–Senior | 16 | 16 | Day | F 16 Fall | W 17Winter | This two-quarter program explores Ireland and Irish America through the lenses of history, literature, politics, spirituality, the Irish language, film, poetry, and the arts. Fall quarter we begin with Irish ways of understanding the world, focusing on the roots of pre-Christian spirituality and traditional culture. We will examine the blend of pre-Christian and Christian cultures in the first millennium C.E., and move forward to the layered impact of the Vikings, Normans, and English. We end fall quarter with the Celtic Literary Revival (Yeats, Joyce, and others) at the turn of the 20th century. Winter quarter we shift to Irish America for four weeks, then focus our attention on Ireland from the 20th century and into the present.Most weeks will include lectures, seminars, small-group work, songs, play-reading out loud, instrumental music practice, poetry, and a film. Short pre-seminar papers will often be required to focus your attention on each week's texts. In fall quarter three papers are required (on ancient Ireland, the English conquest, and the Celtic Revival). In winter, two larger papers are required (on Irish America and contemporary Ireland). At least one work of visual art—drawing, painting, collage, or sculpture—will be required each quarter (on the Famine and on the Troubles). The last week of fall and winter quarters will focus on collaborative, student-led productions. Students will learn to cook Irish food for a food-and-music gathering once each quarter.Every student is expected to work intensively with the Irish-Gaelic language all year—no exceptions. Our work will include frequent lessons and short exams in grammar and pronunciation, as well as application of those lessons to Irish-language songs and poetry. Irish is a challenging language—it requires considerable skills in listening, bravery in speaking, and the ability to accept the existence of very strong regional accents while sorting out the meaning of the individual words and sentences. Similarly, you will be expected to learn to sing and play Irish music on a musical instrument if you cannot already play one. We will practice this music each week. This program is a prerequisite for the spring quarter visit to Ireland. | Sean Williams Geoffrey Cunningham | Mon Mon Tue Tue Wed Thu Thu | Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||||
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Sean Williams
Signature Required:
Spring
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Program | JR–SRJunior–Senior | 16 | 16 | Day | S 17Spring | This spring quarter program allows up to 25 students to travel to Ireland for at least six weeks of study abroad. The first two weeks will include independent research; after that, we will meet in Gleann Cholm Cille in County Donegal for four weeks of intensive hands-on learning. Students will improve their language skills, learn traditional skills (singing, dancing, poetry writing, drumming, tin whistle playing, weaving, knitting) and explore the region, which is rich in archaeological features such as standing stones and dolmens. Upon their return at the end of May 2017, students will write a significant (20-page) integrative essay, combining the theory of Irish Studies, which they developed during fall and winter, with what they have learned in the practice of living and studying in Ireland. The prerequisite for this program is the successful completion of the Ireland in History and Memory program during fall and winter. | Sean Williams | Mon Mon Tue Tue Wed Thu Thu | Junior JR Senior SR | Spring | Spring | ||||||
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Tomoko Hirai Ulmer
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | F 16 Fall | Tomoko Hirai Ulmer | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | |||||||
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Tomoko Hirai Ulmer
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | W 17Winter | Tomoko Hirai Ulmer | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | |||||||
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Tomoko Hirai Ulmer
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | S 17Spring | Tomoko Hirai Ulmer | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | |||||||
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Tomoko Hirai Ulmer
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Course | FR–SRFreshmen–Senior | 4 | 04 | Day | F 16 Fall | Tomoko Hirai Ulmer | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | |||||||
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Tomoko Hirai Ulmer
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Course | FR–SRFreshmen–Senior | 4 | 04 | Day | W 17Winter | Tomoko Hirai Ulmer | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | |||||||
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Tomoko Hirai Ulmer
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Course | FR–SRFreshmen–Senior | 4 | 04 | Day | S 17Spring | Tomoko Hirai Ulmer | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | |||||||
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James Schneider
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Course | FR–SRFreshmen–Senior | 2 | 02 | Evening | F 16 Fall | This class provides the instrumentalist with an opportunity to study, rehearse and perform selected jazz music, and is open to students who have the ability to play a wind instrument. Students will develop skill in musical improvisation. Participation by “non-music majors” is highly encouraged. Students must have the ability to read music and have basic knowledge of music theory and ability to play a jazz instrument. College drums and piano will be used. Otherwise, students are expected to use their own instruments. If you’re uncertain whether your instrument is appropriate for this ensemble, contact faculty. Fees payable at SPSCC: $10 for music Faculty: James Schneider NOTE: 2011 Mottman Road, SW, Olympia, WA 98512, in Building 21, Room 253, Tuesday evenings from 5:30 to 8:30 p.m. BOOKS: If a text is required students will need to purchase texts for this course from the SPSCC bookstore. The book list can be found on the bookstore website under the course Musc 134. | James Schneider | Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||||
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Lester Krupp
Signature Required:
Spring
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Program | SO–SRSophomore–Senior | 8, 12 | 08 12 | Evening and Weekend | W 17Winter | S 17Spring | As external pressures on schools increase—through such forces as standardized testing and public accountability—many people concerned about education would argue that we have lost sight both of the active learning of the individual student and of the social conditions in which our school systems exist.This program will explore the question: In what ways can an understanding of language, learning, and creativity clarify our vision of the education of children, lead to more pedagogically sound classroom practice, and meet social justice goals of equity and opportunity? Focusing primarily on language and the literary arts, this program will examine the psychological, social, and philosophical foundations of language development; the teaching of writing within constructivist and social-constructivist pedagogy; literature and literary theory as they relate to all levels of elementary and secondary education; and the historical tensions between philosophy of education and educational practice in the past century. Students will also participate in weekly writing groups as one way to observe closely the interaction between language, writing, and learning.In spring quarter, we will draw together these strands in studying the current political struggles between traditional and constructivist education, with particular attention to the teaching of writing and literature in the schools and to arts education in general. In addition, students will conduct classroom observations (in elementary or secondary classrooms) and/or significant reading-research projects on topics in language, literature, the arts, and public education.The 12-credit option will enable students to meet specific requirements for Washington State teacher certification. Students may earn the additional four credits in any of the following areas: children’s literature, adolescent literature, multicultural literature, or language skills/structure. (Please note that only 2-3 choices will be available each quarter.) Students will earn these credits through participating in a weekly small-group seminar and completing significant independent work in coordination with the curriculum of the 8-credit core of the program. | Lester Krupp | Sophomore SO Junior JR Senior SR | Winter | Winter Spring | ||||||
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Rachel Hastings
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Program | FR–SRFreshmen–Senior | 16 | 16 | Day | S 17Spring | Language and mathematics represent two areas of human cognition characterized by significant complexity and abstraction. In this program we will study linguistics and mathematics, as well as the mental processes and structures associated with each of these areas of thought and knowledge. We will analyze language structure, including the study of phonology (speech sounds), syntax (sentence structure), and semantics (linguistic meaning). We will also study mathematics with the goal of illuminating the nature of mathematical thinking. Topics in math will include mathematical logic and proofs, number systems, and introductory concepts from set theory and abstract algebra.Alongside our studies of linguistics and mathematics, we will engage in seminar reading and discussion relating to cognitive processes associated with language and mathematical thinking. We will explore such questions as: How does the human mind handle abstraction? What is the role of metaphor in language and math? Can particular aspects of language and math be identified as learned or innate? How do children learn language skills (such as speaking and reading) and mathematics (such as numerical and spacial reasoning)? How does mathematical thinking emerge across cultures?The work for this program will include solving math problems, writing proofs, studying abstract principles of grammar, and reading and writing about cognition and mental structure. | Rachel Hastings | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | |||||||
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Life Writes Beautiful Stories: Growing-up Experiences in Literature, Script Writing, and Performance
Stephanie Kozick and Rose Jang
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Program | FR–SRFreshmen–Senior | 16 | 16 | Day | F 16 Fall | This program is about creative expressions of the universal experience of growing up. It’s about how authors, performers, and other artists, including you, represent the personal process of a life unfolding in time and place. This brings into play the conditions of memory, experience, community, and culture that shape the act of growing up. From a classical-mythological perspective, the story of Persephone represents individual transformations that take place in a life, while contemporary writers, such as David Sedaris, Lynda Barry, and Bill Bryson, make sense of the human experience in evocative, emotional, and humorous ways.In this program, students will explore the dynamic unfolding of life by reading and writing stories, viewing films and observing how that medium portrays lives over time, and composing and acting out scripts crafted from students' own life stories. Growing up, as a universal experience, might be perceived as a pattern or a set of stages that elucidate the human experience. Movement workshops and theater performance workshops allow program participants to explore these patterns and stages.This program is designed for students who are curious about the process of growing up and are eager to read, write, create, and perform in serious ways in order to act on that curiosity. Students in this program will work in groups and must collaborate, support, and encourage the bold act of inquiring about the personal experience of growing up. At the end of the quarter, a theatrical presentation of these stories will summarize the experience. | Stephanie Kozick Rose Jang | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | |||||||
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Krishna Chowdary and Vauhn Foster-Grahler
Signature Required:
Winter
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Course | SO–SRSophomore–Senior | 4 | 04 | Day | W 17Winter | The full-time program Physical Systems and Applied Mathematics covers Differential Equations and Multivariable & Vector Calculus (in fall) and Linear Algebra (in winter), all at the upper division science level. Each of these subjects is available to students as stand-alone 4 credit courses by taking a partial credit option within Physical Systems and Applied Mathematics. The prerequisite for any of these courses is proficiency in one year of introductory calculus (including both differential and integral calculus). Students must demonstrate meeting prerequisites through completion of an application form and a diagnostic entrance exam, available at https://sites.evergreen.edu/psam1617/.Linear Algebra is a rigorous course in applied mathematics, and will include concepts, procedures, and applications of: systems and solutions for linear equations, linear transformations, matrix algebra, the Invertible Matrix Theorem and determinants in analytic geometry. In addition we will study vector spaces, including the Null Space and Column Space. Minimum Spanning sets, Change of Basis, Markov Chains, Eigenvalues and Eigenvectors including discrete dynamical systems will also be included. Collaborative learning and context-based problem solving, particularly with applications in the physical sciences, will be emphasized. Students will be evaluated on engagement, homework, quizzes, and exams. Students successfully completing this portion of the program may be awarded 4 credits of upper division science credit in Linear Algebra. | Krishna Chowdary Vauhn Foster-Grahler | Sophomore SO Junior JR Senior SR | Winter | Winter | |||||||
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Julianne Unsel
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Program | FR–SRFreshmen–Senior | 16 | 16 | Day | S 17Spring | This program combines a recent history of the professions in the United States with intensive skills instruction and practice in the areas of professional writing, research, and quantitative reasoning. Through lectures, readings and film, we will explore the rise of the credentialed professions in the U.S. from their origin in the Industrial Revolution to their current status in U.S. society. We will focus primarily on the professions of law, social work and teaching. We will use these examples as case studies in the broader historical development of accredited professional education, the imperatives of licensing and continuing education, and the changing range of socioeconomic standing among the professions in the U.S. over time.In this academic context, we will practice and improve college skills fundamental to all the professions, such as English composition and rhetoric, academic and policy research, and the basics of budgeting and financial planning for education and beyond. Students will have the opportunity to initiate new projects in research and writing, or to expand and undergraduate projects already under way. Other opportunities will include new research and classroom presentations about current credentialing education in chosen professions, as well as small group instruction and collaboration on the financial foundations of chosen professions past and present. This program will be research and writing intensive. | Julianne Unsel | Mon Tue Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||||
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Bill Bruner and TBD
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Program | JR–SRJunior–Senior | 16 | 16 | Day | F 16 Fall | W 17Winter | The title of this upper-division business program is intended to convey that we will study two aspects of “making change.” Our primary focus will be on making change in the sense of how to respond to new challenges, foreseen or unforeseen, in the business environment. We will consider both how to anticipate and respond to these challenges and also how to design an organizational structure that is resilient enough to adapt readily to whatever comes along. We will also look at the need for and techniques of managing the routine aspects of a business or organization – that is, making change as represented by what happens (used to happen?) at the cash register during a business transaction. If the manager doesn’t look after these sometimes boring and generally routine tasks the organization will founder. While we will deal with business, most of what we study will apply also to government and nonprofit organizations. | Bill Bruner TBD | Junior JR Senior SR | Fall | Fall Winter | ||||||
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John Baldridge
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | S 17Spring | Maps are powerful tools for understanding the relationships between people and place. They have been used to divide and unite, to expose environmental problems, to plan for peace, and to prepare for war. If a picture is worth a thousand words, a map might be worth millions.In this course, students will learn the basics of Geographic Information Systems (GIS) for the production of digital maps using computer software. We will study the elements of good cartographic design and apply those elements to produce meaningful maps with a purpose. The first half of the quarter will be spent developing fundamental skills with GIS software. The second half of the quarter will culminate in a project to produce a series of maps that illustrate a social or environmental problem, and which could be used to advocate for a change in policy or raise public awareness about an issue. | John Baldridge | Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||||
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John Baldridge
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | W 17Winter | Maps are powerful tools for understanding the relationships between people and place. They have been used to divide and unite, to expose environmental problems, to plan for peace, and to prepare for war. If a picture is worth a thousand words, a map might be worth millions.In this course, students will learn the basics of Geographic Information Systems (GIS) for the production of digital maps using computer software. We will study the elements of good cartographic design and apply those elements to produce meaningful maps with a purpose. The first half of the quarter will be spent developing fundamental skills with GIS software. The second half of the quarter will culminate in a project to produce a series of maps that illustrate a social or environmental problem, and which could be used to advocate for a change in policy or raise public awareness about an issue. | John Baldridge | Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||||
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Erik Thuesen and Gerardo Chin-Leo
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Program | JR–SRJunior–Senior | 16 | 16 | Day | S 17Spring | This program focuses on learning the identity and evolutionary relationships of marine organisms. Marine environments support an extremely diverse group of autotrophic and heterotrophic organisms, which together comprise an important fraction of Earth’s biodiversity. The proximity of Evergreen's campus to various marine habitats provides excellent opportunities to study many diverse groups of organisms. Emphasis will be placed on learning the regional marine flora and fauna. Students will learn fundamental laboratory and field techniques and will be required to complete a research project utilizing the available microscopy facilities (light and scanning electron microscopes). Workshops on the statistical analysis of biodiversity will provide a quantitative aspect to our work. This program will include extensive work in both the lab and field. | Erik Thuesen Gerardo Chin-Leo | Junior JR Senior SR | Spring | Spring | |||||||
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Mathematics in Geology
revised
Rachel Hastings and Abir Biswas
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Program | FR–SRFreshmen–Senior | 16 | 16 | Day | F 16 Fall | W 17Winter | This interdisciplinary, introductory-level program will explore topics in physical geology and applied precalculus mathematics. It is designed for students with a desire to have a broader and deeper understanding of the Earth, of mathematical concepts and functions, and of applications of math to earth sciences. The study of lab and field sciences and mathematical problem-solving through rigorous, quantitative, and interdisciplinary investigations will be emphasized. We expect students to finish the program with a strong understanding of the scientific and mathematical concepts that help us investigate the world around us.In fall quarter geology we will study fundamental concepts in Earth science including geologic time, plate tectonics, and earth materials. Winter quarter geology will focus on Earth processes including soil development, nutrient cycling, and climate change. In both quarters our precalculus material will focus on families of mathematical functions, including polynomial, trigonometric, exponential, and logarithmic functions. Pattern identification and conceptual understanding of mathematical ideas will be emphasized along with applications to geological sciences. Additional math topics will include symmetry and geometry (with applications to mineral structure), and introductory concepts in probability and statistics. Quantitative reasoning and statistical analysis of data will be emphasized throughout the program and students will participate in weekly geology-content-based workshops focusing on improving mathematical skills. Fall quarter we will focus on skill-building in the laboratory and math workshops with the goal of doing meaningful field-lab work later in the year. Students will conduct group projects, including library research and writing, with opportunities for fieldwork. | Rachel Hastings Abir Biswas | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter | ||||||
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Dharshi Bopegedera and TBD
Signature Required:
Winter Spring
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Program | FR–SRFreshmen–Senior | 16 | 16 | Day | F 16 Fall | W 17Winter | S 17Spring | This year-long program is a rigorous introduction to knowledge and skills students need to continue their studies in physics, chemistry, mathematics, and the natural sciences. We will cover key concepts in university-level physics, general chemistry, and calculus.Modern science has been remarkably successful in providing understanding of how natural systems behave. Such disparate phenomena as the workings of cell phones, the ways in which we detect super-massive black holes in the galactic core, use of magnetic resonance imaging in diagnosis of disease, the effects of global carbon dioxide levels on shellfish growth, and design of batteries for electric cars are all linked at a deeply fundamental level. This program will introduce you to the theory and practice of the science behind these and other phenomena while providing the solid academic background in mathematics, chemistry, and physics necessary for advanced study in those fields, as well as for engineering, medicine, and biology.There will be a strong laboratory focus during which we will explore the nature of chemical and physical systems in a highly collaborative environment. The key to success in the program will depend on commitment to work, learning, and collaboration. The work will be intensive and challenging, but the material exciting. Students should expect to spend at least 50 hours a week engaged with assignments and material during and outside of class. During fall, we will focus on skill-building in the laboratory and acquiring the basic tools in chemistry, physics, and calculus. By winter quarter students will increase their ability to integrate disciplines, moving between established models and experimental data to ask and seek answers to their own questions. A spring quarter component will be a library or laboratory research project and presentation of findings to the public, allowing students to share their knowledge with a broad audience. | Dharshi Bopegedera TBD | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | |||||
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Peter Randlette and Ruth Hayes
Signature Required:
Fall
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Program | JR–SRJunior–Senior | 16 | 16 | Day | F 16 Fall | W 17Winter | S 17Spring | This program is the home for Evergreen media internships. Media internships provide advanced students opportunities to gain deep knowledge of specific media concepts and skills in the context of a tightly-knit cohort who collaborate on developing academic and creative research agendas that parallel and are informed by their work as interns. Internships involve about 30 hours per week for 12-14 credits per quarter and are available in animation/imaging, audio, Media Loan, multimedia lab, music technology, production, video production, and video post-production. Each intern gains and strengthens instructional, technical, research, organizational, leadership, communication, and collaborative skills as they work with supervising staff associated with each of these areas to support instruction, maintenance, and administration of facilities, and to fulfill campus production needs.The Media Internship program includes two to four credits of academic inquiry per quarter that will involve individual research in the critical history of specific media technologies with an emphasis on the social, cultural, and economic influences on their development and adoption by both mainstream and alternative producers. As students expand their practical and theoretical knowledge of media technologies, they will examine their own roles as producers, artists, teachers, and leaders through reflective writing and through the production of both individual and collaborative creative media projects. Interns meet weekly as a group with staff or faculty to share skills, seminar on readings or screenings, peer review writing, and collaborate on projects, productions, and cross-training in all Media Services areas. The Media Internship program requires a year-long commitment from fall through spring quarters. For more details, including information about each specific internship, prerequisites for them and how to apply, please refer to . | Peter Randlette Ruth Hayes | Junior JR Senior SR | Fall | Fall | |||||
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Laurie Meeker and Julie Russo
Signature Required:
Fall Winter
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Program | SO–SRSophomore–Senior | 16 | 16 | Day | F 16 Fall | W 17Winter | S 17Spring | What does it mean to make moving images in an age of omnipresent media, information overload, social inequality, and global capitalism? What's the relationship between aesthetic form and power across race, class, gender, sexuality, and other axes of difference? How can we understand the interplay between popular media and experimental modes? How do we critically engage with the history and traditions of media practices while testing the boundaries of established forms? What responsibilities do media artists and producers have to their subjects and audiences? How can media makers represent or transform the “real” world? Can media artists contribute to social change? As media artists, how do we enter debates around social and political justice? How do we critically engage new media as a form of activism and cultural critique? Students will engage with these questions as they gain skills in film/video/television history and theory, critical analysis, media production, collaboration, and critique.This is the foundational program for media arts/media studies at Evergreen, linking theory with practice. The program emphasizes media technology and hands-on production practices along with the study of media history and theory—inquiry that is central to developing strategies of representation in our own work as media artists. As creative critics, we will gain fluency in methodologies including close reading and formal analysis, mapping narrative and genre, unpacking power from feminist, critical race, de-colonial, and anti-capitalist perspectives, and cultural, historical, and technological framing of commercial and independent media production. These analytical skills will help us understand strategies that artists have employed to challenge, mobilize, and re-appropriate mainstream media forms. As critical creators, we'll learn foundational production skills and experiment with alternative approaches including documentary, nonfiction, video art, autobiography, essay films, remix, and research/writing for and about media. In addition to production assignments, program activities will encompass analysis and criticism through screenings, readings, seminars, research, and critical writing. We'll also spend significant time in critique sessions discussing our creative and critical work.In fall students will explore ways of seeing, listening, and observing in various formats, focusing intensively on 16 mm film production and completing both skill-building exercises and short projects. These collaborative exercises and projects will have thematic and technical guidelines consistent with program curriculum. Our production work will be grounded in the study of concepts and methodologies from media history and theory, including significant critical reading, research, and writing. In hands-on workshops and assignments we'll analyze images as communication and commodities and investigate how images create and contest meaning in art, politics, and consumer culture. Collaboration—a skill learned through practice—will be an important aspect of our work in this learning community.In winter students will delve deeply into field- and studio-based video/audio production and digital editing, using the CCAM studio and HD video technologies. We'll do this learning in conjunction with studying the social and technological history of television and video. Our production work will be primarily collaborative, although students will conclude the quarter by working on an independent project proposal.In spring, as a culmination of the conceptual, collaboration, and production skills developed in fall and winter, students will create independent projects, individually or collaboratively. Technical workshops, screenings, research presentations, and critique discussions will support this emerging work. | Laurie Meeker Julie Russo | Mon Tue Tue Thu Thu | Sophomore SO Junior JR Senior SR | Fall | Fall Winter | ||||
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TBA
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | S 17Spring | This course is an introduction to the tools and processes of metal fabrication. Students will practice sheet-metal construction, forming, forging, and welding, among other techniques, while accomplishing a series of projects that encourage student-centered design. | TBA | Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||||
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Unassigned
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | F 16 Fall | This course is an introduction to the tools and processes of metal fabrication. Students will practice sheet-metal construction, forming, forging, and welding, among other techniques, while accomplishing a series of projects that encourage student-centered design. | Unassigned | Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||||
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TBA
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Course | FR–SRFreshmen–Senior | 4 | 04 | Evening | W 17Winter | This course is an introduction to the tools and processes of metal fabrication. Students will practice sheet-metal construction, forming, forging, and welding, among other techniques, while accomplishing a series of projects that encourage student-centered design. | TBA | Tue | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||||
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Paula Schofield, Robin Forbes-Lorman and Michael Paros
Signature Required:
Fall Winter Spring
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Program | SO–SRSophomore–Senior | 16 | 16 | Day | F 16 Fall | W 17Winter | S 17Spring | This program will develop and interrelate concepts in laboratory biology, organic chemistry, and biochemistry, thus providing a foundation for students who plan to continue studies in chemistry, laboratory biology, field biology, and medicine. In a yearlong sequence, students will carry out upper-division work in genetics, organic chemistry, biochemistry, cellular and molecular biology, developmental biology, and physiology.The program will examine the subject matter through the central idea that structure defines function, integrating a scaled theme from the organismal to the cellular to the molecular level. As the year progresses, the scaled theme will continue through studies of cellular and biochemical processes in biological systems. We will examine organic chemistry, the nature of organic compounds and reactions, and carry this work into biochemistry and the fundamental chemical reactions of living systems. Biological concepts of inheritance will be covered through the study of Mendelian and population genetics, leading to an understanding from a molecular DNA perspective. Building on these fundamental processes, we will study how multicellular organisms develop.The program will contain a significant laboratory component. Students will write papers and maintain laboratory notebooks weekly. All laboratory work and approximately half of non-lecture time will be spent working in collaborative problem-solving groups. In spring quarter more in-depth laboratory and library research projects will be a culmination of all major concepts learned throughout the year.This is an intensive program. The subjects are complex and the sophisticated understanding we expect to develop will require devoted attention and many hours of scheduled lab work each week. | Paula Schofield Robin Forbes-Lorman Michael Paros | Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | |||||
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Mark Hurst and Mark Harrison
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Program | FR–SRFreshmen–Senior | 8 | 08 | Evening and Weekend | S 17Spring | Perhaps the greatest certainty that comes with being alive is that we are all mortal and that someday we will perish. This is our fate. How does this unwanted wisdom influence the way we chart a path from birth to our ultimate end? Would we be different if immortal? In earlier times, these questions were mostly the domain of religion and the arts. But with the dawning of the modern age and the advent of psychology, we are now able to examine mortality from a variety of disciplinary perspectives to better understand how artists, scientists, and intellectuals have provided imaginative and penetrating insights into the phenomenon all living things have in common. In this one quarter, 8 credit program, we will examine the particulars of “self” and “narrative” that are true for each life, whether examined or not. We will explore psychological theory, science, and practice. We will learn how humans have searched for and found meaning in mortality -- through theatre, poetry, visual art, and music -- in works by Shakespeare, Mozart, Kushner, Picasso, and Welles, to name a few. The class may include a Seattle or Tacoma field trip to attend gallery or performance events relevant to our themes. Credits will be awarded in Psychology and Performance Studies. | Mark Hurst Mark Harrison | Wed Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||||
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Naima Lowe and Chico Herbison
Signature Required:
Fall
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Program | SO–SRSophomore–Senior | 12, 16 | 12 16 | Day | F 16 Fall | W 17Winter | This is an opportunity for a small number of Sophomore-Senior students with a strong background in one or a combination of the following: visual art, art history, literature, creative writing, media theory, cultural studies, critical race studies, or African-American studies. Students with this background will participate in all of the activities and readings of , but also be asked to complete longer and more in-depth assignments and a large-scale project that will be developed over the course of the two quarters. These students will also act as peer mentors for the Freshman in the class, and will have opportunities to develop and supervise workshops and activities with those students. | Naima Lowe Chico Herbison | Sophomore SO Junior JR Senior SR | Fall | Fall | ||||||
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Naima Lowe and Chico Herbison
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Program | FR ONLYFreshmen Only | 16 | 16 | Day | F 16 Fall | W 17Winter | Movements emerge out of adverse political conditions and embody new creative strategies and possibilities. This program will explore how African-American writers, media makers, musicians, artists, and community activists use a range of methods to resist white supremacy and foster resilience within their communities. We will examine interrelated political, literary, artistic, and musical movements that have emerged from African-American experience through the “long 20th century,” beginning at Reconstruction and continuing into the present day. Our program trajectory will be historical, and will consider the arts as a primary connective tissue among the movements up for consideration. Our work together will bring us to the Harlem Renaissance, the civil rights movement, the Black Arts movement, Afrofuturism, Neo Soul, and Black Lives Matter. We will consider how the unique conditions and histories of African-Americans have shaped these movements, and how they have interacted with other artistic and social-justice movements.In fall quarter students will learn to read African-American cultural texts—including film, music, visual art and literature—to understand the relationships of people and communities, their sense of identity and possibilities for solidarity across differences. Through workshops students will develop skills in visual and media literacy, library and community-based research, digital photography and video editing, creative and expository writing, analytical reading and viewing, and literary analysis.In winter quarter students will bring their historical studies into the present day by conducting collaborative research projects examining contemporary African-American movements. Students will be encouraged to use the range of skills they have developed in the program to plan, execute, and share these projects with the broader Evergreen community. | Naima Lowe Chico Herbison | Freshmen FR | Fall | Fall Winter | ||||||
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Karen Gaul and Sarah Eltantawi
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Program | FR–SRFreshmen–Senior | 16 | 16 | Day | F 16 Fall | W 17Winter | S 17Spring | Cultures are always changing; traditions persist, evolve and take on new shapes over time.In this program, we will look at religious and cultural in South Asia and the Middle East. We will look at the roots of Islam, Hinduism, and Buddhism and ways they have traveled and changed over time. We will also explore the ways that some of their principles and lived practices inform sustainability and justice movements today. Yoga, for example, is a transnational phenomenon with roots in some of the same texts and traditions that have given rise to Hinduism. Buddhism, also arising in South Asia, has made its own popularized journeys around the world. Global understandings of Islam range from transnational Sufi movements to fearsome groups such as ISIS to Islamophobia. All of these traditions offer lessons for living respectfully with the natural world, and for overcoming injustices and inequality. Focusing on South Asia and the Middle East, we will explore differing religious and cultural world views on the environment and humans’ place within it as well as how religious traditions interact with politics on the ground. We will look at both historical foundations and contemporary lived cultural and religious traditions. In South Asia, we’ll examine cultures in the Himalayan region as warming temperatures melt critical glaciers and multiple dams potentially increase the risk of earthquakes. We will explore development models for rural communities in India and Nepal, focusing on food and forests. These every day issues are crosscut by religious practices and social movements often rest on the foundations of religious principles. In the Middle East, we will explore ways that orthodoxy in Islam gets shaped and reshaped. As we explore how Islam and political Islam are lived and changed, we uncover the paradox that orthodoxy, which implies immovability and constancy, undergoes movements and migrations of its own. of peoples, materials, and ideas have been around for millennia, often producing vibrant practices based on adaptation and innovation. Yet colonization and capitalist globalization have also contributed to the systematic destruction of indigenous and non-Western cultures, inciting various forms of resistance. How do transnational relationships affect the integrity, identity, and sustainability of local communities? How do religion and culture serve to sustain or separate communities in a world of mass migrations due to political, economic, and environmental disruptions?Through the lenses of religious studies, cultural anthropology, and sustainability studies, we will explore tensions between movement, migration, and rootedness, the familiar and unfamiliar, and how movements for justice are conditioned by both individual and systemic change. We will draw on yoga, both as an example of cultural exchange that has fueled debates about authenticity and appropriation, and as a practice of sustainability from the inside out. In fall quarter, our intentional learning community will build theoretical foundations and develop skills in cultural analysis through critical reading, expository writing, ethnographic methods, and seminar discussions. Students will have options for reflective work through yogic practices. In the winter, some students will travel to Nepal to think on the ground about issues of sustainability, religion, boundaries, biomigration, natural disasters and population shifts. Other students will develop local projects on topics of their choice related to program themes. Students can also participate in a religious module focused on studying notions of “God” in different religious traditions. Spring quarter students will continue to develop projects, with options for local internships and community partnerships, as we continue with weekly thematic explorations. Through the use of workshops, students will develop proficiencies in ethnographic methods, sustainability practices, yoga, and writing. | Karen Gaul Sarah Eltantawi | Tue Tue Wed Fri Fri Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | ||||
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Peter Randlette
Signature Required:
Fall
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Course | JR–SRJunior–Senior | 4 | 04 | Evening | F 16 Fall | Multitrack Composition is the study of audio technology and its role in changing the art of music composition and production. This three quarter long sequence is concerned with the use of modern recording technologies as instrument. The use of signal processing, tape/computer based manipulation, and the structure of multitrack recorders and audio consoles allow a great number of techniques to be created on the fly to generate, modify, and document musical sound. Fall quarter will be spent reviewing operation, design and application of the campus facilities to gain common skill levels and technical knowledge, and complete proficiency in the Communications Building API1608 and Neve 5088 studios and associated facilities. The course is for musicians and engineers who want to develop compositional, technical and collaborative skills in modern production. This is a lab course with limited (20) positions available. Please make sure you complete an application and speak with the sponsor regarding your skills. If you have any questions, please contact the sponsor. | Peter Randlette | Tue | Junior JR Senior SR | Fall | Fall | ||||||
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Krishna Chowdary and Vauhn Foster-Grahler
Signature Required:
Fall
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Course | SO–SRSophomore–Senior | 4 | 04 | Day | F 16 Fall | The full-time program covers Differential Equations and Multivariable & Vector Calculus (in fall) and Linear Algebra (in winter), all at the upper division science level. Each of these subjects is available to students as stand-alone 4 credit courses by taking a partial credit option within . The prerequisite for any of these courses is proficiency in one year of introductory calculus (including both differential and integral calculus). Students must demonstrate meeting prerequisites through completion of an application form and a diagnostic entrance exam, available at . Multivariable and Vector Calculus is a rigorous course in applied mathematics, and will include concepts, procedures, and applications of: vector-valued functions, partial derivatives and multiple integrals; gradients, divergence, and curls; Stoke’s Theorem, Green’s Theorem, and The Divergence Theorem. Throughout the quarter, concepts and procedures of multivariable and vector calculus will be used to solve problems in physics. Collaborative learning and context-based problem solving will be emphasized. Students will be evaluated on engagement, homework, quizzes, and exams. Students successfully completing this portion of the program may be awarded 4 credits of upper division science credit in Multivariable and Vector Calculus. | Krishna Chowdary Vauhn Foster-Grahler | Mon Wed | Sophomore SO Junior JR Senior SR | Fall | Fall | ||||||
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Andrea Gullickson
Signature Required:
Winter
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Program | FR–SRFreshmen–Senior | 16 | 16 | Day | F 16 Fall | W 17Winter | Music, its meaning, importance in human lives, and role in human civilizations have been topics considered by philosophers from ancient Greece to the present day. What do our experiences of music have to do with our intellectual understanding of the subject? In what ways does the experience of performing music differ from the experience of listening? Are there approaches to listening that result in more meaningful engagement with the music?In this program we will explore points of intersection between music as it is created and perceived in the moment, philosophical writings about music from antiquity to the present, and theoretical principles that influence our musical experiences and understanding. Our work with progressive skill development will require physical immersion into the practices of listening, moving, and making music. Theoretical, philosophical, and literary studies will require the development of a common working vocabulary, writing skills, and critical-thinking skills. Weekly activities will include readings, lectures, seminars, and interactive workshops designed to encourage students to expand and meld their creative interests within an intellectual infrastructure. Performance workshops will provide opportunities to gain firsthand understanding of fundamental skills and concepts as well as the transformative possibilities that exist through honest confrontation of challenging experiences. Writing workshops and assignments will encourage thoughtful consideration of a broad range of program topics. This balanced approach to the development of physical craft, artistry, and intellectual engagement is expected to culminate in a significant written and performance project. | Andrea Gullickson | Mon Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter | |||||
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Marla Elliott
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Course | FR–SRFreshmen–Senior | 2 | 02 | Evening | F 16 Fall | Students will learn fundamentals of music literacy and piano technique, and develop free, healthy singing voices. This class emphasizes the value of live performance and collaboration with other musicians. At the end of the quarter, students will perform both vocally and on piano for other class participants and invited family and friends. This class requires excellent attendance and a commitment to practice every day. Credit will be awarded in Musicianship. | Marla Elliott | Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | ||||||
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TBA
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Course | FR–SRFreshmen–Senior | 2 | 02 | Evening | W 17Winter | Students will learn fundamentals of music literacy and piano technique, and develop free, healthy singing voices. This class emphasizes the value of live performance and collaboration with other musicians. At the end of the quarter, students will perform both vocally and on piano for other class participants and invited family and friends. This class requires excellent attendance and a commitment to practice every day. Credit will be awarded in Musicianship. | TBA | Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | ||||||
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TBA
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Course | FR–SRFreshmen–Senior | 2 | 02 | Evening | S 17Spring | Students will learn fundamentals of music literacy and piano technique, and develop free, healthy singing voices. This class emphasizes the value of live performance and collaboration with other musicians. At the end of the quarter, students will perform both vocally and on piano for other class participants and invited family and friends. This class requires excellent attendance and a commitment to practice every day. Credit will be awarded in Musicianship. | TBA | Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||||
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Amjad Faur
Signature Required:
Spring
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Program | SO–SRSophomore–Senior | 16 | 16 | Day and Evening | S 17Spring | This program will explore the range of challenges, problems and possibilities in conceptualizing, constructing, and photographing in a studio environment. Students can expect to use a broad range of materials (cameras, printing techniques, etc.) but all shooting will remain on film (35mm, medium, and large format). While students can expect to print from those negatives in traditional black and white and color darkrooms, the program will also cover the process of scanning negatives and producing digital prints from those scans. The primary focus of the program will be how to formulate the outlines of a cohesive body of work, conduct research for that content, and for students to ultimately produce images based on that research in a controlled, studio environment.We will employ strategies for challenging basic assumptions about the role and lexicon of the constructed image as well as immerse ourselves in the rich history of narrative tableaus (still lifes, historical paintings, etc.) as they have developed over the course of art history. Students will be asked to place their work and ideas within the context of contemporary photography and contemporary art, more generally, as the photograph has become an almost ubiquitous surrogate for lived experience. Students will be especially challenged to confront how their photographs are situated within the context of representation and depiction (addressing the inevitable conclusion that all images are, at their core, political in one way or another).Students will be responsible for providing a written statement regarding their final body of work, which will reflect the quarter’s accumulation of research, transformation, and final production. Students can expect to edit down their quarter’s worth of images to 8-11 final photographs, which will constitute their final body of work. There will be weekly lectures, critiques, and seminars in addition to workshops and studio time. Students will also be required to attend the weekly Critical and Cultural Theory lecture series. Students can expect weekly reading assignments followed with written responses and formal participation in each seminar. | Amjad Faur | Tue Wed Thu | Sophomore SO Junior JR Senior SR | Spring | Spring | ||||||
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Susan Aurand
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Program | SO–SRSophomore–Senior | 16 | 16 | Day | F 16 Fall | This is an intensive visual arts program for students who have a good background in representational drawing, who are passionate about the natural world, and who are eager to learn more about it. How have past artists, philosophers, and scientists understood and depicted the physical world? How are contemporary artists reinterpreting and reshaping our fundamental relationship to the environment and to other species? What is the role of the artist in a time of environmental crisis? Through readin |