2013-14 Undergraduate Index A-Z

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Freshmen

Title	Offering	Standing	Credits	Credits	When	F	W	S	Description	Preparatory	Faculty	Days of Week	Multiple Standings	Start Quarters
The Adaptive Meaning of the Musical Mind Andrea Gullickson and Bret Weinstein biology music	Program	FR–SRFreshmen - Senior	16	16	Day			S 14Spring	Humans are unique products of adaptive evolution. Our most remarkable evolutionary features are associated with our overwhelmingly cultural brains, far more flexible and dynamic than the brains of any other creature on earth. But this level of uniqueness creates a problem in the quest to understand ourselves. How are we to comprehend human characteristics that have no parallel, and little precedent, elsewhere in the biota?Of all the unique cultural attributes of humans, music is uniquely perplexing. It exists in every culture, is a significant feature of nearly every human life. Music is produced by both males and females. It can be made with tools as elaborate as a piano, or as sparingly as with a single human voice. It is both collaborative and solitary. It can be enjoyed as a participant or spectator. And music is powerful—reaching into our deepest emotional core where it has the capacity to trigger profound responses, often with zero associated narrative content.This program will confront this deepest evolutionary mystery full force, and on its own terms. We will cultivate an appreciation and comprehension of the structure, meaning and effect of music as we address the evolutionary mechanisms that must have produced it. We will strive as a learning community to experience music’s full glory and mystery, while we grapple rigorously with it as an evolutionary phenomenon. Weekly program activities will include reading, focused listening, workshops, lectures and seminars. Together we will approach program content in a manner that is accessible to students with little background in these areas, while still challenging those with prior experience.		Andrea Gullickson Bret Weinstein		Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Algebra to Algorithms Richard Weiss and Judith Cushing computer science mathematics philosophy of science	Program	FR–SRFreshmen - Senior	16	16	Day			S 14Spring	Computers are a driving force of our modern world and increasingly influence our lives. Mathematics and mathematical models lay at the foundation of modern computers; furthermore, we increasingly rely on mathematics as a language for understanding the natural world, such as complex climate models that predict major changes in weather patterns world wide over the next 50 years. Mathematics and computational thinking enable people as citizens to make good decisions on a wide range of issues from interpreting the evidence for climate change to understanding the potential impacts of technology; as such, they are an integral part of a liberal arts education. In this program, we will explore connections between mathematics, computer science, the natural sciences and graphic arts.We will develop mathematical abstractions and the skills to express, analyze and solve simple problems in the sciences and the arts and explore how to program interesting visual shapes using simple geometry. Class sessions include seminars, lectures, problem-solving workshops, programming labs, problem sets and seminars with writing assignments. The emphasis will be on fluency in mathematical and statistical thinking and expression along with reflections on mathematics and society. Topics will include concepts of algebra, algorithms, programming and problem solving, with seminar readings about the role of mathematics in education, the sciences and society.This program is intended for students who want to gain a fundamental understanding of mathematics and computing before leaving college or before pursuing further work in the sciences or the arts.		Richard Weiss Judith Cushing		Freshmen FR Sophomore SO Junior JR Senior SR	Spring
American Frontiers, Homelands, and Empire revised Zoltan Grossman and Kristina Ackley American studies Native American studies community studies cultural studies education geography history international studies	Program	FR–SOFreshmen - Sophomore	16	16	Day	F 13 Fall	W 14Winter		Students will explore the juxtaposed themes of Frontier and Homeland, Empire and Periphery and the Indigenous and Immigrant experience. We will use historical analysis (changes in time) and geographic analysis (changes in place) to critique these themes, and will turn toward cultural analysis for a deeper understanding of race, nation, class and gender. We will take as our starting point a critique of Frederick Jackson Turner’s “Frontier Thesis”—that the frontier is "the meeting point between savagery and civilization"—as a racist rationale for the colonization of Native American homelands. We will consider alternative histories of Anglo-American expansion and settlement in North America, with interaction, change, and persistence as our unifying themes.We will study how place and connection is nurtured, re-imagined and interpreted, particularly in Indigenous and recent immigrant communities. We will connect between the ongoing process of "Manifest Destiny" in North America and subsequent overseas imperial expansion into Latin America, the Pacific and beyond. The colonial control of domestic homelands and imperial control of foreign homelands are both highlighted in recent patterns of recent immigration. These patterns involve many "immigrants" who are in fact indigenous to the Americas, as well as immigrants from countries once conquered by the U.S. military. The American Empire, it seems, began at home and its effects are coming back home and will be contested again.In fall quarter, we will track the historical progression of the frontier across North America and overseas and the territorial and cultural clashes of immigrant and colonized peoples. We will hear firsthand the life stories of local individuals and communities to understand their narratives of conflict, assimilation, resistance and survival. In the winter quarter, we will look at contemporary case studies that show the imprint of the past in the present and how 21st-century North American communities (particularly in the Pacific Northwest) are wrestling with the legacies of colonization, imperialism and migration. In particular, we will examine the overlapping experiences of Native Americans and recent immigrants, and Indigenous territories and migrations that transgress or straddle the international border as defined by "Homeland Security. This program offers ideal opportunities for students to develop skills in writing, research, and analysis.		Zoltan Grossman Kristina Ackley	Tue Wed Fri	Freshmen FR Sophomore SO	Fall
Anthrozoology Michael Paros anthropology biology philosophy of science physiology psychology zoology	Program	FR–SRFreshmen - Senior	16	16	Day		W 14Winter	S 14Spring	Why do humans keep pets and at the same time raise animals for food? What are the psychological and moral complexities that characterize our relationships with animals? What is the impact of human–animal interactions on the health and well-being of people and animals? How do we assess the relative welfare of animals under a variety of circumstances? Anthrozoology is the interdisciplinary study of human (anthro) and animal (zoo) interaction. This topic of inquiry will be used to study general biology, zoology, anthropology and philosophy. Through field trips, guest speakers, reading, writing and discussion, students will become familiar with the multiple and often paradoxical ways we relate to companion animals, animals for sport, zoo animals, wildlife, research animals and food animals. We will use our collective experiences, along with science-based and value-based approaches, to critically examine the ever-changing role of animals in society.Winter quarter will focus on the process of animal domestication in different cultures from an evolutionary and historical perspective. Through the formal study of animal ethics, students will also become familiar with different philosophical positions on the use of animals. Physiology and neuroscience will be used to investigate the physical and mental lives of animals while simultaneously exploring domestic animal behavior. In spring, we will continue to explore the biological basis and psychological aspects of the human-animal bond. Students will then study the science of animal welfare and complete a final project in which they will apply their scientific and ethical knowledge to a controversial and contemporary animal welfare question.Students will be expected to read primary literature in such diverse fields as animal science, ethology, neurobiology, sociobiology, anthropology and philosophy. Student success in this program will depend on commitment to in-depth understanding of complex topics and an ability to combine empirical knowledge and philosophical reflection.		Michael Paros		Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Approaches to Sustainability revised Rob Cole community studies environmental studies sustainability studies	Program	FR–SOFreshmen - Sophomore	16	16	Day	F 13 Fall			Sustainability - what does it mean? Sustainability for whom? Consumption, social stratification, increased indebtedness, and environmental destruction are existing hallmarks of ‘civilization.’ Many of our current cultural, social and economic systems are unsustainable. This program will explore different visions of sustainability that offer alternatives to the dominant industrial/corporate model. We will examine approaches taken by different groups of people, in differing circumstances, to forge a more just, equitable and sustainable future that doesn’t outstrip the regenerative capacity of our ecosystem.In particular, we will compare and contrast two major approaches to sustainability; that of The Natural Step, and that of ‘transition communities.’ We will explore how these visions address equity and justice in the face of climate change, social stratification and ecosystem degradation. We will examine metrics and indicators of sustainability, and various measures of the regenerative capacity of the planet. We will survey a wide array of actions individuals and groups can take to foster a future that is more sustainable and more equitable and just for both human and other species.Through workshops, readings, films, personal audits and seminar discussions, students will engage a variety of sustainability concepts and approaches. They will learn skills useful in assessing actions that foster sustainability, and they will explore the habits of mind so essential to taking action in the twenty-first century.		Rob Cole	Mon Tue Wed Fri	Freshmen FR Sophomore SO	Fall
Bella Bella or Bust - 2014 revised Yvonne Peterson, Michelle Aguilar-Wells and Gary Peterson Native American studies community studies cultural studies education government history political science sociology	Program	FR–SRFreshmen - Senior	16	16	Day and Weekend	F 13 Fall	W 14Winter	S 14Spring	How does a group of indigenous people from different countries: (1) create an activity to reclaim ancient knowledge? (2) develop communication strategies in the 21 century to build a foundation to support gatherings numbering in the thousands? (3) relate tribal governance/rights to state agreements and understandings? (4) appraise economic impacts on local/regional economies when a Tribe hosts a canoe journey destination? and, (5) how does one move to allyship with indigenous people and begin preparation for the historic journey from coastal villages of Northwest Washington to Bella Bella in British Columbia, Canada?Evergreen has a history of providing community service coordinated with the Center for Community-Based Learning and Action (CCBLA) to Tribes during the canoe journeys. This program expands the venture by researching the canoe journey movement, understanding Treaty rights and sovereignty, economic justice, cultural preservation, and the social economic, political and cultural issues for present day Tribes participating in the 2014 canoe journey to Bella Bella. As a learning community, we’ll pose essential questions and research the contemporary phenomenon of the tribal canoe journeys to get acquainted with Tribes and Canoe Families and the historic cultural protocol to understand Native cultural revitalization in the Pacific Northwest and British Columbia.Upper-division students will have the option to engage in service learning volunteer projects and program internships during winter and spring quarters. All students will participate in orientation(s) to the program theme and issues, historic and political frameworks, and work respectfully with communities and organizations. Participation in this program means practicing accountability to the learning community and to other communities, interacting as a respectful guest with other cultures, and engaging in constant communication with co-learners.		Yvonne Peterson Michelle Aguilar-Wells Gary Peterson	Mon Tue Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Bodies and Music in Motion revised Andrea Gullickson and Robert Esposito cultural studies dance history music somatic studies	Program	FR ONLYFreshmen Only	16	16	Day	F 13 Fall	W 14Winter		How do our experiences in the performing arts impact our understanding of and relationship to our environment? How can music and dance be used to transform lives? This two-quarter, core program will focus on the study of music and dance as powerful methods for both exploring and expressing our experiences in the world. Throughout the program we will examine fundamental concepts of music and dance and consider cultural and historical environments that influence the development of and give meaning to the arts. Our work with progressive skill development will require physical immersion into the practices of listening, moving, dancing and making music. Theory and literature studies will require the development of a common working vocabulary, writing skills, quantitative reasoning, and critical thinking skills.Weekly activities will include readings, lectures, seminars and interactive workshops, which will provide the basis for focused consideration of the ways in which our relationship with sound and motion impact our daily lives. Weekly in-program performance workshops will provide opportunities to gain first-hand understanding of fundamental skills and concepts as well as the transformative possibilities that exist through honest confrontation of challenging experiences. Weekly writing workshops and assignments will encourage thoughtful consideration of a broad range of program topics with a particular emphasis on developing an understanding of the power and importance of bringing one’s own voice into the conversation.This balanced approach to the development of physical craft, artistry and intellectual engagement is expected to culminate in a significant written and performance work each quarter.		Andrea Gullickson Robert Esposito	Mon Tue Wed Thu	Freshmen FR	Fall
Can Science Help Me?...To Be Better? Bill Arney and Michael Paros biology philosophy philosophy of science physiology psychology sociology	Program	FR–SRFreshmen - Senior	16	16	Day	F 13 Fall			Most of you are in school because you want to live a better life; many of you probably think about what it might mean to live a good life. Is a good life one full of pleasure and devoid of suffering? A moral life? A long and healthy life? Of course, it is possible that the good life cannot be defined at all and simply has to be lived and attended to. Let's start with the premise that most of our reliable, useful knowledge comes from science. Scientists work according to philosophically sound methodologies, which include commitments to impersonal inquiry and trying, always, to find the data most likely to defeat their favorite hypotheses; they work in open communities of other scientists, all of whom are obligated to be vigilantly critical of their colleagues' work; they generally qualify their claims to knowledge based on the limitations of their methodologies and their understandings of the probabilities of their claims being incorrect. But can science help us to be , to live a good life? Some think that science can help us recognize, even define, our values, and we will explore this possibility from the perspectives of neuroscience, brain evolution, psychology, social science and philosophy. Some say that science can never answer questions of morality or what it means to live a good life, or even a better life; something more is necessary, they say. Reading and written assignments, faculty presentations and deliberate discussions with vigilantly critical colleagues will assist students in an independent inquiry about how science can help a person live better with regard to some question of critical concern to the investigator(s). This program explores the power and limitations of scientific inquiry. Students should be able to imagine themselves discussing neurotransmitters and the moral life in the same sentence, but they should know that any education aims, finally, to help them know themselves.		Bill Arney Michael Paros	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Cataclysms in the Pacific Northwest cancelled Clyde Barlow chemistry environmental studies field studies geology mathematics writing Signature Required: Winter Spring	Program	FR–SOFreshmen - Sophomore	16	16	Day	F 13 Fall	W 14Winter	S 14Spring	This is a field and laboratory intensive program integrating chemistry and geology. The landscape and habitation of the Northwest are defined by major geologic events that have shaped and reshaped the landscape. Volcanoes, lava flows, ash flows, glaciers, floods, earthquakes, landslides, tsunamis and tectonic movements form some of these events. Major events such as glaciation may proceed slowly on a human time scale. Carbon dioxide dependent global warming may, in fact, be a cataclysm in progress. We will examine chemical effects of historic and current geologic processes. This program will study literature about specific events and travel to affected sites. The program will serve as an introduction to physical science with development of skills in chemistry and problem solving. A full year of general chemistry will be offered with a laboratory linked with geology themes. Communication skills will be developed by maintaining laboratory and field journals, writing technical reports, interviewing staff, faculty and administrators, web page development to present information, and oral presentations of laboratory results. Extended (4-5 day) and short (1 day) field trips in Washington and Oregon will be incorporated into the program each quarter.We will study a year of general chemistry with laboratory, differential and integral calculus, geology readings with field trips, interview practices, web-page development and management, technical writing and presentation. This program is intended to be an introduction to Evergreen and quantitative studies for students new to the college. Significant time will be spent meeting and interviewing staff and administrative personnel on campus to become familiar with the functioning and management of the college.Having a program with 12 students and one faculty member provides a unique opportunity to delve into a subject area with a small cadre of fellow students. Students are expected to enhance the learning of their peers. Work in the program will be team focused. Spring quarter will include a major student designed team research component based upon skills and background garnered from two quarters' academic work.		Clyde Barlow		Freshmen FR Sophomore SO	Fall
The Challenges of Aging Ryo Imamura and Bill Bruner consciousness studies health law and government policy law and public policy psychology religious studies	Program	FR–SRFreshmen - Senior	16	16	Day			S 14Spring	With the aging of the post-war baby boom generation, the United States population aged 65 years and older is increasing rapidly. Between 2010 and 2030 this age group is expected to double in size, from 35 million to 72 million individuals and, by 2030, will represent nearly 20 percent of the U.S. population. Relative to earlier generations, today's seniors tend to be more affluent, better educated and in better health. But the aging of the population will present challenges to institutions and individuals. This program will examine the impacts of growth of the senior population, both on the aging individual and on U.S. society as a whole.A central focus of our study will be on the social and economic impacts of an aging population. In spite of their relative health and affluence, the senior population will put stress on a number of institutions and government programs. We will try to sort out the effects on Social Security, Medicare and other programs, and consider alternative public policy responses to these impacts. We will also study the economic impacts on individuals and families. What economic and financial decisions do we face as we grow older? How can we make choices that will secure a reasonable quality of life in our senior years?We will also focus on the psychological, sociological and spiritual changes of aging and their profound impacts on individuals, families, and society in general. We will consider the many losses associated with aging but pay equal attention to the possible areas of growth and happiness such as increased wisdom, life satisfaction, inner peace and cooperative living. We will also look at the rapidly growing field of geriatric social services and meet with several Evergreen graduates who are actively involved in providing essential services to local senior citizens.		Ryo Imamura Bill Bruner		Freshmen FR Sophomore SO Junior JR Senior SR	Spring
China: A Success Story? Rose Jang and David Shaw business and management cultural studies economics literature theater	Program	FR–SOFreshmen - Sophomore	16	16	Day	F 13 Fall			In the fall of 2012, China’s 18th Communist Party Congress selected the current generation of Chinese political leaders, moving China into the next chapter of its 3,000-plus years of political history.Today, China’s economic power continues to grow, and its rise globally has drawn increasing attention. Many developing countries are viewing the China model as an alternative to the Western experience of economic growth and middle class prosperity. However, China is faced with many internal and external challenges. Challenges like these have repeatedly threatened China’s social stability in the past. In the extreme case, they might alter its current ideological foundations, potentially undercutting the premises of the China “success story.”This introductory China studies program will focus on China's present situation as a modern state and global power evolved from a lengthy and complicated cultural development over centuries. Within the time constraint of a quarter, we will examine China from selective angles and subject matters suggesting recurrent cultural patterns and distinct national characteristics. In the social sciences, we will touch on China’s geography, political structure and economic and business systems, including sustainability and environmental issues. From the humanities perspective, we will look at prominent examples of China’s religion, philosophy, arts and literature. All these issues are potentially interrelated, leading to a more coherent set of inquiries into the myth or reality of China’s current image of success.Students will be exposed to multiple topics and issues through weekly readings, lectures, discussions and workshops. They will also conduct a research project on a China-related topic of their own choice. This research project will provide them with opportunities to develop skills in research methods and academic writing. The program will introduce the fundamentals of Chinese language and linguistics through program studies but does not contain an independent Chinese language study component.		Rose Jang David Shaw		Freshmen FR Sophomore SO	Fall
China: Business, Economy, Society, Sustainability David Shaw business and management economics international studies leadership studies political economy sociology sustainability studies	Program	FR–SRFreshmen - Senior	16	16	Day		W 14Winter	S 14Spring	This China studies program will take an in-depth look at modern China through the perspective of the social sciences, building on readings and issues discussed in the lower-division fall program China: A Success Story? However, any student with an interest in China or East Asian studies should be able to join the program in winter or spring quarter and succeed in their studies. Our overriding goals are to understand today's China as a vital global power, while critically exploring the lingering influence of its rich yet strife-torn cultural past on behavior and decisions made at the national, institutional and individual levels. Building on our shared texts and themes, students will do independent research individually or in small groups, becoming experts in a particular facet of Chinese business, economy. society and/or sustainability. Our work will also extend beyond uniquely Chinese experiences into topics on which the future of Asia, the global economy and our small planet depend, including the natural environment, paths to ecological, social and economic sustainability and strategies to redress economic inequalities and social dislocations. China's environmental history, its rural-urban dynamic and its economic development will also serve as core threads through both quarters of study. During winter quarter, we will study ancient Chinese texts (in translation), as well as popular and academic articles, books, films and documentaries on China, particularly those exploring and reinterpreting ancient themes. Chinese philosophy, comprised of the primary "Three Teachings" of Confucianism, Daoism and Buddhism, will inform our study of Chinese culture. Sun Tzu's will introduce us to one of the world's oldest sources of strategic thought and Chinese concepts of leadership. Other topics likely to be covered include China’s trade and travel with the outside world, the Chinese diaspora, China's contact and interactions with foreign powers and its industrialization and political transformations from an imperial dynasty to a republic to a Communist state. Spring quarter we will focus on present-day China. We will examine China's current image as a dynamic economic powerhouse and “global factory” and as an enigmatic political player internationally. We will also look at its internal, problematic quests for domestic harmony, a well-functioning legal system and a truly civil society.In both quarters, we will meet in seminar, workshop and lecture settings. Weekly readings from books, popular media (newspapers, magazines) and academic journal articles should be expected for seminar and workshop. A peer-review approach will be taken in a Writing and Research Workshop to complement individual or small-group efforts on their research projects. Regular meetings for tai chi are also highly likely, alternating with film and documentary viewings to build a closer familiarity with Chinese culture and society. Finally, in spring quarter, students will make an individual presentation on a book they have read and critically reviewed on their own. Another student completing the same reading will provide feedback on the presentation based on their reading of the book. This should expand the range of perspectives covered beyond the readings assigned to the entire class.Separate enrollment in Chinese language courses is strongly encouraged as a complement to this program. This program would also serve as good preparation for students who plan to travel to China via independent learning contracts or subsequent study abroad programs.		David Shaw		Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Community-Based Research: Social and Environmental Justice Lin Nelson community studies environmental studies sustainability studies	Program	FR–SRFreshmen - Senior	16	16	Day		W 14Winter	S 14Spring	This program is an exploration of how to do Community-Based Research (CBR) and develop meaningful documentation in relation to community needs and challenges. Our focus will be on the social and environmental justice issues that are part of community life and that become the focus of the work of community-based organizations and social movements. A key feature of this two-quarter program will be grounded approaches with community groups. We’ll be working actively with Evergreen’s Center for Community-Based Learning and Action (CCBLA) to learn about the pressing needs in our region and to shape and sharpen our research skills and approaches. Some of the groups we will likely connect with include Parents Organized for Welfare and Economic Rights (POWER), People for Puget Sound (on environment and sustainability), Fertile Ground (community sustainability), Garden-Raised Bounty (community agriculture and food justice), Stonewall Youth (on the rights of youth and the LGBTQ community) and Teen Council of Planned Parenthood, among others.Central to our work, especially in winter quarter, will be an examination of the history, philosophy, debates and strategic modes of CBR—which is also called “participatory research,” “popular education” and “action research.” Readings and resources will draw from academics who work with communities in initiating or supporting research; at the same time, we’ll learn from community organizations about research they launch and how they work with faculty, staff and students in colleges and universities. CBR as a social movement in the U.S. and internationally will be the grounding for our efforts. Our reading will be drawn from the growing literature on CBR: key ideas and frameworks, cross-cultural and cross-national approaches, methods and skills, and vivid case material. We will sustain a persistent examination of ethics, community rights and co-learning and collaboration. Winter quarter will focus on exploring the literature and resources, learning with area organizations, posing and launching projects. Spring quarter will shift to more of a community base, with substantial fieldwork, community documentation and participation, project review and planning for future applications.Some important skills that will be developed include project design and development, interviewing and questionnaire design, researching public/government documents, participant-observation and creative approaches to documentation and presentation. We’ll be working to link our projects with compelling social, political and ecological issues and to place our work in regional to international contexts. There will be a strong focus on “give back” to the community and working with and contributing to the resource base of the CCBLA. Students will come away from the program with ideas, experiences and skills that should be helpful to them if they’re interested in future work in social justice, community organizing, environmental protection and environmental justice, public health, fieldwork, social analysis and documentation.		Lin Nelson	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Computer Science Foundations Neal Nelson, TBA, Sheryl Shulman and Richard Weiss computer science mathematics Signature Required: Winter Spring	Program	FR–SRFreshmen - Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring	The goal of this program is for students to learn the intellectual concepts and skills that are essential for advanced work in computer science and beneficial for computing work in support of other disciplines. Students will have the opportunity to 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 the model curriculum developed by the Association for Computing Machinery's Liberal Arts Computer Science Consortium.The 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 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.We will explore these themes throughout the year through lectures, programming labs, workshops, and seminars.	computer science, education and mathematics.	Neal Nelson TBA Sheryl Shulman Richard Weiss		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Cons, Swindlers & Cheats revised Zoe Van Schyndel business and management	Program	FR–SRFreshmen - Senior	16	16	Day			S 14Spring	Despite access to all sorts of information, people continue to be conned, swindled and cheated out of their hard-earned money. Is it really true anyone can be conned? How can we protect ourselves and our communities against cons who by their very nature make situations seem reasonable and socially compelling.This program is an overview of various schemes and trickery that fraudsters employ in the financial world and elsewhere. From the original Charles Ponzi and his schemes in the early 1900’s to the current day massive affinity fraud perpetrated by Bernie Madoff, we will look at the schemers and their victims. If an investment sounds too good to be true, it probably is—but the success of real-life swindlers shows how often this simple advice is ignored. We will explore what makes investors and others reach for the fool’s gold of seemingly foolproof and lucrative investment opportunities. We will also look at the psychology of fraudsters and try to determine what makes them operate outside the normal laws of society.The program is designed for students with a strong interest in finance and investments or those interested in what drives the most basic of human instincts, greed. Spotting a con requires us to think critically about situations and to find a balance between trusting and self-preservation. By the end of the program we expect you to be able to think creatively about ways to protect yourself and society from fraudsters.		Zoe Van Schyndel		Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Consuming Cultures revised Karen Gaul, Rita Pougiales and Julie Russo American studies anthropology community studies cultural studies history media studies political economy sustainability studies	Program	FR–SOFreshmen - Sophomore	16	16	Day	F 13 Fall	W 14Winter	S 14Spring	In , the historian William Leach writes, “Whoever has the power to project a vision of the good life and make it prevail has the most decisive power of all.” Since the early 20th century, the pleasures of consumption have dominated prevailing visions of the good life in the United States. Innovations in mass production and mass media went hand in hand to link pleasure and prosperity with acquiring the latest commodities. Leisure has also been central to those pleasures, often in the form of tourism, fashion and entertainment, as people consume not only goods but experiences and ideas about what it means to be successful and happy. This program is an inquiry into these features of American consumer culture, particularly the values of convenience and authenticity that characterize the objects and desires it produces and exchanges.Students in this program will study the history and logic of U.S. consumer culture. We will consider the forces that have shaped each of us into consumers in this capitalist society, from prepresentation and ideology to material and technological development. Sustainability will be a critical lens for our inquiry, as we consider the raw materials, labor and waste streams inherent in goods and in cultural experiences. Life cycle analysis of objects—from their origins in nature to their presence on retail shelves, personal spaces, garbage bins and landfills—will help us build a broader context for understanding the materiality with which we all engage every day.Our historical arc will be sweeping: from hunter-gatherers nearly two million years ago, to the origins of animal and plant domestication, to the formation of colonial settlements which created unprecedented challenges and opportunities, to the modern era. We will explore the patterns of resource use, social inequality and relative sustainability. We will examine how habits of conservation, thrift and re-use that were endemic to pre-modern societies transformed in tandem with the unprecedented energies of industrialization. We will investigate the theory and economics of post-industrial capitalism to better understand the impact of new media and technologies on the ways we produce and consume in the present day. We will also examine how curiosity about foreign and mysterious cultures in the context of globalization paved the way for tourism in which cultural authenticity is a central attraction. We will study the relationship between consumption and sustainability, pursuit of the good life through self-help and imported cultural practices such as yoga and meditation, between entertainment industries and communication networks, advertising and buying habits, spending money and self-worth. These contexts will enable us to destabilize and interrogate notions of what feels "normal" in the ways we engage as consumers today, including as consumers of knowledge in increasingly digitized institutions of higher education.Students will have the opportunity to examine ingrained routines of daily life, become conscious of the origins and meanings of their own habits and desires, and thereby become critical thinkers and actors in consumer culture. Our activities will include reading, writing papers and participating in seminar discussions on program topics, learning ethnographic research methods, experimenting with multimodal and collaborative work, viewing relevant films and participating in field trips. In fall quarter, we will build foundational skills and introduce key concepts and themes; winter quarter students will begin to develop their own research agenda; and in spring quarter, they can apply theory to practice in research and/or community-based projects.		Karen Gaul Rita Pougiales Julie Russo		Freshmen FR Sophomore SO	Fall
Creating Dangerously: Experiments in Feminist and Diaspora Art Therese Saliba and Naima Lowe cultural studies gender and women's studies international studies literature media arts moving image	Program	FR–SOFreshmen - Sophomore	16	16	Day	F 13 Fall	W 14Winter	S 14Spring	"Dangerous creations" emerge out of adverse political conditions and embody new creative strategies and possibilities. This program will explore how writers, media makers, artists and community activists use experimental modes of address to challenge dominant narratives and formal structures, and to confound notions of "the real." With an emphasis on multiculturalism, identity and especially African and Arab Diasporas, this program will examine the histories of slavery, colonialism and Empire and how art, media and literature have been used as tools of both conquest and resistance. We will draw on theoretical tools to analyze the "politics of representation" in popular media, including critiques of Orientalism, the Africanist presence and the gaze. And we will explore how diasporic communities, particularly feminists of color, "talk back" to these representations—by creating dangerously. That is, how do these artists use experimental forms to challenge fixed notions of individual and communal identity, as well as the consumerist system of media and literary production?Through the study of diasporic cultural production, African and Arab American literature and film, Third World Cinema and queer and feminist film theory, we intend to foster critical thinking about race, class and gender identities, and how they are negotiated. We will also explore how certain models of cultural-mixing, hybridity, and border-crossing have created a dispersal of identities and strategic possibilities for solidarities and connections across community struggles.In fall and winter quarters, students will learn to read cultural texts, including film, visual art and literature, to understand the relationships of people and communities, their sense of identity and possibilities for solidarity across differences. Students will develop skills in visual and media literacy, creative and expository writing, analytical reading and viewing, literary analysis, and the terminologies and methodologies of cultural and gender studies, film history and theory. Through workshops, students will also learn a range of community documentation skills, including photography, video, interviewing and oral history. In spring, students will have the opportunity to work on in-depth independent projects in autobiographical representations either through moving image or narrative writing. With faculty guidance and small group workshops, students will write proposals, conduct research and engage in critique groups to produce a major individual or colloborative creation.	visual studies, film studies, cultural studies, literary studies, African-American studies, Arab/Middle East studies, gender studies, community organizing and advocacy, and education.	Therese Saliba Naima Lowe		Freshmen FR Sophomore SO	Fall
Creativity and Diversity in American Culture: Art and Narrative in Response to Place revised Gail Tremblay and Rebecca Chamberlain cultural studies literature visual arts	Program	FR ONLYFreshmen Only	16	16	Day	F 13 Fall	W 14Winter		How does culture affect the visions and worldviews of writers, artists and filmmakers? How does place affect culture? We will explore these questions and connections through careful reading and analysis of literature, film, and art history from a multicultural perspective. As students of culture, we will examine the way in which place and migration from place shapes cultural production of texts and art, as well as how our connection to the natural world affects creativity.Over the course of the program we will read books by African American, Native American, Asian American, European American, Chicano and other Latino writers, and will take field trips to museums, and cultural events in Washington and Oregon. There will be guest speakers from diverse communities sharing their perspectives about their practice as writers, artists, and scholars. Workshops in writing composition, poetry, and art will provide the opportunity to develop a creative practice and create art, poetry, and various forms of narrative. Weekly response essays will provide opportunities for reflection and integration. Fall quarter, we will study works by a diverse group of American writers, artists, and filmmakers. The first book will be Linda Hogan's novel, Early in the quarter, a multi-day field trip to the Makah Nation in Neah Bay on the northwest tip of the Olympic Peninsula will allow us to study the artifacts from Ozette, a 14th village on the Pacific Ocean. We will meet with artists, and cultural experts from the Makah culture and learn about their relationship to place. Winter quarter, we will continue to explore creative works by diverse writers, artists, and filmmakers, which will include essays by multicultural American naturalists that speak to our human connection to earth and place. In addition to field trips and workshops on poetry and art, students will write two five page expository essays, and one ten-page research paper. During the second half of the quarter, they will also do a creative project that grows out of our work over the past two quarters.	literature, education, art, and cultural studies.	Gail Tremblay Rebecca Chamberlain	Mon Tue Thu	Freshmen FR	Fall
Dance of Life: Creative Process in Motion revised Robert Esposito aesthetics art history dance linguistics somatic studies theater visual arts	Program	FR–SRFreshmen - Senior	8, 16	08 16	Day			S 14Spring	How can dance serve as a central metaphor for the holistic organization and transformation of personal life experience into aesthetic objects expressing the dynamic connectivity of self, world, and others? Using an expressive arts therapy model, movement study will be integrated with work in writing, drawing, and music in this multidimensional modern dance program to explore an integrative approach to choreography. It will involve disciplined physical and intellectual study, including weekly dance composition homework assignments.Studio activities will include progressive study in Nikolais/Louis dance technique, theory/improvisation, composition, and performance. Readings, self-inventories, and seminars in the philosophy and psychology of the creative process, designed to broaden and enhance the student’s palette of creative choice, will explore factors such as self-image, cultural and educational conditioning, and multiple learning styles. In solo and group collaboration, students will workshop formal craft principles of composition, such as shape, space, time, and motion. Workshops will cover various art media to draw and integrate content from students’ life experiences and/or past interdisciplinary study in order to create original multimedia work. Compositions will be shared weekly in performance forums that include faculty and student-centered critique and analysis.Texts will be used to explore the development of dance and movement therapy, draw distinctions between art and psychology, and explore the creative and therapeutic effects of the expressive arts. Seminar discussions will emphasize critical analysis in order to situate texts, art, film, and student work in historical and sociocultural contexts. Writing assignments will balance creative, analytical, journal, and research styles, with a comparative overview of APA, MLA, and Chicago writing manuals. The program culminates with a Week 10 showing of selected student work.		Robert Esposito	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Earth Matters: Geology and Chemistry revised Dharshi Bopegedera and Abir Biswas chemistry environmental studies field studies geology Signature Required: Winter	Program	FR–SRFreshmen - Senior	16	16	Day	F 13 Fall	W 14Winter		This interdisciplinary, introductory-level program will explore topics in physical geology and general chemistry. It is designed for students with a desire to have a broader and deeper understanding of the Earth, the structure of matter that makes up the Earth, and their interconnectedness. The study of lab and field sciences through rigorous, quantitative, and interdisciplinary investigations will be emphasized throughout the program. 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 the fall quarter we will study fundamental concepts in Earth science such as geologic time, plate tectonics, and earth materials supported by explorations into the atomic structure and bonding. We will focus on skill building in the laboratory with the goal of doing meaningful field and lab work later in the year. Winter quarter will focus on Earth processes such as nutrient cycling and climate change supported by the study of stoichiometry, chemical equilibria, acid-base chemistry, and kinetics. Quantitative reasoning and statistical analysis of data will be emphasized throughout the program. Opportunities will be available for field work and to explore topics of interest through individual and group projects.		Dharshi Bopegedera Abir Biswas		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Education for Life Bill Arney education	Program	FR–SRFreshmen - Senior	16	16	Day		W 14Winter		—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, all of them our contemporaries, who seem to have wisdom enough to offer an answer. The magician and ecologist David Abrams thinks it is possible “to return to our senses…to renew our bond with this wider life, to feel the soil beneath the pavement, to sense—even when indoors—the moon’s gaze upon the roof.” We’ll see. Alain de Botton says it is possible to build new institutions to “generate feelings of community,” “promote kindness,” to help us “surrender some of our counterproductive optimism,” to “achieve perspective through the sublime and the transcendent,” and to do it without ethical codes, religions, morality and all the other trump cards that, while they might help us live, distract us from life. We’ll see. Wendell Berry believes that we can disentangle ourselves from a science that tells us everything worth knowing about a world that is one grand mechanism or, more recently, a total system, and from an economy where value means only price. He thinks we can recover the old virtues of living together not on the Earth but on the land and must do so “motivated by affection, by such love for a place and life that [we] want to preserve it and remain in it.” 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 all of life. There are other sages who might help us claw our way back up T. S. Eliot’s slippery slope to our future. We’ll find some.		Bill Arney		Freshmen FR Sophomore SO Junior JR Senior SR	Winter
The Empty Space: Movement, Dance and Theatre Walter Grodzik and Cynthia Kennedy aesthetics consciousness studies cultural studies dance education media arts queer studies somatic studies theater	Program	FR ONLYFreshmen Only	16	16	Day			S 14Spring	How does imagination respond to the emotional self, the physiology of the body and the psychology of the mind? How can we become more expressive and responsive to our inner selves? This program will explore the interior spaces where performances begin and the exterior spaces where performances are realized. Through the understanding and embodiment of somatic concepts such as awareness, intention, centering, authenticity and the interplay of mind and body, students will have the opportunity to explore the creative imagination as it expresses itself from their own life processes, rather than from externally imposed images, standards and expectationsStudents will begin with movement and theatre exercises that center and focus the mind and body in order to open oneself to creative possibilities and performance. Students will also study movement/dance and theatre as a means of physical and psychological focus and flexibility that enable them to more fully utilize their bodies and emotional selves in creating theatrical performance. Students will be invited to explore and enjoy the dance already going on inside their bodies to learn to perceive, interpret and trust the natural intelligence of intrinsic bodily sensations. The class will use experiential techniques derived from several traditions of somatic philosophy. In seminar, students will read a broad variety of texts about creativity, dance, theatre and dramatic literature.The program will include weekly seminars, workshops in movement/dance and theatre and film screenings of various dance and theatre productions. We welcome students of all abilities who bring their excitement, commitment and creativity to the performing arts.	teaching, theatre, expressive arts, dance and movement theory.	Walter Grodzik Cynthia Kennedy		Freshmen FR	Spring
The Epic and The Everyday new Ulrike Krotscheck and Marilyn Freeman classics cultural studies literature media arts media studies moving image visual arts writing	Program	FR–SRFreshmen - Senior	16	16	Day	F 13 Fall	W 14Winter		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, An “epic” is generally defined as a poem or narrative of considerable length, which explores grand themes such as a hero’s journey, or the origin myth of a country or peoples. As an adjective, “epic” refers to something that is larger than life and often extra-ordinary. By contrast, the “everyday” is flatly 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. And the tension that exists between the two is rich territory for insight and imagination.This program interrogates how the essence of the epic enters the everyday and how the quotidian gives meaning to the epic.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 nonfiction and of crafting video essays.During fall quarter 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-)evitabilty 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. Conversely, we will examine how everyday life may intersect with epic-scale experiences and insights.To facilitate these considerations students will develop a daily writing practice and craft a variety of creative nonfiction essays—meditative, lyrical, personal, and hybrid forms—and we will factor into our studies exemplars that engage thematically with the everyday. Fall quarter explorations will move off the page to incorporate sound and image as tools for creative and critical inquiry. Students will take a series of electronic media workshops and gain hands-on experience with audiovisual scriptwriting, audio recording, photography, and video editing. Fall quarter will conclude with students applying their creative writing skills and electronic media competencies in collaboratively crafted video essays that blend students' literary works with audio and images to explore the realm between the epic and the everyday.During winter quarter we will deepen our investigations into the epic and the everyday through additional readings and analyses of classic Greek texts and by furthering our audiovisual inquiries. One goal of this quarter will be to advance students’ understanding of various film and adaptation theories to put into practice in their individual work. Winter quarter will conclude with rigorous individual projects that encompass a research paper on sources and methods of adaptation, and an independently made video essay.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 participate fully in all program activities, and to work about 40 hours per week including class time. If you’re eager to blend the study of Ancient Greek literature with experiments in media arts, then this program is for you.		Ulrike Krotscheck Marilyn Freeman		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Exploring Learning and Development cancelled Scott Coleman education psychology	Program	FR–SOFreshmen - Sophomore	16	16	Day	F 13 Fall	W 14Winter	S 14Spring	The central intent of this yearlong program is to explore the theory and practice of human development. This will include taking a close look at classical and contemporary learning theories and educational practices along with an ongoing emphasis on the topic of psychological health. We will begin by developing a thoughtful and theory-based understanding of ourselves as unique learners, move to an investigation of educational processes and learning principles, and culminate with a major student-led research project looking at the learning and developmental principles guiding contemporary schooling structures and practices.This program will provide many engaging and interconnected opportunities for developing and refining academic skills in writing, oral communications, critical reading, research and statistics, and is designed to foster a strong foundation in psychology, including learning theory, developmental psychology and psychological research. Because the program will progressively build on the theme of development and learning from quarter to quarter, while creating an increasingly interpersonally effective learning community, students are encouraged to stay in the program all three quarters.Some of the specific questions we will consider in this program include: In what ways do people differ in their learning styles and developmental pathways? How does the experience of learning change over the lifespan? How have recent findings in neuroscience changed our understanding of learning and development? In which ways do 21st-century schools base their practices on effective developmental principles?During the fall quarter, we will begin with the topic of “learning about yourself as a learner,” engaging with such topics and activities as learning theory, personality theory, writing skills, critical reading, statistics, educational autobiography and group work. In the winter quarter, we will emphasize “learning about teaching,” with a focus on developmental theory, instructional strategies, group dynamics, history of education, research in psychology and education. Spring quarter we will build on our work from the first two quarters as we analyze current educational practices from a developmental perspective with an intensive study of a school of your choice, including conducting preliminary background research, completing a three-week ethnographic study at a school site and preparing and presenting a formal research report.The selection of readings and specific topics will be responsive to student interests and background—authors whose work we are likely to read include: Dan Siegel, Ken Wilber, John Bowlby, Carl Jung, John Dewey and Jean Piaget.	psychology and education.	Scott Coleman		Freshmen FR Sophomore SO	Fall
Fiction Laboratory Steven Hendricks literature writing	Program	FR–SOFreshmen - Sophomore	16	16	Day			S 14Spring	In this introductory literary arts program, we’ll investigate the tradition of experimental literature by treating literary experiments—our own included—as creative research into the possibilities of language and narrative. The alphabet, the language, the myriad tropes and formulae for literary expression and the archetypal patterns that haunt our stories: we will view these as a vast table of elements that can be combined and synthesized into new substances: new genres, prose forms, syntax, strategies for reading and making meaning...new reasons to write. Our own creative work will provide a rigorous testing ground for literary ideas. Student writing will be examined by faculty and peers on a regular basis with half a mind toward developing one's craft, and the other half toward investigating, for its own sake, the complex relationship between reader, text and writer. Program seminars will emphasize a lineage of exceptional exceptions: novels and short fiction of the last half century by writers who have taken careful stock of shifts in literary and cultural theory. Lectures will introduce students to analytic reading practices, literary criticism and theory. Throughout the program, we'll practice rich and extended reading of just six book-length works (along with short ancillary texts). Thus, just three pairs of authors will shape our studies: (Pair 1) Virginia Woolf and Samuel Becket;(2) Italo Calvino and Harry Mathews; and (3) Thalia Field and Ben Marcus. Each pair will comprise the focal point for a three week unit; each unit will include an in-class exam. Students enrolled in the program should be prepared to read the range of challenging texts, practice the art of writing in the spirit of experimentation and play, conduct independent research into complex questions relevant to program texts and themes, and participate actively in program seminars, workshops and critiques. Interested students should study the program schedule carefully, as there will be extensive in-class work, as with a studio-based program; in our case, studio practice means writing, reading and critique.		Steven Hendricks	Tue Wed Thu Fri	Freshmen FR Sophomore SO	Spring
Fictive Certainties revised Leonard Schwartz and Miranda Mellis aesthetics philosophy writing	Program	FR–SRFreshmen - Senior	16	16	Day	F 13 Fall	W 14Winter		In this two-quarter program we will read contemporary fiction, poetry, and essays as well as several theoretical texts that pertain to our central inquiries: What kind of knowledge do we encounter in fiction and poetry? What is the relation between the artifice of form and the experience of truth? In what way is the factual (that which we take to be given) also artefactual (that which has been made)? By what powers and strategies do poetry and fiction convey truths?Fall quarter will develop the coordinates of the inquiry via reading, writing, and visitors; winter extends the inquiry into our own writings. Required texts include poetry by modernists such as Ezra Pound, Wallace Stevens, and Gertrude Stein; and poetry and prose by Robert Duncan (from whom we take our course title) much of which was written in response to the generation of modernists who preceded him. We’ll also read more recent fiction by W.G. Sebald, Philip K. Dick, J.M.Coetzee, and Alexander Kluge as well as other experimental writings by Thalia Field, Marie Redonnet, George Saunders, and Renee Gladman. The required texts are extremely diverse formally, but share overlapping preoccupations with memory and amnesia; metaphysics and transformation; realism and perception; and ethics and poetics.Fall quarter will be reading-intensive and comprised of seminars on the required texts; a range of writing exercises aimed towards generating material; and opportunities to hear and dialogue with visiting writers. In this quarter students will learn literary critical vocabulary and close reading skills. Winter quarter will involve an extended writing project and intensive writing workshops in small groups in which we will utilize the skills learned in the first quarter towards critiquing and revising student writing.		Leonard Schwartz Miranda Mellis		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Field Plant Taxonomy Frederica Bowcutt botany ecology field studies natural history	Program	FR–SRFreshmen - Senior	16	16	Day			S 14Spring	This program fosters the skills needed for field work in the fields of floristics and plant ecology particularly vegetation studies. Students will learn how to use Hitchcock and Cronquist's , a technical key for identifying unknown plants. We will spend time in the field and laboratory discussing diagnostic characters of plant families. Seminar readings will be focused on floristics, biogeography and vegetation ecology. Students will learn how to collect and prepare herbarium specimens and apply this knowledge to a collaborative research project. Students will also learn about herbarium curation.A multi-day field trip to the Columbia River Gorge will give students an opportunity to learn about Pacific Northwest plant communities in the field, including 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. Through the field trip, students will learn qualitative vegetation sampling methods and how to analyze their observations. The field trip is required.Students who successfully complete the course will earn 16 units of upper-division science credit in field plant taxonomy, vegetation ecology of the Pacific Northwest, and floristic research.		Frederica Bowcutt		Freshmen FR Sophomore SO Junior JR Senior SR	Spring
From the Fire: The Art and Science of Ceramics Dharshi Bopegedera and Susan Aurand art history chemistry visual arts	Program	FR–SOFreshmen - Sophomore	16	16	Day			S 14Spring	In this program, we will explore how artistic and scientific inquiries can lead to a better understanding of ceramics, a material that has been in human use since antiquity. We will study the principles of chemistry that will enable us to understand the properties of ceramics, which is an exceptional medium for creative expression. In the studio, students will learn basic hand-building techniques and gain an introduction to slips, stains, glazes and the firing process. We will also explore the basics of the chemistry of clay bodies, glaze formation and reduction versus oxidation firing. Program activities will include lectures, workshops, seminars, studios and labs. We expect everyone to create original artworks in ceramics and participate in lab experiences that will enrich their understanding of this material that has evolved with human history. No prior ceramics or chemistry experience is necessary.	arts and sciences.	Dharshi Bopegedera Susan Aurand		Freshmen FR Sophomore SO	Spring
Green Materials: Arts, Science, and Construction revised Robert Leverich, Robert Knapp and Anthony Tindill architecture environmental studies sustainability studies visual arts	Program	FR–SRFreshmen - Senior	16	16	Day	F 13 Fall			In a world full of man-made stuff, what does it mean to be a maker of things? How does what you make, the materials you choose, and how you shape them define and speak for you, as an individual, and as part of a culture or community, or an environment? What’s been handed to you, and what will you hand on? This is a foundational program for those who are drawn to envisioning and making things, from art and craft to architecture and environments, and who are open to thinking about that work as both creative self-expression and responsive engagement with materials, environments, and communities. It’s a serious introduction to studio-centered creative work – each student will be part of a working studios to focus on individual and group 3D projects that address art, craft, and construction challenges at a variety of scales, with supporting work in drawing, design, and fabrication skills, materials science, environmental history and ideas, and sustainable practices. Collaboratively, we will engage this work as art, science, expression, and service, challenging such distinctions and looking for commonalities of approach and meaning. Book possibilities include Pallasmaa: Cooper: ; Berge, Steele: Rothenburg: Engaged students will leave this program with new drawing, design, and building skills, experience with design as a multidisciplinary approach to complex problems, deeper understanding of materials and their environmental and social impacts, and fuller awareness of how the arts and architecture can shape environments and communities in ways that are ethical, beautiful, and sustainable. This program is preparatory for that follows in Winter and Spring quarters.		Robert Leverich Robert Knapp Anthony Tindill		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Green Materials: Craft and Construction revised Robert Leverich and Anthony Tindill architecture environmental studies sustainability studies visual arts	Program	FR–SRFreshmen - Senior	16	16	Day		W 14Winter	S 14Spring	This program builds on ideas and skills introduced in in the Fall. It focuses on responsive and responsible use of materials at two different scales and in two different studios – Craft and Construction – with common activities for both. Students will choose one of the two studio options when registering for the program and will be expected to stay with that studio for both quarters in order to do focused work. The Craft Studio will explore definitions and questions of craft and sustainability through studio work in wood, metals, composites, and recycled materials – where much of the most creative work in craft is being done today. Projects will build on the basic design and construction skills introduced in the fall, to address functional and expressive challenges in the making of objects and furniture (furnishings?). The Craft Studio will emphasize full knowledge of materials, from structure and feel to sources and impacts, along with skillful use of tools and techniques – the knowledge and skill to discipline what we make and to conserve what we use. Possible key texts include Glen Adamson, and Stuart Walker, The Construction Studio will address materials in the context of sustainable building. From an architectural perspective, “green” design and construction is greatly about energy. Currently buildings account for 42% of the U.S.’s energy use, larger even than transportation and industrial uses. Effectively designing and constructing new buildings –or, sometimes even better, renovating and retrofitting existing buildings- can reduce that amount in the future despite the obvious fact that there will no doubt be more buildings. The Construction studio will focus on effective principles and strategies employed in sustainable design. Topics will include the impact of material choices (considering factors such as material origin, lifecycle costs, resource depletion and the use of recycled or reinvented materials), emerging technologies that enhance energy efficiency, design strategies that reduce the overall energy needs of a building, and current sustainable building movements that are impacting the industry. In-studio projects will ask student teams to design and build architectural projects that address various community needs. Other topics explored may include concepts of structural design, architectural history, design theory and service learning. Key texts will be Norbert Lechner, Andrea Oppenheimer Dean and Amory Lovins, Shared activities between studios will include lectures, workshops, and seminars that explore history and ideas common to both craft and construction and how both can be more ethical, beautiful, and sustainable. The program will culminate in a student-organized exhibition of best works at the end of Spring Quarter. Seriously engaged students will leave this program with a fuller understanding of materials and Sustainability, new technical and environmental awareness, well-made works in wood, metal and other materials, and the ability to present, speak for, and write effectively about their work.	visual arts, environmental design, architecture, art education, and sustainability studies.	Robert Leverich Anthony Tindill		Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Individual Study: Humanities and Social Sciences Bill Arney Signature Required: Spring	Program	FR–SRFreshmen - Senior	16	16	Day			S 14Spring	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, including first-year students and transfers, ready to do good work are welcome to make a proposal to Bill Arney. 12-16 variable credit options are available.		Bill Arney		Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Inside Language Diego de Acosta communications language studies linguistics	Program	FR–SRFreshmen - Senior	16	16	Day		W 14Winter	S 14Spring	This two-quarter program explores the fascinating world of languages. What do you know when you know a language? How do you get that knowledge? Are there properties that all languages share? How do languages change over time? Why are half of the world's languages now under threat of extinction? How are communities held together or torn apart by the languages they speak?We will consider these questions and others through the lens of linguistics. Topics to be examined for fall include: phonetics, phonology, morphology, language change, the history of English and English dialects, key issues facing multilingual communities and language planning. In winter, topics will include: syntax, semantics, pragmatics, first language acquisition, language and gender and linguistic politeness. We will look at well-known languages and lesser-known languages and discover why they matter in our lives today. Through the course of the program students will learn a variety of conceptual and empirical techniques, from analyzing speech sounds to interpreting the rationale behind current language policy.This program will be an intensive examination of topics requiring a significant amount of reading as well as regular problem sets and essays.Students interested in taking a language course alongside this program can arrange to take this program for 12 credits.		Diego de Acosta		Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Introduction to Environmental Studies Amy Cook and Ralph Murphy biology ecology economics environmental studies government political economy	Program	FR–SOFreshmen - Sophomore	16	16	Day	F 13 Fall	W 14Winter		This program is designed to serve as a foundation for advanced programs in Environmental Studies. 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, the political and economic history of environmental policy making in the United States, micro-economics and political science. This information will be used to analyze current issues and topics in environmental studies.In fall quarter, we will study ecology with a focus on aquatic systems. We will examine the major physical and chemical characteristics of aquatic environments, the organisms that live in these environments and the factors controlling the species diversity, distribution and growth of aquatic and terrestrial organisms. These scientific issues will be grounded in the context of politics, economics and public policy. During fall quarter we will examine, from the founding era to the present, how the values of democracy and capitalism influence resource management, the scope and limitations of governmental policymaking, 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 and case studies will offer opportunities to see how science and policy interact in environmental issues. During fall quarter, we will develop an introduction to research design, quantitative reasoning and statistics.In winter, the focus will shift to a more global scale. We will examine in depth several major challenges for the early 21st century; forest and fish resources, global warming and marine pollution. These are three related topics that require an understanding of the science, politics and economics of each issue and how they interact with one another. Globalism, political and economic development and political unrest and uncertainty will be discussed within each topic as well as how these macro-level problems overlap one another. During winter quarter, micro-economics will be studied as a problem solving tool for environmental issues as well as an introduction to environmental economic analysis.The material will be presented through lectures, seminars, labs, field trips/field work and quantitative methods (statistics) and economics workshops. Labs and field trips will examine the organisms that live in aquatic systems, measure water quality and study local terrestrial habitats. Quantitative methods workshops will present the use of computers to organize and analyze data. Microeconomic principles and methods will provide the foundation for environmental economic analysis.		Amy Cook Ralph Murphy		Freshmen FR Sophomore SO	Fall
Introduction to Natural Science revised James Neitzel, Mario Gadea and TBD-chemistry biology chemistry physics	Program	FR–SRFreshmen - Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring	This introductory-level program is designed for students who are prepared to take their first year of college-level science using an interdisciplinary framework. This program offers an integrated study of biology, chemistry, and physics that serves as an introduction to the concepts, theories and structures which underlie all the natural sciences. Our goal is to equip students with the conceptual, methodological and quantitative tools that they will need to ask and answer questions that arise in a variety of disciplines using the models and tools of chemistry, biology, and physics. . Students will also gain a strong appreciation of the interconnectedness of biological and physical systems, and an ability to apply this knowledge to complex problemProgram activities will include lectures and small-group problem-solving workshops, where conceptual and technical skills will be developed. There will be a significant laboratory component--students can expect to spend at least a full day in 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. We will make extensive use of mathematical modeling in all program activities.Seminar will enable us to apply our growing understanding of scientific principles and methodology to societal issues such as genetic testing and engineering or the causes and effects of climate change. In addition to studying current scientific theories, we will consider the historical, societal and personal factors that influence our thinking about the natural world. Students will be exposed to the primary literature of these sciences and develop skill in writing for diverse audiences. During spring quarter, students will have the opportunity to design and carry out their own laboratory investigations, the results of which they will present in talks and papers at the end of the quarter.All laboratory work and approximately one half of the non-lecture time will be spent working in collaborative problem-solving groups. It will be a rigorous program, requiring a serious commitment of time and effort. Overall, we expect students to end the program in the spring with a solid working knowledge of scientific and mathematical concepts, and with the ability to reason critically and solve problems.Students completing this program will have covered material equivalent to one year of general biology and general chemistry, with a significant amount of physics.		James Neitzel Mario Gadea TBD-chemistry		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Japan Today: Studies of Japanese History, Literature, Cinema, Culture, Society and Language Harumi Moruzzi and Tomoko Hirai Ulmer cultural studies history international studies language studies literature moving image Signature Required: Winter	Program	FR–SRFreshmen - Senior	16	16	Day and Evening	F 13 Fall	W 14Winter		Japan is a vital, energetic and dynamic country which has been constantly reinventing and revitalizing itself even in the midst of gargantuan natural disasters, while struggling to maintain a sense of cultural and social continuity from the long lost past. Meanwhile, the conception and image of Japan, both in Japan and throughout the West, has varied widely over time, mostly due to Japan’s changing political and economic situation in the world. In the late 19th century, when Japan re-emerged into Western consciousness, Lafcadio Hearn, the Greek-Irish-American writer who later became Japanese, thought of Japanese society and its people as quaintly charming and adorable. In contrast, Americans in the 1940s viewed Japan as frighteningly militaristic and irrational. The French philosopher/semiotician Roland Barthes was bewitched and liberated by Japan’s charmingly mystifying otherness during his visit in 1966, when Japan began to show its first sign of recovery from the devastation of the WWII. The Dutch journalist Karel Van Wolferen was disturbed by the intractable and irresponsible system of Japanese power in 1989, when the Japanese economy was viewed as threatening to existing international power relations. These examples show how Japan has been viewed by Westerners in the past. The idea and image of Japan is highly dependent on the point of view that an observer assumes and that history makes possible.This full-time interdisciplinary program is devoted to understanding contemporary Japan, its culture and its people, from a historical point of view. We will study Japanese history, literature, cinema, culture and society through lectures, books, films, seminars and workshops, including study of Japanese language embedded in the program. Three levels of language study (1st-, 2nd- and 3rd-year Japanese) will be offered for 4 credits each during the fall and winter quarters.In the fall quarter, we will explore the cultural roots of Japan in its history. In the winter quarter, we will examine Japan after 1952, when the Allied occupation ended. Special emphasis will be placed on the examination of contemporary Japanese popular culture and its position in economic and cultural globalization. Students who are interested in experiencing Japan in person can take Japanese language classes in Tokyo through Harumi Moruzzi’s Individual Study: Japanese Culture, Literature, Film, Society, and Study Abroad in spring quarter.		Harumi Moruzzi Tomoko Hirai Ulmer		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Language Counts Richard Weiss and Diego de Acosta computer science linguistics mathematics	Program	FR–SRFreshmen - Senior	16	16	Day	F 13 Fall			This program links together computer science and linguistics through the written forms and grammars of languages. First, we’ll consider writing: what do the world’s alphabets, syllabaries and pictographic writing systems tell us about the structure of human languages? Are some writing systems particularly appropriate for some languages, or is it possible to represent any language with any writing system? Ciphers deliberately conceal information without removing it. What does cryptography tell us about the nature of information?Second, we’ll look at the grammars of human and computer languages. The syntax of a computer language can be described precisely, while human languages have exceptions. Yet there have been many attempts to model human language with computers, and to create ways for computers to “read” and “listen” to human languages. To what extent have automatic translation programs and Internet search engines been successful? Why is it that humans can handle ambiguity, but computers have such a difficult time?Major topics of the programStudents will participate in lectures, seminar, labs and workshops on linguistics, programming and computation. They will be evaluated on quizzes, exams, papers and programs.		Richard Weiss Diego de Acosta	Mon Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Latin American Women Writers Alice Nelson cultural studies gender and women's studies literature	Program	FR ONLYFreshmen Only	16	16	Day			S 14Spring	In recent decades, Latin America has become well known beyond its borders for compelling, politically urgent and aesthetically vibrant literary works. Contemporary writings by Latin American women, increasingly available in English translation, challenge preconceptions about gender and sexuality in the region, while also addressing critical issues of politically motivated violence, collective memory, intersecting oppressions, language, spirituality, democratization and social change. This program seeks to foster greater understanding of the region and its diverse peoples and perspectives. Writers will include Gloria Anzaldúa (U.S.), Rosario Castellanos (Mexico), Ana Lydia Vega (Puerto Rico), Rigoberta Menchú (Guatemala), Daisy Zamora (Nicaragua), Conceição Evaristo (Brazil), Cristina Peri Rossi (Uruguay), Luisa Valenzuela (Argentina) and Pía Barros (Chile), among many others.We will read novels, poetry, short stories and testimonials by Latin American (indigenous, mestiza, Afro-Latina) women writers, focusing on legacies of colonialism, authoritarianism and neoliberalism, as well as projects for contesting recent histories. We will situate our literary analysis within the historical and political events that shape Latin American women’s texts, and examine their critique of masculinist narratives that justify domination and exclude women’s voices. We will also view films by and about women, and examine women's and feminist movements in the region. Students will write literary analyses and some creative work, and will conduct research on a writer of their choice. Through this study, students will consider the impact of political, economic and cultural forces on Latin American women's lives and literary production, while also examining literary and film representations as sites of resistance.		Alice Nelson		Freshmen FR	Spring
Madness and Creativity: The Psychological Link revised Patricia Krafcik, Evan Blackwell and Carrie Margolin art history cultural studies literature psychology visual arts	Program	FR ONLYFreshmen Only	16	16	Day	F 13 Fall	W 14Winter		What is creativity? Is there a relationship between states of mind and a fertile imagination? What are the psychological mechanisms involved in the larger action of the human imagination, urging us to explore new avenues, to see what others have not seen, to create what no one has yet created? Many of the world's greatest writers, artists and thinkers have been known to struggle with conditions classified as abnormal by psychologists. We will explore these conditions and their impact on creativity, searching further for any special links between certain kinds of abnormal psychological conditions and the drive to create.Our interdisciplinary program is not intended to serve as therapy, but rather is a serious study of psychology, literature, the arts, imagination and the creative impulse. We will approach our questions through various modes of inquiry. Through an in-depth study of abnormal psychology, we will learn to identify and understand a number of conditions. We will investigate modern art history and its fascination with the art produced by individuals reputed to be cultural "outsiders," such as folk art, art of the insane, art brut and self-taught artists. Through this study we will explore how societies form a group identity which is established in relation to some designated "other." Our readings combine art theory with psychological case studies by writers such as Sacks and Ramachandran and with imaginative literature by Gogol, Dostoevsky, Poe, Kafka, Plath, Gilman and many others that all describe abnormal psychological conditions. We will respond to our readings by channeling the imagination with a variety of creative projects. Finally, we will also study the normal mind and how it functions in both mundane and creative ways.In both quarters of our program students will discuss assigned readings in seminars, will engage in active writing exercises and in rigorous two-dimensional and thre-dimensional visual art work in ceramics, mixed-media sculpture, collage, and drawing. Assignments may include research papers, poster projects, creative writing, performances and visual arts projects. Weekly films and discussions of these films will enhance our examination of the uses or influence of psychological conditions in the creation of literature, art and music. Guest speakers will provide additional workshops and lectures in various artistic modalities. In fall term we will take field trips to the Tacoma Art Museum and the Museum of Glass, and our work that term will prepare students to undertake a culminating project in winter term. In all our activities, students will have ample opportunities to explore their own creativity and imagination.		Patricia Krafcik Evan Blackwell Carrie Margolin		Freshmen FR	Fall
Matter and Motion revised Clyde Barlow and Neil Switz chemistry mathematics physics Signature Required: Winter Spring	Program	FR–SRFreshmen - Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring	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 supermassive black holes in the galactic core, the use of magnetic resonance imaging in the diagnosis of disease, the effects of global carbon dioxide levels on shellfish growth, and the 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.We will integrate material from first-year university physics, chemistry, and calculus with relevant areas of history and scientific literature. The program will have a strong laboratory focus using computer-based experimental control and analysis to explore the nature of chemical and physical systems; this work will take place in a highly collaborative environment. Seminars will provide the opportunity to explore the connections between theory and practice and will provide opportunities to enhance technical writing and communication skills. The program is intended for students with solid high-school level backgrounds in science and mathematics, but the key to succeeding will be a commitment to work, learn, and collaborate.		Clyde Barlow Neil Switz		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Models of Motion, Matter and Interactions cancelled Krishna Chowdary and Neal Nelson computer science mathematics philosophy of science physics Signature Required: Spring	Program	FR–SRFreshmen - Senior	16	16	Day		W 14Winter	S 14Spring	Scientists gather data, make observations, look for patterns, build models and use those models to predict behavior. Powerful models in physics help us explain interactions involving matter and energy. New models need new mathematical methods—for example, calculus was developed partly to understand models of motion. Even with powerful mathematics, a model may yield answers only in simplified circumstances. We can analyze more complicated physical systems by simulating them on a computer. Learning how to create and apply mathematical and computational methods effectively to models in physics will be one of the major goals of this program.In two quarters we will cover the equivalent of a year of calculus and physics and one quarter of computer programming at the introductory level through interactive lectures, small group workshops, hands-on and computer programming labs, seminars and projects. Students will have multiple opportunities to demonstrate their learning in individual and collaborative contexts, including in-class work, homework, lab write-ups, papers, presentations, projects, quizzes and exams. The work will be intense and invigorating, involving time-intensive engagement with textbooks and problem-solving in a supportive learning community that values the development of theoretical understanding that can be applied to practical problems.Our physics work covers modern mechanics and electric and magnetic interactions, developing macroscopic and microscopic models of matter and interactions using ideas such as conservation laws, Newton’s laws of motion, statistical and thermal physics and Maxwell’s equations for electricity and magnetism. We will study the programming language Python and develop numerical techniques that can be used to calculate and display our physics models. We will study calculus to apply it to physics and other science and social science fields as well as seeing how mathematics exists on its own as a sense-making endeavor.No previous background in computer science or physics is expected. Preparation in mathematics including pre-calculus or intermediate algebra and functions is required. Students who successfully complete the fall program The Physical World of Animals and Plants will be prepared for this program. Students with some previous work in calculus, computer science or physics may see that the intersection deepens their understanding of each. Successful completion of this program will be good preparation for further introductory work in computer science and intermediate or advanced work in mathematics and physics.		Krishna Chowdary Neal Nelson		Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Moving Towards Health Mukti Khanna and Cynthia Kennedy consciousness studies dance health leadership studies psychology somatic studies	Program	FR–SOFreshmen - Sophomore	16	16	Day	F 13 Fall	W 14Winter		This two-quarter program explores the creation of health through mind-body perspectives. How can we engage in transformational conversations about the connections between personal, community and planetary health? Knowing that in every moment choices we make can move us toward health, or away from it, this program will explore the myriad ways we can embody choices that keep us and our communities vital and alive. Throughout the program, we will recognize that our individual choices can help us create both personal health and a sustainable environment, a conscious life and a positive presence in society.Fall quarter we will explore systems of health and healing from multicultural, neurobiological and ecopsychological lenses. There is a synergistic relationship between planetary and personal well-being; the health of one is related to the health of the other. We will explore the relationship between the body and the natural world. We'll also explore somatic (body-based) literacy as it relates to leadership, communication and engagement with social issues. Somatic literacy includes listening and acting on information from the body. Winter quarter will allow students to design their own health-based project studies while continuing to explore self-leadership, creativity, emotional intelligence, health and self-image.Students will have an opportunity to learn in many ways using diverse modalities and multiple intelligences. We will integrate somatic learning into our studies, including movement workshops (no prior experience necessary). Our inquiry will ask us to attune ourselves to the wisdom that is available and present in our mind-body awareness. We will participate in community readings, community service, rigorous writing assignments and critical study of important texts. Learning through multiple intelligences can be enjoyable.Come join us!		Mukti Khanna Cynthia Kennedy		Freshmen FR Sophomore SO	Fall
Music Intensive Arun Chandra aesthetics cultural studies music	Program	FR–SOFreshmen - Sophomore	16	16	Day	F 13 Fall	W 14Winter	S 14Spring	How shall we study music? We can watch others doing it on YouTube, we can hear others doing it on YouPod or we can read about others doing it on YouKindle.Let's DO it! (Sadly, there's no "YouDo".)Let's study music by creating and performing it. After all, music's a thing made by the brain, the heart and the fingers.You'll be asked to sing, study an instrument and perform for others in the class, write vocal and instrumental arrangements and sing and perform them. The class environment will not be a competitive one: the goal is to stretch out and learn and challenge oneself and not compare one someone with another one someone. The study of music requires a commitment to practice, to listen, to remember and to learn. This program aims to offer you time in which to do just that.You'll learn about writing harmonies, singing them, and about how difficult it is to write vocal parts that are interesting both melodically and harmonically. There will be a strong emphasis on ear training, sight singing and aural dictation, along with studies in tonal harmony. You'll be asked to write and perform musical canons. We'll study the history of Western classical music, jazz music from the early 20th century, popular music of the past 50 years and experiments in music composition as well. There will be regular listening sessions, along with readings from the arts.In class, students will be assigned performance groups, and each group will be asked to prepare a vocal or instrumental work. This will happen twice each quarter. Rehearsal time will be set aside for such practice, and the faculty will act as a coach for the rehearsals. Each quarter, students will be asked to write one substantial research paper exploring an aspect of music they are unfamiliar with. There will be class trips to concerts in Seattle and Portland, along with visiting guest artists throughout the year. During spring quarter, students will be working on independent projects under faculty supervision. These projects will be developed and submitted by the end of winter quarter. They should combine research and study with creativity and performance, culminating in an end-of-spring-quarter mini-conference, with students delivering both research presentations and musical performances.In addition to classroom activities, each student will be expected to take instruction in a musical instrument outside of class and bear the cost of that instruction (the faculty member can help you find a teacher for your instrument). Practicing an instrument is a way to bring together the seemingly separate activities of the brain, the heart and the fingers: it concretizes music theory, gives a goal to the wobbling fingers and releases the heart from its regularity of "thump thump thump".		Arun Chandra		Freshmen FR Sophomore SO	Fall
Music, Mind and Motion revised Ratna Roy and Joseph Tougas consciousness studies cultural studies dance literature music philosophy	Program	FR ONLYFreshmen Only	16	16	Day	F 13 Fall	W 14Winter		Have you ever felt that your mind and your body were just “out of sync”? How about the other experience—when your mind and body were working together flawlessly, when you felt “in the flow”? These kinds of experiences invite other questions about the relation between the mind and the body, questions that have been the focus of thinking and research in cultures around the world. There is, for examples, a tradition in Western philosophy that has emphasized the separation between the mind and the body. Other traditions emphasize their interaction and unity. Does the mind control the body? Or is it the other way round? What can we learn about these questions if we challenge ourselves to use our bodies to interact precisely and skillfully with others? This is the kind of thing people do when they learn to move together in dance, or to raise their voices in song.This program will explore the connections between the mind and the body through the media of music and dance. We will learn about the scientific investigation of the interaction between mind and body, especially in connection with the kinds of social activities that bring people together in communities of artistic endeavor—for example, a jazz band or dance group. We will examine both Eastern and Western philosophical traditions to see what we can learn about different ways of understanding the relationship between the mind and body as manifested in disciplines of motion and rest. We will also engage in practice involving music and dance, experiencing first hand the unity of thought and action.The work of the program will include reading literature from a variety of cultures as well as philosophical and scientific texts. Students will write short essays on the weekly readings in preparation for seminar discussions. They will also participate in workshop activities learning musical and dance skills. During the fall quarter the workshop emphasis will be on building skills; during winter our attention in the workshops will be directed toward creating and presenting music and dance in performance.		Ratna Roy Joseph Tougas		Freshmen FR	Fall
Narrative Objects Steven Hendricks and Jean Mandeberg aesthetics art history literature visual arts writing	Program	FR ONLYFreshmen Only	16	16	Day	F 13 Fall	W 14Winter		What makes a work of art capable of narrative expressiveness? What constitutes a narrative? How do artists invest tangible records, stories, artifacts and objects with meaning, and how do readers work to recuperate or transform those meanings for themselves?Many artists and writers have used objects, visual forms, books and text in combination to create a hybrid language that can carry narrative possibilities. How do such works exploit the possibilities of conventional and nonconventional narrative to stimulate the intellect and the imagination? Does imposing a narrative on a work of visual or sculptural art limit it, reduce it to a single interpretation? How can we navigate the space between object and idea as artists, as readers, as makers of things and makers of meaning?This program will explore such questions through intensive studio work in fine metals and book arts. Equally important will be our study of literature that tests the boundary between narrative and non-narrative and the practice of critical and creative writing. The general program structure will include alternating periods of focused writing, imaginative reading, seminar discussion and extended, deliberate work in the studio.Student projects will be direct responses to the themes and questions of the program: explorations of the nature of narrative, the various ways in which objects can participate in, contain, and create narratives. This unique opportunity to combine book arts and fine metals will persistently require competence in technical skills, unusual patience, attention to detail and materials, and articulate translations between ideas and visual forms.The second quarter of the program will in part evolve from the discoveries of the first and will involve deepening our work in both studios, with the necessary emphasis on thoughtful self-critique and aesthetic rigor. This program will be important and challenging for students in the arts and humanities who think of artists as aesthetic and conceptual problem solvers, seeking new puzzles, forms and possibilities for constructing meaning using words, the book and small-scale sculptural forms. As a first-year program, this program provides specific support for students at the beginning of their Evergreen careers.		Steven Hendricks Jean Mandeberg		Freshmen FR	Fall
The Nature and Evolution of Human Psychology Heesoon Jun and Bret Weinstein biology communications consciousness studies cultural studies psychology	Program	FR ONLYFreshmen Only	16	16	Day	F 13 Fall	W 14Winter		The human mind is perhaps the most fascinating, and least understood, product of Darwinian evolution. In this program we will endeavor to understand how the mind functions and why it has come to work in the way that it has. We will study human psychology as modern empirical science has come to understand it, and we will combine that hybrid model with a consideration of the evolutionary path humans have traversed, as well as a deep investigation of those portions of evolutionary theory most relevant to hominid cognition, perception and behavior. Our program will seek to unify important conclusions from multiple schools of thought within psychology as we consider humans from a broadly cross-cultural perspective. We will range from the Jungian to the Cognitive, and from the modern !Kung people of the Kalahari to the ancient Maya of Central America. Our objective is to generate an integrative model of the human mind that can accommodate humans as individuals and as interdependent social beings.Winter materials will build on content covered in the fall. There will be educational value and intellectual reward for staying in the program both quarters.	biology, psychology, health related studies, human and social services.	Heesoon Jun Bret Weinstein	Tue Tue Wed Wed Fri Fri	Freshmen FR	Fall
Northwest Developments: Land Use, Economics and the Politics of Growth revised Jennifer Gerend and Glenn Landram architecture business and management community studies economics government law and public policy sustainability studies	Program	FR–SRFreshmen - Senior	16	16	Day	F 13 Fall	W 14Winter		This two-quarter program focuses on Northwest communities from the perspective of public policy, land use and economics/personal finance. This program will be an eye opener for anyone who wonders why and how places develop. Where did that Walmart come from? Why did those trees get cut down for new homes? What will happen to that empty building? We will focus on the local decision making that shapes our built and natural environments while considering what types of development and redevelopment are more sustainable, both financially and environmentally.As the Northwest continues to grow, we will consider the voices of property owners, renters, business owners and other community members who often have divergent views on growth, preservation, conservation and property rights. These perspectives will aid our understanding of public places from urban and suburban cities to less connected subdivisions or rural developments. What do we want our public and private spaces to look like? How do communities plan for and accommodate growth? How are progressive policies developed and financed? Comparisons to other communities, cities, states and countries (Germany in particular) will be examined and discussed.Students will explore different communities' orientation to cars, transit, bicycles and pedestrians. Architecture and urban design aspects will round out our analysis. Class sessions will include lectures, workshops, films and field trips to Port Townsend and Seattle. The fall quarter will focus on the public policy, land use planning and economics necessary for students to conduct their own significant project during winter quarter. Seminar texts will offer a theoretical background in these issues as well as a look at some contemporary communities in the news.During winter quarter, students will continue their theoretical learning while taking on an applied group project around community planning and economic development. Specifically, students will work in teams to prepare research or other solutions for selected urban and rural planning issues around Washington. These projects may involve group travel. With faculty support, students will hone their ability to work in teams and develop their presentation skills.		Jennifer Gerend Glenn Landram		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Ocean Life and Environmental Policy revised Erik Thuesen and Cheri Lucas-Jennings biology environmental studies law and government policy law and public policy marine science political science Signature Required: Spring	Program	FR ONLYFreshmen Only	16	16	Day	F 13 Fall	W 14Winter	S 14Spring	Water is essential to life, and the management and regulation of water and aquatic ecosystems will provide many of the subjects for our study in this full-year program. When combined with introductory policy components starting with the Pacific Northwest and looking globally, our studies of the biological, physical and chemical characteristics of oceans will provide the valuable knowledge necessary to make instrumental decisions about marine resources and habitats. It is essential to understand the interconnections between biology and ecology in order to make informed decisions about how environmental policy should proceed. This core program is designed to provide legal knowledge and scientific skills necessary to understand problems facing Earth’s ecosystems. Learning will take place through lectures, seminars, a workshop series and biology laboratory exercises. Work in the field and multi-day field trips in fall and winter are also planned to gain first-hand exposure to various marine environments.In the fall, we will cover standard topics of first year college biology, using marine organisms as our foci. The overall objective of this component is to gain basic familiarity with the biology and ecology of ocean life. Focal topics in the social sciences will include the use and abuse of decision-making authority. Particularly with respect to the Point-No Point Treaties and the Boldt Decisions, we will assess how science and culture interact to safeguard endangered biota. Can we reduce these to private entitlements or are policy impacts necessarily public? Fall quarter topics will be mostly gathered from local and regional issues.In the winter, we will further our studies of marine organisms and ecosystems examining marine biodiversity in various contexts. We will learn more about the bio-ecological and social dimensions of water quality. International markets for raw resources and international waters for anadromous fish make state commerce issues dependent on larger ecological components. Seminars and lectures in environmental policy will begin to explore such international issues. Workshops on research techniques during winter quarter will develop successful individual or group projects to be undertaken in the spring quarter.In spring, students will be required to undertake a community-based internship or carry out a research project related to ocean life. Internships might be with local or state government agencies or NGOs. Research projects should be interdisciplinary and include an out-reach component. This independent work will provide valuable hands-on experience to build practical knowledge and skills in environmental policy and science.		Erik Thuesen Cheri Lucas-Jennings		Freshmen FR	Fall
Olympia to the Olympics: The Place and Its People cancelled Abir Biswas, Michelle Aguilar-Wells and Jeff Antonelis-Lapp Native American studies environmental studies field studies geography geology natural history outdoor leadership and education	Program	FR–SOFreshmen - Sophomore	16	16	Day	F 13 Fall	W 14Winter	S 14Spring	Through studies of Olympic National Park and the Salish Sea (formerly known as the Puget Sound) lowlands, this program will consider connections among natural places, their respective natural histories and their people. What forces have shaped the geology, natural history and culture of the Olympics and Salish Sea areas? What are the connections between a place and the species that follow?This program will investigate the role that geology plays in influencing biota and cultures that take up residence in these geographically close but ecologically and culturally distinct locations. This approach will allow us to consider questions including: What do we know about the natural and human history in these regions and how might this predict the future? What are the interrelationships of people, place, flora and fauna in these regions?In fall quarter, we will focus on place, studying parts of the region that are geographically close but ecologically distinct as we consider the long-term geologic processes that have shaped and continue to influence the area, as well as the region’s flora and fauna, with an emphasis on bird life. Students will keep detailed natural history journals and engage in a quarter-long writing project on geologic processes and/or a species of interest.During winter quarter, we will narrow our focus to recent millennia (centuries) to consider the people of the region and shorter-term geologic processes important on human time scales including soil formation, nutrient cycling, climate change and human impacts. Students will continue to develop skills as natural historians, learning to effectively communicate with and teach others as we examine environmental education as a way to build an understanding of the connections between a place, its natural history and its people.Spring quarter will be dedicated primarily to student-driven individual or small group 12-credit projects that build on program themes from previous quarters. For the remaining 4 credits of this full-time 16-credit program, class will meet one full day a week for seminar and workshops, engaging students in Coastal Salish art, the canoe culture and other features of western Washington indigenous cultures. Field trips during each quarter to Olympic National Park and locally around Salish Sea will provide multiple opportunities to consider differences in the geology and natural history of these areas.Field trips during each quarter to the Olympic Peninsula, Olympic National Park or locally around Salish Sea will provide multiple opportunities to consider differences in the geology, natural history and human cultures of these areas.		Abir Biswas Michelle Aguilar-Wells Jeff Antonelis-Lapp		Freshmen FR Sophomore SO	Fall
Orissi Dance and Music of India Andrew Buchman and Ratna Roy cultural studies dance gender and women's studies music	Program	FR–SRFreshmen - Senior	16	16	Day			S 14Spring	We will focus on the dance and music culture of central eastern India, specifically the art-rich state of Orissa. While some music or dance background would be useful, it is not necessary. This is a culture and history offering, along with some practical hands-on experience in dance and music. We will immerse ourselves in both the history and sources of this ancient culture of dance and music, and its active contemporary scene. Our readings will include cutting-edge articles and book chapters exploring themes such as gender, colonial history and post-colonial theory and the economic ferment that is transforming many aspects of Indian society today. In seminars, we'll compare and contrast ancient and modern, Indian and American aesthetics, world views, values and attitudes. In workshops, we will explore the rich vocabularies of sound and movement that make Orissa's traditional performing arts so rewarding to study.The first evidence of Orissa's dance and music culture is preserved in sculptures and images that are about 2,000 years old. The culture thrived for centuries before it declined under colonial rule in the 1800s, and began to revive in the 1950s and 60s after India became an independent nation-state. This revival still continues, and we will be a part of that effort. Dancers, musicians and scholars will work together and re-create the tradition for our own times. At the end of the quarter, we will present a performance incorporating music and dance from Orissa at various levels of skill so that most students can participate.Some previous training in dance or music would be useful, but is not expected. Students who don't wish to focus on music or dance performance can pursue a research option, in consultation with faculty.		Andrew Buchman Ratna Roy	Tue Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Our Environment, Our Future cancelled Dharshi Bopegedera chemistry	Program	FR–SRFreshmen - Senior	16	16	Day	F 13 Fall	W 14Winter		This program is an exploration of how chemistry is used to understand the Earth's environment and formulate solutions to some of today's pressing environmental problems.In the fall quarter, we will study introductory chemistry concepts in lectures and develop quantitative reasoning skills in workshops with the goal of making qualitative and quantitative observations in the laboratory while building lab skills. In seminars, we will discuss some of the environmental challenges society faced in the past and ways in which chemistry contributed to finding solutions to those problems.In the winter quarter, we will continue to learn more chemistry concepts and further develop laboratory skills. Students will have the opportunity to work on individual or group projects investigating a topic of their choice that is closely related to the chemistry of the environment.We will learn library research skills during both quarters. A few field trips to local and regional environmental remediation sites will enhance what we learn in the classroom.		Dharshi Bopegedera		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Our Sense of Self: what does science teach us? revised Charles Pailthorp consciousness studies philosophy philosophy of science	Program	FR–SRFreshmen - Senior	16	16	Day		W 14Winter		Some living things are conscious, but not all. Some conscious things are self-aware, but not all. The same applies to our own experience: sometimes we are conscious and sometimes not; sometimes we are self-aware and sometimes not. But when we are conscious and self-aware, are we aware of? Is it just our bodies, or our brains? Is it something non-physical but somehow associated with our bodies and brains. Could it be some combination of the physical and non-physical, of body and mind, or body and soul? Three philosophers explored these questions in the first half of the 17th c., and each vigorously defended the emergent new science of that period. Each argued that Galileo had mapped a path that promised a truly scientific understanding of humankind. Nonetheless, each disagreed fundamentally with the other two. In the first weeks, we will study this dispute between René Descartes, Thomas Hobbes, and Baruch Spinoza. Today many continue the debates of Descartes, Hobbes and Spinoza. In the second half of the quarter, we will study contemporary writings by philosophers, neuroscientists, psychologists and journalists such as John Searle, Antonio Damasio, Bruce Hood, and Brian Christian. What does the new science of today reveal, or change, about our sense of self?Familiar and challenging questions surround this work: “Will brain science replace psychology in our understanding of human nature?”; “Will machines surpass humans in all cognitive activities?”; “Could our conscious, self-aware lives extend beyond death?”; “Is our sense of self a mirage, if not an hallucination?”; “Is our sense of free choice illusory?”All students will be expected to read challenging texts, discuss them openly in seminar, and write short, critical essays aimed at deeper understanding of the texts and questions we address together. In addition, more advanced students will be expected to complete a longer essay.		Charles Pailthorp	Mon Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Passages: American Comings-of-Age cancelled Chico Herbison American studies cultural studies literature writing	Program	FR–SOFreshmen - Sophomore	16	16	Day	F 13 Fall	W 14Winter		—Mary Frosch This two-quarter program will explore the complex ways in which American individuals, groups and the United States itself come of age. We will immerse ourselves in rites (and rights) of passage as captured in art—primarily through literature and writing, but also as revealed in film, music and other forms. Individuals and groups, on lifelong journeys, navigate relationships, encounter crises, grow and change and move from childhood to adulthood. Like Joseph Campbell’s archetypal hero, people leave home (literally and/or figuratively), encounter and slay demons (recognize and solve problems) and return home forever transformed: they come of age (live happily ever after). Stories of passage from “the Old World” (both voluntary and coerced) set beside stories from the people who already were here chronicle the further realignment and redefinition of this nation, often in destructive ways. American literature explores racial, gender and other forms of “passing.” All of the Americas experienced critical convergences of social, cultural, political and other forces that moved them from infancy through childhood to adolescence to…what? Military involvement abroad, continuing domestic turmoil and various cultural divides mark an uneasy passage into our 21st century. We will focus on “minority” voices who will help us to define the "American" story. In fall quarter, we will read a wide range of ethnic “minority” fiction and nonfiction and will write our personal accounts of passages in essay and creative nonfiction forms. In winter quarter, we will shift from ethnicity to other forms of “minority” status, including those associated with class, gender, sexual orientation, religion, position (as in family) and ability. Winter quarter's writing will be nonfiction and adaptations to fiction. Throughout the program, students will work individually and collaboratively to strengthen their critical and creative writing skills and, ultimately, to tell their own coming-of-age stories.		Chico Herbison		Freshmen FR Sophomore SO	Fall
The Physical World of Animals and Plants cancelled Krishna Chowdary, Sheryl Shulman and James Neitzel biology mathematics philosophy of science physics	Program	FR–SRFreshmen - Senior	16	16	Day	F 13 Fall			In this program, we will explore a fascinating intersection of biology, mathematics and physics. Our program title and central questions are inspired by Vogel’s . How do the laws of physics constrain the form, function, growth, motion and interactions of plants and animals? How do organisms take advantage of material and physical opportunities? What mathematical models can we develop by examining the biological and physical worlds, and how can those models help us to explain and predict behavior in those worlds? This program welcomes students new to studying science at the college level and those looking for science as part of their broad general liberal arts education. This program is also intended to prepare students for further introductory study of science in programs such as Introduction to Natural Science and Models of Motion, Matter and Interaction, with particular attention to developing foundational skills in quantitative and scientific reasoning and an emphasis on modeling physical and biological situations. This program also welcomes students with a background in biology or physics, allowing them to apply, extend and integrate these areas, and exposing them to material not typically covered in separate treatments of biology and physics.We will work to create a supportive and collaborative learning environment through interactive lectures, seminars, hands-on workshops and labs and field trips. Students will have the opportunity to improve their capacities as quantitatively and scientifically literate citizens, including work on their ability to read scientific texts, solve theoretical and applied problems, work in lab, interpret and create graphs, work collaboratively and communicate creatively and effectively. Students will develop and demonstrate their learning through in-class and homework assignments, short papers, quizzes and presentations.		Krishna Chowdary Sheryl Shulman James Neitzel		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Power/Play: Balancing Control and Autonomy in the Social World Eric Stein and Toska Olson anthropology field studies history sociology	Program	FR–SRFreshmen - Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring	“My soul would be an outlaw.”—Harlan Ellison, 1965Play incites the experience of aliveness, drawing us out of the routinized patterns of the everyday into realms of spontaneity, risk and imagination. Through play, the ordinary becomes temporarily disrupted: rules of propriety are suspended, social roles are inverted and everyday objects transform into the monstrous or fantastic. The vibrant, potentially transgressive nature of play raises questions about how it stands in relation to the forms of power that order society and shape us as individuals. How we play, when we play, and who we play with may unsettle these forms of power or become a part of how they operate. In this interdisciplinary program we will explore play as a creative pathway for the development of an authentic self, and also as a bold challenge to social mechanisms that limit autonomy and create borders between people. When we play, is there something we are playing against? What can the study of play teach us about the nature of power?In fall, we will explore how play has been shaped culturally and historically, with a focus on childhood in the United States and around the world. We will consider how the emergence of modern school discipline, the commodification of toys, the patterning of gender in childhood and the persistence of bullying has both constrained possibilities for play and allowed new forms to emerge. We will use ethnographic field studies of playgrounds, toy stores, children’s museums and primary school classrooms as the basis for creative work designing play structures, games, exhibits and school workshops. By exploring childhood play, we will gain an understanding of power dynamics between children and teachers, parents and children and among children themselves. Winter quarter will emphasize the strategic, symbolic forms of play that arise through adolescence and adulthood. We will consider how subcultures play with fashion, food, collections, fetishes and other social “tastes” to both mark and subvert hierarchies of class, gender and race. We will investigate the construction of “high” and “low” culture and the controlling notions of disgust, purity and danger through studies of tastings, sports tournaments, carnival and mass entertainment. We will also study humorous forms of verbal play and body play that have the capacity to construct or violate normalized social practices.Spring quarter turns to explorations of utopia and transgression in play. We will consider how particular forms of pleasure and desire are normalized and resisted, and how leisure and fantasy can reverse or co-opt power. Our inquiry will encompass topics such as science fiction, sexuality, space and architecture. Library research and ethnographic fieldwork will form the basis of a creative culminating project.Our studies will be grounded in sociology, anthropology and history, but will turn to other fields, including philosophy, education, literature and visual studies, to enrich our understandings of play. Readings may include works by Marx, Nietzsche, Freud, Foucault, Douglas, Barthes, Bourdieu, Stewart and Butler. 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.		Eric Stein Toska Olson		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Reading Landscapes: Earth Science and Literature Trevor Speller and Abir Biswas aesthetics cultural studies environmental studies geology literature natural history writing	Program	FR–SOFreshmen - Sophomore	16	16	Day			S 14Spring	This program is dedicated to understanding the back and forth between the physical environment and the written word. How do texts shape what we are able to see in the physical environment? How does one's understanding of the physical environment shape ways of writing and understanding the world? How do we describe it? What do we read into it?In 1815, William Smith produced the first geological map of Great Britain. His investigations were a product of a new way of seeing his physical world. Rather than assuming the earth to be a stable object which remained unchanged since Noah’s flood, Smith drew on his observations, and began to see the earth as a dynamic physical entity. His discoveries came in a time when Enlightenment thinkers were questioning the order of the world, the role of religion and the value of science and industry. The modern science of geology can thus be said to have arisen from a new way of seeing: William Smith was able to read and write about the Earth not only through observations, but because of the set of cultural changes that changed his frame of mind. Importantly, Smith's observations came at a time when poets, novelists and political philosophers were beginning to actively investigate the influence of the natural world on humans and human behavior.We will consider the frames through which we read and write our physical world, through an introduction to foundational concepts in geology and literary study. We will consider how geologists investigate and describe the physical world, and examine concepts including geologic time, plate tectonics, earth materials and the evolution of life. We will consider how writers investigate and describe the natural world in the works of 18th- and 19th-century literature, as well as contemporary literature about the Pacific Northwest. We will read works of poetry, fiction, political philosophy and travel writing. Program texts may include works by John McPhee, Simon Winchester, William Wordsworth, Daniel Defoe and others.Students should expect to participate in lecture, lab and seminar, write critical papers and take examinations. There will also be field trips to locations of geological interest as well as cultural venues.		Trevor Speller Abir Biswas		Freshmen FR Sophomore SO	Spring
River Reciprocity revised Lucia Harrison aesthetics ecology field studies natural history visual arts	Program	FR–SRFreshmen - Senior	16	16	Day	F 13 Fall			This is an art-based program that combines the study of stream ecology and visual art to provide a framework and tools to examine, observe, record, and know a place. We will explore the role of art and science in helping people develop a deep and reciprocal relationship with a watershed. Designed for beginning students in art and ecology, we will study the characteristics of local streams and make drawings that are inspired by a connection to a specific stream. The Nisqually River Watershed will be the focus for our collective work while the numerous local streams will serve as individual focal points for student projects throughout the quarter.Through reading, lectures and field study, students will learn the history of the watershed, study concepts in stream ecology, learn to identify native plants in the watershed and learn about current conservation efforts. They will develop beginning drawing skills and practice techniques for keeping an illustrated field journal. Students will work in charcoal, chalk pastel, watercolor, and colored pencil. Students will explore strategies for using notes and sketches to inspire more finished artworks. Students will study artists whose work is inspired by their deep connection to a place. Each student will visit a local stream regularly, keep a field journal, and in the second half of the quarter, students will create a series of artworks or an environmental education project that gives something back to their watershed.		Lucia Harrison		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
The Science Behind the Headlines: What's the Truth? Paula Schofield and Andrew Brabban biochemistry biology chemistry environmental studies field studies	Program	FR ONLYFreshmen Only	16	16	Day	F 13 Fall	W 14Winter		Are you curious about the world around you? Would you like to really understand "buzz terms" the media uses such as sustainability, green materials, climate change, the water crisis, the energy debate, genetic engineering, DNA fingerprinting and cloning? How can we believe what we are being told? What is the evidence? How is scientific data actually collected, and what analytical methods are being used? Are the correct conclusions being drawn? As responsible citizens we should know the answers to these questions.In this two-quarter program we will demystify the hype surrounding popular myths, critically examine the data, and use scientific reasoning and experimental design to come to our own conclusions. In fall, we will study "water" and "energy" as themes to examine our environment, considering local and global water issues. We will also examine current energy use and demand, critically assessing various sources of energy: fossil fuels, nuclear, hydropower, etc.We will begin the program on September 23 (Orientation Week), one week BEFORE the regularly scheduled fall quarter start, so that we are prepared for our field trip by beginning our study of energy, and establishing our learning community. The Eastern Washington field trip will be a unique opportunity for personalized tours of Hanford Reactor B (the world's first full-scale nuclear reactor which produced the plutonium for the "Fat Man" bomb dropped over Nagasaki in 1945), Grand Coulee Dam (the largest hydropower producer in the U.S.), and the Wild Horse Wind and Solar Energy facility (150 turbines across 10,000 acres serving more than 80,000 homes). On this trip, we will also learn key field science techniques: how to take measurements in the field, collect samples for laboratory analysis and precisely determine concentrations of nutrients and pollutants.In winter quarter, we will use "natural and synthetic materials" as a theme to study petrochemical plastics, biodegradable plastics and other sustainable materials, as well as key biological materials such as proteins and DNA. We will carefully examine the properties of these materials in the laboratory and study their role in the real world. "Forensics" will be our final theme, learning techniques such as DNA fingerprinting, blood spatter analysis, ballistics and other modern forensic procedures.In this field- and lab-based program, scientific analysis—rather than conjecture or gut-feeling—will be the foundation of our work. Other class activities will include small group problem-solving workshops, seminars, student researched presentations and lectures.		Paula Schofield Andrew Brabban		Freshmen FR	Fall
Self-Determination in Latin America Tom Womeldorff and Alice Nelson cultural studies economics gender and women's studies history literature political economy	Program	FR ONLYFreshmen Only	16	16	Day	F 13 Fall	W 14Winter		The recent history of Latin America can be described as a struggle for self-determination, from the time of its conquest and colonization to its present-day unequal footing in the world economic system. At the same time, the distinct countries and sub-regions of Latin America have specific local experiences that in some cases differ dramatically. Our study of the Caribbean, Mexico and the Southern Cone, three geographic areas with varying historical, political and economic contexts, will illuminate Latin America's diversity, while also highlighting the connections between personal, national, and regional politics in Latin America.Using these three sub-regions as our primary focus, we will explore how self-determination is manifested in relationships of class, gender and ethnicity at the individual, national and international levels. We will study the specific ways in which struggles for self-determination have emerged in various countries, such as slavery and resistance, as well as distinct ethnic and national movements, in the French, English and Spanish Caribbean; ongoing issues of violence and sovereignty in Mexico; and the roles of new social movements (especially those led by women) in resistance to authoritarianism and transitions to democracy in the Southern Cone, especially Chile. In each case, we will consider how cultural forms are shaped by, and in turn may shape, historical change, as well as the impact of economics on processes of social transformation.Over the two quarters, we will engage the historical and contemporary realities of our countries of focus using multiple frameworks from the humanities and the social sciences. In the process, we will introduce literary and cultural theory, as well as political economy-based theories of capitalist development. Students will gain an in-depth ability to interpret literary texts in their social contexts, and to use political economic models to understand specific aspects of Latin American societies. This program will involve frequent writing assignments, as well as quantitative and qualitative modes of analysis. We will also develop some skills in visual analysis, critically viewing films each week.		Tom Womeldorff Alice Nelson		Freshmen FR	Fall
Skin Amy Cook and Chico Herbison biology cultural studies literature physiology writing	Program	FR ONLYFreshmen Only	16	16	Day			S 14Spring	—Alicia Imperiale, “Seminal Space: Getting Under the Digital Skin” Organ, membrane, boundary and border. Canvas, map, metaphor and trope. Skin is the identity that all animals present to the world. It has multiple physiological functions and takes a wide variety of forms, from the simple epidermis of a sea anemone to the complex light show of a squid or the intricate system of spines that protects a porcupine. In human culture, skin functions as a marker of “race”/ethnicity, age and gender; provides a canvas on which to create very personal forms of art and cultural narratives; and, in the 21st century, has become a critical site of interface between the “real” and the virtual.In this program we will look at skin through the lenses of biology, culture and art. The biology of skin includes its visual and olfactory role in communication, its structure and physiology and its role in defense of the body from both microbes and large predators. Our exploration of skin in/as culture and art will include encounters with the mythology of “race,” body modification (piercing, tattooing and plastic surgery) and the posthuman meanings of skin (in cyberspace and in the world of cyborgs, androids and prosthetics).Program activities will include lectures; labs in which we will examine the microscopic structure of skin and learn about the various structures that arise from it, including scales, feathers and hair; seminars on a selection of texts (books, films and other texts) that look at skin from a variety of different perspectives; and workshops in which students will explore skin through their own creative writing. Students will have the opportunity to develop a deeper understanding of biology and humanities in an interdisciplinary setting, as well as sharpen their critical thinking and reading and college writing skills.	biology and the humanities.	Amy Cook Chico Herbison		Freshmen FR	Spring
So You Want to be a Psychologist Carrie Margolin psychology	Program	FR–SRFreshmen - Senior	16	16	Day			S 14Spring	Students will investigate theories and practices of psychologists to enhance their understanding of counseling, social services and the science of psychology. We will cover history and systems of psychology. Students will read original source literature from the major divisions of the field, including both classic and contemporary journal articles and books by well-known psychologists. Students will explore careers in psychology and the academic preparations necessary for these career choices. We will cover the typical activities of psychologists who work in academia, schools, counseling and clinical settings, social work agencies and applied research settings.Among our studies will be ethical quandaries in psychology, including the ethics of human and animal experimentation. Library research skills, in particular the use of PsycInfo and Science and Social Science Citation Indexes, will be emphasized. Students will gain expertise in the technical writing style of the American Psychological Association (APA). The class format will include lectures, guest speakers, workshops, discussions, films and an optional field trip.There's no better way to explore the range of activities and topics that psychology offers—and to learn of cutting edge research in the field—than to attend and participate in a convention of psychology professionals and students. To that end, students have the option of attending the annual convention of the Western Psychological Association, which is the western regional arm of the APA. This year's convention will be held in Portland, Oregon, on April 24-27, 2014.	psychology, education and social work.	Carrie Margolin	Mon Wed Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Stalin and Stalinism cancelled Robert Smurr cultural studies history political science	Program	FR–SRFreshmen - Senior	16	16	Day	F 13 Fall			What explains the rise of Joseph Stalin, one of the 20th century's most vicious and powerful dictators? How can we understand the survival and persistence of his legacy still today, six decades after his death? How did this longest ruling leader of the Soviet Union, responsible for the murder of at least 20 million of his fellow citizens, transform a relatively backward empire into an undisputed world power? Join us as we trace how this initially insignificant radical young Georgian revolutionary by the name of Ioseb Jughashvili managed to climb through the ranks to become Joseph, the “Man of Steel,” leader of the Soviet Union and one of the most insidious butchers of the previous century.Stalin is a pivotal figure not only in Russian and Soviet history, but also world history. Through his mandates, he had a phenomenal impact on the country’s art, literature, politics, courts, prisons, economy and agricultural and urban life. Guided by Stalin, the USSR abolished private property; compelled peasants to work on state-owned collective farms; forced rapid industrialization throughout the empire; redefined education and political loyalty; sent millions of citizens to notorious Gulag "work camps"; and proudly declared war against nature.At the same time, Stalin's USSR also did more than any other country to crush Nazi Germany. And under his rule, the USSR transformed a mostly illiterate culture to one which became nearly entirely literate. It also developed a nuclear arsenal second only to the U.S.’s and kept an uneasy peace with its ideological enemies after the close of World War II.In lectures and seminar we will examine issues raised in a selection of readings from history, literature and culture geared to helping us answer questions raised by our exploration, and we will also view and analyze relevant films. Students will write a major research paper, producing drafts during the course of the quarter, and will also present the results of their research to their peers in poster projects at the end of the term.		Robert Smurr		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Still/Moving new Julia Zay and Amjad Faur art history communications cultural studies media arts media studies visual arts writing	Program	FR–SOFreshmen - Sophomore	16	16	Day	F 13 Fall	W 14Winter		This is an art foundations program invested in opening up the dense histories and meanings of photographic images in their many forms, from still to moving and back again--and the unsettled places between. We explore what it means both to know and to make an image– photographic, moving, and time-based. We will pay equal attention to the history, theory and practice of the photographic image, both still and moving, in the context of visual studies--a field that yokes a broad study of the visual arts with social and cultural history and theory--art history, film/cinema history, and philosophy. Through a critical engagement with still and moving photographic images as well as related forms of visual art, we will map a broad contextual territory and challenge received notions of the boundaries between forms, genres, and mediums.Photography can never be thought of as simply a medium, technology or practice but a convergence of material, history, culture and power. In the Fall, we will start with the unfolding of the Western enlightenment, from the 16th to the 19th century, when optical technologies radically reorganized the senses and methods of knowledge production, posing new questions about temporal, spatial and visual relationships to artists and scientists alike. We will then move more deeply into the 19th and first half of the 20th century, when photography emerged into an art world dominated by painting, a visual culture organized around print technologies, and societies in the throes of rapid industrialization. Photography initially emerged not out of art contexts but out of the institutions of science and industry, so we will consider, in particular, the ways it was used to produce social categories, shaping dominant discourses of gender, class and criminality. For example, we’ll look at the language of portraiture so central to the emergence of both a middle class and the language of criminal and medical photography. Our materials and techniques will first be limited to those from the 19th century (proto-photography, early processes, hand-built cameras). In winter, we move from the 19th to the long 20th century and the emergence of cinema. We will look at the way early cinema was organized around a fascination with duration, spectacle, and experimentation and on the relationship between photography and cinema, stillness and movement. We will continue to work in still photography, broadening our range of techniques, and add a small amount of 16mm filmmaking to the mix as we explore the larger social and historical contexts and philosophical questions surrounding the relationship between still and moving photographic images. In our creative and intellectual work, we’ll ask many questions about the phenomenon, concept and experience of time--for example, how is a four minute exposure in a still photograph both similar to and different from a four minute continuous shot of film or video of the same subject?In all our work we will focus on building essential skills in practices of attention--learning how to slow down our modes of seeing, experiencing and working. In our photographic practice, this will mean moving away from the pursuit of “finished” images and towards experimental processes and conceptual problem solving. In our work with texts and images, this will mean developing our ability to read and view closely and write with precision and patience. Class sessions will include lectures/screenings, workshops, seminar, critical reading and writing, and critique. In addition to working individually, students can expect to collaborate regularly with their peers on a variety of assignments and larger projects. All along the way we will intentionally examine how our investments in collaboration animate our intellectual and creative work. We will spend significant time in critique to help each other see, describe, evaluate and improve our creative and critical work.		Julia Zay Amjad Faur		Freshmen FR Sophomore SO	Fall
Student-Originated Studies: Nonprofit Internships new Doreen Swetkis business and management community studies field studies law and public policy leadership studies theater Signature Required: Spring	SOS	FR–SRFreshmen - Senior	16	16	Day			S 14Spring	This program is intended for students who have completed work in community learning programs (such as ) and are prepared to complete an internship in a public or nonprofit agency. Prior to the beginning of spring quarter, interested students must consult with the faculty about their proposed internship and/or course of study. Contracts that are completed before the beginning of spring quarter will be given priority. All contracts must follow the college procedures for internships. While students are encouraged to seek out their own internship possibilities, we will work with campus resources and the faculty member's contacts to identify internship possibilities in public and nonprofit agencies.Students will hold 25 hour/week internships and will come together as a class one day a week (on Fridays) to study more about doing public and nonprofit work through seminars, lectures, guest speakers and films. The faculty member will work with the agencies sponsoring the internships, making at least one site-visit to each agency during the quarter and meeting regularly with students outside of scheduled class times as needed. Internships must be located in the Seattle/Portland I/5 corridor or on the Olympic Peninsula and within a reasonable distance. Participation in the weekly class meeting is required – no internships located nationally or internationally will be sponsored.		Doreen Swetkis	Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Taking Things Apart: A Scientific and Artistic Exploration Donald Morisato and Bob Haft biology literature philosophy of science visual arts Signature Required: Spring	Program	FR–SRFreshmen - Senior	16	16	Day		W 14Winter	S 14Spring	Both science and art take things apart. In some instances—the evisceration of a frog or an overly analytical critique of a poem—the process can result in the loss of the vital force. In the best scenario, carefully isolating and understanding individual parts actually reconstitutes the original object of study, bringing appreciation for a whole greater than its parts. Sometimes taking things apart results in a paradigm shift: suddenly, the ordinary becomes extraordinary.In one program strand, we use a biologist's tool kit to explore how living organisms function. We learn how biology takes apart and studies life in different ways. In winter, we focus on visual perception, beginning with anatomy, proceeding onto the logic of visual processing, and concluding with an examination of the specialized neurons and molecules involved in phototransduction. In spring quarter, we play with the idea of mutation, exploring how genetics is used to dissect complex processes and provide an entry point for the molecular understanding of inheritance at the level of DNA.Another strand takes visual art as its point of departure. Here, we combine what we learn about the anatomy and physiology of the eye with a study of using sight to apprehend and appreciate the world around us. We will work with different tools—charcoal pencils and cameras—both to take apart and to construct new things. During winter quarter, we will learn the basics of drawing. In spring, we use black-and-white photography to study life at a more macroscopic level than in the biology lab. Ultimately, our goal here is the same as that of the scientist: to reconstitute and reanimate the world around us.There are ideas for which literature provides a more sophisticated and satisfying approach than either science or the visual arts. Thus, in a third strand, we examine how literature depicts and dissects the emotional and behavioral interactions that we call "love." Authors we read will include Shakespeare, Stendhal, Henry James, Virginia Woolf, James Baldwin, John Berger, Haruki Murakami and Louise Gluck.Our goal is to weave these strands together to produce an understanding about the world informed by both cognition and intuition. Throughout our inquiry, we will be investigating the philosophical issue of objectivity. This is a rigorous program involving lectures, workshops, seminars, studio art and laboratory science work. Student learning will be assessed by weekly seminar writing assignments, lab reports, art portfolios and exams.		Donald Morisato Bob Haft		Freshmen FR Sophomore SO Junior JR Senior SR	Winter
That's Classic(s)! Explorations in the Ancient and Modern World cancelled Ulrike Krotscheck anthropology architecture art history classics cultural studies history media studies political science sociology	Program	FR–SOFreshmen - Sophomore	16	16	Day	F 13 Fall	W 14Winter	S 14Spring	Why, after 2,000 years of historical perspective, do we still find meaning in the works of Homer and Aristotle, Julius Caesar and Virgil? What can we learn from Athenian experiments in democracy or the formation and fall of the Roman Empire, as an alternative to republicanism? Why are ancient Greek and Roman images and ideas still represented in so much of our contemporary culture? The principles of classical literature, architecture, philosophy, theater and politics still permeate our society in this increasingly multicultural and globalized world. In these three quarters, we will explore the significant and unassailable ways in which ancient Greece and Rome have influenced our understanding of the world and many more tangible aspects of our contemporary culture.Each quarter will focus on a slightly different variation on our theme, and students may either stay in the program for the duration of the year, or join according to their interests in any one quarter. Continuing students over the three quarters will help organize and deliver content for new students, cementing the learning that they have already accomplished by sharing their knowledge with newcomers. On the other hand, new students in the winter and spring will actively participate in the formation of learning communities in which the faculty is not the sole provider of content. This program will support first year and sophomore students in their transition to college, while also providing a solid foundation in the origin of western civilization. It will be an intensive reading- and writing-based experience that will prepare students for upper-level work in the humanities and social sciences. Program activities will also include work on the Academic Statement Initiative.The three quarters will be organized as follows: In the fall, we will begin by learning the history of the ancient world. We will explore how this narrative has been handed down to us through historiography and archaeology, and what information and misinformation we can garner from it. We will study archaeological sites, art and architecture, and interrogate the uses of these visual canons in our own surroundings. In the winter, we will explore the influence of classics in modern films of every genre, from to and ?. We will read and analyze the ancient myths and epics that form the basis for the film interpretations, and discuss both the universal and the not-so-applicable lessons, themes and morals contained in the modern adaptations. The ancient Mediterranean was the stage for the earliest attempts in Western democracy and republicanism. Some of these experiments were more successful; some were less successful. We will examine these political innovations and compare them to our own contemporary systems of government. We will investigate the rights of citizens and the selection of who is allowed to participate in the political process and why. We will discuss the roles (or lack thereof) of foreigners, women and slaves. We'll read Aristotle, Plato and Cicero to understand ancient political ideologies and realities and to analyze how these have helped us build the foundation of our modern political system.		Ulrike Krotscheck	Mon Wed Thu Fri	Freshmen FR Sophomore SO	Fall
Theatre of Fantasy: Performing Chinese Drama on the Western Stage Rose Jang and Mingxia Li cultural studies literature theater	Program	FR–SRFreshmen - Senior	16	16	Day		W 14Winter	S 14Spring	Classical Chinese drama, as a literary genre, evolved from a long tradition of poetry writing and storytelling. In Chinese theatre, lyrics combine with dance, music, singing, acrobatics and martial arts. For centuries, the poetic and presentational style of Chinese drama and theatre has helped nurture and highlight the fantastic and imaginative side of Chinese culture: the magical beings—spirits, deities, ghosts—and their boundless power in folk tales; dreams, fantasies, mysticism and otherworldliness of the Daoist realm of existence. Monkey King, White Snake, Moon Lady, Butterfly Lovers, roaming spirits and ghosts of the underworld: these ever-popular Chinese archetypes have been repeatedly invoked and embodied in poetry and on stage. Many of these fantastic images and stories will form the core and focus of our program study.Students will study select works of Chinese poetry, drama and theatre with the intention and goal to stage one Chinese verse drama using modern theatre sensitivities and technology at the end of the program. We will combine careful study of Chinese literature—along with folklore, religion and philosophy embedded in it—with serious theatre training and implementation. The end result will be a symbolic, stylized production in the form and spirit of Chinese fantasy for the Western audience.Although there are no prerequisites in performance, poetry, Chinese language or aesthetics, interests or previous study in any of these fields will be useful. Expect plenty of reading and writing, creative workshops featuring small group work, independent research and creative projects. Students will have ample opportunities to develop their individual artistic and academic interests through program activities, as well as performance or technical theatre skills through actual production experience.In winter quarter, we will study existing works of masters, from the ancient to the contemporary, which depict the supernatural and fantastic world in Chinese imagination. We will analyze them as both acknowledged literary masterpieces and tacit philosophical vehicles. Besides lectures and reading, workshops on poetry, theater performance, stylized movements and voice training will allow hands-on learning through practices. Chinese language workshop may be offered within the program to meet student need as a four- or two-credit option.In spring, we will focus on rehearsals and technical theatre work in order to mount a full-fledged theatrical production of an original Chinese verse drama based on the mythical story of Moon Lady. This end-of-program public presentation will put to the test our collective understanding of Chinese mythology, poetry and drama, and help us convey this understanding in a complex form of the theatre of fantasy.		Rose Jang Mingxia Li		Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Who's Got What? Political Economy through Food, Culture and Social Movements Anthony Zaragoza and Savvina Chowdhury American studies economics gender and women's studies history international studies political economy	Program	FR ONLYFreshmen Only	16	16	Day	F 13 Fall	W 14Winter	S 14Spring	Political economy asks basic but often overlooked questions: who has what, who does what work, why, how it got to be that way and how to change it. Given this starting point, what do some of the most basic and everyday things around us look like through the lens of political economy? How could we better understand our food system, popular culture and social movements using this interdisciplinary set of questions and perspectives? For example, we'll look at how apples are grown and harvested, , and what's grown out of the Occupy Movement, each as its own window into the way the economic system we were born into works, and how people just like us are responding to it and trying to remake the world. Through these explorations of food systems, popular culture and social movements, we will get a better understanding of the ways in which society itself becomes hierarchical and divided by race, class, gender and sexuality. In fall quarter, our guiding question will ask how capitalism evolved and came to be the way it is. How did relationships based on food, popular culture and social movements influence and become influenced by the emergence, development and concrete workings of U.S. political economy in the 20 century? In tandem with the evolution of the capitalist system, we will examine competing historical visions of political economy put forth by indigenous struggles, immigrant struggles, anti-slavery struggles, the feminist movement, the labor movement. At the same time, we will emphasize the lives of exploited and marginalized people as they encountered capitalism as an economic system. Through this work we will work to become better readers of our texts and of the world. In winter quarter, we will examine the interrelationship between the U.S. political economy and the changing global system, as well as U.S. foreign policy. We will study the causes and consequences of the globalization of capital and its effects on our daily lives, international migration, the role of multilateral institutions and the meaning of various trade agreements and regional organizations and alliances. We will look at the impact of the global order on our food system and explore the politics of culture, as people negotiate and contest new emerging regimes of labor, property and citizenship. Through protests, revolutions and riots, social movements continue to raise core questions regarding democracy, power, equality and the relationship between citizens, the state and the global economy, providing fruitful alternative analytical perspectives for the study of capitalist globalization and transnational networks. This quarter's work will allow us to deepen and strengthen our analytical skills.In spring, we will focus our efforts to learn from diverse, community-based institutions that offer us alternative visions of how to organize social and economic activity, in accordance with the basic principles of human rights, ethical labor practices and cooperative work and decision-making, through processes that respect the integrity of our environment and ecology. Working in conjunction with Evergreen's Center for Community-Based Learning and Action, schools, advocacy groups, veteran's rights groups and other nonprofit organizations, students are invited to examine strategies put forward by popular education models, immigrant rights advocates, gay/lesbian/transgender advocates and community-based economic models. In our last quarter, we will work to further develop our communication skills, organization and accountability.		Anthony Zaragoza Savvina Chowdhury		Freshmen FR	Fall

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