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Updated 5 August 2009

A guiding document for class expectations is our covenant. Please read it.
Students who elect to register in this program are agreeing to the conditions of its expectations, covenant, and supporting documents.

If a student has a disability that may require accommodation, please contact  @ 867-6348. Information about a disability or heath condition will be regarded as confidential. In the event of bad weather students should check television; radio stations or 867-6000 for announcements of closure. Please check your evergreen email account for class-related communication

Learning Objectives:

  • To understand the physical concepts related to energy and its measurement
  • To understand the nature of fuels and how they are transformed and used
  • To understand the structure and function of the American energy economy at the international, national, regional, institutional, and individual levels
  • To understand the methods used to evaluate the benefits, costs, and risks of fuels and transformation technologies in terms of physical properties, economics, political and social management, environmental impacts, cultural impacts, and social justice
  • To understand energy models at the institutional and individual levels
  • To understand the major features of American energy policy and its historical origins
  • To understand the reform efforts currently underway on International energy policy
  • To increase skills in quantitative and qualitative assessment, analysis, and synthesis
  • To increase skills in research, writing, communication, and collaboration

Expectations and Evaluations:

Energy Systems & Climate Change (ES&CC) will use lectures, workshops, field trips, seminars and PLATO Lecture Series special events to explore energy, its uses, policies, and more.  ES&CC students should attend all sessions on time and prepared to work. You will complete a mid-term exam and a final survey.  You will write 2 short essays for seminar and 4 responses to peer essays.  You will complete all other required essays, responses, and seminar assignments. You will finish all assigned reading in advance, meet with your seminar team, and post Points, Insights, and Questions the day before each seminar. Teams will take turns facilitating seminars. 
Each student will provide a short synopsis and presentation of a current events article (Brief Reports).  Research teams will investigate research questions, present their research, and write a research prospectus. All program members will fully participate in weekly program activities and provide annotated collection of media articles on a topic of choice as a part of individual portfolios that will be due at the term’s end; along with evaluations of project peers; yourself; both faculty and a final survey/exam. Each individual is expected to attend all activities on time and to participate fully, or to contact faculty in advance. If all requirements have been satisfactorily completed, 16 program credits are available upon consultation with faculty. Denial of credit decisions will be made by the faculty.

4 Physics and energy science
4 Environmental and energy policy
4 Quantitative Reasoning/Seminar in systems management
4 Workshops/Independent Research

 General Expectations
* Take personal responsibility for and be actively involved in your own intellectual development
* Attend all class meetings - if you must miss, let your faculty know in advance
* Be socially responsible, professional and considerate to colleagues working together
* Be on time and come prepared for all class meetings (having completed the assigned reading)
* Apply professional standards in all of your work
* Recognize and utilize appropriate problem solving techniques, literature, and services
* Use appropriate campus resources for class (library, writing/learning resource center, math lab)

A Self Evaluation and evaluations of your teammates and faculty are due at the end of the quarter. Discuss what specific parts of your work and/or which topic(s) you have learned the most about and have been most interesting to you, and why. Please see portfolio and self-evaluation guidelines.

Learning Styles: We all have different ways of acquiring new knowledge. Therefore, faculty will actively work towards multiple formats: tactile, auditory, visual, experiential, etc. However, style applications are limited to means appropriate for a higher education. It will be necessary for you to take the initiative to keep on track with your own schedule; to devise assignments so that they can be complete and contemplative by the end of the quarter and to best propose what will work for you individually and for your group and public presentation assignment.

Multiculturalism & Diversity: Faculty and students will actively work towards contextually weaving multiculturalism and diversity throughout our learning as related to readings, seminar, presentations and projects. In any internship learning community, students and faculty share responsibility for the teaching and learning environment. We are all encouraged to add to the existing format and content by incorporating relevant professional experiences in dialogue and by presenting current events materials. Multiculturalism and diversity is understood as aiming to promote constructive community discourse about issues of culture, power & life-differences including but not limited to race, ethnicity, color, nationality, sex, gender, gender identity, gender expression, class, sexual orientation, age, religion, (dis)ability, and veteran status.
We will abide by the non-discrimination policies and procedures at TESC:

General expectations of Students and faculty:
to promote a cooperative, supportive atmosphere within the community; give everyone opportunity for self-reflection and expression; use high standards in reading and preparing papers and comments in seminar; handle all disputes in a spirit of good will; discuss problems involving others in the learning community directly with the individuals involved (with the right to support from other program members during those discussions.) 

We will respect indoor air quality policy for those who may be sensitive to artificial fragrances and to the potentially harmful effects of personal hygiene products

Participation & Attendance:
Students are required to attend weekly seminar and reflect on participation in advance - including speaking with the group, listening to others, taking notes, completing any interactive exercises, listening to and dialoging with the guest speakers. If an absence is unavoidable, faculty must be notified prior to an absence. Students may receive 16 undergraduate credits at the completion of the quarter if all hours are logged and all academic requirements have been satisfactorily completed in the judgment of the faculty. Unexcused absences and/or lack of academic work may result in reduced or no credit at the discretion of the faculty. Student assignments will be evaluated based upon progress towards the learning goals as assessed by student portfolios, written evaluations, and faculty assessment at the end of each quarter. Carefully proofread your drafts, have someone check your work, before submitting it to your faculty.

We will abide by the student conduct code: Chapter 174-120 WAC
& Grievance/Appeals Process

Portfolios submitted at the end of the quarter should well and completely document work you have completed; research you have performed; papers you have drafted; guest lectures you may attend; notes plus and an annotated collection of articles on a topic of choice that pertains to program discussion. A large part of our curriculum will be coordinated through PLATO Lecture Series with other interdisciplinary programs from throughout the Evergreen State campus.

Late assignments: Turning in assignments late is unacceptable. If there is a need to turn in an assignment late, the student must contact the faculty prior to the original assignment due date to discuss options. Parameters are left to the discretion of the faculty on a situation-by-situation basis. All assignments must be complete by quarter’s end as a necessary (but not necessarily sufficient) condition for full credit.

Suggestions: Your program faculty, Dr. Cheri Lucas-Jennings, Lab 1 2013 (360) 867-6782, and Dr. Zita ( have developed the seminar/ workshop components specifically for this program and will appreciate suggestions for additional speakers, readings or topics that might enhance future quarters or programs. 

Questions? Contact Dr. Cheri Lucas-Jennings x6782 (email: lucasc(a) or
Dr. E.J. Zita (email: zita(a)

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Maintained by  E.J. Zita