APSE is a three-quarter program for students who want to work independently and collaboratively on research or community projects that build on previous academic work or experiences. Students will work in small teams to develop a project, preferably in conjunction with a community group. Ideally students should have relevant skills, knowledge, experience and enthusiasm--especially enthusiasm--for working on complex projects with others. APSE will be run as a "studio" or working environment that provides co-learning, physical and digital spaces, academic credits, and faculty engagement.

We are interested in working with a diverse set of projects. Ideally the projects will support communities or positive social change. These could include community information systems, arts, community service, citizen science, media, deliberation, plan development and many others. Students--and groups--who have done preparatory work in other programs or elsewhere are especially encouraged to enroll for the APSE program to continue their project work. The faculty will also identify several project possibilities. The program will consider research and theory in addition to pragmatic project work. APSE will constitute a single supportive enterprise and meet as a group throughout all three quarters on a regular scheduled basis. Additionally we are interested in projects that have the potential to become long-term Evergreen projects.

Watch the APSE web site for updates:
http://www.scn.org/edu/tesc-ds/2006-2007/.

This class is based on the premise that academic writing starts with a question, or an inquiry. Disciplines in general, and individual writers within those disciplines, ask and answer questions differently. Students will develop a greater awareness about the kinds of decisions academic writers make as they pursue questions. Students will also practice writing about ideas - including practicing careful reading, thoughtful conversations, and writing and revising to follow through on an investigation.

This course will familiarize students with advanced techniques in multitrack analog and digital audio recording. It will also focus on audio production techniques and aesthetics. Students will become familiar with the 16-track recording studio and its related equipment. There will be lectures on technical subjects. Recordings will be made in class and as part of homework assignments. Students will also do reading, research, and written homework as part of their work.

With live drumming we will learn dances that originated in Africa and migrated 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.

This yearlong investigation of 20th Century American history and culture will be organized thematically, examining turning points in American life and thought, especially the development of our sense of irony as reflected in politics and culture. Fall quarter's work will focus on wars and their consequences--intended and unintended--concentrating on World Wars I and II and the Vietnam War. During Winter quarter, we will study three key movements for social change: the Progressive movements of the early 20th century, the African American Civil Rights Movement of the mid-century, and the second wave of feminism of the 1960s and 1970s. Students will write articles based on their own historical research and will publish them in a program web-zine. During Spring quarter's study of culture as history, we will see how these turning points were and are reflected in our cultural lives. This is an all-level program, ideal for returning and transfer students, especially those pursuing the Upside Down BA degree. It is a broad liberal arts program designed for students who want to improve their historical knowledge, research skills and (multi) cultural literacy. We especially encourage those who would like a supportive atmosphere for senior-level project work to attend. During Winter and Spring quarters, there will be a 12-credit option with more extensive work in literary and historical theory, which will be open only to students continuing in the program. It will be possible in our work over three quarters to meet some endorsement prerequisites for the Master in Teaching program. Go to http://academic.evergreen.edu/curricular/ageofirony/ to view the academic web page.

Algebraic Thinking develops problem solving and critical thinking skills by using algebra to solve context based problems. Problems are approached algebraically, graphically, numerically and verbally. Topics include linear, quadratic, and exponential functions, right-triangle trigonometry and data analysis. Collaborative learning is emphasized.

In this course, students will learn basic finger-spelling, vocabulary, conversation sign and ASL grammar. Introduction to deaf culture includes invitations to participate in the Thurston County Association of the Deaf's activities.

In this yearlong course, students will learn the Arabic alphabets, and to read and write in modern and Classical Arabic Standard, the language spoken in all of the 22 Arabic states and many Islamic countries (all Muslims have to pray in Arabic). By the end of the year, students will learn to speak at a novice level. Students will also learn some short poems and stories as well as the Arabic culture and some conversational Arabic.

Using the primary metaphor of the "masquerade", this course will take an interdisciplinary and multicultural approach to the study of 20th-century women's art. Masquerade is an exciting and appropriate theme because - since society constructs gender, in part through femininity, and femininity has been defined as a masquerade - it is an inescapable part of women's lives. Moving from idea to creative response, we will learn how to make masks to use in our performance art pieces. We will also apply our study of metaphor and of feminist theory to such stereotypical themes as mother goddess and witch, to gage their empowering or crippling effects; and to objectifications of women in contemporary art, films, and advertising. Several relevant art projects, in addition to the mask-making, will be included to help us understand these themes in an experiential way.

How we live our life affects how we approach our death. The indivisible link between life and death forms the foundation of study for this course. Reading works by the Dalai Lama, Sogyal Rinpoche, Elisabeth Kubler-Ross and Stephen Levine, students will delve deeply into the art of living, the process of dying, and the bridge between the two. Students will develop insight into the nature of life, adversity and happiness, and learn practical skills for purposeful living.

Focusing on hand drawn, photographic and stencil silk-screen techniques, this course will allow students to intensely study and practice the fine art of silk-screening. Over ten weeks, students will create a professional portfolio highlighting concept, craft and technique. Students will learn and apply a variety of stencil making techniques, refine registration and composition skills, and experiment with color theory in ink mixing exercises. Participants in the class will learn half tone techniques using Photoshop and create transparencies printed with an Epson 4000. The class will conclude with a print exchange.

This is the first of a three-quarter sequence in which students are introduced to 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. The main objectives are to learn and demonstrate proficiency in field recording, digital audio editing, microphone use, analog multi-track recording and audio console signal flow. Students will have weekly reading assignments and weekly lab time.