2013-14 Undergraduate Index A-Z
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| Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days of Week | Multiple Standings | Start Quarters |
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Dylan Fischer, Abir Biswas, Lin Nelson, Erik Thuesen, Alison Styring and Gerardo Chin-Leo
Signature Required:
Fall Winter Spring
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Program | JR–SRJunior - Senior | V | V | Day | F 13 Fall | W 14Winter | S 14Spring | Rigorous quantitative and qualitative research is an important component of academic learning in Environmental Studies. This independent learning opportunity is designed to allow advanced students to delve into real-world research with faculty who are currently engaged in specific projects. The program will help students develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration and critical thinking skills—all of which are of particular value for students who are pursuing a graduate degree, as well as for graduates who are already in the job market. studies in nutrient and toxic trace metal cycles in terrestrial and coastal ecosystems. Potential projects could include studies of mineral weathering, wildfires and mercury cycling in ecosystems. Students could pursue these interests at the laboratory-scale or through field-scale biogeochemistry studies taking advantage of the Evergreen Ecological Observation Network (EEON), a long-term ecological study area. Students with backgrounds in a combination of geology, biology or chemistry could gain skills in soil, vegetation and water collection and learn methods of sample preparation and analysis for major and trace elements. studies marine phytoplankton and bacteria. His research interests include understanding the factors that control seasonal changes in the biomass and species composition of Puget Sound phytoplankton. In addition, he is investigating the role of marine bacteria in the geochemistry of estuaries and hypoxic fjords. studies plant ecology and physiology in the Intermountain West and southwest Washington. This work includes image analysis of tree roots, genes to ecosystems approaches, plant physiology, carbon balance, species interactions, community analysis and restoration ecology. He also manages the EEON project (academic.evergreen.edu/projects/EEON). See more about his lab's work at: academic.evergreen.edu/f/fischerd/E3.htm. studies and is involved with advocacy efforts on the linkages between environment, health, community and social justice. Students can become involved in researching environmental health in Northwest communities and Washington policy on phasing out persistent, bio-accumulative toxins. One major project students can work on is the impact of the Asarco smelter in Tacoma, examining public policy and regional health. studies birds. Current activity in her lab includes avian bioacoustics, natural history collections and bird research in the EEON. Bioacoustic research includes editing and identifying avian songs and calls from an extensive collection of sounds from Bornean rainforests. Work with the natural history collections includes bird specimen preparation and specimen-based research, including specimens from Evergreen's Natural History Collections and other collections in the region. Work with EEON includes observational and acoustic surveys of permanent ecological monitoring plots in The Evergreen State College campus forest. conducts research on the ecological physiology of marine animals. He and his students are currently investigating the physiological, behavioral and biochemical adaptations of gelatinous zooplankton to environmental stress and climate change. Other research is focused on the biodiversity of marine zooplankton. Students working in his lab typically have backgrounds in different aspects of marine science, ecology, physiology and biochemistry. Please go to the catalog view for specific information about each option. | botany, ecology, education, entomology, environmental studies, environmental health, geology, land use planning, marine science, urban agriculture, taxonomy and zoology. | Dylan Fischer Abir Biswas Lin Nelson Erik Thuesen Alison Styring Gerardo Chin-Leo | Junior JR Senior SR | Fall | ||
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Zoltan Grossman and Kristina Ackley
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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 | |||
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Rachel Hastings and Steven Scheuerell
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Program | SO–SRSophomore - Senior | 12, 16 | 12 16 | Day | F 13 Fall | W 14Winter | S 14Spring | This is a yearlong interdisciplinary program that incorporates sociolinguistics, geography, history, cultural ecology, global change, biocultural diversity conservation, food systems and sustainable development studies to explore how societies evolve and survive in relation to their environment and a globalizing world. Our studies are based on the belief that many cultures have developed rich linguistic and ecological traditions that have provided the means for communication, food, clothing and shelter based on a sustainable relationship with the land. More recently, cultural and economic globalization are increasingly impacting local knowledge systems worldwide, in particular when measured by changes to language, land-use and food systems. These changes, together with such factors as increasing human population, environmental degradation, loss of biodiversity and climate change, compel us to explore the ways in which knowledge systems are preserved or lost. In particular, we recognize the urgent need to preserve cultural knowledge that allows a society to be rooted in place, recognize ecological limits and provide for its needs. The Andean region of South America is an ideal region to study these issues.The academic program consists of two phases. The first phase over fall quarter will focus on program themes using texts, lectures, workshops, film, writing and local field trips. Fall quarter the program will be offered for 12 credits to provide students with the option to separately register for an appropriate Spanish language course. Selection for the second phase over winter and spring quarters will be based upon criteria including successful completion of fall quarter work, demonstrated readiness for study abroad and Spanish language ability. In winter and spring, students will be full time in the program, which will be offered for 16 credits per quarter. Winter quarter will begin with 5 weeks of travel preparations and intensive study on Peru, followed by a 15-week study abroad experience in the Cusco region of the Peruvian Andes that incorporates intensive Spanish or Quechua language study, regional travel, seminars, urban and rural home stays and independent research or service learning with local organizations. At the end of the independent project period, we will reconvene for final student presentations and evaluation conferences in the Sacred Valley near Cusco.As the former Incan capital, and home to vibrant cultures and immense biodiversity, the Cusco region of Peru offers immersion in the study of biocultural diversity and how the preservation of linguistic diversity is related to the preservation of traditional ecological knowledge, biodiversity and local food systems. While in Peru, we will continue language and cultural studies while experiencing regional initiatives to preserve cultural landscapes and indigenous knowledge systems in the midst of development pressure. Given the region's rich history, knowledge systems, architecture, agriculture, weaving, ceramics and music, we will ask how is knowledge transferred across generations and between communities, and how can traditional knowledge be maximized in sustainable development projects? As we address these academic questions, our own experiences will also lead us on to consider on a more individual level how learning another language and traveling abroad can increase our understanding of culture and what it means to fit into place. | Rachel Hastings Steven Scheuerell | Sophomore SO Junior JR Senior SR | Fall | |||
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Thomas Rainey and John Baldridge
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Program | SO–SRSophomore - Senior | 8 | 08 | Evening and Weekend | W 14Winter | S 14Spring | This interdisciplinary program offers comparative study of the Russian conquest of northern Eurasia (Siberia) and the Euro-American conquest of North America. It will explore the impact of what environmental historian Alfred Crosby calls "ecological imperialism" on native populations, economic development of the nations based on the exploitation of natural and agricultural resources, the ecological consequences of this exploitation, and the successes and failures of conservation efforts in Russia east of the Urals and in the United States west of the Mississippi. It will also consider the religious, economic, and social motivations and apologias for the ecological conquests. During the winter quarter, the program will examine these two world historical examples of ecological expansion and its consequences from 1600-1900; during the spring quarter, the program will explore the course and legacy of these conquests in the twentieth century as well as the current ecological state of these two continent-wide environments. Students can expect to read and write about bio-geographical, environmental-historical, ethnographic, natural historical, demographic, and political economic texts focusing on the western United States and on northern Eurasia. Personal and fictional accounts as well as films will also be used to enhance understanding of the environmental, economic, and social consequences of conquest. During the spring quarter, students can also expect to research and write short environmental histories of local areas in Western Washington. Credit will largely be in environmental history, bio-geography, and political economy. | Thomas Rainey John Baldridge | Tue Thu | Sophomore SO Junior JR Senior SR | Winter | |||
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Martha Rosemeyer and Thomas Johnson
Signature Required:
Winter Spring
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Program | SO–SRSophomore - Senior | 16 | 16 | Day | F 13 Fall | W 14Winter | S 14Spring | Spring emphasis: We will study agroecology, traditional agriculture and permaculture in a tropical context. Seminar will focus on international “sustainable development” and its contradictions, successes and challenges. As a final project, students will apply their knowledge of tropical crops and soils to create a farm plan in a geographic area of their choice. This would be excellent preparation for an internship abroad and/or Peace Corps. | Martha Rosemeyer Thomas Johnson | Sophomore SO Junior JR Senior SR | Fall | |||
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Peter Impara
Signature Required:
Winter
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Program | JR–SRJunior - Senior | 16 | 16 | Day | F 13 Fall | W 14Winter | How do we manage the habitat of mammals and birds, especially endangered species, in the Pacific Northwest? Mammals and birds are intelligent, complex animals that often have very specific habitat needs for successful living and reproduction. They interact in very elaborate ways with members of their species, other species, and with the landscape as a whole. A detailed understanding of habitat needs and how these habitats are distributed across the landscape is crucial to managing landscape to ensure future survival of particular species.This upper-division program will focus on examining and analyzing the habitat needs of specific species. Students will learn, develop and apply an intricate interdisciplinary suite of knowledge and techniques that include spatial analysis, ecological modeling, integration of scientific, legal and political information, and computer tools such as Geographic Information Systems (GIS) to develop habitat conservation plans for threatened and endangered species as listed under the Endangered Species Act of 1973.Students will learn about the natural history of specific mammals and birds of the Pacific Northwest and other regions. Habitat analysis will be conducted at the landscape scale, integrating the disciplines of landscape ecology with wildlife habitat analysis, wildlife biology, and habitat conservation planning. A final two-quarter project will be to develop and present a formal habitat conservation plan (HCP) for a threatened or endangered Pacific Northwest mammal or bird. Students will be required to understand and apply legal concepts associated with the Endangered Species Act of 1973 (as amended) as well as develop an understanding of stakeholders’ concerns and related issues surrounding resource users that may or may not come into conflict with the conservation of their selected species.Lectures will cover the areas of landscape ecology, wildlife habitat analysis, wildlife biology, evolution, and habitat conservation planning. Guest speakers will present recent case studies and approaches to conservation planning. Field trips to locations where wildlife management and conservation are occurring will expose students to methods of habitat assessment, conservation and restoration. | Peter Impara | Junior JR Senior SR | Fall | ||||
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Abir Biswas, Michelle Aguilar-Wells and Jeff Antonelis-Lapp
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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 | |||
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John Baldridge
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Program | FR–SRFreshmen - Senior | 8 | 08 | Evening | F 13 Fall | Explore the history of imperialism and early globalization through real-life stories of shipwrecks and mutiny in this 8-credit Evening & Weekend Studies program. Learn the history behind , experience the true-life story of the shipwreck that inspired Melville’s , and read the horrific tale of incompetence and cannibalism following the wreck of the tall ship , which inspired one of the most famous paintings of an era. Then, set sail on the waters of the Puget Sound/Salish Sea to "learn the ropes" for real on an actual wooden sailing ship. This program is not for the faint of heart but is open to any and all! We will study historical accounts of famed shipwrecks and mutiny and the political, economic, and social contexts in which they took place. The "Age of Sail" constituted the genesis of western ideas about nationalism, globalization and cannibalism, and early European exploration by ship helped create and perpetuate enduring (and all-too-inaccurate) racial narratives that persist to this day. Together, we will debunk the distortions of history; sail the seas of literature, film, music, art, and rhetoric; and explore how the stories, language, and traditions of tall-ship sailors continue to shape the way we understand and describe the world. You won’t have to "walk the plank" before you learn what it means to be "three sheets to the wind" or "have the devil to pay." Above all—and this is guaranteed—no one will be "keel hauled" in the course of this program!Look forward to guest speakers in such areas as music, art, and maritime studies. Texts and films will be accompanied by lectures on historical geographies of globalization, imperialism, and culture, as well as workshops on art and music of the period. Be prepared to learn and/or compose sea shanties and, weather permitting, sing them on the deck of a wooden ship under sail! Book-length readings (and/or excerpts) will include: (Caroline Alexander); (Nathaniel Philbrick); (Jonathan Miles); (Neil Hanson); (Andrew Jampoler); (Caroline Alexander); and others. Film screenings may include: (2011); (1962); (2002); and more. Seminars on readings and films, along with workshops on art, music, history and geography will be complemented by a full-day Saturday field trip aboard a wooden sailing ship in the South Sound, so program participants can experience some of the conditions of life experienced by the sailors whose stories we will learn.A rollicking time will be had by all, and we’ll have salt in our veins by the end of the quarter, for sure! | John Baldridge | Tue Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||||
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Peter Dorman
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Program | JR–SRJunior - Senior | 16 | 16 | Day | F 13 Fall | W 14Winter | S 14Spring | There are of poor people in the world today, and even more who have limited access to health care, education and political and cultural opportunities. The word commonly used to refer to the process of economic growth and the expansion of opportunity is development—but there is enormous disagreement over how this word should be understood or even whether it should be used at all. This program will examine development on multiple levels: historical, philosophical, political and economic. It will place the quest for development in the context of European colonial expansion, military conflict and the tension between competing cultural frameworks. In doing this, it will combine “outside” views of development, as seen by administrators and experts, with the “inside” views of people who are most directly affected by development and its absence. At the same time, there will be a strong push toward usable knowledge: learning the skills that are essential for people who work in the field of development and want to make a dent in this radically unequal world. Economics will be an important contributor to our knowledge base; the program will offer introductory-level micro- and macroeconomics, with examples drawn from the development experience. Just as important is statistics, since quantitative methods have become indispensable in development work. We will learn about survey methodology and techniques used to analyze data. Another basis for this program is the belief that economics, politics and lived experience are inseparable. Just as quantitative techniques are used to shed light on people’s experiences, their own voices are essential for making sense of the numbers and can sometimes overrule them altogether. We will read literature that expresses the perspective of writers from non-Western countries, view films and consider other forms of testimony. The goal is to see the world, as much as possible, through their eyes as well as ours.Spring quarter will be devoted primarily to research. It will begin with a short, intensive training in research methods, based on the strategy of deeply analyzing a few papers to see how their authors researched and wrote them. After this, depending on the skills and interests of students, an effort will be made to place them as assistants to professional researchers or, if they prefer, they can pursue their own projects. We will meet as a group periodically to discuss emerging trends in development research and practice, as well as to help each other cope with the difficulties in our own work. By the end of three quarters, students should be prepared for internships or further professional studies in this field. | Peter Dorman | Mon Mon Wed Thu Thu | Junior JR Senior SR | Fall |