2013-14 Undergraduate Index A-Z

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Programs and courses added after the 2013-14 catalog went to print.

Title	Offering	Standing	Credits	Credits	When	F	W	S	Description	Preparatory	Faculty	Days of Week	Multiple Standings	Start Quarters
A Sense of Wonder revised Nancy Parkes and Hirsh Diamant communications cultural studies education environmental studies literature natural history sustainability studies writing	Program	SO–SRSophomore - Senior	12	12	Evening and Weekend	F 13 Fall	W 14Winter		In this two-quarter, interdisciplinary program, we will cultivate a “Sense of Wonder” while building skills as writers, activists, artists, and interdisciplinary scholars. Our work will combine theory and practice as we delve into the rich areas of literature, cultural studies, writing, creative arts, contemplative practice, natural history, and environmental/outdoor education. We will explore how we develop roots to the natural world and explore themes related to natural history literature, the Pacific Northwest, and global multicultural traditions that have an intimate connection to place. At the core of our inquiry will be the questions: What enlivens Culture? What motivates change? Working from a rich, interdisciplinary perspective, we will study what it means to be rooted to place and how place connects us to a deep sense of purpose and meaning through word and image, language and tradition, stories and activism, and education and scholarship.Program expectations for education and scholarship: By the end of the two-quarter study, students will:		Nancy Parkes Hirsh Diamant	Mon Wed Sat	Sophomore SO Junior JR Senior SR	Fall
Abnormal Psychology Susan Cummings psychology	Course	SO–SRSophomore - Senior	4	04	Evening			S 14Spring	This course is designed to help students examine abnormal and normal behavior and experience along several dimensions. These dimensions include the historical and cultural influences in Western psychology, current views on abnormality and psychological health, cultural differences in the approach and treatment of psychopathology, and the role of healthy habitat in healthy mind. Traditional classification of psychopathology will be studied, including theories around etiology and treatment strategies. Non-traditional approaches will be examined including the role of eco-psychology in abnormal psychology. This course is a core course, required for pursuit of graduate studies in psychology.		Susan Cummings	Mon	Sophomore SO Junior JR Senior SR	Spring
Advanced Audio Recording and Production Techniques I, II, III Terry Setter media arts music Signature Required: Fall Winter Spring	Course	JR–SRJunior - Senior	4	04	Day and Evening	F 13 Fall	W 14Winter	S 14Spring	This is a year-long long sequence of advanced audio production courses designed to support students who are interested in recording and producing music. Students will become familiar with advanced multitrack audio production techniques, their various applications, history, and aesthetics. Time will be spent each quarter developing the students’ ability to listen critically and providing instruction and exercises in the use of the advanced audio recording studio. In fall, students will train to pass the related proficiency test and develop an understanding of the technical and aesthetic history of audio production. Topics and activities will include basic acoustics; microphone design and placement; the use of compressors, limiters, and console block diagrams; and the theory of digital audio recording, with a strong emphasis on Digidesign’s Pro Tools software. In winter, students will be provided with increasingly advanced instruction and exercises in the use of recording technologies with an emphasis on Pro Tools software, a number of plug-ins, and the creation of mixes, including those for inclusion in the Evergreen Student CD Project. Topics and activities will include techniques for recording a rock band, mixing techniques, and applications of various signal processors. In spring, students will work to create well-balanced, innovative tracking and mixing. There will be an emphasis on mastering techniques and a field trip to four of Seattle’s most active recording studios. The courses do not cover music production from electronic sources.		Terry Setter	Thu	Junior JR Senior SR	Fall
Advanced Research in Environmental Studies Dylan Fischer, Abir Biswas, Lin Nelson, Erik Thuesen, Alison Styring and Gerardo Chin-Leo agriculture botany community studies ecology environmental studies geography geology health hydrology law and government policy marine science zoology Signature Required: Fall Winter Spring	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
Advanced Research in Environmental Studies with A. Biswas Abir Biswas ecology environmental studies field studies Signature Required: Fall Winter Spring	Research	JR–SRJunior - Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring			Abir Biswas		Junior JR Senior SR	Fall
Advanced Research in Environmental Studies with A. Styring Alison Styring ecology environmental studies field studies Signature Required: Fall Winter Spring	Research	JR–SRJunior - Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring			Alison Styring		Junior JR Senior SR	Fall
Advanced Research in Environmental Studies with D. Fischer Dylan Fischer ecology environmental studies field studies Signature Required: Fall Winter Spring	Research	JR–SRJunior - Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring		plant ecology and physiology, field ecology, restoration ecology	Dylan Fischer		Junior JR Senior SR	Fall
Advanced Research in Environmental Studies with E. Thuesen Erik Thuesen marine science zoology Signature Required: Fall Winter Spring	Research	JR–SRJunior - Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring			Erik Thuesen		Junior JR Senior SR	Fall
Advanced Research in Environmental Studies with G. Chin-Leo Gerardo Chin-Leo environmental studies marine science Signature Required: Fall Winter Spring	Research	JR–SRJunior - Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring			Gerardo Chin-Leo		Junior JR Senior SR	Fall
Advanced Research in Environmental Studies with L. Nelson Lin Nelson community studies environmental studies health Signature Required: Fall Winter Spring	Research	JR–SRJunior - Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring			Lin Nelson		Junior JR Senior SR	Fall
Adventure Travel and Eco-Tourism: The Businesses and Their History revised Robert Smurr business and management cultural studies environmental studies history international studies leadership studies outdoor leadership and education	Program	SO–SRSophomore - Senior	16	16	Day	F 13 Fall			Eco-tourism and adventure travel are frequently proclaimed to be two of the fastest growing sectors of the tourism industry, and both are promoted as more environmentally friendly options than traditional tourism models. Are they really? This program will examine the history, development, and business policies of the adventure travel and eco-tourism industries. Ever since the first adventure travel company emerged in 1969, opportunities for exploring distinct landscapes, species, and human cultures boomed worldwide. What, however, are some of the consequences related to this new type of tourism? Are these industries truly more interested in protecting the environment than they are making money? Why are adventure travelers actually more interested in experiencing traditional landscapes, cultures and beliefs than traditional tourists? Is one truly an eco-tourist if he flies in a airplane half way around the globe to view threatened birds?Physically demanding activities, such as trekking, rafting, and climbing – most often in foreign countries – all became hallmarks of this new type of tourism. In addition to learning the history, economic and cultural power of this "new" tourism, we will also examine specific business models in the program. As such, we will investigate clients, their desires, and how numerous companies strive to meet their demands. Several guest speakers with long histories in adventure travel and eco-tourism will give us added insight, as will numerous field trips.		Robert Smurr	Tue Tue Wed Fri Fri	Sophomore SO Junior JR Senior SR	Fall
Afro-Brazilian Dance (A) Janelle Campoverde dance	Course	FR–SRFreshmen - Senior	2	02	Weekend	F 13 Fall			Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Afro-Brazilian Dance (A) Janelle Campoverde dance	Course	FR–SRFreshmen - Senior	2	02	Weekend		W 14Winter		Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Afro-Brazilian Dance (B) Janelle Campoverde dance	Course	FR–SRFreshmen - Senior	2	02	Weekend	F 13 Fall			Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Afro-Brazilian Dance (B) Janelle Campoverde dance	Course	FR–SRFreshmen - Senior	2	02	Weekend		W 14Winter		Accompanied by live drumming, we will learn dances originating in Africa and migrating to Brazil during slavery. We will dance to the driving, rapturous beat from Brazil known as samba. For the people of the villages surrounding Rio de Janeiro, samba is considered their most intense, unambivalent joy. In addition, we will dance and sing to contemporary cross-cultural beat from Bahia: Samba-Reggae and the Candomble religious dances of the Orixas. We will also learn dances from other regions of Brazil, such as Baiao, Frevo and Maracatu.		Janelle Campoverde	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
After the Ice the World Changed cancelled Dennis Hibbert geology natural history	Course	SO–SRSophomore - Senior	4	04	Weekend			S 14Spring	There are so many people — and environmental problems — because we control our food supply. Population growth accelerated as the last ice age waned and agriculture emerged separately in the Middle East, East Asia, southern Mexico, and the Amazon basin. We will study the world at that time and the evidence for agriculture's beginnings, drawing on archaeology, geology, palaeobotany, geochemistry, and climatology. We will then watch the project we began come to be today's world.		Dennis Hibbert	Sat	Sophomore SO Junior JR Senior SR	Spring
Against All Odds: The Black Woman's Experience revised Kabby Mitchell and Joye Hardiman African American studies American studies cultural studies dance gender and women's studies history literature music	Program	SO–SRSophomore - Senior	16	16	Day			S 14Spring	How did Black women, of many different cultures and ages, succeed against all odds? How did they move from victim to victors? Where did they find the insurmountable courage to deconstruct and reconstruct their lives? In this program, students will participate in an inquiry-base exploration of the efficacy, resiliency and longevity of the lives and legacies of selected Black women from Ancient Egypt to contemporary Seattle. Our exploration will use the lenses of Ancient Egyptian studies, African, African-American and Afro-Disaporic history, dance history and popular culture to investigate these womens' lives and cultural contexts.The class will have a variety of learning environments, including lectures and films, workshops, seminars and research groups. All students will demonstrate their acquired knowledge, skill and insight by: creating an annotated bibliography; giving a final performance based on the life of a chosen black woman; and an end-of-the-quarter "lessons learned presentation" demonstrating how our collective studies applied to each individual student's life and legacy.		Kabby Mitchell Joye Hardiman	Tue Tue Tue Wed Wed Wed Thu Thu Thu	Sophomore SO Junior JR Senior SR	Spring
Algebraic Thinking revised Vauhn Foster-Grahler mathematics	Course	FR–SRFreshmen - Senior	4	04	Day	F 13 Fall			Algebraic Thinking develops problem-solving and critical-thinking skills by using algebra to solve context-based problems. Problems are approached algebraically, graphically, numerically, and verbally. Topics include linear, quadratic, and exponential functions, right-triangle trigonometry, and data analysis. Collaborative learning is emphasized.		Vauhn Foster-Grahler	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
American Sign Language I new Beth Schoenberg language studies	Course	FR–SRFreshmen - Senior	4	04	Day		W 14Winter		This introduction to American Sign Language uses conversational methods to introduce basic knowledge about American Sign Language and deaf people. Emphasis is upon acquisition of both language comprehension and production skills as well as Deaf culture and history with the goal that students be able to communicate with cultural competence. The course begins with visual readiness activities, then uses meaningful conversational contexts to introduce vocabulary, grammar, and culturally appropriate behaviors. Basic fingerspelling skills will also be practiced. Students will be invited to participate in local Deaf community events.		Beth Schoenberg	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
American Sign Language I (A) new Beth Schoenberg language studies	Course	FR–SRFreshmen - Senior	4	04	Day	F 13 Fall			This introduction to American Sign Language uses conversational methods to introduce basic knowledge about American Sign Language and deaf people. Emphasis is upon acquisition of both language comprehension and production skills as well as Deaf culture and history with the goal that students be able to communicate with cultural competence. The course begins with visual readiness activities, then uses meaningful conversational contexts to introduce vocabulary, grammar, and culturally appropriate behaviors. Basic fingerspelling skills will also be practiced. Students will be invited to participate in local Deaf community events.		Beth Schoenberg	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
American Sign Language I (B) new Beth Schoenberg language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 13 Fall			This introduction to American Sign Language uses conversational methods to introduce basic knowledge about American Sign Language and deaf people. Emphasis is upon acquisition of both language comprehension and production skills as well as Deaf culture and history with the goal that students be able to communicate with cultural competence. The course begins with visual readiness activities, then uses meaningful conversational contexts to introduce vocabulary, grammar, and culturally appropriate behaviors. Basic fingerspelling skills will also be practiced. Students will be invited to participate in local Deaf community events.		Beth Schoenberg	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
American Sign Language II new Beth Schoenberg language studies	Course	FR–SRFreshmen - Senior	4	04	Day			S 14Spring	This course is a continuation of ASL I and focuses on building mastery of American Sign Language grammar skills, increasing vocabulary, and gaining a deeper knowledge and appreciation of Deaf culture. Spontaneous, interactive use of American Sign Language is stressed through discussion of events and activities, and the student will continue study of information related to everyday life experiences of deaf Americans and deaf people elsewhere in the world. Students will be invited to participate in local Deaf community events.		Beth Schoenberg	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
American Sign Language II new Beth Schoenberg language studies	Course	FR–SRFreshmen - Senior	4	04	Evening		W 14Winter		This course is a continuation of ASL I and focuses on building mastery of American Sign Language grammar skills, increasing vocabulary, and gaining a deeper knowledge and appreciation of Deaf culture. Spontaneous, interactive use of American Sign Language is stressed through discussion of events and activities, and the student will continue study of information related to everyday life experiences of deaf Americans and deaf people elsewhere in the world. Students will be invited to participate in local Deaf community events.		Beth Schoenberg	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
American Sign Language III new Beth Schoenberg language studies	Course	FR–SRFreshmen - Senior	4	04	Evening			S 14Spring	This course is a continuation of ASL II and focuses on grammatical features such as spatialization, directionality, and non-manual components. Intensive work in vocabulary development, receptive skills, production of narratives (storytelling), and continued study of Deaf culture are stressed. Students will be expected to participate in local Deaf community events.		Beth Schoenberg	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
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
Art of Helping Mary Dean sociology	Course	FR–SRFreshmen - Senior	4	04	Evening	F 13 Fall			Doing well while doing good is a challenge. Whereas some kind of help is the kind of help that helps, some kind of help we can do without. Gaining wisdom to know the paths of skillful helping of self and others is the focus of this four-credit course. We will explore knowing who we are, identifying caring as a moral attitude, relating wisely to others, maintaining trust, and working together to make change possible.		Mary Dean	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Arts and the Child: Early Childhood Hirsh Diamant education visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening	F 13 Fall			All children enjoy singing, painting, and dancing, yet as we grow up this natural ability becomes suppressed and often lost. This sequence of courses will reach out to the inner child in students and provide opportunities to support children in need of care and education in the community. Lectures, studio arts, research, field trips and volunteer work with children in the community will develop students’ competency as artists, parents, and educators. The course will examine practices of self-cultivation from Eastern and Western perspectives. The fall course is designed with a focus on children of preschool age. Courses in winter and spring will focus on the elementary years and allow students to pursue further projects.Credit will be awarded in arts and human development.		Hirsh Diamant	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Arts and the Child: Elementary School Hirsh Diamant education visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening		W 14Winter		All children enjoy singing, painting, and dancing, yet as we grow up this natural ability becomes suppressed and often lost. This sequence of courses will reach out to the inner child in students and provide opportunities to support children in need of care and education in the community. Lectures, studio arts, research, field trips and volunteer work with children in the community will develop students’ competency as artists, parents, and educators. The course will examine practices of self-cultivation from Eastern and Western perspectives. The winter course is designed with a focus on children in their elementary years. An additional course in spring will allow students to pursue further projects.Credit will be awarded in arts and human development.		Hirsh Diamant	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Arts and the Child: Student Projects Hirsh Diamant education media arts visual arts	SOS	FR–SRFreshmen - Senior	4	04	Evening			S 14Spring	This opportunity for student-originated studies is designed for students who have taken one or both of the courses in fall and winter quarters and wish to further pursue the topics of those courses. In the first week of the quarter, each student will submit their project proposal and then complete that project during the quarter. This proposal will be designed with input from the faculty member.All students will also participate in readings, classes, and on-line assignments in collaboration with other students. A weekly class meeting will include seminars, workshops, and opportunities to share learning and project work. Weekly on-line posts will highlight students' progress and learning. Students must attend and participate in all weekly sessions.		Hirsh Diamant	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Audio Recording I, II, III Zenaida Vergara media arts Signature Required: Fall Winter Spring	Course	SO–SRSophomore - Senior	4	04	Evening	F 13 Fall	W 14Winter	S 14Spring	This year-long sequence of courses introduces the subject of audio production and its relation to modern media. Fall quarter will focus on analog mixers and magnetic recording with some work in digital editing. Main topics will include field recording, digital audio editing, microphone design and application, analog multi-track recording, and audio console signal flow. Winter continues this work while starting to work with computer-based multitrack production. Additional topics will include acoustics, reverb, and digital effects processing. In spring, additional topics will include sound design for film with sync sound production for dialogue, Foley, sound effects, and music composition. There will also be an interview-style production meant for radio broadcast. In each quarter, students will have weekly reading assignments and weekly lab assignments outside of class time.		Zenaida Vergara	Wed	Sophomore SO Junior JR Senior SR	Fall
Avian Research and Monitoring Methods: Winter Bird Ecology revised Alison Styring biology ecology environmental studies field studies mathematics natural history zoology	Program	JR–SRJunior - Senior	16	16	Day		W 14Winter		Birds are considered important indicators of habitat quality and are often the focus of conservation-oriented research, restoration, and monitoring. A variety of field and analytical methods commonly used in bird monitoring and avian research will be covered. Theory will be applied to practice in the field and lab where students will develop skills in fieldwork, data management, and statistical analysis. Students will demonstrate their learning through active participation in all class activities; a detailed field journal; in-class, take-home, and field assignments; and a final project. An understanding of avian natural history is important to any successful project, and students without a working knowledge of the common birds in the South Puget Sound region are expected to improve their identification skills to a level that will allow them to effectively contribute to class efforts both in the field and in class.		Alison Styring		Junior JR Senior SR	Winter
Ballet (A) Jehrin Alexandria dance	Course	FR–SRFreshmen - Senior	2	02	Evening	F 13 Fall			In this course, students will learn fundamentals of ballet and gain greater physical flexibility and coordination. In addition, we will practice floor barre, developmental movement therapy, Pilates and visualization exercises, and learn to apply them to achieve heightened awareness of self through movement both in and outside class.		Jehrin Alexandria	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Ballet (A) Jehrin Alexandria dance	Course	FR–SRFreshmen - Senior	2	02	Evening		W 14Winter		In this course, students will learn fundamentals of ballet and gain greater physical flexibility and coordination. In addition, we will practice floor barre, developmental movement therapy, Pilates and visualization exercises, and learn to apply them to achieve heightened awareness of self through movement both in and outside class.		Jehrin Alexandria	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Ballet (B) Jehrin Alexandria dance	Course	FR–SRFreshmen - Senior	2	02	Day	F 13 Fall			In this course, students will learn fundamentals of ballet and gain greater physical flexibility and coordination. In addition, we will practice floor barre, developmental movement therapy, Pilates and visualization exercises, and learn to apply them to achieve heightened awareness of self through movement both in and outside class.		Jehrin Alexandria	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Ballet (B) Jehrin Alexandria dance	Course	FR–SRFreshmen - Senior	2	02	Day		W 14Winter		In this course, students will learn fundamentals of ballet and gain greater physical flexibility and coordination. In addition, we will practice floor barre, developmental movement therapy, Pilates and visualization exercises, and learn to apply them to achieve heightened awareness of self through movement both in and outside class.		Jehrin Alexandria	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
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
Building Resilient Communities Joli Sandoz and Gillies Malnarich community studies sociology	Program	FR–SRFreshmen - Senior	12	12	Evening and Weekend	F 13 Fall	W 14Winter	S 14Spring	"Placing yourself in the changing world is a worldchanging act," writes Edward C. Wolff, researcher and specialist in the natural history of global change. In we will learn the integrative skills needed to influence and adapt to change as we consider selected social and ecological paradoxes facing us and future generations. Program participants will have multiple opportunities to develop the habits of mind of analytic, creative, and resilient thinkers who take the time to formulate problems before seeking solutions and who work with others to create life-affirming choices. Clear and thoughtful writing and opportunities to develop personal perspectives on cultivating a culture of resilience and community-building across significant differences will be essential components of our work together.Throughout the program, we will place ourselves in the swirl and mix of complex problems. Program participants will discover hidden dimensions of the "familiar" as we rely on close observation and current qualitative and quantitative research to help us first envision and then move toward communities in which all people thrive. During fall, program members will examine contemporary issues in health, education, and sustainable community—identifying people's concerns, developing analytic frameworks, and generating questions for further inquiry. Research in winter quarter will deepen our understanding of the challenges facing local communities and how government, non-profit organizations, and the "public" engage with them. Spring work will focus on dynamic community-building, including planning, decision-making, and collaborative action. Students in spring will also work through a complex problem of their choice, integrating theory and practice.In all program efforts, we will be especially attentive to the following lines of inquiry and their implications: how best to address inequities and complexity within community-building efforts, how to gather and use public information to serve the common good, and how to steer present change into a sustainable future.		Joli Sandoz Gillies Malnarich	Mon Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Business and Management Strategies for the Private and Public Sectors revised Theresa Aragon and Lee Lyttle business and management Signature Required: Spring	Program	JR–SRJunior - Senior	16	16	Weekend	F 13 Fall	W 14Winter	S 14Spring	This year-long, weekend-intensive, business and management program will assess business, management, and leadership in both the public and private sectors. We will explore these in the context of contemporary technological advances and globalization. Organizations and governmental agencies will be examined within their economic, political, and social environment. Organizational development and management strategies will be analyzed in terms of current and future utility and the delivery of the public good. Traditional elements of management such as decision making, strategic planning, organizational behavior, human resources, and conflict management are incorporated throughout the program. Application of theory and enhancement of critical thinking will occur through problem solving and case study analyses. Assignments will place a heavy emphasis on developing analytical, verbal, written, and electronic communication skills through dialogue, seminars, critical essays, training modules, research papers, and formal presentations. Managerial skills will be developed through scenario building, scripting, role-play, and case development among other techniques.Fall quarter will focus on self-assessment, interpersonal management skills, leadership, strategic management, and conflict management. Learning objectives will include the development of interpersonal managerial skills, team building, and developing an understanding of leadership in both business and governmental settings. Winter quarter will focus on strategic management theory, policy analysis, and developing the ability to plan and execute a strategic plan. Learning objectives will include developing an understanding of basic finance, economic, and strategic management concepts. Skill development objectives will include the ability to utilize analytical tools to assess a company’s or agency’s performance and to develop recommendations to ensure continued success in either sector. Spring quarter will focus on applying managerial skills and strategic management concepts and analytical tools in the workplace via internships. Selected concepts in change management and managing people will be analyzed in terms of their utility in the workplace. Learning objectives will include developing an understanding of change management and of managing people. Skill development objectives will include the ability to critique and apply people and change management concepts in the public or private sector workplace.		Theresa Aragon Lee Lyttle	Sat Sun	Junior JR Senior SR	Fall
Business Economics and Finance: Global Thuy Vu business and management communications economics international studies political economy	Course	FR–SRFreshmen - Senior	4	04	Evening			S 14Spring	Success in international business and community development requires a certain level of proficiency in international trade, globalization, and intercultural communication. This course provides basic knowledge and skill training for potential entrepreneurs and managers in the areas of international business, communications, and finance. This course focuses on the international and community development aspect of business management, namely international trade, marketing, intercultural communication, globalization, and international organizations.Students in this course are expected to complete 10 hours of community service or in-service learning with a local business or community-based organization.		Thuy Vu	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Business Economics and Finance: Macro Thuy Vu business and management economics government international studies	Course	FR–SRFreshmen - Senior	4	04	Evening		W 14Winter		Success in business and community development requires a certain level of proficiency in economics, finance, and management. This course provides basic knowledge and skill training for potential entrepreneurs and managers in the areas of government public policies, business cycles, and community development. This course focuses on the macro aspect of business economics and management, namely macroeconomics, fiscal and monetary policies, national accounting, money and banking systems, and business organizational development.Students in this course are expected to complete 10 hours of community service or in-service learning with a local business or community-based organization.		Thuy Vu	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Business Economics and Finance: Micro Thuy Vu business and management communications economics leadership studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 13 Fall			Success in business and community development requires a certain level of proficiency in finance, economics, and management. This course provides basic knowledge and skill training for potential entrepreneurs and managers in the areas of business management, economics, and finance. This course focuses on the micro aspect of business management, namely business planning, microeconomics, business finance, fund raising, and human resource management.Students in this course are expected to complete 10 hours of community service or in-service learning with a local business or community-based organization.		Thuy Vu	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Business Foundations new Allen Jenkins business and management leadership studies	Program	FR–SRFreshmen - Senior	8, 12	08 12	Evening and Weekend	F 13 Fall	W 14Winter	S 14Spring	The Business Foundations Program provides a functional overview of all phases of business including ownership, marketing, personnel, accounting, finance, managerial controls, leadership, and the relationship of business to the ethical, economic, and social environment in which it operates. Business Foundations provides students a window on global business: how the global market place operates and how a country’s customs, politics, and ethnicity affects business. The Business Foundations Program is for business and non-business degree seeking students, current and future entrepreneurs, or anyone that desires to gain a practical foundation in business. Business Foundations' essentials are presented over three consecutive quarters:These collectively function as the Business Foundations program. Each quarter's specific topics are designed as foundations for students with no prior academic business background.The instructor will strive to teach the program in an engaging manner, using successful managers, a mix of uncluttered reading materials, conversational language, humor, and real-world examples to introduce students to the essentials of business and management without sacrificing rigor or content. We will use a real-world focus to illustrate fundamental concepts, using case studies of companies whose products and services that are familiar to students.The intent of the program is to provide a theoretical framework for the realities of starting, managing, and growing a small to medium size business. Our goal is for students to gain insight into the operational, legal, financial, ethical, and practical challenges associated with running a business. We will explore how organizations are legally and financially defined, what is unique about them and explore advantages and disadvantages of each type. The program uses seminar, case studies, simulations, guest speakers, discussions, assignments, self-study, and an internship to integrate classroom knowledge with current best practices, protocols, and cultural aspects of doing business in today's global, albeit diverse, economies.		Allen Jenkins	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Calculus I, II, III Vauhn Foster-Grahler mathematics	Course	FR–SRFreshmen - Senior	4	04	Day	F 13 Fall	W 14Winter	S 14Spring	This year-long sequence of courses will provide a rigorous treatment of the procedures, concepts, and applications of differential and integral calculus, multi-dimensional space, sequences, and series. This year-long sequence is appropriate for students who are planning to teach secondary mathematics or engage in further study in mathematics, science, or economics. In particular we will cover applications of differentiation including related rates and optimization and of integration including area, arc length, volume, and distribution functions. We will gain a deep understanding of the analytical geometry of lines, surfaces, and vectors in multi-dimensional space and engage in a rigorous treatment of sequences and series. Throughout the year, we will approach the mathematics algebraically, graphically, numerically, and verbally. Student-centered pedagogies will be used and collaborative learning will be emphasized. If you have questions about your readiness to take this class, please contact the faculty.		Vauhn Foster-Grahler	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Caribbean Cultural Crossings new Tom Womeldorff and Alice Nelson cultural studies economics history international studies literature political economy	Program	FR–SRFreshmen - Senior	16	16	Day	F 13 Fall			In the late 1700s, Europeans saw the Caribbean as one vast sugar plantation controlled by French, English, Spanish and Dutch colonial powers. The insatiable need for labor decimated local populations who were replaced by millions of African slaves and, after emancipation, indentured labor from East India and China. Historically, this represents the largest forced mixing of cultures in the world; the result was a host of new Caribbean identities, all developing in the context of the political, economic and ideological structures imposed by Europeans. Today, the identities and cultural expressions of all Caribbean peoples continue to be shaped by the colonial legacy and the rise of post-colonial consciousness. Thinkers like José Martí (" América"), Aimé Césaire ( ), and Frantz Fanon ( ) exposed the negative effects of colonial subjugation and envisioned liberatory processes of social change. Despite the region's shared colonial and post-colonial legacies, a sense of a common Caribbean identity should not be exaggerated. As Jean Casimir writes, the Caribbean is simultaneously united and divided. A Guadeloupian may be more connected psychologically and physically to Dakar, or even Paris, than she is to Puerto Rico. Out of this intense forced mixing of cultures, what forms of identity emerged and continue to emerge? Is there such a thing as a Caribbean culture, or are identities complex amalgams that defy easy categorizations such as Caribbean, Dominican American, creole Martinican, Afro-Cuban, East-Indian Trinidadian? What are the factors that make the identities of each island's peoples similar and in what ways do they defy categorization--even on a single island? How have cultural movements such as and the "New World baroque" contributed to the construction of Caribbean identities and post-colonial consciousness? These will be the questions at the center of this program. We will begin with an exploration of the colonial legacy with close attention to the political and economic forms central to extracting sugar profits from land and laborers. We will explore the impact of diverse political statuses such as independence (e.g., Jamaica), complete incorporation with the motherland (Martinique) and more nebulous forms in between (Puerto Rico). We will explore the symbioses and tensions between these political and economic issues and cultural movements. Finally, we will investigate how migration and globalization continue to play a major role in shaping local realities. Throughout the quarter, we will examine our own positionality with relation to these questions, asking: How can we study about, learn from, and engage across cultural differences in non-dominating ways? Readings will range from fiction and poetry to history and political-economic analysis. In addition to shared readings, lectures and films, each student will engage in synthesis work and a small project. The latter will be on a topic of the student's choosing, such as cultural expression through music and art, political status, religious syncretism, post-colonial literature, globalization, or migrant identities abroad.		Tom Womeldorff Alice Nelson		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
Ceramics: Form and Function revised Aisha Harrison visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening			S 14Spring	In this class students will explore the sculptural and design potential of functional ceramic forms. Topics discussed will include elements of design, historical and cultural significances of functional forms, and integration of surface and form. Techniques will include wheel throwing, alteration of thrown forms, piecing parts to make complex or larger forms, and creating hand-built accoutrements.		Aisha Harrison	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Ceramics: Form and Function revised Aisha Harrison visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening	F 13 Fall			In this class students will explore the sculptural and design potential of functional ceramic forms. Topics discussed will include elements of design, historical and cultural significances of functional forms, and integration of surface and form. Techniques will include wheel throwing, alteration of thrown forms, piecing parts to make complex or larger forms, and creating hand-built accoutrements.		Aisha Harrison	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Ceramics: Sculpting the Human Form Aisha Harrison visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening		W 14Winter		In this class students will sharpen their observation skills by rendering the human form using a live model. Topics discussed will include the ethics of using the human form in art, determining if a figure is needed in a work, and the implications of using a partial or whole body. Skills covered include construction of armatures, sculpting around an armature with solid clay, hollowing and reconstruction, and techniques for sculpting problematic areas like heads, hands, and feet. A variety of surface options will also be covered including fired and room temperature glaze.		Aisha Harrison	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Conquest East, Conquest West: Comparative "Manifest Destinies" Thomas Rainey and John Baldridge anthropology cultural studies ecology geography history political economy	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
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
Contemporary Furniture Design I, II Daryl Morgan visual arts Signature Required: Spring	Course	FR–SRFreshmen - Senior	4	04	Evening		W 14Winter	S 14Spring	This two-quarter sequence of courses is for those interested in exploring their own creative potential through the lens of twentieth-century furniture design. We will focus our inquiry on influential designers and makers representing the Arts and Crafts movement, the International Style, Art Deco, Mid-Century Modern, the Craft Revival movement, and others. Using the work of these artisan designers as inspiration, students will construct a piece of furniture of their own design.		Daryl Morgan		Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Creating Dangerously: Advanced Studies revised Naima Lowe and Therese Saliba African American studies cultural studies gender and women's studies media studies writing Signature Required: Fall Winter	Program	JR–SRJunior - Senior	16	16	Day and Evening	F 13 Fall	W 14Winter	S 14Spring	This is an opportunity for a small number of Junior-Senior students with a strong background in one or a combination of the following: visual art, art history, literature, creative writing, media theory, cultural studies, critical race studies, or feminist studies. Students with this background will participate in all of the activities and readings of , but also be asked to complete longer and more in-depth assignments and a large-scale project that will be developed over the course of the year. These students will also act as peer mentors for the Freshman-Sophomore students in the class, and will have opportunities for ongoing critique on projects with program faculty. In addition, advanced students will be required to take a year-long, 2-credit sequence in Critical and Cultural Theory offered one evening a week by Greg Mullins.		Naima Lowe Therese Saliba		Junior JR Senior SR	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
Cultivating Voice: A Writing Tutor's Craft Sandra Yannone education writing Signature Required: Spring	Course	FR–SRFreshmen - Senior	2	02	Day			S 14Spring	This course combines a seminar with a practicum to prepare students to become peer tutors at Evergreen's Writing Center on the Olympia campus. In seminar, we will explore tutoring theories, examine the role of a peer tutor and develop effective tutoring practices. In the practicum, students will observe peer tutoring and graduate to supervised tutoring. The course also will address working with unique populations of learners. Students considering graduate school in related fields will benefit from this course.		Sandra Yannone	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Culture as History revised Susan Preciso and Mark Harrison American studies history literature media studies	Program	SO–SRSophomore - Senior	8	08	Evening and Weekend	F 13 Fall	W 14Winter	S 14Spring	“Culture is simply the ensemble of stories we tell ourselves about ourselves” (Clifford Geertz).Those stories, our national myths and cultural icons, will provide the lens through which we will examine American history in this year-long program. Students will study works of fiction, film, and history in order to learn how our culture shapes our understanding of past and present realities. Each quarter students will incorporate quantitative methods to enrich and explain aspects of American culture. We’ll look at cultural products, from high art to popular culture with a particular focus on film and literature, to see how they reflect and shape our ideas about who and what we are. Our study will be organized around three turbulent decades in American history.During Fall Quarter, we will consider the post-Civil War years, to include Reconstruction and western expansion. From dime novels to Hollywood westerns, we’ll examine how deeply we are shaped by 19 and 20 century frontier ideology. Money and technology—capitalism and the railroads—also drove westward migration. We’ll see the tensions around race and class as they figure in film, novels, and popular culture.Winter quarter, we will move to the 1930s. How did the Great Depression and the policy created to deal with that crisis change the way we see government? What was the impact of two great migrations—from the dust bowl states to the West, and from the agricultural South to the industrial north—on American society? In such a time of hardship and deprivation, how did the Golden Age of Hollywood reflect our cultural realities through genre films, such as the screwball comedy, the musical, and the gangster film?In the spring, we’ll focus on the 1950s and ‘60s and how upward—and outward—mobility informed who and where we are today. The Civil Rights Movement and the Vietnam War transformed the country. Cars, freeways, and the rise of the suburbs re-shaped the cultural landscape, and television expanded the scope of mass media and popular culture.Our work will include critical reading of books and films. Students will be expected to learn about schools of cultural criticism, using different approaches to enrich their analyses. They will be expected to participate in seminar, lectures, workshops, and library research and to attend field trips to local museums and live theater performances.Credits may be awarded in American studies (literature, art and history), moving image, and mathematics.		Susan Preciso Mark Harrison	Wed Sat	Sophomore SO Junior JR Senior SR	Fall
Current Social and Economic Issues: Explanations, Actions and Solutions new Peter Bohmer American studies economics political economy political science sociology	Program	FR–SOFreshmen - Sophomore	16	16	Day			S 14Spring	The outcome of current social and economic problems will shape the future for us all. This program focuses on analyzing these problems and developing skills to contribute to debates and effective action in the public sphere. We will address major contemporary issues such as national and global poverty and economic inequality, immigration, incarceration, climate change, and war. U.S. economic and social problems will be placed in a global context. We will draw on sociology, political science, economics and political economy for our analysis, with particular attention to dimensions of class, race, gender, and global inequalities.We will analyze the mainstream and alternative media coverage of current issues and of the social movements dealing with them. We will build our analyses using data-driven descriptions, narratives of those directly affected, and theories that place issues in larger social and historical contexts. Students will be introduced to competing theoretical frameworks for explaining the causes of social problems and their potential solutions (frameworks such as neoclassical economics, liberalism, Marxism, feminism, and anarchism). We will study how social movements have actively addressed the problems and investigate their short- and long-term proposals and solutions as well as how they would be addressed in alternative economic and social systems.We will choose the specific issues to be investigated in the program as spring 2014 approaches, so that our study will be as relevant as possible. For each topic examined, we will combine readings with lectures, films, and workshops, along with guest speakers and possible field trips as appropriate to observe problems and responses first hand.Students will write short papers on each of the social problems we analyze. In addition, you will study in more depth and report on one of the economic or social issues we are studying.		Peter Bohmer	Tue Wed Fri	Freshmen FR Sophomore SO	Spring
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
The Developing Mind Richard McKinnon linguistics psychology	Course	FR–SRFreshmen - Senior	4	04	Evening		W 14Winter		Humans are born with a wealth of information about how the world is structured, ready to develop that knowledge through experience with the environment. In this course, we'll investigate what babies know from birth and how that knowledge unfolds into mature systems such as vision, language, morality, and character. We will compare theories that emphasize the contribution of innate knowledge with those that emphasize the role of the environment.		Richard McKinnon	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Drawing Practices: Figurative Studies Judith Baumann visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening		W 14Winter		This course focuses on the traditional life-drawing practices of observing and drawing the human figure from live models. Students will use a variety of media ranging from graphite to gouache as they learn to correctly anatomically render the human form. Homework assignments will supplement in-class instruction and visual presentations. Several readings will also be given throughout the quarter. While previous drawing experience is not required, it is recommended.		Judith Baumann	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Drawing Practices: Foundations Judith Baumann visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening	F 13 Fall			This course is an introduction to principles and techniques in drawing. Students will gain a working knowledge of line, shape, perspective, proportion, volume, and composition. Using both wet and dry media, students will experiment with the traditions of hand-drawn imagery. Students will work toward the development of an informed, personal style, aided by research of various artistic movements and influential artists. Students will be required to keep a sketchbook throughout the quarter and complete drawing assignments outside of studio time. Presentations on the history and contemporary application of drawing will contextualize studio work. A final portfolio of completed assignments is due at the end of the quarter.		Judith Baumann	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
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 and students will participate in weekly geology and chemistry content-based workshops focusing on improving mathematical skills. 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
East-West Psychology: Destructive Thought/Emotion revised Jamyang Tsultrim philosophy psychology	Course	FR–SRFreshmen - Senior	4	04	Weekend	F 13 Fall			Are destructive emotions innately embedded in human nature? Can they be eradicated? A growing body of Western research has examined these and other questions through the perspectives of Eastern psychology and philosophy which view destructive emotions, perceptions, and behaviors as the primary source of human suffering. To alleviate this suffering, Eastern psychology has developed a rich and varied methodology for recognizing, reducing, transforming, and preventing these destructive forms of mind and emotion. After examining the nature and function of the afflictive mind/emotions, students will choose one emotion to study in-depth and develop effective East/West interventions to transform this emotion/state of mind.		Jamyang Tsultrim	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
East-West Psychology: Insightful Thought/Emotion revised Jamyang Tsultrim philosophy psychology	Course	FR–SRFreshmen - Senior	4	04	Weekend		W 14Winter		In what ways do our constructive emotions/perceptions enhance our ability to see reality? Are there effective methods for training the mind to cultivate positive thought/emotions? Students will analyze the nature of constructive emotion/thoughts, their influence on our mental stability and brain physiology, and methodologies for influencing and improving mental development and function. Students will explore the correlation between mental training of the mind and physiological changes in the brain. We will also examine the nature of the genuine happiness from Eastern and Western psychological models of mind/emotion as well as from a traditional epistemological model of cognition based on Indo-Tibetan studies.		Jamyang Tsultrim	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Ecology of Grazing and Grasslands in the Pacific Northwest new Michael Paros agriculture biology ecology Signature Required: Spring	Program	FR–SRFreshmen - Senior	16	16	Day			S 14Spring	This academically rigorous field-based course will provide students with the fundamental tools to manage livestock and grasslands by exploring the ecological relationships between ruminants and the land. We will begin the quarter learning about the physiology of grasses and their response to grazing and fire. Practical forage identification, morphology and production will be taught. Ruminant nutrition, foraging behavior, and digestive physiology will be covered as a precursor to learning about the practical aspects of establishing, assessing and managing livestock rotational grazing operations. We will divide our time equally between intensive grazing and extensive rangeland systems. Classroom lectures, workshops and guest speakers will be paired with weekly field trips to dairy, beef, sheep and goat grazing farms. There will be overnight trips to Willammette Valley where we will study managed intensive grazing dairy operations and forage production, and Eastern Washington/Oregon where students can practice their skills in rangeland monitoring and grazing plan development. Other special topics that will be covered in the program include: co-evolutionary relationships between ruminants and grasses, targeted and multi-species grazing, prairie ecology and restoration, riparian ecosystems, controversies in public land grazing, interactions between wildlife and domestic ruminants, and perennial grain development.		Michael Paros		Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Entrepreneurship and Economic Development revised John Filmer American studies business and management communications economics government history law and public policy leadership studies political economy Signature Required: Winter	Program	SO–SRSophomore - Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring	How are organizations managed? What skills and abilities are needed? Organizations, fail or succeed according to their ability to adapt to fluid legal, cultural, political and economic realities. The management of organizations will play a seminal role in this program, where the primary focus will be on business and economic development. Management is a highly interdisciplinary profession where generalized, connected knowledge plays a critical role. Knowledge of the liberal arts/humanities or of technological advances may be as vital as skill development in finance, law, organizational dynamics or the latest management theory. An effective leader/manager must have the ability to read, comprehend, contextualize and interpret the flow of events impacting the organization. Communication skills, critical reasoning, quantitative (financial) analysis and the ability to research, sort out, comprehend and digest voluminous amounts of material characterize the far-thinking and effective organizational leader/manager.This program will explore the essentials of for-profit and non-profit business development through the study of classical economics, free market principles, economic development and basic business principles. Selected seminar readings will trace the evolution of free market thinking in our own Democratic Republic. Critical reasoning will be a significant focus in order to explicate certain economic principles and their application to the business environment. You will be introduced to the tools, skills and concepts you need to develop strategies for navigating your organization in an ever-changing environment. Class work will include lectures, book seminars, projects, case studies, leadership, team building and financial analysis. Expect to read a lot, study hard and be challenged to think clearly, logically and often. Texts will include by Thomas Zimmerer by Thomas Sowell, by M. Neil Browne and Stuart Keeley, and by John A. Tracy. A stout list of seminar books will include , by Hayek, by Thomas Paine and by DeToqueville. In fall quarter, we will establish a foundation in economics, business, critical reasoning and the history of business development in the United StatesWinter quarter will emphasize real life economic circumstances impacting organizations. You will engage in discussions with practitioners in businesses and various other private sector and government organizations. You will be actively involved in research and project work with some of these organizations and it will provide an opportunity to investigate and design exciting internships for the spring quarter.In spring quarter, the emphasis will be on individual projects or internships. Continuing students will design their own curriculum. This will require students to take full responsibility for their learning, including a bibliography, the design of the syllabus, and learning schedule. The faculty sponsor merely acts as an educational manager and not as a tutor. In-program internships provide a different opportunity to apply prior learning but in this case, with the intent of developing applied skills and people skills rather than focusing solely on advanced study or research.		John Filmer	Mon Wed Fri	Sophomore SO Junior JR Senior SR	Fall
The Epic and The Everyday revised 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
The Evergreen Singers Marla Elliott music	Course	FR–SRFreshmen - Senior	2	02	Evening	F 13 Fall			The Evergreen Singers is a continuing choral ensemble of The Evergreen State College community. No auditions are required. We will learn the basics of good voice production and rehearse and perform songs from a range of musical idioms. Members of the Evergreen Singers need to be able to carry a tune, learn their parts, and sing their parts with their section. This class requires excellent attendance and basic musicianship skills.		Marla Elliott	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
The Evergreen Singers Marla Elliott music	Course	FR–SRFreshmen - Senior	2	02	Evening			S 14Spring	The Evergreen Singers is a continuing choral ensemble of The Evergreen State College community. No auditions are required. We will learn the basics of good voice production and rehearse and perform songs from a range of musical idioms. Members of the Evergreen Singers need to be able to carry a tune, learn their parts, and sing their parts with their section. This class requires excellent attendance and basic musicianship skills.		Marla Elliott	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
The Evergreen Singers Marla Elliott music	Course	FR–SRFreshmen - Senior	2	02	Evening		W 14Winter		The Evergreen Singers is a continuing choral ensemble of The Evergreen State College community. No auditions are required. We will learn the basics of good voice production and rehearse and perform songs from a range of musical idioms. Members of the Evergreen Singers need to be able to carry a tune, learn their parts, and sing their parts with their section. This class requires excellent attendance and basic musicianship skills.		Marla Elliott	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Evolution and Ethics Stephen Beck and Karen Hogan biology environmental studies philosophy	Program	SO–SRSophomore - Senior	12	12	Evening and Weekend	F 13 Fall	W 14Winter		This program will investigate the relationship between philosophical ethics and evolutionary biology. We'll learn about evolutionary theory, including an overview of the historical development of evolutionary thought. We'll also learn about some main theories concerning ethical knowledge and the nature of ethics, and we'll study theories of normative ethics. We'll focus on evolution by natural selection and ask whether the imperative of evolutionary fitness, defined as individual reproductive success, is consistent with ethical behavior. A central question is whether our evolutionary history as social animals has given us an intrinsic sense of moral concern for others. We'll consider our ethical obligations to near and distant others, to family and to strangers, to other species, and to ecosystems and global ecology. In that context, we’ll develop an understanding of the ways in which ethics can be consistent with a naturalistic conception of the world and an understanding of the fundamental biological processes of life and of the evolution, diversity, and relationships among different forms of life on Earth.		Stephen Beck Karen Hogan	Tue Wed Sat	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
Extinction-the Closing Door Dennis Hibbert geology natural history	Course	SO–SRSophomore - Senior	4	04	Weekend			S 14Spring	If it weren't for extinction we wouldn't be here—speciation and extinction frame the history of life. We will take extinction as our topic and study it in the context of the history of animals with backbones, aiming to learn its causes. We will then examine the ongoing accelerated loss of biodiversity, looking to tease out which of the factors causing it are of human origin.		Dennis Hibbert	Sat	Sophomore SO Junior JR Senior SR	Spring
Fabrication of Form in Metal Bob Woods visual arts	Course	SO–SRSophomore - Senior	4	04	Evening		W 14Winter		This studio course presents the opportunity for intermediate to advanced work in metal fabrication as applied to furniture, lighting, and sculptue. Modern to contemporary artists' work will be investigated. Students will do drawings, build models, and complete a final project of their own design.		Bob Woods	Thu	Sophomore SO Junior JR Senior SR	Winter
Fictive Certainties revised Leonard Schwartz 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. 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		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
First Peoples - Americans From the Ice Age to 1500 AD cancelled Dennis Hibbert geology	Course	SO–SRSophomore - Senior	4	04	Weekend	F 13 Fall			We will study the whole span of time for which we have good evidence that people lived in the Americas before European contact. We want to know about when people reached the Americas and where they came from, where they traveled and settled, the societies that developed, the responses of these societies to ongoing environmental changes, and human impacts on the landscape. We will draw on genetic studies, archaeology, palaeobotany, geology, palaeoclimatology, and linguistics. Emphasis throughout will be on learning what kinds of evidence tell us about our past and how that evidence is obtained and interpreted.		Dennis Hibbert	Sat	Sophomore SO Junior JR Senior SR	Fall
French, Beginning I, II, III Judith Gabriele language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 13 Fall	W 14Winter	S 14Spring	This year-long sequence of courses in French emphasizes mastery of basic skills through a solid study of grammatical structures and interactive oral activities. Students work on all four language skills: listening, speaking, reading and writing. Classes use immersion style learning and are conducted primarily in French. Students develop accurate pronunciation, build a useful vocabulary, work regularly in small groups and learn to develop conversational skills. Classes are lively and fast-paced with a wide variety of fun, creative activities with music, poetry, videos, role play, and use of Internet sites. Winter quarter themes focus on poetry and fables, regional French traditions, cuisine, and contemporary issues in France. Spring quarter focuses on themes from the Francophone world along with continued grammatical study. Students learn from viewing films from Francophone countries and reading a small book of legends and tales from these countries. Through oral reading and discussions in French, students expand skills in vocabulary proficiency, accurate pronunciation, fluidity, and situational role-plays based on the legends. Throughout the year, students use the Community Language Laboratory to accelerate their skills.		Judith Gabriele	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
French, Intermediate I, II, III Judith Gabriele language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 13 Fall	W 14Winter	S 14Spring	This year-long sequence of courses in French is designed to reinforce, practice, and build upon previous skills. All classes are conducted in French. They are fast paced, interactive, and focus on continued review of grammatical structures, conversational skills with native speakers, discussion of short videos, music, poetry, Francophone themes, and Internet news clips. Students are expected to use French in discussions, increase their reading and writing skills through study of selected literary excerpts. Winter quarter focuses on theater, reading plays and performances of short scenes from them. In spring, students work with a selection of films and a short novel. Through focus on in-depth discussions of French identity, history, and culture, students learn to analyze, compare, and write about aspects of film increasing their acquaintance with media vocabulary.		Judith Gabriele	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
German, Beginning I, II, III Marianne Hoepli language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 13 Fall	W 14Winter	S 14Spring	Komm und lern Deutsch! This year-long sequence of courses for beginning German students will cover basic grammatical concepts, vocabulary, and conversation. Students will develop basic skills in speaking, reading, translating, and writing standard high German. Students will also learn about culture, traditions, and customs of the German people, new and old. Through involvement in children’s stories, music, and activities in the language laboratory, students will also become familiar with idiomatic expressions. By the end of the year, students will improve their oral skills to the point of discussing short films and modern short stories and learning how to write a formal letter, a resumé, or a job application. Classes will use a communicative method and will move quickly toward being conducted primarily in German.		Marianne Hoepli	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Grant Writing and Fundraising: Ideas to Realities Don Chalmers writing	Course	FR–SRFreshmen - Senior	2	02	Weekend	F 13 Fall			This course will introduce students to the fundamentals of grant writing and fund raising. After an orientation to contemporary philanthropy and trends, students will learn how to increase the capacity of an organization to be competitive for grants and other donations. We will share ways to plan realistic projects, identify promising funding sources and write clear and compelling components of a grant, based either on guidelines for an actual funder or a generic one. Working individually or in small groups, students will develop their project idea, outline the main components of a grant and prepare a brief common application.	Non-profit grantwriting and fundraising; government resource development.	Don Chalmers	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
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
Group Development: Bringing Systems Thinking to the Task Kathy Kelly business and management community studies leadership studies	Course	SO–SRSophomore - Senior	4	04	Weekend	F 13 Fall			Systems theory offers a holistic approach to group development, along with a framework for identifying leverage points for improving group performance. Whether for senior managers in large businesses or agencies or for members of volunteer community organizations, systems thinking provides a vantage point to better understand group dynamics and useful tools to develop a group's capacity to work together effectively. Following an introduction to systems theory, students will explore key concepts when applied to cases in their own experiences and in cases presented in class. Resources include Peter Senge, Margaret Wheatley, Otto Scharmer, Linda Booth Sweeney, Ron Heifetz, and others.		Kathy Kelly	Sat	Sophomore SO Junior JR Senior SR	Fall
Health Inequity: Telling the Story and Changing It revised Nancy Anderson, Frances V. Rains and Lori Blewett Native American studies communications community studies health history political science	Program	JR–SRJunior - Senior	8	08	Weekend	F 13 Fall	W 14Winter	S 14Spring	This year-long program will introduce the scope and tools of communication, social science, and public health. Public health and prevention are often the invisible part of health policy. Those who are healthy or whose diseases have been prevented never know what they missed. Yet we know that all people are not equally likely to have long and healthy lives. Understanding the factors associated with health and wellness, including the effects of class, race, and ethnicity, will be the focus of fall quarter. In addition we will consider ways that communication between health providers and people who use health services can affect health outcomes, particularly in cross-cultural and cross-class contexts. In the fall quarter, we will begin by exploring individual health narratives and progress to an exploration of a variety of modes for communication of population health issues, including spoken, written, and electronic communication. We will learn to interpret and critique health journalism in the lay press, including the accompanying quantitative information. Students will develop oral and written communication skills that facilitate their active engagement in community awareness of public health issues. This preliminary work during this quarter will equip us to better understand the specific challenges that Native American people in the Salish Sea region face, in terms of cultural as well as physical survival.During winter and spring quarters, the Grays Harbor program will focus on the Peoples of the Salish Sea (Puget Sound, Strait of Juan de Fuca, and the Georgia Straits). Central elements of the winter and spring portions of the program will include the colonization of Native peoples of the Salish Sea that accompanied European settlement, Indigenous resistance, rights and cultural renewal, a critique of current policies and practices that have not promoted the achievement of social or health equity, and the public health and social policies that may intervene to improve overall health and wellness in the surrounding communities. We will explore the intersection of place, culture, and health and how these factors reflect inequity in access to—and degradation of—resources in and around the Salish Sea. We will examine these themes through multiple lenses including political ecology, public health, history, and Native studies. Our readings will include current case studies, empirical research, and counter-narratives.The overarching questions that will carry us through these two quarters include how European settlement has affected the wellbeing of the Salish peoples, the interaction through time and space between Native and non-Native peoples, and the effects of these interactions on health, wellbeing, and sustainability of these communities. We will also examine ways in which lessons from history and current vulnerabilities can help us create a viable and equitable future that will heal and honor the Salish Sea and all its people. During spring quarter the program plans to visit the Elwha River and learn about the history of the Elwha River ecosystem as a case study and example of social injustice. We will study the effects of the Elwha Dam as well as the expected effects of dam removal on the Elwha ecosystem, tribal sovereignty, and overall health and wellness of the Elwha Klallam people.Throughout the year, learning will take place through writing, readings, seminars, lectures, films, art, and guest speakers. Students will improve their research skills through document review, observations, critical analysis, and written assignments. Verbal skills will be improved through small group and whole class seminar discussions and through individual final project presentations. Final projects will focus on assessment of issues related to community health, the sustainability of the Salish Sea, and the wellbeing of the Native Communities that have lived at the shore of the Salish Sea for thousands of years before European settlement.		Nancy Anderson Frances V. Rains Lori Blewett	Sat Sun	Junior JR Senior SR	Fall
Health vs. Wealth Mary Dean health sustainability studies	Course	FR–SRFreshmen - Senior	4	04	Evening			S 14Spring	We will explore the intersection where valued health care meets paid health care. In the health care arena, good intent is plagued by paradox and can yield under-funding and a mismatch with initial intent. Paradoxes and costs haunting prevention, access, and treatment will be reviewed. The books and aid our journey as will the video series, "Remaking American Medicine", "Sick Around the World," and "Sick Around America". We will consider the path of unintended consequences where piles of dollars are not the full answer to identified need.		Mary Dean	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
History and Systems in Psychology Susan Cummings psychology	Course	SO–SRSophomore - Senior	4	04	Evening	F 13 Fall			The purpose of this course is to provide an overall view of the emergence of psychology as a field, its historical roots, its evolution within a broader sociocultural context, and philosophical currents running throughout this evolution. Attention will be paid to the interaction of theory development and the social milieu, the cultural biases within theory, and the effect of personal history on theoretical claims. This course is a core course, required for pursuit of graduate studies in psychology.		Susan Cummings	Mon	Sophomore SO Junior JR Senior SR	Fall
Hybrid Music I, II, III Peter Randlette music Signature Required: Fall Winter Spring	Course	SO–SRSophomore - Senior	4	04	Evening	F 13 Fall	W 14Winter	S 14Spring	This year-long series of courses is intended for the musician interested in exploring compositional experimentation with analog and digital synthesis technology and computer applications. In fall, the course will focus on analog synthesis techniques, studio production, and the creation of musical pieces with a focus on new options presented by this compositional environment. Winter will focus on building pieces from techniques of synthesis introduced in fall quarter and learning new digital synthesis techniques, different controllers and sequencers, signal processing, and surround 5.1 production skills. Techniques will include use of percussion controllers, synthesizer voice editing, sample based applications, and plug-in signal processing. In spring, students will develop pieces based on design problems using combinations of computer-based and analog resources covered in prior quarters. New material will include acoustic/electronic sound source integration, mastering techniques, object-oriented voice construction, and advanced production methods. Each quarter, students will complete projects, attend weekly seminar/lecture/critique sessions, use weekly studio times, and maintain production journals.		Peter Randlette	Tue	Sophomore SO Junior JR Senior SR	Fall
Imagination, Creativity and Innovation new Ariel Goldberger consciousness studies cultural studies dance education leadership studies media arts music philosophy psychology sociology theater visual arts writing Signature Required: Fall Winter	Program	SO–SRSophomore - Senior	16	16	Day	F 13 Fall	W 14Winter		This academic offering is devoted to studies, research and explorations of creativity, imagination and innovation from various disciplinary and inter-disciplinary frames of reference. This program will take the original focus on collaborative education and interdisciplinarity of the college very seriously and will rely on student energy, interest and initiative. Students will be asked to collaborate with the faculty to design, direct, and engage a program of studies focused on the latest developments in the study of creativity, imagination, and innovation. The goal is to endow studies with personal relevance, agency, and passion. The faculty will act as a facilitator and guide helping you when difficulties arise, but may not be able to provide expertise in all areas.Students will be strongly encouraged to pursue their interests, to weave them into the class to create a vibrant learning community, and to organize their studies with unique combinations of subjects, imaginative modes of study, and activities. For example, students may study creativity by blending theory and practice, and through the lens of fields like psychology, myth studies, education, cultural studies, writing, literature, arts, consciousness studies, or any combination, including subjects not mentioned, agreed upon with the faculty. Participants will collaborate with the faculty to design common activities such as seminars, and an independent project, based on team or individual interests. Students are welcome to include, as part of their practicum, or project, internships in fields that foster creativity and imagination, and are advised to initiate the required paperwork with Academic Advising as necessary.Focused individuals with a lively sense of self-direction, discipline, and intellectual curiosity are strongly encouraged to apply.		Ariel Goldberger		Sophomore SO Junior JR Senior SR	Fall
Imperialism revised Jon Davies and Zahid Shariff education history political economy writing	Program	JR–SRJunior - Senior	16	16	Day		W 14Winter		By the time the First World War broke out in 1914, the imperial powers of modern Europe had radically transformed the vast majority of the societies of Asia, Africa, the Middle East and the Americas. Religious, scientific and discursive practices that legitimized colonial aspirations facilitated colonial rule imposed through military conquests, political subjugation and the exploitation of human and natural resources. How did the experiences of imperialism affect colonized societies? What effects did imperialism have on the imperialists themselves? What lasting effects of imperial subjugation continue to impact relations between the former colonial powers and postcolonial states in the 21st century?We are interested in unpacking the discursive practices of both the colonial past and the neo-colonial present. Through our study of history, literature and political economy, we will examine the ways in which European ideologies, traditions and scientific knowledge legitimized the formation of empire and continue to re-inscribe asymmetrical relations of power today under the guise of modernity, progress and global economic development.We will explore these issues through readings, lectures, films, as well as weekly papers, a well-developed research paper, and a presentation of that paper's findings to the class.		Jon Davies Zahid Shariff	Mon Tue Thu	Junior JR Senior SR	Winter
Individual Study: Political Economy, Globalization, Contemporary India, Historical Capitalism, Internships Jeanne Hahn Signature Required: Spring	Contract	SO–SRSophomore - Senior	16	16	Day			S 14Spring	Invividual studies and Insternships offer opportunities for advanced students to create their own course of study and research. I will sponsor student research and reading in political economy, U.S. history, various topics in globalization, historical capitalism, and contemporary India. Prior to the beginning of the quarter, interested individual students or small cluster groups must consult with Jeanne about their proposed projects or course of study. The project/study is then described in an Independent Learning Contract.		Jeanne Hahn		Sophomore SO Junior JR Senior SR	Spring
Individual Study: Fiber Arts, Non-Western Art History, Native American Art, Creative Writing cancelled Gail Tremblay Native American studies art history cultural studies visual arts writing Signature Required: Fall Winter Spring	Contract	SO–SRSophomore - Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring	In the fields listed, Gail Tremblay offers opportunities for intermediate and advanced students to create their own course of study, creative practice and research, including internships, community service and study abroad options. Prior to the beginning of the quarter, interested individual students or small groups of students must describe the work to be completed in an Individual Learning or Internship Contract. The faculty sponsor will support students wishing to do work that has 1) skills that the student wishes to learn, 2) a question to be answered, 3) a connection with others who have mastered a particular skill or asked a similar or related question, and 4) an outcome that matters. Areas of study other than those listed above will be considered on a case-by-case basis. 12- or 16-credit options are available.		Gail Tremblay		Sophomore SO Junior JR Senior SR	Fall
Interrogating Emotions revised Laura Citrin and Anne de Marcken (Forbes) gender and women's studies literature media studies moving image psychology sociology writing Signature Required: Winter	Program	SO–SRSophomore - Senior	16	16	Day	F 13 Fall	W 14Winter		What are emotions, sentiments, and feelings? What functions do they serve, both for the individual and for society? In this full-time, two-quarter program, we will use social pyschology, scientific research, creative writing, and literary and film analysis as methods of inquiry into the ways that emotions are connected with cultural ideologies and assumptions. We will study the ways emotions are expressed, avoided, embraced, and rejected according to complex display rules that vary across and within cultures based on gendered, raced, and classed social norms. Underlying all of this discussion will be an analysis of the ways that power operates on and through us to get under our skin and into what feels like our most personal possessions: our emotions. If we read between the lines, what is the subtext of our cultural narratives about fear, love, guilt, anger…? We will look to literature and film for examples of dominant and alternative narratives, and we will experiment with creative writing—fiction, nonfiction, and hybrid forms—as both a mode of expression and a method of inquiry: a way of looking under the surface of our habitual reactions and cultural norms.Fall QuarterWe'll survey the "big six" emotions: anger, sadness, happiness, disgust, surprise and fear, as well as the socio-moral emotions like embarrassment, contempt, shame, and pride. We will also discuss the field of positive psychology and its analysis of the positive emotions (e.g., joy, hope, interest, love) and the role they play in what positive psychologists refer to as "the good life." We will consider published psychology research and literature from the field of social psychology, and students will design, propose and lay the groundwork for Winter Quarter research projects. Through analysis of films and literary and critical texts, students will consider how stories convey, evoke, and manipulate our emotions. They will develop fluency with critical terminology and concepts related to narrative, literary and cinematic theories. Through creative writing assignments and workshops, students will cultivate facility with elements of narrative discourse such as scene, summary, description, exposition, and dialogue.Winter QuarterOur interrogation of emotions will continue winter quarter with greater focus on independent, in-depth, and finely-crafted work. In addition to continued reading, screening and discussion of literary, critical and research-based texts, students will conduct the primary research projects approved during Fall Quarter, and will work to develop a portfolio of creative work representative of their inquiry. Winter quarter is an opportunity to participate first-hand in knowledge production within the interdisciplinary domain of affect studies, and to engage directly in the contemporary critical/creative discourse as art-makers.The interrogation of emotions in this program will occur via readings, screenings, lectures, research and creative writing workshops, and student-led seminars. Designed as a two-quarter program, the Fall Quarter will lay the foundation for more in-depth work in Winter. We strongly encourage students to enroll who are interested in sustained inquiry.		Laura Citrin Anne de Marcken (Forbes)		Sophomore SO Junior JR Senior SR	Fall
Introduction to Electronic Music I, II, III Ben Kamen music Signature Required: Fall Winter Spring	Course	SO–SRSophomore - Senior	4	04	Evening	F 13 Fall	W 14Winter	S 14Spring	In this year long sequence, students will explore the creative use of the music technology labs. Original compositions will be the primary goal of the course work, with clear technical learning objectives for each assignment. Reading and listening will provide a historical and theoretical context for the creative work. Fall quarter will focus on the operation of mixers, tape machines, and analog synthesizers, looking to the work of early electroacoustic composers for inspiration. In the winter, students will begin working with the computer as a compositional tool, creating sound collages and compositions using MIDI to control hardware and software instruments. The spring quarter will focus on electronic music in performance and the development of independent projects.		Ben Kamen	Tue	Sophomore SO Junior JR Senior SR	Fall
Introduction to Natural Science revised James Neitzel, Mario Gadea and Kristopher Waynant 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 Kristopher Waynant		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Japanese, Advanced Beginning I, II, III Tomoko Hirai Ulmer language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 13 Fall	W 14Winter	S 14Spring	This year-long sequence covers the second year of Japanese language studies. Students must be familiar with basic verb forms and elementary kanji letters. Students will build on previous skills and learn new grammar and vocabulary so they can function in a variety of situations. Classroom activities include presentations, watching film and TV clips, and discussion. Students will continue their kanji studies at their own levels in small groups. Japanese culture and life will be discussed throughout the course. The class is conducted primarily in Japanese.		Tomoko Hirai Ulmer	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Japanese, Beginning I, II, III Tomoko Hirai Ulmer language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 13 Fall	W 14Winter	S 14Spring	This year-long sequence covers the first year of Japanese language studies. Students will learn how to function in Japanese in everyday situations by learning useful expressions and basic sentence structures. Both hiragana and katakana letters as well as elementary kanji characters will be introduced. Japanese culture and life will be discussed throughout the course.		Tomoko Hirai Ulmer	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Japanese, Third Year I, II new Tomoko Hirai Ulmer language studies	Course	FR–SRFreshmen - Senior	4	04	Day and Evening	F 13 Fall	W 14Winter		This course is for students who have taken two years of college-level Japanese. Students will review important grammar, increase their vocabulary and strengthen their reading and writing skills. The class is ideal for students who are preparing for the Japanese Language Proficiency Test. Students will improve their overall proficiency through a variety of activities such as watching film/TV clips, discussion, and presentations. Japanese culture and life will be discussed throughout the course. The class is conducted primarily in Japanese.		Tomoko Hirai Ulmer	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Language Lifecycle: Genesis, Expansion, and Loss Richard McKinnon linguistics	Course	FR–SRFreshmen - Senior	4	04	Evening			S 14Spring	Languages are not static systems, but exhibit a life cycle just as living organisms do. They are brought into being through pidginization and creolization, grow and change as their function changes and they attain status, and they disappear (presently at an alarming rate). In this course, we'll examine these stages in some detail, acquiring a tool set along the way that will allow participants to understand the cultural, economic, and linguistic factors involved and to appreciate the policy issues in play.		Richard McKinnon	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Law and Outlaw: Personal Identity and Social Control in the United States revised Julianne Unsel and Artee Young African American studies American studies Native American studies community studies economics history visual arts writing	Program	JR–SRJunior - Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring	As currently measured by the United Nations' Human Development Index, the United States has one of the highest standards of living in the world. Average life expectancies, educational levels, and annual incomes place even poor Americans among the most privileged people on earth. Even so, there are gross inequalities inside the U.S. Factors of personal identity, including race, class, and gender, predict with uncanny precision the range of life choices available to any given individual. The U.S. has the highest incarceration rate in the world. Cities are rife with violence, the political system is polarized and corrupt, and personal lives of rich and poor are marked by addiction, excess, apathy, and want. This program questions how this has happened: How do the personal identities and everyday lives of a people come together to shape social, economic, and political conditions in a nation like the United States? How do such conditions, in turn, shape individual identities and lives? What institutions have framed and enforced these conditions over time? What institutions currently sustain them? How do diverse Americans understand and react to these conditions? What can we do to make things better now? To find answers, we will focus on two institutions fundamental to personal identity and social control in the American present and past – law and commerce. We will examine how property law and the criminal justice system in particular have shaped American history, how history has shaped them, and how both have managed personal identities through social control.In fall quarter, we will study the diverse array of social, economic, and political relationships that developed in the U.S. from settlement to the end of slavery. In winter, we will examine changes in relationships from the closing of the western frontier through the present. In spring, we will place our own lives in proximate context with exploration of contemporary theories of personal identity and social control. In all quarters, we will make a visual study of "the outlaw" as a trope both romanticized and reviled in American folklore and popular culture. We will also place U.S. economic development into a general global context. Interdisciplinary readings will include legal studies, legal history, social and economic history, critical race studies, visual studies, and feminist theory. Classes will include discussion seminars, writing workshops, lectures, student panel presentations, library study periods, and occasional film screenings.Program assignments will help us grow in the art and craft of clear communication and well-supported argumentation. They will include critical reading, academic writing, research in peer-reviewed literature, and public outreach and speaking. A digital photography component will explore "the outlaw" through visual expression. In spring, internship opportunities and individualized learning plans will bring program themes to social outreach agencies and groups in our local community.This program will offer appropriate support to all students ready to do advanced work. Activities will support student peer-to-peer teaching, personal responsibility for learning and achievement, contemplative study habits, and intensive skills development. Transfer students are welcome.		Julianne Unsel Artee Young		Junior JR Senior SR	Fall
The Making of Global Capitalism, 1500-1914 revised Jeanne Hahn	Program	JR–SRJunior - Senior	16	16	Day		W 14Winter		Working together in a seminar format, students and faculty will establish an historical, theoretical, and analytical understanding of the birth of capitalism in the crisis of 16th century European feudalism, its rise and consolidation in the late 18th and 19th centuries, the development of the global political economy, and its first structural crisis accompanied by a major burst of imperial expansion in the late 19th century. We will find this topic to be steeped in controversy. Capitalism has transformed the world materially, socially, and ecologically. We will consider the interrelationships among these three categories as capitalism developed and changed through its formative period. Major analytical categories will be imperialism, colonialism, and globalism, the accompanying ecological transformations, and the rise of social classes in support of a resistance to these developments. We will study the rise of liberalism in its historical context, as well as its counterparts, conservatism and socialism. Understanding the trajectory, deep history and logic of historical capitalism will provide students the insights and tools necessary to assess the current historical moment. The program will require close and careful reading and discussion as well as considered and well-grounded writing. Our work will be conducted at an upper-division level, so students should have significant experience in close analytical reading, critical thinking and research writing.		Jeanne Hahn		Junior JR Senior SR	Winter
Mammals and Birds in the Landscape revised Peter Impara biology ecology environmental studies geography law and public policy natural history zoology Signature Required: Winter	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
Managing and Leading: For the Common Good Dariush Khaleghi business and management leadership studies	Course	FR–SRFreshmen - Senior	4	04	Evening			S 14Spring	We are leading and managing in times of complexity, ambiguity, and change that require a new and more integrated approach to management development. This course is part of a year-long sequence of courses focusing on leadership, human capital, and organizational management. Designed to help students gain fundamental knowledge and competencies to develop themselves as leaders with a mission to serve the common good, this course teaches students critical concepts and skills in leadership development through activities including cases, videos, class activities, and team projects.		Dariush Khaleghi	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Managing and Leading: Organizations Dariush Khaleghi business and management leadership studies	Course	FR–SRFreshmen - Senior	4	04	Evening		W 14Winter		We are leading and managing in times of complexity, ambiguity, and change that require a new and more integrated approach to management development. This course is part of a year-long sequence of courses focusing on leadership, human capital, and organizational management. Designed to help students gain fundamental knowledge and competencies to create sustainable organizations, this course will lead students through an investigation of leadership concepts and practices using a simulation, including real life and interactive scenarios, virtual role plays, cases, class and group activities and discussions.		Dariush Khaleghi	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Managing and Leading: Self Dariush Khaleghi business and management leadership studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 13 Fall			We are leading and managing in times of complexity, ambiguity, and change that require a new and more integrated approach to management development. This course is part of a year-long sequence of courses focusing on leadership, human capital, and organizational management. Designed to help students gain fundamental knowledge and competencies to create sustainable organizations, this first course teaches students critical concepts and skills in leadership development through activities including self-evaluation questionnaires, cases, class activities, and team projects.		Dariush Khaleghi	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Marine Life: Marine Organisms and Their Environments new Gerardo Chin-Leo and Trisha Towanda environmental studies field studies marine science	Program	JR–SRJunior - Senior	16	16	Day		W 14Winter	S 14Spring	This program focuses on marine life, the sea as a habitat, relationships between the organisms and the physical/chemical properties of their environments, and their adaptations to those environments. Students will study marine organisms, elements of biological, chemical and physical oceanography, field sampling methods with associated statistics and laboratory techniques. Throughout the program, students will focus on the identification of marine organisms and aspects of the ecology of selected species. Physiological adaptations to diverse marine environments will be also be emphasized. We will study physical features of marine waters, nutrients, biological productivity and regional topics in marine science. Concepts will be applied via faculty-designed labs/fieldwork and student-designed research projects. Data analysis will be facilitated through the use of Excel spreadsheets and elementary statistics. Seminars will analyze appropriate primary literature on topics from lectures and research projects.The faculty will facilitate identification of student research projects, which may range from studies of trace metals in local organisms and sediments to ecological investigations of local estuarine animals. Students will design their research projects during winter quarter and write a research proposal that will undergo class-wide peer review. The research projects will then be carried out during spring quarter. The culmination of this research will take the form of written papers and oral presentations of the studen't work during the last week of spring quarter.	marine science, environmental science and other life sciences.	Gerardo Chin-Leo Trisha Towanda		Junior JR Senior SR	Winter
The Mathematical Order of Nature cancelled Neal Nelson and TBA computer science history mathematics physics	Program	FR–SRFreshmen - Senior	12	12	Day	F 13 Fall			This program introduces the logical, historical, mathematical and computational foundations of our understanding of nature that we call physics. Students in the program will study the evolution of rational thought, mathematical abstraction and physical theories of nature in the history of science. The intellectual tools of our investigations will be the systems of logic, mathematical modeling and computer programming that we use today for understanding our material world.Early Greek philosophers dared to assume that humanity could comprehend the true nature of the universe and the material world through rational thought. Using historical readings, we will investigate key conceptual developments in the evolution of scientific and mathematical thought from those early intellectual explorations to the 20th century.We will study logic and its relationship to early Greek rational thought, contemporary critical reasoning and scientific theories. We will see that careful contemplation and observation of the physical world from the early natural philosophers to the modern physicists have revealed an underlying order and led to the surprising conclusion that mathematics, computation and the nature of physical reality are deeply connected. We will learn the powerful formal systems of logic, modeling and computing into which the ideas of the early Greek philosophers have evolved today as the basis of our understanding.Class activities will include hands-on laboratory work along with lectures, workshops, weekly readings, seminar discussions, written essays and weekly homework problems.		Neal Nelson TBA		Freshmen FR Sophomore SO Junior JR Senior SR	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
Medical Assisting, A Practical Approach Barbara Krulich and Elizabeth McHugh Signature Required: Fall	Course	SO–SRSophomore - Senior	2, 4	02 04	Day and Evening	F 13 Fall	W 14Winter	S 14Spring	This nine-month pre-medical practicum designed for students who are interested in careers in health and medical care allows students to work closely with health care professionals in a clinical setting. During the academic year, students will receive the credits and training necessary to become licensed in the state of Washington as health care assistants. See for more information.		Barbara Krulich Elizabeth McHugh		Sophomore SO Junior JR Senior SR	Fall
Metalworking Bob Woods visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening		W 14Winter		This course is an introduction to the tools and processes of metal fabrication. Students will practice sheet-metal construction, forming, forging, and welding, among other techniques, while accomplishing a series of projects that encourage student-centered design.		Bob Woods	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Metalworking (A) Bob Woods visual arts	Course	FR–SOFreshmen - Sophomore	4	04	Evening	F 13 Fall			This course is an introduction to the tools and processes of metal fabrication. Students will practice sheet-metal construction, forming, forging, and welding, among other techniques, while accomplishing a series of projects that encourage student-centered design.		Bob Woods	Tue	Freshmen FR Sophomore SO	Fall
Metalworking (B) Bob Woods visual arts	Course	JR–SRJunior - Senior	4	04	Evening	F 13 Fall			This course is an introduction to the tools and processes of metal fabrication. Students will practice sheet-metal construction, forming, forging, and welding, among other techniques, while accomplishing a series of projects that encourage student-centered design.		Bob Woods	Thu	Junior JR Senior SR	Fall
Mindfulness Psychology: Contemplative Clinical Science revised Jamyang Tsultrim philosophy psychology	Course	FR–SRFreshmen - Senior	4	04	Weekend			S 14Spring	This course will emphasize mindfulness psychology as a clinical tool as well as a method of professional self-care. Recent research has proven the effectiveness of mindfulness training to treat conditions such as stress and pain, addictions, chronic depression, anxiety, eating disorders, and other health conditions. Students will explore the similarities and differences between Mindfulness Psychology and Western Cognitive-Behavioral Therapy and gain practical skills to help alleviate the psychological suffering of others while maintaining emotional balance and professional ethics. Students will have opportunities for personal practice, observational learning, and the development of counseling skills through role-play, reading, and discussion.		Jamyang Tsultrim	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
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
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
Musicianship Marla Elliott music	Course	FR–SRFreshmen - Senior	2	02	Evening	F 13 Fall			This class will help students learn fundamentals of music literacy and beginning piano technique and also help them develop free, healthy singing voices. At the end of each quarter, students will perform both vocally and on piano for other class participants and invited family and friends. This class requires excellent attendance and a commitment to practice every day; credit will be awarded in musicianship.		Marla Elliott	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Musicianship Marla Elliott music	Course	FR–SRFreshmen - Senior	2	02	Evening		W 14Winter		This class will help students learn fundamentals of music literacy and beginning piano technique and also help them develop free, healthy singing voices. At the end of each quarter, students will perform both vocally and on piano for other class participants and invited family and friends. This class requires excellent attendance and a commitment to practice every day; credit will be awarded in musicianship.		Marla Elliott	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Narrative Strategies new Miranda Mellis literature writing Signature Required: Winter	Program	JR–SRJunior - Senior	16	16	Day	F 13 Fall	W 14Winter				Miranda Mellis		Junior JR Senior SR	Fall
Natural Capitalism: A Pathway to Sustainability Bobbie McIntosh business and management sustainability studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 13 Fall			The class is about the fundamental differences between social systems (like a business or supply chain) and natural systems (like the Hoh rainforest). The social systems are created by humans. There can be no "system" without the human actors who inhabit it and take the actions that bring it to life. This class will help the student acquire a tool box of system tools that will help them take action and bring their work to life. Natural capital is built by work arising from how we work, how we think, and the shapes of the systems as they fit into the dynamics of capitalism.		Bobbie McIntosh	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Nikkei in the Pacific Northwest: "We carry strength, dignity and soul" revised Chico Herbison and Frances V. Rains American studies cultural studies history literature	Program	SO–SRSophomore - Senior	16	16	Day	F 13 Fall			—Lawson Fusao Inada, Japanese American poetFor Nikkei (Japanese emigrants and their descendants, including “war brides” and a “mixed-race” population) in the United States, World War II was a historical, cultural, social, and political watershed. Permanent settlements of immigrant Japanese were first established on the U.S. mainland in the latter half of the 19 century and, in spite of anti-Japanese sentiment and legislative efforts, those communities grew and flourished. However, they would be forever transformed with the outbreak of war and the subsequent removal, detention, and incarceration of 110,000 Nikkei in ten “War Relocation Camps” spread across the country, from California to Arkansas. Forcibly uprooted and imprisoned, families left behind tangible assets (homes, businesses, bank accounts), but perhaps more devastating were the ensuing collapse of communities and the loss of a way of life. They were allowed to take with them, into the unknown, “only what they could carry.” Students in this program will explore the rich history and culture of Nikkei, from their first arrival in this country, through the traumatic events of the World War II period, and beyond. Although we will examine the overall experience of Nikkei in the U.S., our particular focus will be on those in the Pacific Northwest. Accompanying us on our interdisciplinary journey will be historical studies, oral testimony, fiction and poetry, photographs and film, and music, among other texts and tools. We will immerse ourselves in topics such as the earliest Japanese immigration; the 19 - and 20 -century struggles against discrimination and exclusion; the World War II watershed years (including an examination of the often-overlooked resistance movement in the camps, and the legendary exploits of Nikkei soldiers in both theaters of the war); the post-war efforts by Nikkei to reassemble their lives and, for some, to seek redress and reparations; the saga of Japanese “war brides” (women who married U.S. servicemen in Occupied Japan and eventually migrated stateside); and the world of “mixed-race” Nikkei. It is only through such an immersion that we will begin to understand the ways in which this population carried, and continues to carry, “strength, dignity and soul.”Each student will read a series of seminar books and articles related to program topics and themes, participate in weekly seminars and write weekly seminar papers, participate in workshops, and screen and critically analyze films. In addition, there will be field trips to Pacific Northwest locations with Nikkei historical and cultural connections. Finally, students will complete substantial, individual research projects and make summative presentations of their work.		Chico Herbison Frances V. Rains	Mon Mon Wed Thu Thu	Sophomore SO Junior JR Senior SR	Fall
Numbers: Creative Coding Ben Kamen media arts	Course	SO–SRSophomore - Senior	4	04	Evening		W 14Winter		In this course, students will look at two open-source platforms for creative coding (Processing and Arduino) and explore their use in creating interactive and generative works of art. Using Processing, students will develop techniques for creating algorithmic animations, visualizing data, networking, and manipulating live video. Students will use the Arduino microcontroller platform to connect digital work to the real world, using sensors to gather and interpret information. Students will be introduced to basic programming concepts and develop simple electronic circuits. Reading and seminar will provide a conceptual basis for our technical work. No prior experience is required.		Ben Kamen	Mon	Sophomore SO Junior JR Senior SR	Winter
Numbers: Interactivity and Performance Ben Kamen media arts music Signature Required: Spring	Course	SO–SRSophomore - Senior	4	04	Evening			S 14Spring	In this course, students will develop independent projects building upon their work from previous quarters. Students will dive deeper into technical issues of interactivity and programming using Max/MSP/Jitter, Arduino, and Processing. Students will present project proposals and participate in workshops and critiques along the path to a finished work. Readings and seminar will ground and contextualize our creative work. This course is only open to students previously enrolled in one of the previous "Numbers" courses or with equivalent experience.		Ben Kamen	Mon	Sophomore SO Junior JR Senior SR	Spring
Numbers: Noise and Music Ben Kamen music	Course	SO–SRSophomore - Senior	4	04	Evening	F 13 Fall			This course will examine music theory and sound synthesis through the lens of the Max/MSP/Jitter programming environment. Students will learn how musical ideas can be expressed and manipulated using numbers, simple mathematics, and logic. We will work with musical scales, intervals, chords, and rhythms as well as 20th century concepts of musical organization. Students will dive into digital synthesis techniques, exploring the overtone series and its relationship to timbre. Students will create compositions that explore generative compositional processes, synthesis techniques and tuning systems. No prior musical experience is necessary.		Ben Kamen	Mon	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
Odissi: Dance and Culture Jamie Colley dance	Course	FR–SRFreshmen - Senior	4	04	Evening	F 13 Fall			Odissi, one of the major classical dance styles of India, combines both rhythmic movement and expressive mime. This class will be devoted to the principles of Odissi dance: the synthesis of foot, wrist, hand, and face movement in a lyrical flow to express the philosophy of yoga. Throughout the quarter we will study tala (rhythm). Students will keep a journal of class notes, discuss the readings, and have cross-cultural dialogues.		Jamie Colley	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Odissi: Dance and Culture Jamie Colley dance	Course	FR–SRFreshmen - Senior	4	04	Evening			S 14Spring	Odissi, one of the major classical dance styles of India, combines both rhythmic movement and expressive mime. This class will be devoted to the principles of Odissi dance: the synthesis of foot, wrist, hand, and face movement in a lyrical flow to express the philosophy of yoga. Throughout the quarter we will study tala (rhythm). Students will keep a journal of class notes, discuss the readings, and have cross-cultural dialogues.		Jamie Colley	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
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
On Reading Well revised Steve Blakeslee literature	Course	FR–SRFreshmen - Senior	4	04	Evening	F 13 Fall			This course will help students to develop clearer and more comprehensive understandings of literary texts, as well as to forge a more rewarding relationship with reading in general. In a supportive group environment, students will explore a range of reading strategies, including textual analysis, background research, response and summary writing, and recitation. Then they will apply these tools to an in-depth study of two major works: Charlotte Bronte's and George Orwell's . Students will also pursue additional reading of their choice. Our overall goal is to become more resourceful, effective, and insightful readers.		Steve Blakeslee	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
On the Greyness of Blackness: In Search of a Post-Soul Aesthetic revised Chico Herbison African American studies American studies cultural studies literature writing	Program	JR–SRJunior - Senior	16	16	Day		W 14Winter		(1) Queue up Danger Mouse’s magnificent mash-up, . (2) Traverse the rich critical and cultural landscape of Kevin Young’s . (3) Enter the outrageous world of , whose author, Paul Beatty, was described by writer Jessica Hagedorn as “a nineties Richard Pryor peaking ecstatically on acid.” (4) Discover an aesthetic—variously called “new black,” “post-soul,” and “post-black”—shaped and powered by a group of contemporary African Americans scholars and artists who complicate, in both bold and nuanced fashion, definitions and discussions of this thing called “blackness.” Scholar Mark Anthony Neal employs the “post-soul” label to describe “the political, social, and cultural experiences of the African-American community since the end of the civil rights and Black Power movements.” On the front lines of capturing those experiences is a group of contemporary African American artists whose explorations of the race-identity nexus consistently eschew essentialist notions and, instead, embrace cultural hybridity, multivocality, intersectionality, and intertextuality . . . they insist on “the greyness of blackness.” This program is designed for students seeking advanced study of African American culture in general, and contemporary African American literature in particular. Our primary texts will be fiction: Paul Beatty’s , Danzy Senna’s , Colson Whitehead’s , Percival Everett’s , Jake Lamar’s , and Darius James’s , among others. Our supplemental texts will include essays, poetry, drama, film, and hip-hop music.We will devote two weekly seminars (one facilitated by students) to close readings of written texts, and engage in equally close readings of film and music. In addition to short weekly writing assignments, there will be a major research paper (20–25 pages). Field trips will include museum visits, off-campus films, and music venues.		Chico Herbison	Tue Tue Thu Thu Fri	Junior JR Senior SR	Winter
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
Painting: An Introduction Judith Baumann visual arts Signature Required: Spring	Course	FR–SRFreshmen - Senior	4	04	Evening			S 14Spring	Designed for intermediate to advanced art students, this course will focus on introductory painting techniques using a variety of media. It is highly recommended that students have previous experience with college level drawing courses. As a class, we will paint from observation using still lifes, the figure, and the landscape. Abstraction in contemporary painting will also be addressed. Class time will be devoted to studio work, presentations, demonstrations, and critiques. Students will be expected to work outside of designated class time to complete all required assignments.		Judith Baumann	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
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
Photography, Beginning Steve Davis media arts visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening		W 14Winter		This course emphasizes beginning-level skill development in camera use, lighting, exposure, b/w film and print processing. We will also briefly explore basic color printing and digital photography techniques. The essential elements of the class will include assignments, critiques and surveys of images by other photographers. Students of this class will develop a basic understanding of the language of photography, as a communications tool and a means for personal expression. Students must invest ample time outside of class to complete assignments.		Steve Davis	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Photography, Beginning Hugh Lentz media arts visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening	F 13 Fall			This course emphasizes beginning-level skill development in camera function, exposure, and black-and-white film development and printing as well as an introduction to digital imaging. We will focus on photography's role in issues of the arts, cultural representation, and mass media. Students will have assignments, critiques, collaborations, and viewing of work by other photographers. Each student will complete a final project for the end of the quarter.		Hugh Lentz	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Photography, Color and Lighting Hugh Lentz media arts visual arts Signature Required: Winter	Course	FR–SRFreshmen - Senior	4	04	Evening		W 14Winter		In this course we'll be learning to print from color negatives, work with medium format cameras, photograph with electronic flash, and work in the studio environment. There will be assignments, critiques, and viewing the work of other photographers. All assignments and all work for this class will be in the studio with lighting set-ups. In addition to assignments, each student will be expected to produce a final project of their own choosing and turn in a portfolio at the end of the quarter.		Hugh Lentz	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Photography, Digital Steve Davis media arts visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening	F 13 Fall			This course will introduce students to photographic practice through digital means. We will explore the fundamentals of image-making through digital photographic processes. We will work with digital cameras, software applications, and inkjet printers. Students will create work as exhibition-quality prints, and also create a photographic portfolio for the Web.		Steve Davis	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Photography, Documentary Steve Davis media arts visual arts Signature Required: Spring	Course	SO–SRSophomore - Senior	4	04	Evening			S 14Spring	This class will explore how photography can be effectively used as a tool for creative documentation. You may work in any photographic mediums with which you are experienced (conventional B/W, color, digital). Final projects must address a particular topic (from your perspective) and clearly communicate your message to a broad audience.		Steve Davis	Tue Thu	Sophomore SO Junior JR Senior SR	Spring
Photography Techniques Hugh Lentz media arts visual arts Signature Required: Spring	Course	SO–SRSophomore - Senior	4	04	Evening			S 14Spring	This is an intermediate to advanced photography class where students will be using older methods and techniques of the medium. We’ll be spending a significant part of this class learning about and using 4x5 cameras. Additionally, we'll be working with UV printing, lith films, pinhole cameras, and more. There will be assignments based in these processes, and each student will produce a final project. We’ll also look at the work of contemporary and historical artists using these methods.		Hugh Lentz	Mon Wed	Sophomore SO Junior JR Senior SR	Spring
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
The Pillars of Health, Ancient and Modern Cindy Beck health physiology	Program	FR–SRFreshmen - Senior	8	08	Evening	F 13 Fall	W 14Winter		In our society the human body is often sedentary and overfed, like something on a factory farm. However, it was meant to be active and powered by nourishing whole foods. This is the secret of vitality.We can make daily life more productive, satisfying, and healthy. Using both personal and community health as guideposts, students will embark on a journey of discovery, looking at the body through movement, nutrition, and mindfulness. This program is designed to help students integrate many facets into a healthy lifestyle. Students will learn how flexibility and strength impact the musculoskeletal system on an anatomical and physiological basis. They will understand the impact of exercise on the cardiovascular, respiratory, and nervous systems. Diet will be woven throughout the program, highlighting how our food choices impact our energy, mood, and metabolism.		Cindy Beck	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
PLE Document Writing Nancy Parkes writing Signature Required: Spring	Course	FR–SRFreshmen - Senior	4, 6, 8	04 06 08	Evening			S 14Spring	This course supports the Prior Learning from Experience (PLE) program through which select adults have the unique opportunity to demonstrate college equivalent learning and knowledge stemming from significant professional and cultural experiences. In this rigorous program, students develop an extensive written document made up of a several essays that document and demonstrate college level learning. Through expository writing and research, as well as appendices of prior work, the document analyzes both experience and modes of learning. Students earn credit through a combination of coursework and professional faculty evaluation of the completed document for academic equivalency. Students may take the class for up to a year as they write their document, selecting four, six, or eight credits each quarter up to a cumulative total of 16 credits. Students have extensive opportunities to work with one another in collaborative editing and construction of portfolios. Students completing a PLE Document generally describe their experience as "transformative," helping them to understand the college level equivalence of their professional and life experience, as well as better preparing them for future academic and professional work.		Nancy Parkes	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
PLE Document Writing Nancy Parkes writing Signature Required: Fall	Course	FR–SRFreshmen - Senior	4, 6, 8	04 06 08	Evening	F 13 Fall			This course supports the Prior Learning from Experience (PLE) program through which select adults have the unique opportunity to demonstrate college equivalent learning and knowledge stemming from significant professional and cultural experiences. In this rigorous program, students develop an extensive written document made up of a several essays that document and demonstrate college level learning. Through expository writing and research, as well as appendices of prior work, the document analyzes both experience and modes of learning. Students earn credit through a combination of coursework and professional faculty evaluation of the completed document for academic equivalency. Students may take the class for up to a year as they write their document, selecting four, six, or eight credits each quarter up to a cumulative total of 16 credits. Students have extensive opportunities to work with one another in collaborative editing and construction of portfolios. Students completing a PLE Document generally describe their experience as "transformative," helping them to understand the college level equivalence of their professional and life experience, as well as better preparing them for future academic and professional work.		Nancy Parkes	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
PLE Document Writing Nancy Parkes writing Signature Required: Winter	Course	FR–SRFreshmen - Senior	4, 6, 8	04 06 08	Evening		W 14Winter		This course supports the Prior Learning from Experience (PLE) program through which select adults have the unique opportunity to demonstrate college equivalent learning and knowledge stemming from significant professional and cultural experiences. In this rigorous program, students develop an extensive written document made up of a several essays that document and demonstrate college level learning. Through expository writing and research, as well as appendices of prior work, the document analyzes both experience and modes of learning. Students earn credit through a combination of coursework and professional faculty evaluation of the completed document for academic equivalency. Students may take the class for up to a year as they write their document, selecting four, six, or eight credits each quarter up to a cumulative total of 16 credits. Students have extensive opportunities to work with one another in collaborative editing and construction of portfolios. Students completing a PLE Document generally describe their experience as "transformative," helping them to understand the college level equivalence of their professional and life experience, as well as better preparing them for future academic and professional work.		Nancy Parkes	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Positive Psychology (A) Mark Hurst psychology	Course	FR–SRFreshmen - Senior	4	04	Weekend	F 13 Fall			Following Frankl's existentialist urgings toward hope and meaning, as well as the humanists’ emphasis on self-actualization, leading scholars in psychology founded "positive psychology" in 1998. Since that time, we now have a better understanding of humans at their best. This worldwide collaborative effort has attempted to balance early psychology’s focus on psychopathology. In this class, we will study correlates to life satisfaction and examine empirical science as well as practical strategies for promoting well being, quality of life, and resilience. We will Skype with leading researchers; engage in experiential activities related to gratitude, hope, altruism, etc.; and seminar with inmates in a state prison.This section of the class meets on Saturdays. There is also a Sunday section of the class available.		Mark Hurst	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Positive Psychology (B) Mark Hurst psychology	Course	FR–SRFreshmen - Senior	4	04	Weekend	F 13 Fall			Following Frankl's existentialist urgings toward hope and meaning, as well as the humanists’ emphasis on self-actualization, leading scholars in psychology founded "positive psychology" in 1998. Since that time, we now have a better understanding of humans at their best. This worldwide collaborative effort has attempted to balance early psychology’s focus on psychopathology. In this class, we will study correlates to life satisfaction and examine empirical science as well as practical strategies for promoting well being, quality of life, and resilience. We will Skype with leading researchers; engage in experiential activities related to gratitude, hope, altruism, etc.; and seminar with inmates in a state prison.This section of the class meets on Sundays. There is also a Saturday section of the class available.		Mark Hurst	Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
The Practice of Writing revised Steve Blakeslee writing	Course	FR–SRFreshmen - Senior	4	04	Evening	F 13 Fall			This course will give students a broad overview of prose writing and help them to broaden, deepen, and improve their own writing practice. We will explore every element of the writing process, learning to brainstorm, structure, draft, critique, rewrite, polish, and share work in progress. The course will also address key principles of good writing, challenges like procrastination and writer’s block, and ways to develop productive writing routines.		Steve Blakeslee	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Precalculus I, II Vauhn Foster-Grahler mathematics	Course	FR–SRFreshmen - Senior	4	04	Day		W 14Winter	S 14Spring	This two-quarter sequence of courses will prepare students for calculus and more advanced mathematics. It is a good course for students who have recently had a college-level math class or at least three years of high school math. Students should enter the class with a good knowledge of supporting algebra. Winter quarter will include an in-depth study of linear, quadratic, exponential, and logarithmic functions. Spring will include an in-depth study of trigonometric and rational functions in addition to parametric equations, polar coordinates, and operations on functions. Collaborative learning, data analysis and approaching problems from multiple perspectives (algebraically, numerically, graphically, and verbally) will be emphasized.		Vauhn Foster-Grahler	Mon Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Printmaking: Tradition and Innovation revised Lisa Sweet art history visual arts Signature Required: Winter	Program	SO–SRSophomore - Senior	16	16	Day	F 13 Fall	W 14Winter		It is a commonplace: ' '. In visual art, 'the rules' are the historical traditions and conventions of an artistic medium. Breaking 'the rules' means intelligently and strategically bending and breaking with those traditions and conventions in innovative ways. The history, craft and technique of intaglio printmaking provide rich arenas in which to explore tradition and innovations in 21st century image-making. The fall quarter of the program will focus intensively on seminar readings exploring the history and traditions of print and printmaking: it's early alliances with religious devotion, the Protestant Reformation, the scientific revolution. While focusing on printmaking history, students will practice traditional intaglio techniques including engraving, line etching and aquatint, through responses to weekly studio assignments. In winter quarter, students will have the opportunity to develop a series of thematically-linked images that implement and/or disrupt (break) the 'rules' of printmaking conventions. The winter quarter will emphasize research and artistic practice, image-making as a form of intellectual inquiry, and the development of professional presentation skills for articulating one's artistic work. Printmaking is a remarkably rich and flexible medium with strong political roots. It is also technically rigorous. Students who are comfortable making detailed technical notes, following sequential processes, observing safety protocols, and withstanding the physical demands of artistic work, are encouraged to enroll. ; Students who are new to studio art, or have considerable experience with other artistic practices are welcome. Drawing skills are optional.		Lisa Sweet		Sophomore SO Junior JR Senior SR	Fall
Printmaking: Introduction to Relief Judith Baumann visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening	F 13 Fall			This studio-based course focuses on the rich history of relief printmaking and its applied aesthetic within fine art. Using both wood and linoleum, students will experiment with a variety of printing and carving techniques including hand editioning practices, reduction relief processes, and multiple block methods. Attention to craft and professional presentation of finished prints will be stressed throughout the quarter. Students should exepect to work 6 - 8 hours in the studio outside of class time. The course will conclude with a print exchange.		Judith Baumann	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Printmaking: Photo-based Processes Judith Baumann visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening		W 14Winter		Traditional printmaking processes and photographic techniques combine in this comprehensive overview of photo-based intaglio, serigraphy, photopolymer, cyanotypes, and photolithography. Using computer-generated, digital positives and negatives as films, students will prepare and expose light-sensitized paper, copper plates, screens, polymer, and aluminum plates to create distinctive hand-printed imagery. Throughout the course, students will also study the history and contemporary applications of the medium. While introductory, this course is highly process-based and technical in nature. Students are expected to have prior digital image editing experience. Experience in printmaking and/or photography would also be beneficial.		Judith Baumann	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Printmaking: Stone Lithography Judith Baumann visual arts Signature Required: Spring	Course	SO–SRSophomore - Senior	4	04	Evening			S 14Spring	In this course, students will study contemporary and traditional techniques in stone lithography. Traditional stone lithography, invented in 1796, is the practice of drawing directly onto a prepared stone surface, etching, and then printing from that surface. Students will focus on learning the theory and chemistry of stone lithography through this intensive studio course. Touche washes, direct engraving methods, and color printing will also be demonstrated. Students must have previous experience in printmaking and confidence creating hand drawn imagery.		Judith Baumann	Tue Thu	Sophomore SO Junior JR Senior SR	Spring
Quantitative Research Design and Data Analysis new Chris Portmann mathematics	Course	JR–SRJunior - Senior	4	04	Evening	F 13 Fall			This course will focus on research design issues related to the social sciences including types of studies, sampling, data collection techniques, research ethics, and report writing. Additionally, the course will cover data analysis and presentation strategies including measures of central tendency and parametric testing (e.g., t-test, ANOVA, Pearson Correlation). This course is intended to complement the weekend program , but it can be taken as a stand-alone course.		Chris Portmann		Junior JR Senior SR	Fall
Re-Imagining the Body Hirsh Diamant and Cindy Beck cultural studies health visual arts	Program	FR–SRFreshmen - Senior	8	08	Evening and Weekend			S 14Spring	This interdisciplinary program will explore how the human body was imagined by Eastern and Western cultures and how we can re-imagine the body to achieve better health and a greater sense of well-being. In particular we will study organs and body systems, look at the ways the body was imagined in Western scientific illustration and in alchemical images, Chinese diagrams, and Tibetan paintings. We will look at major organs and body systems from physical, physiological, and spiritual perspectives, practice medical illustration, and explore new ways of understanding and representing the interdependent work of a healthy body. Our study will also include an introduction to energy systems and alternative medicine.Credits will be awarded in medical illustration, cultural studies, and anatomy.		Hirsh Diamant Cindy Beck	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
The Renaissance Art of Bronze Casting new Ann Storey and Bob Woods art history history visual arts Signature Required: Spring	Program	JR–SRJunior - Senior	12	12	Evening and Weekend			S 14Spring	In this interdisciplinary program we will study Italian Renaissance art while we create our own bronze sculptures inspired by that tradition. Sculpture led the way to the realization of the artistic aims of the Renaissance, as artists concentrated on two major challenges: the freestanding figure and the representation of three-dimensional space. We will explore the social, economic, and historical forces that led artists to revive the ideals of classical antiquity and look with fresh eyes at the natural world. In creating our sculpture we will work systematically from ideation to realization—drawing, design, and 3D sculpture—while exploring principles, materials, and techniques. Metal casting will be the main studio vehicle and will incorporate many sequential steps to the finished artwork. The art history portion of the class will present an overview of the Italian Renaissance through lectures, reading, writing, and seminaring.		Ann Storey Bob Woods	Tue Thu Sat	Junior JR Senior SR	Spring
Reservation-Based, Community-Determined Program: Contemporary Indian Communities in a Global Society - Muckleshoot TBA Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior - Senior	12	12	Evening and Weekend	F 13 Fall	W 14Winter	S 14Spring	This program teaches from a Native-based perspective within the context of the larger global society. Students at all reservation sites follow the same curriculum with opportunities to focus on local tribal-specific issues. This program will prepare students to understand the structural inequalities of wealth and economic development. Students will also examine social problems in Native communities through multiple methods and perspectives. Students will understand the impacts of social and political movements, both past and present, by comparing Indigenous societies in the world.The theme for fall quarter is "Indigenous Pathways to Rich and Thriving Communities." Students will examine the field of community and economic development and explore contemporary economic development issues in tribal communities. Students will study the values, vision and principles that guide community and economic development efforts, the process of development, and change strategies such as asset building and community organizing. The course will focus on the promotion of equity and address critical issues such as poverty, racism and disinvestment."Building Healthy Communities" is the theme for winter quarter. During this quarter, students will examine the field of social problems and social policies in a wide range of areas. Students will explore the underlying drive that guides efforts to identify and resolve social problems that challenge society at large and tribal communities in particular, and review the process of building healthy communities and how change strategies are implemented. The theme for spring quarter is "Comparing Indigenous Societies through Social and Political Movements." Students will use a variety of methods, materials and approaches to interpret, analyze, evaluate and synthesize the impact of indigenous peoples' history and policies on 21st century Indigenous societies. Students will focus on movements and activism that changed Indigenous societies at various levels of the social/political landscape from local to international.Over the program year, students from all sites meet thirteen Saturdays on campus at the Longhouse. Through case study and other methods, the curriculum is enhanced and supported. Students participate in workshop-type strands and an integrated seminar that increases writing skills and broadens their exposure to the arts, social sciences, political science and natural science, and other more narrowly defined fields of study.		TBA		Junior JR Senior SR	Fall
Reservation-Based, Community-Determined Program: Contemporary Indian Communities in a Global Society - Nisqually TBA Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior - Senior	12	12	Evening and Weekend	F 13 Fall	W 14Winter	S 14Spring	This program teaches from a Native-based perspective within the context of the larger global society. Students at all reservation sites follow the same curriculum with opportunities to focus on local tribal-specific issues. This program will prepare students to understand the structural inequalities of wealth and economic development. Students will also examine social problems in Native communities through multiple methods and perspectives. Students will understand the impacts of social and political movements, both past and present, by comparing Indigenous societies in the world.The theme for fall quarter is "Indigenous Pathways to Rich and Thriving Communities." Students will examine the field of community and economic development and explore contemporary economic development issues in tribal communities. Students will study the values, vision and principles that guide community and economic development efforts, the process of development, and change strategies such as asset building and community organizing. The course will focus on the promotion of equity and address critical issues such as poverty, racism and disinvestment."Building Healthy Communities" is the theme for winter quarter. During this quarter, students will examine the field of social problems and social policies in a wide range of areas. Students will explore the underlying drive that guides efforts to identify and resolve social problems that challenge society at large and tribal communities in particular, and review the process of building healthy communities and how change strategies are implemented. The theme for spring quarter is "Comparing Indigenous Societies through Social and Political Movements." Students will use a variety of methods, materials and approaches to interpret, analyze, evaluate and synthesize the impact of indigenous peoples' history and policies on 21st century Indigenous societies. Students will focus on movements and activism that changed Indigenous societies at various levels of the social/political landscape from local to international.Over the program year, students from all sites meet thirteen Saturdays on campus at the Longhouse. Through case study and other methods, the curriculum is enhanced and supported. Students participate in workshop-type strands and an integrated seminar that increases writing skills and broadens their exposure to the arts, social sciences, political science and natural science, and other more narrowly defined fields of study.		TBA		Junior JR Senior SR	Fall
Reservation-Based, Community-Determined Program: Contemporary Indian Communities in a Global Society - Peninsula TBA Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior - Senior	12	12	Evening and Weekend	F 13 Fall	W 14Winter	S 14Spring	This program teaches from a Native-based perspective within the context of the larger global society. Students at all reservation sites follow the same curriculum with opportunities to focus on local tribal-specific issues. This program will prepare students to understand the structural inequalities of wealth and economic development. Students will also examine social problems in Native communities through multiple methods and perspectives. Students will understand the impacts of social and political movements, both past and present, by comparing Indigenous societies in the world.The theme for fall quarter is "Indigenous Pathways to Rich and Thriving Communities." Students will examine the field of community and economic development and explore contemporary economic development issues in tribal communities. Students will study the values, vision and principles that guide community and economic development efforts, the process of development, and change strategies such as asset building and community organizing. The course will focus on the promotion of equity and address critical issues such as poverty, racism and disinvestment."Building Healthy Communities" is the theme for winter quarter. During this quarter, students will examine the field of social problems and social policies in a wide range of areas. Students will explore the underlying drive that guides efforts to identify and resolve social problems that challenge society at large and tribal communities in particular, and review the process of building healthy communities and how change strategies are implemented. The theme for spring quarter is "Comparing Indigenous Societies through Social and Political Movements." Students will use a variety of methods, materials and approaches to interpret, analyze, evaluate and synthesize the impact of indigenous peoples' history and policies on 21st century Indigenous societies. Students will focus on movements and activism that changed Indigenous societies at various levels of the social/political landscape from local to international.Over the program year, students from all sites meet thirteen Saturdays on campus at the Longhouse. Through case study and other methods, the curriculum is enhanced and supported. Students participate in workshop-type strands and an integrated seminar that increases writing skills and broadens their exposure to the arts, social sciences, political science and natural science, and other more narrowly defined fields of study.		TBA		Junior JR Senior SR	Fall
Reservation-Based, Community-Determined Program: Contemporary Indian Communities in a Global Society - Port Gamble TBA Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior - Senior	12	12	Evening and Weekend	F 13 Fall	W 14Winter	S 14Spring	This program teaches from a Native-based perspective within the context of the larger global society. Students at all reservation sites follow the same curriculum with opportunities to focus on local tribal-specific issues. This program will prepare students to understand the structural inequalities of wealth and economic development. Students will also examine social problems in Native communities through multiple methods and perspectives. Students will understand the impacts of social and political movements, both past and present, by comparing Indigenous societies in the world.The theme for fall quarter is "Indigenous Pathways to Rich and Thriving Communities." Students will examine the field of community and economic development and explore contemporary economic development issues in tribal communities. Students will study the values, vision and principles that guide community and economic development efforts, the process of development, and change strategies such as asset building and community organizing. The course will focus on the promotion of equity and address critical issues such as poverty, racism and disinvestment."Building Healthy Communities" is the theme for winter quarter. During this quarter, students will examine the field of social problems and social policies in a wide range of areas. Students will explore the underlying drive that guides efforts to identify and resolve social problems that challenge society at large and tribal communities in particular, and review the process of building healthy communities and how change strategies are implemented. The theme for spring quarter is "Comparing Indigenous Societies through Social and Political Movements." Students will use a variety of methods, materials and approaches to interpret, analyze, evaluate and synthesize the impact of indigenous peoples' history and policies on 21st century Indigenous societies. Students will focus on movements and activism that changed Indigenous societies at various levels of the social/political landscape from local to international.Over the program year, students from all sites meet thirteen Saturdays on campus at the Longhouse. Through case study and other methods, the curriculum is enhanced and supported. Students participate in workshop-type strands and an integrated seminar that increases writing skills and broadens their exposure to the arts, social sciences, political science and natural science, and other more narrowly defined fields of study.		TBA		Junior JR Senior SR	Fall
Reservation-Based, Community-Determined Program: Contemporary Indian Communities in a Global Society - Quinault TBA Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior - Senior	12	12	Evening and Weekend	F 13 Fall	W 14Winter	S 14Spring	This program teaches from a Native-based perspective within the context of the larger global society. Students at all reservation sites follow the same curriculum with opportunities to focus on local tribal-specific issues. This program will prepare students to understand the structural inequalities of wealth and economic development. Students will also examine social problems in Native communities through multiple methods and perspectives. Students will understand the impacts of social and political movements, both past and present, by comparing Indigenous societies in the world.The theme for fall quarter is "Indigenous Pathways to Rich and Thriving Communities." Students will examine the field of community and economic development and explore contemporary economic development issues in tribal communities. Students will study the values, vision and principles that guide community and economic development efforts, the process of development, and change strategies such as asset building and community organizing. The course will focus on the promotion of equity and address critical issues such as poverty, racism and disinvestment."Building Healthy Communities" is the theme for winter quarter. During this quarter, students will examine the field of social problems and social policies in a wide range of areas. Students will explore the underlying drive that guides efforts to identify and resolve social problems that challenge society at large and tribal communities in particular, and review the process of building healthy communities and how change strategies are implemented. The theme for spring quarter is "Comparing Indigenous Societies through Social and Political Movements." Students will use a variety of methods, materials and approaches to interpret, analyze, evaluate and synthesize the impact of indigenous peoples' history and policies on 21st century Indigenous societies. Students will focus on movements and activism that changed Indigenous societies at various levels of the social/political landscape from local to international.Over the program year, students from all sites meet thirteen Saturdays on campus at the Longhouse. Through case study and other methods, the curriculum is enhanced and supported. Students participate in workshop-type strands and an integrated seminar that increases writing skills and broadens their exposure to the arts, social sciences, political science and natural science, and other more narrowly defined fields of study.		TBA		Junior JR Senior SR	Fall
Reservation-Based, Community-Determined Program: Contemporary Indian Communities in a Global Society - Tulalip TBA Native American studies community studies cultural studies economics government history law and government policy law and public policy leadership studies political science	Program	JR–SRJunior - Senior	12	12	Evening and Weekend	F 13 Fall	W 14Winter	S 14Spring	This program teaches from a Native-based perspective within the context of the larger global society. Students at all reservation sites follow the same curriculum with opportunities to focus on local tribal-specific issues. This program will prepare students to understand the structural inequalities of wealth and economic development. Students will also examine social problems in Native communities through multiple methods and perspectives. Students will understand the impacts of social and political movements, both past and present, by comparing Indigenous societies in the world.The theme for fall quarter is "Indigenous Pathways to Rich and Thriving Communities." Students will examine the field of community and economic development and explore contemporary economic development issues in tribal communities. Students will study the values, vision and principles that guide community and economic development efforts, the process of development, and change strategies such as asset building and community organizing. The course will focus on the promotion of equity and address critical issues such as poverty, racism and disinvestment."Building Healthy Communities" is the theme for winter quarter. During this quarter, students will examine the field of social problems and social policies in a wide range of areas. Students will explore the underlying drive that guides efforts to identify and resolve social problems that challenge society at large and tribal communities in particular, and review the process of building healthy communities and how change strategies are implemented. The theme for spring quarter is "Comparing Indigenous Societies through Social and Political Movements." Students will use a variety of methods, materials and approaches to interpret, analyze, evaluate and synthesize the impact of indigenous peoples' history and policies on 21st century Indigenous societies. Students will focus on movements and activism that changed Indigenous societies at various levels of the social/political landscape from local to international.Over the program year, students from all sites meet thirteen Saturdays on campus at the Longhouse. Through case study and other methods, the curriculum is enhanced and supported. Students participate in workshop-type strands and an integrated seminar that increases writing skills and broadens their exposure to the arts, social sciences, political science and natural science, and other more narrowly defined fields of study.		TBA		Junior JR Senior SR	Fall
Riparian Environments: Form and Function revised Kenneth Tabbutt and Alison Styring biology ecology field studies geology hydrology	Program	JR–SRJunior - Senior	16	16	Day	F 13 Fall			, Latin for , is the root of riparian. Riparian zones are the interface between land and stream and are some of the most dynamic and fascinating geological and ecological systems on the planet. They are the boundary between biomes and an area of biological and hydrological diversity. This upper-division science program will focus on aspects of this unique environment. Students will learn about the hydrology of river systems and fluvial geomorphology and the animals that populate these corridors. Field studies and applied project work will be emphasized. Students will learn how to use Geographic Information Systems (GIS) as a tool for analyzing and displaying spatial data. The program will include a week-long field trip around the Olympic Peninsula.		Kenneth Tabbutt Alison Styring		Junior JR Senior SR	Fall
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
Russian, Beginning I, II, III revised Elena Smith language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 13 Fall	W 14Winter	S 14Spring	This year-long course is designed to teach students to read the mysterious looking Cyrillic script, write the unique Russian cursive, construct sentences and express themselves in Russian. Students will immerse themselves in the colorful cultural and historical context provided by authentic text, film, music, and visual arts. Exploring selected works by such literary masters as A. Pushkin, L. Tolstoy, and A. Chekhov, to name a few, students will be able to understand not only the specifics of Russian grammar and vocabulary but also the complexities of Russian character and the Russian way of thinking as documented and preserved by outstanding Russian authors.		Elena Smith	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Sacred Intersections: The Arts of Medieval Christianity and Middle Islam Suzanne Simons and Ann Storey aesthetics art history consciousness studies cultural studies history religious studies visual arts	Program	SO–SRSophomore - Senior	8	08	Evening	F 13 Fall	W 14Winter		This two-quarter program will examine a thousand-year period of Christian and Islamic art, art history, poetry, and mysticism from roughly the 4th through 14th centuries. This was a singular period of creativity, spirituality, and change. We will study the motivating ideas and issues of the age: the dynamic influence of migrating tribal cultures on inherited classical traditions, the problem of iconoclasm, and Neoplatonic philosophy expressed through the visions of the mystics. The idea that both mystic and artist were "seers"—seeing beyond the physical into the transcendent and metaphysical—impelled them into visionary realms. We will learn about the mysticism of Hildegard of Bingen, Meister Eckhart, Sufi poets, and other charismatic figures as we see their visions expressed in superb mosaics, illuminated manuscripts, stained glass, sculpture, calligraphy, sacred geometry, miniature painting, and sacred architecture of European Christendom and Islamic empires stretching from Spain to Central Asia. Sacred music of the era will be experienced through recordings and a possible field trip. Art workshops will enable students to move from theory to practice.		Suzanne Simons Ann Storey	Tue Thu	Sophomore SO Junior JR Senior SR	Fall
The Science and Sociology of Human Health revised Carolyn Prouty, Trisha Vickrey and Wenhong Wang biology chemistry health sociology	Program	SO–SRSophomore - Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring	This introductory, three-quarter interdisciplinary program explores the basics of health and illness through the lenses of biology, chemistry and medical sociology. We will focus on the social, cultural and scientific aspects of human health and health care primarily in the U.S., with some comparative examination of global health topics. Our case-based approach will incorporate human biology, anatomy, physiology, nutrition, general chemistry and statistics, while also examining the social aspects of health, illness, and health care.Enhancing our study of human systems biology and chemistry, we will examine topics such as epilepsy, cancer, diabetes, tobacco, and HIV/AIDS, how cultures interact with medical systems, and end-of-life decision-making. These specific topics will provide a platform to explore health care systems and health care reform, social and cultural constructions of health and illness, the social determinants of health, role development of health care professionals and their relationships with patients, and ethical issues involved in medical fields. We’ll also cover basic descriptive and inferential statistics, which will give us quantitative tools to untangle some of the complex issues within these topics.Program activities will include lectures, seminar, lab work, workshops, small-group problem solving, guest lectures, film viewing, and individual and group projects. Students will undertake writing, and statistical assignments focused on interpreting and integrating the topics covered. Students will learn the foundational skills of scientific research; how to find, interpret, and evaluate primary medical literature; and how to critically examine issues related to human health through a variety of lenses.Students who complete three quarters will have a solid foundation in human biology, chemistry, human anatomy, physiology, nutrition, statistics, and medical sociology with a working knowledge of the scientific, social and ethical principles relating to human health and public health.		Carolyn Prouty Trisha Vickrey Wenhong Wang		Sophomore SO Junior JR Senior SR	Fall
Shame and its Neighbors revised Laura Citrin and Kathleen Eamon gender and women's studies philosophy psychology sociology	Program	SO–SRSophomore - Senior	16	16	Day			S 14Spring	How does shame differ from disgust, guilt and embarrassment? How does shame function both socially and individually? In this program, we will pursue a set of themes and questions clustered around . We will look at attempts in social psychology, sociology, psychoanalysis, and philosophy to define shame, to differentiate it from its neighboring emotions and states (like disgust, guilt, embarrassment, etc.), and to understand how it functions both socially and individually. We will look at both general theories and case studies, ranging from topics like morality and moralization, marginalization, bodies and shame, the social life of the emotions, feminist critiques of shame, as well as turning our attention to “counter-shame” movements like sex positivity. Our work in psychoanalysis and philosophy will likely include readings by Hegel, Freud, Lacan, Donald Winnicott, Slavoj Žižek, Hannah Arendt, and Michel Foucault. Our work in social psychology and sociology will draw from Silvan Tomkins, Erving Goffman, Michael Lewis, Thomas Scheff, June Tangney, and Susan Miller. And we will examine at least one novel that deals thematically with shame: Alison Bechdel’s graphic memoir, We will be reading broadly in both contemporary and historical texts, engaging in seminar discussion and writing workshops, and writing reflective, expository, and research papers on shame and related phenomena throughout the quarter. Although any background in the fields of psychology or philosophy will be helpful, successful participation in the inquiry does not depend on it; however, we do recommend the program for students with some lower division experience with the humanities and/or the social sciences.		Laura Citrin Kathleen Eamon		Sophomore SO Junior JR Senior SR	Spring
Shipwrecked! Imperialism, Capitalism, Racism and Cannibalism in the Golden Age of Sail John Baldridge geography history maritime studies	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
Social Innovation and Civic Intelligence new Douglas Schuler communications community studies computer science education political economy sociology	Program	FR–SRFreshmen - Senior	8, 12	08 12	Evening and Weekend	F 13 Fall	W 14Winter	S 14Spring	We are surrounded with problems that aren't going away; problems that cannot be solved by individuals acting alone. At the same time, a variety of powerful barriers often stand in the way of working together successfully. And all too frequently, the institutions that are supposed to help in these matters seem either oppositional or ineffectual.How can we develop and nurture the "civic intelligence" that will help ensure our actions produce the best outcomes? What sorts of creative and, often courageous, actions, events, policies, and institutions are people devising to help meet these challenges? And how can these "add up" to more widespread and enduring social change? As John Robinson of UBC's Institute for Resources, Environment, and Sustainability stated, "If we can't imagine a better world, we won't get it."Social innovation helps us to create and ponder possible futures. Civic intelligence is an evolving, cross-disciplinary perspective that examines, proposes, initiates, and evaluates collective capacity for the common good. It builds on concepts from sociology and other social sciences but also intersects with most — or all — of the other disciplines including the hard sciences, education, cognitive science, the media, and the humanities. In this three quarter program we will focus our efforts—both reflective and action-oriented—on the theory and practice of social innovation and civic intelligence in which "ordinary" people begin to assume greater power and responsibility for creating a future that is more responsive to the needs of people and the planet. We will consider and critique cases of collective action as diverse as the World Social Forum and the Occupy Movement in addition to local and regional approaches in Thurston County and beyond.Throughout the program we will gain understanding and skills through collaborative projects, workshops, films, experiments, games, and group processes. All quarters will include theoretical readings and workshops. Spring quarter will also involve student projects with the goal of effecting real-world change.During fall we will focus on deliberation, collective intelligence, patterns and pattern languages, media, social movements, and the sociology of knowledge. Students will help determine the topics for winter and spring but reasonable candidates include education, alternative economics, collective memory, cooperation, media, participatory design, inequality, or war and peace.Students registering for 12 credits will be working within CIRAL, the Civic Intelligence Research Action Laboratory, for 4 of their credits. CIRAL is designed to help support ongoing, student-led, collaborative projects. It is intended to foster sustained and engaged relationships with groups, organizations, movements, and institutions. In addition to our regular meetings times and the work that they undertake outside of class these students will meet each Wednesday before class from 4:30 to 6:00.		Douglas Schuler	Wed Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Sound and Fury Since Shakespeare cancelled David Marr literature philosophy Signature Required: Fall	Program	SO–SRSophomore - Senior	16	16	Day	F 13 Fall			Out, out, brief candle! Life’s but a walking shadow, a poor player That struts and frets his hour upon the stage And then is heard no more. It is a tale Told by an idiot, full of sound and fury, Signifying nothing. —Macbeth For centuries, thinkers have argued over the purpose of life. Some hold that the purpose is pleasure, and others to worship God and glorify him forever. Still others believe the aim is to alleviate human suffering or to live free or even to learn to die well. Along comes Shakespeare’s Macbeth whose bleak vision says no to all such notions. We are born, we have our hour on the stage, we die: That’s the human story. Could he be right?In this program, we will keep this disturbing question open, as we read Shakespeare’s plays alongside masterpieces of prose fiction. Our method of inquiry will be close textual analysis of how the plays and novels are put together. To this end, the program will be a seminar on the patterns made of words, the aesthetic forms writers use when they breathe life into their tales of human existence. We will read nine plays of Shakespeare and the following novels: Melville, ; Dostoevsky, ; Mann, ; Faulkner, ; and Camus, . The workload will be heavy. This program is for the intellectually curious, diligent student eager to practice the craft of close reading. There will be weekly exams, seminar reports on the authors’ lives and times, one essay on an assigned topic and a comprehensive final exam.		David Marr		Sophomore SO Junior JR Senior SR	Fall
Spanish, Beginning I Dawn Williams language studies	Course	FR–SRFreshmen - Senior	4	04	Evening			S 14Spring	This course covers the first quarter of the first year of Spanish. Students will gain a basic foundation in Spanish vocabulary and grammar and will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. The course is taught primarily in Spanish and involves work in small groups. Many aspects of Latino and Spanish culture will be presented throughout. Some homework activities require Internet access. Courses to complete the first-year of Spanish will be available throughout the following academic year.		Dawn Williams	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Spanish, Beginning I (C) David Phillips language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 13 Fall			This course covers the first quarter of the first year of Spanish. Students will gain a basic foundation in Spanish vocabulary and grammar and will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. The course is taught primarily in Spanish and involves work in small groups. Many aspects of Latino and Spanish culture will be presented throughout. Some homework activities require Internet access. Students from this section will need to join section A or B to continue learning first-year Spanish in winter and spring quarters.		David Phillips	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Spanish, Beginning I, II David Phillips language studies	Course	FR–SRFreshmen - Senior	4	04	Evening		W 14Winter	S 14Spring	This two-quarter sequence of courses covers two-thirds of the first year of Spanish. Students will gain a basic foundation in Spanish vocabulary and grammar and will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. The course is taught primarily in Spanish and involves work in small groups. Many aspects of Latino and Spanish culture will be presented throughout. Some homework activities require Internet access. The final quarter of first-year Spanish will be available in fall quarter and may be offered during summer quarter.		David Phillips	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Spanish, Beginning I, II, III (A) Amaia Martiartu language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 13 Fall	W 14Winter	S 14Spring	This year-long sequence of courses covers the first year of Spanish. Students will gain a basic foundation in Spanish vocabulary and grammar and will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. The course is taught primarily in Spanish and involves work in small groups. Many aspects of Latino and Spanish culture will be presented throughout. Some homework activities require Internet access.		Amaia Martiartu	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Spanish, Beginning I, II, III (B) Arleen Sandifer language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 13 Fall	W 14Winter	S 14Spring	This year-long sequence of courses covers the first year of Spanish. Students will gain a basic foundation in Spanish vocabulary and grammar and will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. The course is taught primarily in Spanish and involves work in small groups. Many aspects of Latino and Spanish culture will be presented throughout. Some homework activities require Internet access.		Arleen Sandifer	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Spanish, Beginning II, III Joseph Alonso language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 13 Fall	W 14Winter		This two-quarter sequence completes the first year of Spanish language study. Students will gain a basic foundation in Spanish vocabulary and grammar and will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. The course is taught primarily in Spanish and involves work in small groups. Many aspects of Latino and Spanish culture will be presented throughout. Some homework activities require Internet access. Students seeking to continue in second-year Spanish after this sequence will have to wait until summer or the following fall to begin the intermediate Spanish sequence.		Joseph Alonso	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Spanish, Beginning III David Phillips language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 13 Fall			This course covers the final quarter of the first year of Spanish. Students will build on their foundation of Spanish vocabulary and grammar and will focus on speaking, listening, writing, and reading activities to acquire essential vocabulary and develop communication skills. The course is taught primarily in Spanish and involves work in small groups. Many aspects of Latino and Spanish culture will be presented throughout. Some homework activities require Internet access. Successful completion of this course serves as preparation to take Intermediate Spanish I in winter quarter.		David Phillips	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Spanish, Intermediate I, II David Phillips language studies	Course	FR–SRFreshmen - Senior	4	04	Evening		W 14Winter	S 14Spring	This sequence of courses is designed for students who have developed conversational Spanish language skills. Communication in class takes place entirely in Spanish. These courses build upon previous work to strengthen communication skills and fluency in Spanish. Coursework focuses on intensive conversation, reading, and writing, as well as practice of grammatical structures. Group conversations and written work will focus on practical themes as well as on many topics related to Latin American societies and Hispanic cultures.		David Phillips	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Spanish, Intermediate I, II, III Hugo Flores language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 13 Fall	W 14Winter	S 14Spring	This year-long sequence of courses is designed for students who have developed conversational Spanish language skills. Communication in class takes place entirely in Spanish. These courses build upon previous work to strengthen communication skills and fluency in Spanish. Coursework focuses on intensive conversation, reading, and writing, as well as practice of grammatical structures. Group conversations and written work will focus on practical themes as well as on many topics related to Latin American societies and Hispanic cultures. By spring, students will be working with complex and abstract ideas in their reading of selected short stories and current news from different sources and in their writing of papers based on specific questions.		Hugo Flores	Mon Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
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
Statistics I (A) Alvin Josephy mathematics	Course	FR–SRFreshmen - Senior	4	04	Evening	F 13 Fall			This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Alvin Josephy	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Statistics I (A) Alvin Josephy mathematics	Course	FR–SRFreshmen - Senior	4	04	Evening		W 14Winter		This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Alvin Josephy	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Statistics I (A) Alvin Josephy mathematics	Course	FR–SRFreshmen - Senior	4	04	Evening			S 14Spring	This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Alvin Josephy	Mon	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Statistics I (B) Allen Mauney mathematics	Course	FR–SRFreshmen - Senior	4	04	Evening	F 13 Fall			This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Allen Mauney	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Statistics I (B) Allen Mauney mathematics	Course	FR–SRFreshmen - Senior	4	04	Evening			S 14Spring	This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Allen Mauney	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Statistics I (B) Allen Mauney mathematics	Course	FR–SRFreshmen - Senior	4	04	Evening		W 14Winter		This course is an introduction to statistics for students with limited mathematical skills, little if any formal exposure to data and data analysis, and no experience with statistics. This class will introduce the student to the statistical process, including data collection, ways of organizing data, an introduction to data analysis, and an opportunity to learn how practitioners present their findings. We will examine several case studies, explore how data is used in explaining common events, and develop a more critical understanding about how statistics allows us to understand the world around us. (Note: Please bring a calculator.)		Allen Mauney	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Statistics II Alvin Josephy mathematics	Course	FR–SRFreshmen - Senior	4	04	Evening		W 14Winter		In this class we will explore the concepts of inferential statistics. This class assumes that the student has a prior background in descriptive statistics. The class will discuss probability, especially in terms of probability distributions, and move on to hypothesis testing. In this context, the class will work with several distributions, such as t, chi square, F as well as the normal distribution, and work with ANOVA and multiple regression. The class will finish with an introduction to non-parametric statistics. In addition, the students will consider journal articles and research concepts, and will prepare a small presentation using the concepts from the class.		Alvin Josephy	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Statistics II Alvin Josephy mathematics	Course	FR–SRFreshmen - Senior	4	04	Evening			S 14Spring	In this class we will explore the concepts of inferential statistics. This class assumes that the student has a prior background in descriptive statistics. The class will discuss probability, especially in terms of probability distributions, and move on to hypothesis testing. In this context, the class will work with several distributions, such as t, chi square, F as well as the normal distribution, and work with ANOVA and multiple regression. The class will finish with an introduction to non-parametric statistics. In addition, the students will consider journal articles and research concepts, and will prepare a small presentation using the concepts from the class.		Alvin Josephy	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Still/Moving revised 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: Advanced Natural History cancelled Alison Styring biology botany ecology natural history zoology Signature Required: Fall	SOS	JR–SRJunior - Senior	16	16	Day	F 13 Fall			Students will work to become specialists on one or more taxonomic groups that occur in the Pacific Northwest. Through field study and literature research, students will develop identification guides and species accounts to post on the Evergreen Natural History websites. Students may conduct specimen-based research using The Evergreen State College Natural History Collections, and projects may also involve a field component. Skills will be developed in taxonomy and systematics, bioinformatics, museum practices, digital imagery for scientific illustration, field ecology and natural history writing.		Alison Styring		Junior JR Senior SR	Fall
Student-Originated Studies: Documenting an Olympian Patron of the Arts revised Sarah Williams art history business and management communications media arts moving image music Signature Required: Fall Winter Spring	SOS	SO–SRSophomore - Senior	12	12	Day	F 13 Fall	W 14Winter	S 14Spring	This year-long program provides an opportunity for students to work on a large, highly collaborative project that requires a multiplicity of skills and knowledge: documenting an Olympian patron of the arts. Students will form a learning community in order to work collectively and collaboratively on a feature-length documentary film about philanthropy and patronage of the arts. Each student will take on specific roles related to editing, marketing/PR, soundtrack composition, and interviewing/researching. However, in order to build new skills, all students will collaborate on every aspect of the project. Students will work together, share research results, and participate in regular critiques with faculty and staff. Collaborative work will include field trips, audio recording, cinematography, marketing, interviewing, and editing. Faculty and staff will support student work through regular meetings, critiques and problem-solving discussions. The peer learning community will collaboratively determine the direction and success of this project. Academic work for each quarter will include weekly meetings with the continuing student director/producer and bi-monthly meetings with faculty and staff in Media as well as Development and Alumni Programs. In addition, students will maintain an academic blog to document the progress of the on-going project . For Fall and Winter Quarters the students will produce a work-in-progress screening. In the spring, the students will organize a campus-wide screening and prepare the film for festival submission. This program is ideal for responsible, enthusiastic and self-motivated students with an interest in developing and reflecting on a substantial project over a substantial period of time.		Sarah Williams		Sophomore SO Junior JR Senior SR	Fall
Student-Originated Studies: Nonprofit Internships revised 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
Student-Originated Studies: Seeds, Beads, Bees and other Biodynamical Processes Sarah Williams agriculture consciousness studies cultural studies field studies gender and women's studies sustainability studies writing	SOS	SO–SRSophomore - Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring	J.W. Goethe Like the role of bees and seeds in the evolution of agriculture, beads—which often are seeds, shells, wax or bone—have an inside and an outside that commute. Seeds, beads and bees are interpenetrating, reciprocal creations. They form assemblages with centers and their use over time can be a measure of the fertility of mind, spirit and body. This SOS will support students in bead-like studies of biodynamic processes in conjunction with an internship, creative practice or field research project. Whether defined in relationship to agricultural, artistic or somatic practices, biodynamic processes are characterized by interconnected, recursive and iterative movements that form holistic patterns. Thus, students will be guided to reflect on their learning itself as a biodynamic process. To what extent is the subject and object of a liberal arts eduction mutually causative? In what ways might thinking be enlivened if informed by a consciousness of temporal rhythms (e.g., respiration) and cosmic forces such as tides and sunlight?This program is ideal for responsible, enthusiastic and self-motivated students with an interest in developing and reflecting on a substantial project over a substantial period of time. In addition to classroom work, each student will create an individual course of academic learning including an internship (e.g., at a local organic farm), creative practice (e.g., nature writing), or field research project (e.g., discovering the differences—and why they matter—between commercial and biodynamic beekeeping). Collaboration, including shared field-trip opportunities, with the Ecological Agriculture and Practice of Sustainable Agriculture programs will be available. Academic work for each quarter will include weekly group meetings, an annotated bibliography and maintenance of a field journal to document independent project learning. In addition to this independent project component, students will engage in weekly readings and written responses, seminar discussions and a final presentation. Unless designed into students projects and agreed upon in advance, all students will be required to attend and actively participate in this one day of weekly class activities, as well as individual self-assessment meetings with the faculty at mid-quarter and the end of the quarter. Interested students should browse the following authors and texts to explore their ability to think and act biodynamically within an intentional learning community. , edited by David Seamon and Arthur Zajonc; by Wolf Storl; by Charles Ridley; by Catherine Cole; by Gary Snyder; by Robert Bringhurst; by Ruth Ozeki; and : by Rudolf Steiner		Sarah Williams	Tue	Sophomore SO Junior JR Senior SR	Fall
Student-Originated Studies: Theory and Practice in the Visual Arts revised Evan Blackwell aesthetics art history education visual arts Signature Required: Spring	SOS	JR–SRJunior - Senior	16	16	Day			S 14Spring	This program is for intermediate to advanced students who are ready for intensive full-time work in theory and practice in the visual arts. Students will design their own projects, complete visual research and write papers appropriate to their topics, share their research through presentations, work intensively in the studio together, produce a significant thematic body of work, and participate in demanding weekly critiques. The program will provide opportunities for independent work while providing a learning community of students with similar interests. Beyond art making and visual research, this program will also provide opportunities for professional development for students who are thinking of graduate school, professional work in the visual arts, visual arts internships, or arts education at any level.	visual arts, museum studies, arts administration, public art, arts organizations, art education and design.	Evan Blackwell		Junior JR Senior SR	Spring
Student-Originated Studies: Visual Arts cancelled Joe Feddersen aesthetics art history visual arts Signature Required: Fall	SOS	JR–SRJunior - Senior	16	16	Day	F 13 Fall			This is an intensive full-time, one-quarter program designed for students ready for intermediate to advanced work in theory and practice in the visual arts. Students should be ready to work independently in the studio and in their research, but must also be interested in the learning community of a classroom. The academic content, lectures, and instruction are collaborations between the faculty and the students enrolled. Credits are earned through your project and research related to your project and program activities such as seminars, the , field trips, and research presentations. Students will work intensively on their proposed projects. They will produce a solid body of work, write papers, present their research to the program, work intensively in the studio together, produce a solid body of work, and participate in critiques. They should expect to work 20 - 30 hours per week outside of class meetings.		Joe Feddersen		Junior JR Senior SR	Fall
Student-Originated Studies: Writing for Publication cancelled Bill Ransom literature writing	SOS	SO–JRSophomore - Junior	16	16	Day			S 14Spring	This SOS is designed for students who have a body of writing in poetry, fiction or creative nonfiction that they would like to polish and submit for publication. Students will read and research a broad spectrum of contemporary publications that feature work in their genre of choice and will choose three to five publications to which they will send their work at the close of the quarter. Participants will receive instruction in effective workshop and critique methods, professional submission protocols and rewriting strategies. Groups of three will meet weekly for peer critique workshops, and an all-student meeting will be held weekly for a combined lecture/seminar session.		Bill Ransom		Sophomore SO Junior JR	Spring
Study Abroad Consortium Partnerships Michael Clifthorne study abroad Signature Required: Fall Winter Spring	Program	SO–SRSophomore - Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring	Consortium is a formal relationship with other institutions to increase travel abroad opportunities for Evergreen students. More than 300 destination programs are offered through consortium, and financial aid can be used to pay for approved program costs. Evergreen students pay the consortium's tuition and fees; they do not pay Evergreen tuition or fees when enrolled in consortium. Enrollment is recorded at both the consortium and at Evergreen; Evergreen students register at Evergreen with a special Course Record Number created specifically for the designated consortium and retain their student status. The Alliance for Global Education offers interdisciplinary study programs in India and China. In India, students can focus on issues of public health, Indian studies, development or the environment, in programs located in Manipal, Pune and Varanasi. In China, students can focus on issues of globalization, development, business, politics, social change and Chinese language, in programs located in Xi'an, Beijing or Shanghai. Internship opportunities are available in both countries. Full semester and summer options. Students earn 15 semester credits (22 quarter credits). The American University in Cairo is a premier, full-service, English-language university founded in Cairo, Egypt, in 1919. Students can focus on a wide range of disciplinary studies through the semester or summer options as study abroad, non-degree students or they can focus on intensive Arabic language through the Intensive Arabic Program. Credits will vary by individual enrollment, but typically range from 15 to 18 semester credits (22 to 27 quarter credits). The Center for Ecological Living and Learning offers programs in Iceland, Nicaragua, Costa Rica, Honduras and Kenya that focus on sustainability, environmental issues, experiential learning and close connection to local communities. Students earn 15 semester credits (22 quarter credits) The Center for Global Exchange provides a set of interdisciplinary study abroad programs sponsored by Augsburg College in Minneapolis, Minn. Students can focus on issues of gender and social change, international business, migration, globalization or social work in Mexico; sustainable development and social change in Central America; or nation building, globalization and decolonization in Namibia. Language study and internships, as part of or in addition to the programs, are available. Students earn 16 semester credits (24 quarter credits). The Council for International Educational Exchange provides study abroad programs in conjunction with multiple university sites in Africa, the Middle East, Europe, Asia, Latin America, the Caribbean and Australia. Students can choose from a wide variety of disciplines, with programs taught either in English, the local language or both. Students earn 15-18 semester credits (22-27 quarter credits) The Danish Institute for Study Abroad offers 14 coordinated programs in Architecture and Design, Biomedicine, Child Diversity and Development, Communication and Mass Media, European Culture and History, European Politics and Society, Global Economics, International Business, Justice and Human Rights, Medical Practice and Policy, Migration and Identity/Conflict, Pre-Architecture, Psychology, Public Health, and Sustainability in Europe. All programs and courses are taught in English, with the exception of Danish language and culture studies. Students earn 15-18 semester credits (22-27 quarter credits). Educational Programs Abroad arranges internship placements in several European countries: England, Scotland, Germany, Belgium, and Spain. Students typically intern 30-35 hours per week, with one or two supplemental classes. Adequate fluency in the language is often, but not always, required. Students earn 16 quarter credits, with options to earn more through special coursework with the University of Rochester and at additional cost. The Institute for Study Abroad, operated through Butler University in Indiana, connects students with multiple university sites in England, Scotland, Wales, Ireland, Australia, New Zealand, Argentina, Chile, Costa Rica, Mexico and Peru. Students enroll in regular university course offerings, with opportunities for internships as well. Fluency in Spanish is required for most Latin American studies programs, with some options for students with lower-level Spanish skills. Students earn 15-18 semester credits (22-27 quarter credits). Summer programs also available. The Jackson School of International Studies at the University of Washington, Seattle, offers Evergreen juniors and seniors a chance to spend one year in the program, focusing on one of 14 regional study areas: Africa, Canada, China, Comparative Religion, European, International, Japan, Jewish Studies, Korea, Latin America and Caribbean, Middle East, Russia-Eastern Europe-Central Asia, South Asia and Southeast Asia studies. Students earn 12-18 quarter credits each quarter, depending on class selection. Evergreen can only recommend a small number of students to this program, so it is competitive, with applications due each March for the following year. Lexia International provides area studies programs in Berlin, Budapest, Buenos Aires, Istanbul, Paris and Rome. These programs combine language study, area studies seminars and independent project work at each location, with students earning 14-16 semester credits (21-24 quarter credits). Programs take place at host institutions and universities, and several have strong emphases on film (Paris), architecture and visual arts (Berlin) and classics (Rome). Living Routes Ecovillages provides interdisciplinary instruction in the areas of sustainability, environmental issues, green design and technology, permaculture studies, organic agriculture, fair trade, women's empowerment, bioregional studies, and other issues. Semester programs are offered in Costa Rica, India, Israel, and Scotland with January and summer programs in India, Mexico, Australia, Brazil, and Peru. Living Routes US-based programs are not available for consortium credit. Students earn 15-18 semester credits (22-27 quarter credits) through the University of Massachusetts - Amherst. International Partnership for Service Learning offers programs that combine language, area studies and community service placements in a number of countries: Australia, Ecuador, France, Ghana, India, Italy, Jamaica, Mexico, Scotland, Spain and Thailand. Students gain valuable experience serving in a variety of community organizations. Semester and summer programs available. 15-17 semester credits (22-25 quarter credits). The School for International Training offers a wide variety of interdisciplinary programs in Africa, Asia, Europe, Latin America and the Middle East that focus on the arts, cultural expression, global health, identity and globalization, environmental issues, post-conflict transformation, social movements, human rights and sustainable development. Programs entail language, thematic studies, independent study projects and close connection to local communities. Students earn 16 semester credits (24 quarter credits). Summer programs are also available. The School for Russian and Asian Studies offers programs throughout the European, Central Asian and Siberian regions of the former Soviet Union on a wide variety of topics: Central Asian Studies, Acting in Russia, Russian Studies Abroad, Translation Abroad, Art in Russia, The Russian Far East, The Russian Psyche, Museums and Art Restoration, Kyrgyz Adventure, Politics and International Relations, Internships and more. Students earn 15-18 semester credits (22-27 quarter credits). SEA Education Association offers programs that focus on ocean exploration, documenting change in the Caribbean, oceans and climate, sustainability in Polynesian island cultures and ecosystems, and energy and the ocean environment. Students spend the first part of the semester in Woods Hole, Mass., preparing for the second part of the semester when they embark on tall-masted sailing ships to continue studies at sea and among island communities. The program offers both Atlantic and Pacific routes. Students earn 16 semester credits (24 quarter credits). Options for upper-level credits are available. Summer programs offered as well. Studio Arts Centers International in Florence, Italy, offers undergraduate options for study in more than 20 studio art and design programs, art history, art conservation and Italian language and culture. Graduate level studies are also available. Students earn 15-18 semester credits (22-27 quarter credits). The University of Arizona - Russia program offers the opportunity to study Russian language and culture in Moscow during the academic year, with summer options in St. Petersburg. Students receive 20-30 hours of instruction per week depending on their level placement. The program takes place at the GRINT Language Center at the Moscow Humanities University. Options for internship placement in Moscow also exist. Students earn 15 semester credits (22 quarter credits). Wildlands Studies offers programs through a number of environmental field projects in several countries: Australia, Belize, Chile, China, Costa Rica, El Salvador, Fiji, India, Mexico, New Zealand, Peru, South Africa, Thailand and Zambia. Wildlands' domestic US programs are not eligible for consortium status. Students are engaged in field studies for seven-week periods typically, and many include cultural studies since communities are part of local environmental systems. Student earn 12 semester credits (18 quarter credits) at the upper-division level, typically distributed across both science and cultural studies, issued through California State University at Monterey Bay.		Michael Clifthorne		Sophomore SO Junior JR Senior SR	Fall
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
Tend and Tell: Developing and Interpreting an Ethnobotanical Garden revised Marja Eloheimo Native American studies botany communications community studies consciousness studies education environmental studies health writing	Program	FR–SRFreshmen - Senior	12	12	Weekend	F 13 Fall	W 14Winter	S 14Spring	Working as a multidisciplinary project team, this yearlong program has a mission. Students will engage in hands-on work to continue to transform the fledgling ethnobotanical garden at the Evergreen “House of Welcome” Longhouse by refining existing habitat areas and developing the sayuyay Sister Garden (a medicinal portion of the garden patterned after a project on the Skokomish Indian Reservation). Through this work, we will create a valuable educational resource and contribute to multiple communities including Evergreen, local K-12 schools, local First Nations, and a growing global collective of ethnobotanical gardens that promote environmental and cultural diversity and sustainability.During fall quarter, students will become acquainted with the garden and its plants, habitats, history, and existing interpretive materials. We will carry out fieldwork, develop plant identification skills, engage in seasonal garden care, review archival materials, and meet some of the people behind the garden's development. We will also refine specific garden and book designs and implementation plans. Students will have the opportunity to select specific projects for individual and group work.During winter quarter, we will focus on the garden's "story" through continued work on existing signage, a book draft, and/or other interpretive materials such as a web page. Students will work independently on skill development, research, and project planning or implementation in their selected areas of interest. Students will also be active during the winter transplant season and will prepare procurement and planting plans for the spring season.During spring quarter, we will plant and care for the garden and present our interpretive materials to the community, wrapping up all of the work we have begun.This program requires commitment to a meaningful real-world project and strongly encourages yearlong participation. It also cultivates community by nurturing each member's contributions and growth and acknowledges the broader contexts of sustainability and global transformation.		Marja Eloheimo	Sat Sun	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
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
The Authentic Self: Becoming an Instrument of Change Marla Elliott and Marcella Benson-Quaziena communications music psychology theater	Program	JR–SRJunior - Senior	8	08	Weekend	F 13 Fall	W 14Winter	S 14Spring	You are the most powerful and versatile tool you have. Do you know who are you and what you stand for? Is that who you want to be? How can you use your presence as an instrument of change? How do you know what you evoke/provoke in others? How do you move in the world with awareness of your authentic self? The ability to communicate and influence is crucial to our effectiveness as we move through many systems. This program is designed for students who want to develop skills of self-knowledge and “use of self” as an instrument of social change.		Marla Elliott Marcella Benson-Quaziena	Sat Sun	Junior JR Senior SR	Fall
Theories of Personality Susan Cummings psychology	Course	SO–SRSophomore - Senior	4	04	Evening		W 14Winter		The major personality theorists will be presented sequentially within their cultural and historical contexts. This will provide the students with a broader understanding of the evolution of ideas concerning human nature. Exploration of theories will be limited to those that apply specifically to the practice of counseling. Attention will be paid to the interaction of the individual with the social milieu, the cultural biases within theory, and the effect of personal history on theoretical claims. This course is a core course, required for pursuit of graduate studies in psychology.		Susan Cummings	Tue	Sophomore SO Junior JR Senior SR	Winter
Transformations: Energy, Education and Society cancelled Allen Olson, Douglas Schuler and Emily Lardner education mathematics physics sociology writing	Program	SO–SRSophomore - Senior	12	12	Evening and Weekend	F 13 Fall	W 14Winter	S 14Spring	The promise of a liberal arts education has always had two dimensions: the opportunity to develop personal skills and abilities and the opportunity to develop the skills and abilities needed to engage meaningfully in a diverse society. In this program, we will focus on both aspects while exploring the transformation of ideas and ideas about specific transformations.Our explorations will be set within a context of 'transformations' as viewed from multiple disciplines. For example, we will study the physics of energy transformations within the context of climate change. We will consider transformations in thinking made possible by skillful and attentive reading and writing. We will explore the use of social theory and technology in social transformation. We anticipate additional topics such as transformational geometry and its role in both mathematics education and computer graphics. At the core of this program will be guided instruction at multiple levels in writing and mathematics as well as a general focus on the creation, critique, and communication of ideas.While we study the theme of transformations from disciplinary and interdisciplinary perspectives, we will also look at the role of education and the specific goals of each student. Andrew Delbanco argues that a liberal arts education helps "people take stock of their talents and passions and begin to sort out their lives in a way that is true to themselves and responsible to others." To this end, we will ask each student and the learning community as a whole a variety of questions: In what ways will you and your college classmates transform the world after you graduate from Evergreen? What knowledge and skills will you need to participate in and contribute to these transformations? What do we need to know and be able to do in order to not just survive but thrive in the present? How can you use your education to contribute to the wider public good? How is education itself transformational, and what type of education is best to promote the learning we need?The design and structure of this program attempts to find ways to build on what incoming students already know, especially students who transfer into Evergreen after completing work leading to significant learning in other contexts. Our definition of "transfer student" includes community college transfers as well as veterans of the military and individuals returning to college after starting their careers. The program is also designed to support students who plan to become teachers and need specific credits in mathematics and other areas.The program is based on creating and sustaining cohorts of learners, and we aim to develop a sense of community that extends beyond the first year of a transfer student's time at Evergreen. Students who have participated in the Transformations program are welcome to return in future years to serve as peer mentors, project team members, research associates, or casual observers. A variety of credit options are available for these future roles.		Allen Olson Douglas Schuler Emily Lardner	Mon Wed Sat	Sophomore SO Junior JR Senior SR	Fall
Tutoring Math and Science For Social Justice Vauhn Foster-Grahler mathematics	Course	FR–SRFreshmen - Senior	2	02	Day			S 14Spring	Tutoring Math and Science For Social Justice will include an examination of some of the current research on the teaching and learning of math and science in higher education and will focus this knowledge on its implications for and applications to diverse groups of learners and social justice. Students will experience and evaluate a variety of tutoring strategies as a student and as a facilitator. This class is strongly suggested for students who are planning on teaching math and/or science or who would like to tutor in Evergreen's Quantitative and Symbolic Reasoning Center.		Vauhn Foster-Grahler	Wed	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Undergraduate Projects in Critical and Creative Practices Naima Lowe African American studies art history communications cultural studies gender and women's studies literature media arts media studies moving image visual arts writing Signature Required: Fall Winter Spring	Program	SO–SRSophomore - Senior	V	V	Day, Evening and Weekend	F 13 Fall	W 14Winter	S 14Spring	This is an opportunity for students to work with faculty from a diverse set of disciplines on creative and scholarly projects. Students will come away with invaluable skills in library and archival research practices, visual arts studio practices, laboratory practices, film/media production practices, critical research and writing, and much more. Critical and Creative Practices is comprised of a diverse group of artists, theorists, scientists, mathematicians, writers, filmmakers and other cultural workers whose interdisciplinary fields of study sit at the crossroads between critical theoretical studies and creative engagement. (experimental media and performance art) creates films, videos, performances and written works that explore issues of race, gender, and embodiment. The majority of her work includes an archival research element that explores historical social relationships and mythic identities. She is currently working on a series of short films and performances that explore racial identity in rural settings. Students working with Naima would have opportunities to learn media production and post-production skills (including storyboarding, scripting, 16mm and HD video shooting, location scouting, audio recording, audio/video editing, etc) through working with a small crew comprised of students and professional artists. Students would also have opportunities to do archival and historical research on African-Americans living in rural settings, and on literature, film and visual art that deals with similar themes. Please go to the catalog view for specific information about each option.		Naima Lowe		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Projects in Critical and Creative Practices with N. Lowe Naima Lowe African American studies art history communications cultural studies gender and women's studies media studies moving image visual arts Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day, Evening and Weekend	F 13 Fall	W 14Winter	S 14Spring	This is an opportunity for students to work with faculty from a diverse set of disciplines on creative and scholarly projects. Students will come away with invaluable skills in library and archival research practices, visual arts studio practices, laboratory practices, film/media production practices, critical research and writing, and much more. Critical and Creative Practices is comprised of a diverse group of artists, theorists, scientists, mathematicians, writers, filmmakers and other cultural workers whose interdisciplinary fields of study sit at the crossroads between critical theoretical studies and creative engagement. (experimental media and performance art) creates films, videos, performances and written works that explore issues of race, gender, and embodiment. The majority of her work includes an archival research element that explores historical social relationships and mythic identities. She is currently working on a series of short films and performances that explore racial identity in rural settings. Students working with Naima would have opportunities to learn media production and post-production skills (including storyboarding, scripting, 16mm and HD video shooting, location scouting, audio recording, audio/video editing, etc) through working with a small crew comprised of students and professional artists. Students would also have opportunities to do archival and historical research on African-Americans living in rural settings, and on literature, film and visual art that deals with similar themes.		Naima Lowe		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Civic Intelligence Douglas Schuler community studies computer science sociology study abroad Signature Required: Fall Winter Spring	Program	SO–SRSophomore - Senior	V	V	Evening and Weekend	F 13 Fall	W 14Winter	S 14Spring	considerable Civic intelligence attempts to understand how "smart" a society is in addressing the issues before it and to think about – and initiate – practices that improve this capacity. It is a cross-cutting area of inquiry that includes the sciences – social and otherwise – as well as the humanities. Visual art, music, and stories, are as critical to our enterprise as the ability to analyze and theorize about social and environmental issues.Although there are many ways to engage in this research, all work will directly or indirectly support the work of the Civic Intelligence Research and Action Laboratory (CIRAL). These opportunities will generally fall under the heading of "home office" or "field" work. The home office work will generally focus on developing the capacities of the CIRAL lab, including engaging in research, media work, or tech development that will support the community partnerships. The field work component will consist of direct collaboration outside the classroom, often on an ongoing basis. Students working within this learning opportunity will generally work with one or two of the clusters of topics and activities developed by previous and current students. The first content clusters that were developed were (1) CIRAL vs. homelessness; (2) environment and energy; and (3) food. In addition to a general home office focus cluster on institutionalizing CIRAL, another focused on media and online support.We are also hoping to support students who are interested in the development of online support for civic intelligence, particularly CIRAL. This includes the development of ongoing projects such as e-Liberate, a web-based tool that supports online meetings using Roberts Rules of Order, and Activist Mirror, a civic engagement game, as well as the requirements gathering and development of new capabilities for information interchange and collaboration.Normally students taking this option will have worked with Doug Schuler previously or are otherwise familiar with CIRAL and the idea of civic intelligence. Students who are interested in type of work and have not met those informal requirements are encouraged to take the program in 2013-14.Please go to the catalog view for additional information.		Douglas Schuler	Wed	Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Civic Intelligence Douglas Schuler community studies computer science sociology study abroad Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Evening and Weekend	F 13 Fall	W 14Winter	S 14Spring	considerable Civic intelligence attempts to understand how "smart" a society is in addressing the issues before it and to think about – and initiate – practices that improve this capacity. It is a cross-cutting area of inquiry that includes the sciences – social and otherwise – as well as the humanities. Visual art, music, and stories, are as critical to our enterprise as the ability to analyze and theorize about social and environmental issues.Although there are many ways to engage in this research, all work will directly or indirectly support the work of the Civic Intelligence Research and Action Laboratory (CIRAL). These opportunities will generally fall under the heading of "home office" or "field" work. The home office work will generally focus on developing the capacities of the CIRAL lab, including engaging in research, media work, or tech development that will support the community partnerships. The field work component will consist of direct collaboration outside the classroom, often on an ongoing basis. Students working within this learning opportunity will generally work with one or two of the clusters of topics and activities developed by previous and current students. The first content clusters that were developed were (1) CIRAL vs. homelessness; (2) environment and energy; and (3) food. In addition to a general home office focus cluster on institutionalizing CIRAL, another focused on media and online support.We are also hoping to support students who are interested in the development of online support for civic intelligence, particularly CIRAL. This includes the development of ongoing projects such as e-Liberate, a web-based tool that supports online meetings using Roberts Rules of Order, and Activist Mirror, a civic engagement game, as well as the requirements gathering and development of new capabilities for information interchange and collaboration.Normally students taking this option will have worked with Doug Schuler previously or are otherwise familiar with CIRAL and the idea of civic intelligence. Students who are interested in type of work and have not met those informal requirements are encouraged to take the program in 2013-14.		Douglas Schuler	Wed	Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Scientific Inquiry Paula Schofield, Brian Walter, Richard Weiss, Abir Biswas, Michael Paros, Clyde Barlow, Judith Cushing, Dharshi Bopegedera, Rebecca Sunderman, EJ Zita, Donald Morisato, Clarissa Dirks, James Neitzel, Sheryl Shulman, Neal Nelson and Lydia McKinstry astronomy biochemistry biology chemistry computer science geology mathematics physics Signature Required: Fall Winter Spring	Program	SO–SRSophomore - Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market.Faculty offering undergraduate research opportunities are listed below. Contact them directly if you are interested. (chemistry) works with biophysical applications of spectroscopy to study physiological processes at the organ level, with direct applications to health problems. Students with backgrounds in biology, chemistry, physics, mathematics or computer science can obtain practical experience in applying their backgrounds to biomedical research problems in an interdisciplinary laboratory environment.. (geology, earth science) studies 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. (chemistry) would like to engage students in two projects. (1) Quantitative determination of metals in the stalactites formed in aging concrete using ICP-MS. Students who are interested in learning about the ICP-MS technique and using it for quantitative analysis will find this project interesting. (2) Science and education. We will work with local teachers to develop lab activities that enhance the science curriculum in local schools. Students who have an interest in teaching science and who have completed general chemistry with laboratory would be ideal for this project. (computer science, ecology informatics) studies how scientists might better use information technology and visualization in their research, particularly in ecology and environmental studies. She would like to work with students who have a background in computer science or one of the sciences (e.g., ecology, biology, chemistry or physics), and who are motivated to explore how new computing paradigms can be harnessed to improve the individual and collaborative work of scientists. Such technologies include visualizations, plugins, object-oriented systems, new database technologies and "newer" languages that scientists themselves use such as python or R. (biology) aims to better understand the evolutionary principles that underlie the emergence, spread and containment of infectious disease by studying the coevolution of retroviruses and their primate hosts. Studying how host characteristics and ecological changes influence virus transmission in lemurs will enable us to address the complex spatial and temporal factors that impact emerging diseases. Students with a background in biology and chemistry will gain experience in molecular biology techniques, including tissue culture and the use of viral vectors. (organic chemistry) is interested in organic synthesis research, including asymmetric synthesis methodology, chemical reaction dynamics and small molecule synthesis. One specific study involves the design and synthesis of enzyme inhibitor molecules to be used as effective laboratory tools with which to study the mechanistic steps of programmed cell death (e.g., in cancer cells). Students with a background in organic chemistry and biology will gain experience with the laboratory techniques of organic synthesis as well as the techniques of spectroscopy. (biology) is interested in the developmental biology of the embryo, a model system for analyzing how patterning occurs. Maternally encoded signaling pathways establish the anterior-posterior and dorsal-ventral axes. Individual student projects will use a combination of genetic, molecular biological and biochemical approaches to investigate the spatial regulation of this complex process. (biochemistry) uses methods from organic and analytical chemistry to study biologically interesting molecules. A major focus of his current work is on fatty acids; in particular, finding spectroscopic and chromatographic methods to identify fatty acids in complex mixtures and to detect changes that occur in fats during processing or storage. This has relevance both for foods and in biodiesel production. The other major area of interest is in plant natural products, such as salicylates. Work is in process screening local plants for the presence of these molecules, which are important plant defense signals. Work is also supported in determining the nutritional value of indigenous plants. Students with a background and interest in organic, analytical or biochemistry could contribute to this work. (computer science) and (computer science) are interested in working with advanced computer topics and current problems in the application of computing to the sciences. Their areas of interest include simulations of advanced architectures for distributed computing, advanced programming languages and compilers, programming languages for concurrent and parallel computing and hardware modeling languages. (biology, veterinary medicine) is interested in animal health and diseases that affect the animal agriculture industry. Currently funded research includes the development of bacteriophage therapy for dairy cattle uterine infections, calf salmonellosis and mastitis. A number of hands-on laboratory projects are available to students interested in pursuing careers in science. (organic, polymer, materials chemistry) is interested in the interdisciplinary fields of biodegradable plastics and biomedical polymers. Research in the field of biodegradable plastics is becoming increasingly important to replace current petroleum-derived materials and to reduce the environmental impact of plastic wastes. Modification of starch through copolymerization and use of bacterial polyesters show promise in this endeavor. Specific projects within biomedical polymers involve the synthesis of poly (lactic acid) copolymers that have potential for use in tissue engineering. Students with a background in chemistry and biology will gain experience in the synthesis and characterization of these novel polymer materials. Students will present their work at American Chemical Society (ACS) conferences. (computer science) is interested in working with advanced computer topics and current problems in the application of computing to the sciences. Her areas of interest include simulations of advanced architectures for distributed computing, advanced programming languages and compilers, programming languages for concurrent and parallel computing, and hardware modeling languages. (inorganic/materials chemistry, physical chemistry) is interested in the synthesis and property characterization of new bismuth-containing materials. These compounds have been characterized as electronic conductors, attractive activators for luminescent materials, second harmonic generators and oxidation catalysts for several organic compounds. Traditional solid-state synthesis methods will be utilized to prepare new complex bismuth oxides. Once synthesized, powder x-ray diffraction patterns will be obtained and material properties such as conductivity, melting point, biocidal tendency, coherent light production and magnetic behavior will be examined when appropriate. (mathematics) is interested in problems relating to graphs, combinatorial games and especially combinatorial games played on graphs. He would like to work with students who have a strong background in mathematics and/or computer science and who are interested in applying their skills to open-ended problems relating to graphs and/or games. (computer science, mathematics) has several ongoing projects in computer vision, robotics and security. There are some opportunities for students to develop cybersecurity games for teaching network security concepts and skills. In robotics, he is looking for students to develop laboratory exercises for several different mobile robotic platforms, including Scribbler, LEGO NXT and iRobot Create. This would also involve writing tools for image processing and computer vision using sequences of still images, video streams and 2.5-D images from the Kinect. In addition, he is open to working with students who have their own ideas for projects in these and related areas, such as machine learning, artificial intelligence and analysis of processor performance. (physics) studies the Sun and the Earth. What are the mechanisms of global warming? What can we expect in the future? What can we do about it right now? How do solar changes affect Earth over decades (e.g., Solar Max) to millennia? Why does the Sun shine a bit more brightly when it is more magnetically active, even though sunspots are dark? Why does the Sun's magnetic field flip every 11 years? Why is the temperature of the Sun’s outer atmosphere millions of degrees higher than that of its surface? Students can do research related to global warming in Zita's academic programs and in contracts, and have investigated the Sun by analyzing data from solar observatories and using theory and computer modeling. Serious students are encouraged to form research contracts and may thereafter be invited to join our research team.Please go to the catalog view for specific information about each option.		Paula Schofield Brian Walter Richard Weiss Abir Biswas Michael Paros Clyde Barlow Judith Cushing Dharshi Bopegedera Rebecca Sunderman EJ Zita Donald Morisato Clarissa Dirks James Neitzel Sheryl Shulman Neal Nelson Lydia McKinstry		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Scientific Inquiry with A. Biswas Abir Biswas geology Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (geology, earth science) studies 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.	geology and earth sciences.	Abir Biswas		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Scientific Inquiry with B. Walter Brian Walter mathematics Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (mathematics) is interested in problems relating to graphs, combinatorial games and especially combinatorial games played on graphs. He would like to work with students who have a strong background in mathematics and/or computer science and who are interested in applying their skills to open-ended problems relating to graphs and/or games.		Brian Walter		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Scientific Inquiry with C. Barlow Clyde Barlow biology chemistry physics Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (chemistry) works with biophysical applications of spectroscopy to study physiological processes at the organ level, with direct applications to health problems. Students with backgrounds in biology, chemistry, physics, mathematics or computer science can obtain practical experience in applying their backgrounds to biomedical research problems in an interdisciplinary laboratory environment.		Clyde Barlow		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Scientific Inquiry with C. Dirks Clarissa Dirks biology Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (biology) aims to better understand the evolutionary principles that underlie the emergence, spread and containment of infectious disease by studying the coevolution of retroviruses and their primate hosts. Studying how host characteristics and ecological changes influence virus transmission in lemurs will enable us to address the complex spatial and temporal factors that impact emerging diseases. Students with a background in biology and chemistry will gain experience in molecular biology techniques, including tissue culture and the use of viral vectors.		Clarissa Dirks		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Scientific Inquiry with D. Bopegedera Dharshi Bopegedera chemistry education Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (chemistry) would like to engage students in two projects. (1) Quantitative determination of metals in the stalactites formed in aging concrete using ICP-MS. Students who are interested in learning about the ICP-MS technique and using it for quantitative analysis will find this project interesting. (2) Science and education. We will work with local teachers to develop lab activities that enhance the science curriculum in local schools. Students who have an interest in teaching science and who have completed general chemistry with laboratory would be ideal for this project.		Dharshi Bopegedera		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Scientific Inquiry with D. Morisato Donald Morisato biology Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (biology) is interested in the developmental biology of the embryo, a model system for analyzing how patterning occurs. Maternally encoded signaling pathways establish the anterior-posterior and dorsal-ventral axes. Individual student projects will use a combination of genetic, molecular biological and biochemical approaches to investigate the spatial regulation of this complex process.	biology, health sciences.	Donald Morisato		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Scientific Inquiry with E. Zita EJ Zita astronomy physics Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (physics) studies the Sun and the Earth. What are the mechanisms of global warming? What can we expect in the future? What can we do about it right now? How do solar changes affect Earth over decades (e.g., Solar Max) to millennia? Why does the Sun shine a bit more brightly when it is more magnetically active, even though sunspots are dark? Why does the Sun's magnetic field flip every 11 years? Why is the temperature of the Sun’s outer atmosphere millions of degrees higher than that of its surface? Students can do research related to global warming in Zita's academic programs and in contracts, and have investigated the Sun by analyzing data from solar observatories and using theory and computer modeling. Serious students are encouraged to form research contracts and may thereafter be invited to join our research team.	astronomy, physics, climate studies.	EJ Zita		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Scientific Inquiry with J. Cushing Judith Cushing computer science Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (computer science, ecology informatics) studies how scientists might better use information technology and visualization in their research, particularly in ecology and environmental studies. She would like to work with students who have a background in computer science or one of the sciences (e.g., ecology, biology, chemistry or physics), and who are motivated to explore how new computing paradigms can be harnessed to improve the individual and collaborative work of scientists. Such technologies include visualizations, plugins, object-oriented systems, new database technologies and "newer" languages that scientists themselves use such as python or R.		Judith Cushing		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Scientific Inquiry with J. Neitzel James Neitzel biochemistry Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (biochemistry) uses methods from organic and analytical chemistry to study biologically interesting molecules. A major focus of his current work is on fatty acids; in particular, finding spectroscopic and chromatographic methods to identify fatty acids in complex mixtures and to detect changes that occur in fats during processing or storage. This has relevance both for foods and in biodiesel production. The other major area of interest is in plant natural products, such as salicylates. Work is in process screening local plants for the presence of these molecules, which are important plant defense signals. Work is also supported in determining the nutritional value of indigenous plants. Students with a background and interest in organic, analytical or biochemistry could contribute to this work.	biochemistry, alternative energy, health sciences.	James Neitzel		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Scientific Inquiry with L. McKinstry Lydia McKinstry chemistry Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (organic chemistry) is interested in organic synthesis research, including asymmetric synthesis methodology, chemical reaction dynamics and small molecule synthesis. One specific study involves the design and synthesis of enzyme inhibitor molecules to be used as effective laboratory tools with which to study the mechanistic steps of programmed cell death (e.g., in cancer cells). Students with a background in organic chemistry and biology will gain experience with the laboratory techniques of organic synthesis as well as the techniques of spectroscopy.	chemistry, health sciences.	Lydia McKinstry		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Scientific Inquiry with M. Paros Michael Paros biology Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (biology, veterinary medicine) is interested in animal health and diseases that affect the animal agriculture industry. Currently funded research includes the development of bacteriophage therapy for dairy cattle uterine infections, calf salmonellosis and mastitis. A number of hands-on laboratory projects are available to students interested in pursuing careers in science.	biology and veterinary medicine.	Michael Paros		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Scientific Inquiry with N. Nelson Neal Nelson computer science Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (computer science) is interested in working with advanced computer topics and current problems in the application of computing to the sciences. His areas of interest include simulations of advanced architectures for distributed computing, advanced programming languages and compilers, programming languages for concurrent and parallel computing and hardware modeling languages.		Neal Nelson		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Scientific Inquiry with P. Schofield Paula Schofield chemistry Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (organic, polymer, materials chemistry) is interested in the interdisciplinary fields of biodegradable plastics and biomedical polymers. Research in the field of biodegradable plastics is becoming increasingly important to replace current petroleum-derived materials and to reduce the environmental impact of plastic wastes. Modification of starch through copolymerization and use of bacterial polyesters show promise in this endeavor. Specific projects within biomedical polymers involve the synthesis of poly (lactic acid) copolymers that have potential for use in tissue engineering. Students with a background in chemistry and biology will gain experience in the synthesis and characterization of these novel polymer materials. Students will present their work at American Chemical Society (ACS) conferences.		Paula Schofield		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Scientific Inquiry with R. Sunderman Rebecca Sunderman chemistry Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (inorganic/materials chemistry, physical chemistry) is interested in the synthesis and property characterization of new bismuth-containing materials. These compounds have been characterized as electronic conductors, attractive activators for luminescent materials, second harmonic generators and oxidation catalysts for several organic compounds. Traditional solid-state synthesis methods will be utilized to prepare new complex bismuth oxides. Once synthesized, powder x-ray diffraction patterns will be obtained and material properties such as conductivity, melting point, biocidal tendency, coherent light production and magnetic behavior will be examined when appropriate.		Rebecca Sunderman		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Scientific Inquiry with R. Weiss Richard Weiss computer science mathematics physics Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (computer science, mathematics) has several ongoing projects in computer vision, robotics and security. There are some opportunities for students to develop cybersecurity games for teaching network security concepts and skills. In robotics, he is looking for students to develop laboratory exercises for several different mobile robotic platforms, including Scribbler, LEGO NXT and iRobot Create. This would also involve writing tools for image processing and computer vision using sequences of still images, video streams and 2.5-D images from the Kinect. In addition, he is open to working with students who have their own ideas for projects in these and related areas, such as machine learning, artificial intelligence and analysis of processor performance.		Richard Weiss		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Scientific Inquiry with S. Shulman Sheryl Shulman computer science Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring	Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (computer science) is interested in working with advanced computer topics and current problems in the application of computing to the sciences. Her areas of interest include simulations of advanced architectures for distributed computing, advanced programming languages and compilers, programming languages for concurrent and parallel computing, and hardware modeling languages.		Sheryl Shulman		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Teaching and Learning new Allen Olson and Emily Lardner education Signature Required: Fall Winter Spring	Research	SO–SRSophomore - Senior	V	V	Day, Evening and Weekend	F 13 Fall	W 14Winter	S 14Spring	Undergraduate students interested in education, pedagogy, cognitive science, and general issues of teaching and learning (the learning sciences) are encouraged to apply to join this research team and explore teaching and learning. Possible areas of study include the following:New students will begin by reading current research and observing learning in formal and informal environments. Evergreen will be the site for our initial research studies. Over time, students will help develop research questions and conduct research at Evergreen and possibly expanding into other learning settings. Students may participate at various levels of credit over multiple quarters and multiple years.		Allen Olson Emily Lardner		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in Teaching and Learning new Allen Olson and Emily Lardner education Signature Required: Fall Winter Spring	Program	SO–SRSophomore - Senior	V	V	Day, Evening and Weekend	F 13 Fall	W 14Winter	S 14Spring	Undergraduate students interested in education, pedagogy, cognitive science, and general issues of teaching and learning (the learning sciences) are encouraged to apply to join this research team and explore teaching and learning. Possible areas of study include the following:New students will begin by reading current research and observing learning in formal and informal environments. Evergreen will be the site for our initial research studies. Over time, students will help develop research questions and conduct research at Evergreen and possibly expanding into other learning settings. Students may participate at various levels of credit over multiple quarters and multiple years.Please go to the catalog view for additional information.		Allen Olson Emily Lardner		Sophomore SO Junior JR Senior SR	Fall
Undergraduate Research in the Humanities Trevor Speller, Greg Mullins, Stacey Davis and Nancy Koppelman literature philosophy political science Signature Required: Fall Winter Spring	Program	JR–SRJunior - Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring	Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (European history) specializes in French history from the 18th century to the present, as well as the history of French colonies in North and West Africa. Students who wish to study European social, cultural, political, intellectual or religious history from the Middle Ages to the present, including topics in the history of gender and sociocultural aspects of the history of art, are welcome to propose research projects. Students are welcome to work with Dr. Davis on her ongoing research projects on 19th-century political prisoners, notions of citizenship and democracy in modern Europe, memory and the history of aging. (American studies) specializes in American social, literary and intellectual history until 1920. Students who wish to study in these fields are welcome to propose research projects and senior theses. Particular interests include the social and intellectual history of the Puritans, the founding generation, immigrants, the working class and the middle class; industrialization and reform movements; pragmatic philosophy; the history of childhood; and the history of technology and consumer culture. Students are also welcome to work with Nancy to participate in her ongoing research projects on alcohol reform movements, the histories of social/economic mobility and of individual physical movement, and ethical themes in American cultural history. (American literature, queer theory) specializes in twentieth-century and contemporary literature and comparative American Studies (U.S./Brazil). His broad interests include the crossroads of aesthetics and politics, national versus transnational formations of literary studies, queer gender and sexuality, memory studies and poststructuralist theory. Most of the capstone projects he has supervised in the past have been centrally concerned with literary and cultural theory, including visual culture and queer theory. Students are enthusiastically welcome to work with Greg on his research on cultures of human rights and representations of human rights in literature and film. (British/anglophone literature) specializes in the long eighteenth century (1650-1830), including the Restoration, the Enlightenment, and Romanticism. Students who wish to study the literature and political philosophy of these periods are welcome to propose research projects, including capstone projects and senior theses. Particular interests include the rise of the novel, the conception of reason and rationality and representations of space and place. Previous projects have included studies of Romantic women writers and travel writing. Students are also welcome to work with the faculty member to develop his ongoing research projects on such authors as Daniel Defoe, John Locke, Thomas Hobbes, Bishop Berkeley, Jonathan Swift and John Milton. Please go to the catalog view for specific information about each option.		Trevor Speller Greg Mullins Stacey Davis Nancy Koppelman		Junior JR Senior SR	Fall
Undergraduate Research in the Humanities with G. Mullins Greg Mullins literature philosophy political science Signature Required: Fall Winter Spring	Research	JR–SRJunior - Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring	Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (American literature, queer theory) specializes in twentieth-century and contemporary literature and comparative American Studies (U.S./Brazil). His broad interests include the crossroads of aesthetics and politics, national versus transnational formations of literary studies, queer gender and sexuality, memory studies and poststructuralist theory. Most of the capstone projects he has supervised in the past have been centrally concerned with literary and cultural theory, including visual culture and queer theory. Students are enthusiastically welcome to work with Greg on his research on cultures of human rights and representations of human rights in literature and film.		Greg Mullins		Junior JR Senior SR	Fall
Undergraduate Research in the Humanities with N. Koppelman Nancy Koppelman literature philosophy political science Signature Required: Fall Winter Spring	Research	JR–SRJunior - Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring	Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (American studies) specializes in American social, literary and intellectual history until 1920. Students who wish to study in these fields are welcome to propose research projects and senior theses. Particular interests include the social and intellectual history of the Puritans, the founding generation, immigrants, the working class and the middle class; industrialization and reform movements; pragmatic philosophy; the history of childhood; and the history of technology and consumer culture. Students are also welcome to work with Nancy to participate in her ongoing research projects on alcohol reform movements, the histories of social/economic mobility and of individual physical movement, and ethical themes in American cultural history.		Nancy Koppelman		Junior JR Senior SR	Fall
Undergraduate Research in the Humanities with S. Davis Stacey Davis literature philosophy political science Signature Required: Fall Winter Spring	Research	JR–SRJunior - Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring	Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (European history) specializes in French history from the 18th century to the present, as well as the history of French colonies in North and West Africa. Students who wish to study European social, cultural, political, intellectual or religious history from the Middle Ages to the present, including topics in the history of gender and sociocultural aspects of the history of art, are welcome to propose research projects. Students are welcome to work with Dr. Davis on her ongoing research projects on 19th-century political prisoners, notions of citizenship and democracy in modern Europe, memory and the history of aging.		Stacey Davis		Junior JR Senior SR	Fall
Undergraduate Research in the Humanities with T. Speller Trevor Speller literature philosophy political science Signature Required: Fall Winter Spring	Research	JR–SRJunior - Senior	V	V	Day	F 13 Fall	W 14Winter	S 14Spring	Students of the humanities who are nearing the end of their Evergreen education may wish to pursue a major research project, senior thesis or capstone project in their particular field of interest. Often, the goal is to contruct an original argument around a particular body of literature, set of ideas or historical events. These kinds of projects develop advanced research skills in the humanities, including the ability to read deeply and critically in a particular field, and to discover and engage with important theoretical writings in that field. Students will also gain valuable skills in reading, analyzing, synthesizing, writing and editing long pieces of complex prose. The best kinds of this work will be invaluable for graduate school applications, and will be an asset to those entering the job market directly following graduation. (British/anglophone literature) specializes in the long eighteenth century (1650-1830), including the Restoration, the Enlightenment, and Romanticism. Students who wish to study the literature and political philosophy of these periods are welcome to propose research projects, including capstone projects and senior theses. Particular interests include the rise of the novel, the conception of reason and rationality and representations of space and place. Previous projects have included studies of Romantic women writers and travel writing. Students are also welcome to work with the faculty member to develop his ongoing research projects on such authors as Daniel Defoe, John Locke, Thomas Hobbes, Bishop Berkeley, Jonathan Swift and John Milton.		Trevor Speller		Junior JR Senior SR	Fall
Woodworking Daryl Morgan visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening		W 14Winter		There is a sense of personal satisfaction and creative accomplishment to be gained from working with wood. The aim of this course is to provide a way to realize that intention through an understanding of the basic principles of designing in wood, the physical properties of the material, and the fundamental skills necessary to shape timber to a purpose.		Daryl Morgan	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Woodworking Daryl Morgan visual arts	Course	FR–SRFreshmen - Senior	4	04	Evening			S 14Spring	There is a sense of personal satisfaction and creative accomplishment to be gained from working with wood. The aim of this course is to provide a way to realize that intention through an understanding of the basic principles of designing in wood, the physical properties of the material, and the fundamental skills necessary to shape timber to a purpose.		Daryl Morgan	Tue	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Woodworking (A) Daryl Morgan visual arts	Course	FR–SOFreshmen - Sophomore	4	04	Evening	F 13 Fall			There is a sense of personal satisfaction and creative accomplishment to be gained from working with wood. The aim of this course is to provide a way to realize that intention through an understanding of the basic principles of designing in wood, the physical properties of the material, and the fundamental skills necessary to shape timber to a purpose.		Daryl Morgan	Mon	Freshmen FR Sophomore SO	Fall
Woodworking (B) Daryl Morgan visual arts	Course	JR–SRJunior - Senior	4	04	Evening	F 13 Fall			There is a sense of personal satisfaction and creative accomplishment to be gained from working with wood. The aim of this course is to provide a way to realize that intention through an understanding of the basic principles of designing in wood, the physical properties of the material, and the fundamental skills necessary to shape timber to a purpose.		Daryl Morgan	Tue	Junior JR Senior SR	Fall
Writing from Life Nancy Parkes writing Signature Required: Spring	Course	FR–SRFreshmen - Senior	4	04	Evening			S 14Spring	This course is designed to help prepare Prior Learning from Experience (PLE) students to write documents that provide evidence of college-level learning from life experience. We will explore various techniques for deriving, clarifying, and expressing meaning from life experience. Students will identify specific knowledge they have gained and will explore various writing techniques available for self-expression. There are also openings in this course for another set of students who will engage in the same readings and preparatory work about effective writing but will engage in creative writing workshops while the PLE students concentrate on learning how to create their PLE documents. Though both groups will follow different writing tracks, we will all share time together supporting and enjoying one another’s work. All students should be prepared to work collaboratively in small groups to discuss ideas and give feedback on each other's writing.		Nancy Parkes	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Writing from Life Nancy Parkes writing Signature Required: Fall	Course	FR–SRFreshmen - Senior	4	04	Evening	F 13 Fall			This course is designed to help prepare Prior Learning from Experience (PLE) students to write documents that provide evidence of college-level learning from life experience. We will explore various techniques for deriving, clarifying, and expressing meaning from life experience. Students will identify specific knowledge they have gained and will explore various writing techniques available for self-expression. There are also openings in this course for another set of students who will engage in the same readings and preparatory work about effective writing but will engage in creative writing workshops while the PLE students concentrate on learning how to create their PLE documents. Though both groups will follow different writing tracks, we will all share time together supporting and enjoying one another’s work. All students should be prepared to work collaboratively in small groups to discuss ideas and give feedback on each other's writing.		Nancy Parkes	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Writing from Life Nancy Parkes writing Signature Required: Winter	Course	FR–SRFreshmen - Senior	4	04	Evening		W 14Winter		This course is designed to help prepare Prior Learning from Experience (PLE) students to write documents that provide evidence of college-level learning from life experience. We will explore various techniques for deriving, clarifying, and expressing meaning from life experience. Students will identify specific knowledge they have gained and will explore various writing techniques available for self-expression. There are also openings in this course for another set of students who will engage in the same readings and preparatory work about effective writing but will engage in creative writing workshops while the PLE students concentrate on learning how to create their PLE documents. Though both groups will follow different writing tracks, we will all share time together supporting and enjoying one another’s work. All students should be prepared to work collaboratively in small groups to discuss ideas and give feedback on each other's writing.		Nancy Parkes	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Winter

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