Imagining the Body

Fall 2008


"We do not have bodies; we are bodies.  We do not move; we are movement."

Emilie Conrad-Da'oud


What is the link between the body and identity?

Our bodies are physically and socially constructed entities that influence our identities.  The way we move, adorn, and utilize our bodies all reflect and also help shape our sense of who we are, most notably in terms of our gender and sexuality.  In a way, our appearance is linked with our essence.  But how have bodies been used and understood over time and across cultures?  Grasping the significance of the body involves studies of personal psychology and physiology as well as studies of historical, social, and cultural variations in experiences and identities.  We must recognize how our own bodies and identities are located within a particular social, cultural, and historical context.  In this program, all of our work will be guided by our ability to develop a grounded understanding of our own bodies and internal authority. 

Please consult our website weekly for program updates (

Contact Information


Stacey Davis, Ph.D.

Cynthia Kennedy, Ph.D.

Toska Olson, Ph.D.

Eric Stein, Ph.D.


European history

movement fundamentals, personal psychology


cultural anthropology


Sem II C 3104

COM 322

Sem II E 4108

Lab II 3274











Mail stop

Sem II A2117

Com 301

Sem II A2117

Lab II

office hours

By appointment

By appointment

By appointment

W 8:30-9:30



Core Connectors


Christine Wagner

Julie Silipo


Sem I Annex F-139

RAD A 312D





drop-in hours

M and W 10-noon

and available for 1 hour appointments

By appointment


Typical Week in Fall Quarter







LH 3*

student group meetings


Sem 2 A2107 (E)

Sem 2 A2109 (T)

Sem 2 A3107 (C)

Sem 2 A3109 (S)

preparation and research time


lecture, workshop, films, presentations

LH 3


Same rooms as Monday afternoon


LH 3

movement and weekly wrap-up

CRC 116 & 117

preparation and research time


*LH 3=Lecture Hall 3

Sem 2=Seminar 2 building

CRC 116/117= College Recreation Center


NOTE: This is a full-time program, which means that you are expected to devote 40 hours a week (including in-class time) to your academic work.  Please budget your time accordingly.  If you successfully complete this program, you will earn 16 credits.



Expectations of an Evergreen Graduate

Be mindful of these Expectations as you work in our program.  Discuss your progress toward these goals in your self-evaluation and during your conferences with faculty.

1. Articulate and assume responsibility for your own work.

2. Participate collaboratively and responsibly in our diverse society.

3. Communicate creatively and effectively.

4. Demonstrate integrative, independent, and critical thinking.

5. Apply qualitative, quantitative, and creative modes of inquiry appropriately to practical and theoretical problems across disciplines.

6. As a culmination of your education, demonstrate depth, breadth, and synthesis of learning and the ability to reflect on the personal and social significance of that learning.

Inclement Weather Policy

We will cancel class if campus is closed, and we may also do so if we believe it is unsafe to hold class.  If this happens, we will try to send an all-program email notification, so make sure the registrar has your current email address.  You should also check the announcements page on our program's website and call your seminar faculty's phone number (we may leave pertinent information on our voicemail). 

Note: One of the benefits of being a learning community is that learning can happen without the guidance of a faculty member.  If your faculty is late to class, you should begin class on your own rather than assuming class is canceled. 

Book List

The books for this program will be available at the Evergreen bookstore.  Be sure to get the correct edition of the texts by buying them at the bookstore or by checking the ISBN at the bookstore before buying the books elsewhere.  The ISBNs listed are the ones we ordered, but occasionally different ones arrive. 

Crawley, Sara, Lara Foley, and Constance Shehan.  2008.  Gendering Bodies.  Lanham, Maryland: Rowman and Littlefield.  ISBN 0742559572

Goodman, Dena.  2003.  Marie Antoinette: Writings on the Body of a Queen.   Routledge.  ISBN 0415933951

Grealy, Lucy.  2003.  Autobiography of a Face.  Harper Perennial.  ISBN 0060569662

Popenoe, Rebecca.  2003.  Feeding Desire: Fatness, Beauty and Sexuality Among a Saharan People.  Routledge.  ISBN 9780415280969 or 0415280958

Silverman, Lisa.  2001.  Tortured Subjects: Pain, Truth, and the Body in Early Modern France.  University of Chicago Press.   ISBN  0226757544

Tolle, Eckhart.  2008.  A New Earth: Awakening to Your Life's Purpose.  ("Oprah's Book Club, Selection 61").  Penguin.  ISBN 0452289963

Weitz, Rose (ed.) 2003.  The Politics of Women's Bodies: Sexuality, Appearance, and Behavior (2e).  New York: Oxford University Press.  ISBN 9780195149777 or 0195149777

Some required readings will also be placed on Ares reserve online.

Brief Assignment Descriptions                                       

There are a variety of group and individual assignments in this program.  You will find descriptions below, and will receive more detailed information for some assignments during program meetings and on our program website.

****Unless otherwise specified, all work you submit to your faculty should be typed with a legible standard-sized font (11 points), and your pages should be stapled.  ****

Research Project

This two-quarter project is designed to provide you with the opportunity to: explore a topic that is central to our program's guiding questions; improve your library research knowledge and skills, create an annotated bibliography, write a professional book review; and work collaboratively to present your findings in a professional manner.  Your fall quarter work will conclude with a research prospectus.  You will continue this research in the winter, where your project will culminate in a paper and Body Fair exhibit.  Specific assignment details will be distributed during class.

Seminar and Seminar Tickets

During fall quarter we will be reading, reflecting on, integrating, and discussing several texts in our exploration of bodies and identities. Seminar is a cornerstone of your Evergreen education. To get the most out of this experience, you must complete your readings and assignments well before seminar and bring that week's readings to class. An assignment will be due most weeks during seminar.  These assignments vary week to week, although all assignments involve reading an entire text or a selection of text. Specific assignment details will be announced during class.

Peer Learning Group

During fall quarter students will be meeting in small groups on Monday to further explore program topics and to discuss research findings. Peer feedback on research papers and in-depth processing of the program content are associated with this learning group. 

Fieldwork and Workshop-Related Preparation

Hands-on experience is an important part of learning.  You will conduct some brief fieldwork or other assignments to familiarize yourself with our society and with yourself.  Your assignments must be completed before you come to class, as they will form the basis of our activities that day. 

Movement Lab and Movement Journals

Understanding yourself includes learning about the connections between your mind, body, and spirit.  To facilitate this understanding, we will participate in a basic yoga practice and other movement activities together each week.  Your program registration included a small fee for use of the school's yoga equipment; you have automatically paid this fee.

You will need to get yourself a nice journal and some colored pencils or other art supplies that you bring to our movement lab every Thursday. You will use this to collect reflective writings that we assign in class as well as writing that you will do at home.  It will be a place where you can begin to explore the patterns that have helped shape the relationship between your mind, body and spirit and will guide you into developing a deeper understanding of  the way program themes relate to you as an individual.  This journal will NOT be picked up and read by anyone in the program, but will serve as a reservoir of information about yourself from which you will be able to draw rich material for many program activities.

Integrative Essays

You will complete two brief (3-page) essays designed to sharpen your ability to integrate material from program readings, lectures, and workshops on questions of the faculty's choosing. 

Additional Items

Other assignments may include questions for guest speakers, unannounced in-class essays on the assigned readings, in-class writings in a journal intended specifically for your personal insights, and a portfolio of your completed work that includes your self-evaluation. 



Weekly Schedule

This syllabus is a fluid document that may change to incorporate new opportunities or to enhance learning.  Any changes will be announced in class and will be posted to the web.  We recommend that you check the website  at least once a week:  (

A note on readings: You will be reading some materials in preparation for lectures and other materials in preparation for seminars and workshops.  Complete the readings well before the day they are listed.

Week One: How is the body socially constructed? (part one)

READ before Monday seminar:

Syllabus and covenant

Mary Douglas paragraph included in the summer letter

READ before Thursday seminar:

Charlemagne's Moustache pgs. 3-42 (required; available on Ares online.  Bring printed copy to seminar)

Joseph Mitchell, "Lady Olga" (required; available on Ares online.  Bring printed copy to seminar)

Mon, Sept. 29

Weds, Oct. 1

Thurs, Oct. 2

9:30: introductions, business

11:30: lunch with your peer learning group

1:30: seminar

DUE (1:30): a list of your peer group members

9:30: introductions to our scholarly disciplines

  DUE (9:30): one page (typed, double-spaced) response to the question, "how do you perceive your body?"


  DUE (9:30): signed copy of program covenant's final page

9:30: seminar

DUE (9:30): seminar ticket

11:00: lecture

DUE (11:00): first paragraph of self-evaluation for fall quarter

1:30: movement lab

Week Two: How is the body socially constructed? (part two)

READ before Monday seminar:

Lorber "Believing Is Seeing: Biology as Ideology" (pgs. 12-24 in Weitz)

Martin "Becoming a Gendered Body: Practices of Preschools"  (pgs. 217-239 in Weitz)

READ before Thursday seminar:

Crawley Preface + Ch 1 (pgs. 1-35) "Creating a World Of Dichotomy: Categorizing Sex and Gendering Cultural Messages"

Crawley Ch 2 (pgs. 37-80) "Doing ‘Woman'/Doing ‘Man': Gender Performances that Produce ‘Reality'

Mon, Oct. 6

Weds, Oct. 8

Thurs, Oct. 9

9:30: social constructionism: how do our bodies become gendered?

Handout: fieldwork assignment

11:45-1:15: peer learning group meetings

1:30: seminar

(Cynthia's seminar students will be assigned to another faculty's seminar group for the next two weeks.)

9:30: brief faculty-student conferences -- meet your faculty in her/his office at your scheduled time

9:30: seminar

DUE (9:30): seminar ticket

DUE (9:30): general topic for research project (email to Cynthia if you're in her seminar - from your Evergreen account or it may not make it through the firewall!)


11:00: lecture

1:30: movement lab


Week Three: How is the body socially constructed? (part three)

READ before Monday seminar:

Bartky "Foucault, Femininity, and the Modernization of Patriarchal Power"  pgs. 25-45 in Weitz

Gillespie "Mirror Mirror"  pgs. 201-205 in Weitz

Bordo "Beauty (Re)Discovers the Male Body" 168-225 in Bordo's The Male Body (required; available on Ares online.  Bring printed copy to seminar)

READ before Thursday seminar:

Crawley Ch 3 (pgs. 81-148) "Becoming Our Own Jailers: Surveillance and Accountability"

Miner "Body Rituals Among The Nacirema" (required; available on Ares online.  Bring printed copy to seminar)

Mon, Oct. 13

Weds, Oct. 15

Thurs, Oct. 16

9:30: the medieval body in history and art

11:45-1:15: peer learning group meetings

1:30: seminar

Handout: first integrative essay assignment

9:30: Fieldwork results discussion

Film: "Still Killing Us Softly 3"

 DUE (9:30): fieldwork results

9:30: seminar

DUE (9:30): seminar ticket

11:00: lecture -- representation of the other

1:30: movement lab


Week Four: How is the body socially constructed? (part four)

READ before Monday seminar:

Popenoe's Feeding Desire prologue and chs. 1, 2, 3, 4, and 5

Koppelman's "How to Read a Text" (required; available on website.  Bring printed copy to peer learning group meeting)

READ before Thursday seminar:

Popenoe's Feeding Desire chs. 6, 7, 8, and 9

Mon, Oct. 20

Weds, Oct. 22

Thurs, Oct. 23


 Have your general topic narrowed down by this morning.

Cynthia and Eric's seminars meet
in GC2 Solarium for a library research workshop.

Stacey and Toska's seminars meet in LH3 for "Beginning Your Inquiry" workshop

10:45-11:45 - switch

11:45-1:15: peer learning group meetings -- Peer review of  integrative essay draft (DUE to peers:  draft of essay)

1:30: seminar

9:30: lecture/focused reading on Popenoe

9:30: seminar

DUE (9:30): seminar ticket

11:00: integrative discussion of section 1 topic ("How is the body socially constructed?")

DUE (11:00): integrative essay #1

1:30: movement lab

Week Five: The body, the individual, and identity (how does social construction impact the individual?) (part one)

READ before Monday seminar:

Silverman's Tortured Subjects introduction and chs. 1, 2, and 3

READ before Thursday seminar:

Silverman's Tortured Subjects chs. 4, 5, and 6

Mon, Oct. 27

Weds, Oct. 29

Thurs, Oct. 30

9:30: Medieval bodies and changing notions of the body in early modern Europe

DUE (9:30): research question and significance + annotated bibliography with 5 sources

11:45-1:15: learning summary group meetings

1:30: seminar

9:30: What is the self/identity?  How are social ideas about race, class, and gender reflected in our personal stories?

9:30: seminar

DUE (9:30): seminar ticket

11:00: writing workshop -- thesis recognition and development

1:30: movement lab

Week Six: The body, the individual, and identity (how does social construction impact the individual?) (part two)

READ before Monday seminar:

Lorber and Moore "Eve, Venus, and ‘Real Women': Constructing Women's Bodies"  Chapter 4 (pgs. 85-111 in Gendered Bodies: Feminist Perspectives (required; available on Ares online.  Bring printed copy to seminar)

Lorber and Moore "Adonis, Don Juan, and ‘Real Men': Constructing Men's Bodies"  Chapter 5 (pgs. 113-136) in Gendered Bodies: Feminist Perspectives (required; available on Ares online.  Bring printed copy to seminar)

READ before Wednesday:

Young "Breasted Experience: The Look and the Feeling" (Pgs. 152-163 in Weitz)

Hooks "Selling Hot Pussy: Representations of Black Female Sexuality in the Cultural Marketplace" (Pgs. 122-132 in Weitz)

Godsey "Cro-Magnon Karma: One Dude and His Body Image Issues" Pgs. 287-298 in Edut's Body Outlaws (required; available on website.  Bring printed copy to seminar)

Mon, Nov. 3

Weds, Nov. 5

Thurs, Nov. 6

9:30: guest: Dr. Laura Citrin

11:45-1:15: peer learning group meetings -- peer review of book review (Due to peers;  draft of book review)

1:30: seminar

DUE: seminar ticket

Handout: second integrative essay assignment

9:30: Talking about breasts and penises

Handout: autobiographical assignment-images of gender on your body

NO CLASS TODAY - faculty retreat

Work on book review, integrative essay #2, and autobiographical assignment (all are due next week)


Week Seven: The body, the individual, and identity (how does social construction impact the individual?) (part three)

READ before Monday seminar:

Chapters 1-5 of Tolle's A New Earth

READ before Thursday seminar:

Chapters 6-10 of Tolle's A New Earth

Mon, Nov. 10

Weds, Nov. 12

Thurs, Nov. 13

9:30: Consciousness, self-esteem, and self-awareness

DUE (9:30): book review (include all drafts with peer and tutor comments)

11:45-1:15: peer learning group meetings

1:30: seminar

9:30: Cultural Anatomies

9:30: seminar

DUE (9:30): seminar ticket

11:00: integrative discussion of section 2 topic ("How does social construction impact the individual?")

DUE (11:00): integrative essay #2

1:30: movement lab

DUE (1:30): autobiographical assignment-images of gender on your body

Week Eight: What happens to identity when our bodies deviate from the norm? (part one)

READ before Monday seminar:

"Self-Mortification and the Stigma of Leprosy in Northern India" (required; available on Ares online.  Bring printed copy to seminar)

Grealy's Autobiography of a Face prologue and chs. 1-6 (pgs. 1-117)

READ before Thursday seminar:

Grealy's Autobiography of a Face chs. 7-12 (pgs. 118-223)

Munro, Alice.  "Face" (required; available on Ares.  Bring printed copy to seminar)

Mon, Nov. 17

Weds, Nov. 19

Thurs, Nov. 20

9:30: Stigma

11:45-1:15: peer learning group meetings

1:30: seminar

9:30: ambiguous bodies, deviance, and stigma historically and in contemporary society.

Guest: Diane Kurzyna

Handout: final synthesis assignment

9:30: seminar

DUE (9:30): seminar ticket

11:00: peer review of completed research proposal

DUE (11:00): 3 copies of completed research proposal, including annotated bibliography

1:00: movement lab

DUE (1:00): autobiographical assignment-images of gender on your body





Thanksgiving Break Week Nov. 24-28

Week Nine: What happens to identity when our bodies deviate from the norm? (part two)

READ before Monday seminar:

Goodman's Marie Antoinette introduction and chs. 2, 4, 5, and 6

READ before Thursday seminar:

Goodman's Marie Antoinette chs. 6, 8, 9, 10, and afterward

Mon, Dec. 1

Weds, Dec. 3

Thurs, Dec. 4

9:30: Body politics in the French Revolution

11:45-1:15: peer learning group meetings

1:30: seminar

9:30: Using primary documents to learn about historical figures

9:30: seminar

DUE (9:30): seminar ticket; final copy of prospectus, including all drafts, tutor feedback, peer comments, and annotated bibliography; seminar ticket

11:00: writing workshop - self-evaluations

1:00: movement lab



Week Ten: What happens to identity when our bodies deviate from the norm? (part three)

READ before Monday seminar:

Feinberg, Leslie.  2003.  "Transgender Warriors: Making History."  Pgs. 272-279 in Heasley, Robert and Betsy Crane (eds.) Sexual Lives.  (required; available on website.  Bring printed copy to seminar)

Wright, Kai.  2003.  "To be Poor and Transgender."  Pgs. 339-344 in Heasley, Robert and Betsy Crane (eds.) Sexual Lives. (required; available on website.  Bring printed copy to seminar)

LISTEN to the following NPR stories BEFORE Monday seminar:

"Two Families Grapple with Sons' Gender Preferences," by Alix Spiegel, at


"Parents Consider Treatment to Delay Son's Puberty," by Alix Spiegel, at


Mon, Dec. 8

Weds, Dec. 10

Thurs, Dec. 11

9:30: autobiographical doll-making workshop


Meet in SEM2 E4115


DUE (9:30): draft of self evaluation

11:45-1:15: peer learning group meetings

1:30: seminar

DUE: seminar ticket

9:30 Self-evaluation

DUE: final portfolio (leave outside your faculty's office before 9:25 a.m.)

9:30: seminar

Final integrative seminar.  Bring all of this quarter's readings.

11:00: summations, looking forward

1:00: movement lab



Evaluation Week: December 15-19 


Do not make plans to leave campus before December 19th, which is the end of the quarter. Evaluation conferences will be scheduled with your seminar faculty member.



Seminar is at the heart of your Evergreen education and can be very rewarding when all students complete the readings, participate collaboratively in intellectual sharing, and challenge and learn different perspectives. 

The quality of seminar decreases when some students do not complete the readings and discuss them on the basis of incomplete knowledge or when some students monopolize the seminar.  If you did not finish the readings, don't talk in seminar. 

Please be mindful of balancing speaking and listening by being aware of how often you speak and how long you speak (minutes per class).  When everyone is mindful, there will be enough time for all learning community members who completed the book to share their feedback or ideas.

Seminar Preparation and Participation

  • 1. As you read, identify the author's main points and what evidence, arguments, or reasons the author uses to support these main points.
  • 2. Read actively. Try to anticipate the author's arguments. Remind yourself of the bigger picture - e.g. what chapter or subsection are you reading, and what is the general topic of the week? Try to write a sentence or two summarizing the author's writing every few pages.
  • 3. Find connections between the program's lectures, workshops, other readings, and the seminar readings. This ability to integrate material is a hallmark of more advanced thinkers.
  • 4. During seminar, speak clearly. If you are a quiet speaker, look at the person farthest away from you and talk to him or her.
  • 5. Use specific examples from the text, including page numbers and passages. Wait a few seconds until the rest of us can find the page and passage.
  • 6. Always bring at least one meaningful quotation to seminar and be prepared to discuss its significance to you, to the text, to the theme of the week, and to the program's guiding question.
  • 7. Ask specific questions or state a particular point from the text to the seminar group (including the page number). Argue the author's point from your perspective and not your general personal opinions. Learn from the diversity of opinions and ideas. Being offended when others disagree with your ideas or opinions prevents you from learning to think from multiple perspectives.
  • 8. It is fine to disagree with the opinions of others, but do so in a respectful manner.
  • 9. Involve others by asking for their perspective on the topic. This will help avoid monopolizing; letting a few people dominate the discussion leads to an unsuccessful seminar.
  • 10. Take responsibility to make yourself intellectually challenged by initiating questions and/or comments to the seminar group. You can only be bored or unchallenged when you become a passive learner who waits for someone else to speak on what you would like to discuss. No one can read your mind.
  • 11. Be an active participant and keep the discussions on topic and away from tangents.

Imagining the Body

Fall 2008 and Winter 2009

Program Covenant

The following statements describe the procedures to be employed in the interactions between members of our program community.


We agree to enter into a learning community with you.  It is our goal to challenge everyone in this program, whatever his or her level of preparation and ability.  We agree to:

  • 1. Prepare and present workshops, exercises, assignments, and lectures that supplement and highlight the major ideas of the program themes and readings.
  • 2. Prepare for, convene, and assist students in applying the programmatic content to academic and professional situations in seminar discussions and student-faculty conferences.
  • 3. Read, comment upon, and return in a timely fashion, students' written work turned in for review.
  • 4. Respond to questions and concerns about the material, pace, or organization of the program.
  • 5. Attend all program activities, when not ill or absent for professional or agreed-upon activities.
  • 6. Attend all team business meetings and faculty seminars when not ill or absent for professional or agreed-upon activities.
  • 7. Be available for individual or group student conferences throughout the program; adhere to the principles of the social contract, and provide environments free from sexual harassment and discrimination.
  • 8. Notify in writing any student who is having academic trouble and may be in danger of receiving reduced credit by the end of the 5th week of each quarter.
  • 9. Conduct evaluation conferences at the end of each quarter with their seminar students to provide an opportunity to discuss the student's academic progress. Encourage students' self-reflection on learning, and complete formal evaluations in a timely fashion.
  • 10. Contribute to a socially and intellectually stimulating program environment.
  • 11. Be aware of our own needs as scholars and as human beings, reserving the right to reevaluate and adjust the pace of the program should it be deemed necessary in order to achieve personal and program goals.

A. Committing to Program Goals, Focus, and Direction

The program will integrate studies from diverse but complementary disciplines.  Some segments of it might be described as the equivalent of conventional courses, but even those will be integrated into the whole program in a way that continually stresses the integration of information.  A primary purpose of the program is to help students learn to bring together materials from many sources and fields, integrate them with considerable critical thought, and apply them to the real world.  It is expected that students will work hard to develop these skills.

B. Accepting Responsibility for Full Program Participation 

  • 1. You are expected to be a responsible and committed member of the learning community. To this end, please commit to the program for both fall and winter quarters and honor the program covenant. Your first priority is your program. Attending school full time is more than a full time job. Do not create opportunities to be angry and resentful by having multiple commitments simultaneously. Cutting class in order to do other things (going to work, doing homework, other social obligations and commitments, etc.) is neglecting your commitment to the program.
  • 2. You are expected to commit yourself to intensive academic work and participate in all facets of the program (book and process seminars, lectures, workshops, guest speakers, movement activities, feedback sessions etc.) in order to experience interconnectedness as an individual and as a member of the learning community. When you miss any part of the program, you may feel disjointed and disconnected from the program and the class community. Your absence will interfere not only with your learning but also others'; following your example, others may also be tempted to attend other activities. Your presence or absence matters to the class community. Attendance will be taken and will be included as a part of your evaluation.
  • 3. You are expected to complete the assigned readings prior to class. If you don't, you can't fully participate in the discussions and you will find yourself pretending that you've read it or will be worried about someone finding out about the fact that you did not complete the readings. You will be anxious or use defense mechanisms to "save face." These will not lead to learning; they will only enable you to pretend, and pretending creates stress, agitation, and anxiety.
  • 4. You are expected to be punctual. To be counted as present, be on time and stay all the way to the end of the day. When you are late in the morning or from the breaks, the entire class community is disturbed. When you leave early, you are not participating in all facets of the program. There are other students who also have an intense schedule, and even if they want to leave early and take care of other things they stay because they have committed to the program. How you balance self and community will be one of the focal points of faculty evaluation.
  • 5. You are expected to submit complete assignments and projects by the due date. Written assignments must be typed, use standard font size, use uniform margins (at least one inch), be double spaced, be stapled, have page numbers, and include your name. Faculty will not read papers that do not meet these requirements. Please do not wait until the morning of due dates to complete your work, since it is possible to have printer and /or computer problems on that day. If you are going to be absent due to an emergency on the due date, e-mail your assignment to your faculty on that day. As indicated above, late assignments will not be counted towards your evaluation. Our responsibility as faculty is to allow you to practice skills that lead to professionalism, inner peace, and a sense of accomplishment.

•6.      Food will be allowed during class time only if it is not disruptive to others, and only if you clean up after yourself.  This is to respect students' right to process instructional material without distraction.  For this same reason, computers and cell phones are also not allowed in the classroom.

  • 7. You are expected to successfully demonstrate appropriate, college-level writing, thinking, and oral communication skills. This involves the conscientious development of:

a. the writing, reading, and thinking skills to successfully complete this program.

b. the interpersonal communication and collaboration skills to support successful work with student and faculty colleagues.  Do not personalize class members' verbal and nonverbal behaviors.  You are here to learn and challenge your intellectual as well as emotional growth.  Personalization prevents your learning.  When you want to address your concerns to faculty, speak only from your perspective.  Do not include what other program members think and say.  (i.e., "I know lots of students are frustrated....").  The faculty cannot help other students unless they come and raise the issues themselves.  Dragging in others is often a sign of non-assertiveness or wanting to create rumors.  Communicate to the faculty what they can do so that your learning can be facilitated.  If you do not want to talk to your faculty directly, feel free to put suggestions under the faculty members' office doors or in their campus mailboxes. Think about and feel your responsibility for your own "irritation" (issue or problem).

c. the ability to work with and respect people of various ages, genders, ethnic groups, sexual orientations, religious affiliations, learning styles, and physical and mental abilities.

d. the agreement to discuss fully, promptly, and openly any personal or professional disagreements with care and mutual respect.

e. the agreement to uphold academic honesty. As a program participant, you agree that whenever you copy or use ideas, arguments, or data from sources that you did not create, you will cite the source.  You also agree to acknowledge joint authorship of program assignments.  All forms of academic dishonesty, including cheating, fabrication, facilitating academic dishonesty, and plagiarism are violations of the Evergreen Social Contract.

  • 8. You are expected to read and act in accordance with the Evergreen Social Contract, the Student Conduct Code, and the Sexual Harassment Policy. Violators will be dismissed from the program. Note that Evergreen is a non-smoking campus except in designated areas.
  • 9. You are expected to follow the campus grievance and appeals procedure, outlined in the Student Conduct Code. If you have a grievance, it is your responsibility to first take it up with the individual involved. If that does not resolve the situation, the faculty as a team should be consulted. If still no resolution can be reached, the faculty will suggest students go to the Academic Deans, and finally, to follow the college's formal grievance procedure.
  • 10. You are expected to learn to use electronic resources. The program web page will be updated when necessary, and after Week 2 may be the primary source of program "handouts." Students are expected to check the web page regularly, and to read online or to print and read paper copies of all handouts. In addition to the handouts, links to relevant sites will be provided to complement material presented in program meetings. Most material on the web page will be available to students with Internet connections at home, and locations at which campus computers are available will be discussed in class. Students will also be expected to check their e-mail at least weekly, as e-mail may also be used for communicating program plans or changes in plans. On potential days of inclement weather, the college places a message regarding school closures on its telephone system (866-6000) by 5:30 a.m.

C.  Evaluation and Award of Credit

Students receive credit for fulfilling program requirements and meeting college-level performance standards.  At Evergreen, it is possible for a student to attend regularly yet receive reduced credit because of unsatisfactory performance or missing work.  Assessment will be based on faculty, peer, and self-evaluations of program members' written and oral work, participation in seminars and group projects, quizzes, and portfolios.  The quality of your work, the level of your understanding, and the extent of your improvement will all be reflected in your evaluation.  Decisions on reduced credit will be made by the faculty team.

The following establishes a minimum basis for the award of credit:

  • a) Attend and participate in all program meetings, including lectures, workshops, movement labs, peer meetings, and seminars. Persistent absence or tardiness will be noted in your evaluation and may result in a loss of credit. In instances of excused absences (pre-notification of faculty for illness, etc.), students need to talk with faculty about the best ways to make up the work and follow through on the resulting plan without faculty prompting and in a timely manner.
  • b) Complete all assignments on time. The faculty members will not read or comment on late work. If lateness is a continual problem, it will be noted in your evaluation and you may lose credit.
  • c) Demonstrate through your written and oral work that you have completed the assigned readings.
  • d) Compile a complete portfolio of program work and submit it on time to your seminar faculty.
  • e) Write a self-evaluation and bring it to the evaluation conference. The evaluation must be signed, proofread, and typed on the required forms.
  • f) Complete a faculty evaluation. This evaluation may be submitted to the faculty member or the program secretary. The evaluation must be signed, proofread, typed on the required forms, and completed by your evaluation conference. Deadline for revision of your faculty's evaluation of you is within one week after evaluation conferences end.
  • g) Schedule and attend an end-of-quarter evaluation conference with your seminar faculty member. Students should not plan on leaving campus before the end of evaluation week.
  • h) Demonstrate minimal comprehension of the subject areas covered. This is a judgment based on the faculty responsible for each program element, but the criteria will be discussed by the faculty team.

D. Dismissal from the Program

A student may be asked to leave the program for failure to meet the responsibilities and guidelines set forth in this covenant, for violating the Evergreen Social Contract, or for behavior that is consistently disruptive, antagonistic, or detrimental to the program. Use of drugs or alcohol during any program activity or attending program activities under the influence of drugs or alcohol constitutes grounds for immediate dismissal from the program.

Stacey Davis          Cynthia Kennedy         Toska Olson    Eric Stein


E.  Important Note

By remaining in this program, you agree to abide by the expectations and responsibilities listed in this covenant.

I have read and understood the articles in the 2008-2009 Imagining the Body program covenant and agree to abide by them.

Print name here:                                                            ________

Date:                                                                            ________       

Signed:                                                                          ________

Keep this document for your records. (Submit one copy of this signature page to your seminar faculty on 10/01/08)





















E.  Important Note

By remaining in this program, you agree to abide by the expectations and responsibilities listed in this covenant.

I have read and understood the articles in the 2008-2009 Imagining the Body program covenant and agree to abide by them.

Print name here:                                                            ________

Date:                                                                            ________       

Signed:                                                                          ________

Keep this document for your records. (Submit one copy of this signature page to your seminar faculty on 10/01/08)