2013-14 Undergraduate Index A-Z
Need help finding the right program? Contact Academic Advising
Tips for Using the Catalog
Individual Study includes Individual Learning Contracts (full or part time study contract that is negotiated between a student and faculty/staff sponsor who has knowledge in the area to be studied), Internship Learning Contracts (full or part time contract including applied work experience, that is negotiated among a student, a field supervisor in an organization or business, and an Evergreen faculty/staff sponsor and In Program Internship Contracts (when you are registered for a program and working on an internship as a part of the program). Learn more...
Individual Study
| Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days of Week | Multiple Standings | Start Quarters |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
|
Paul McCreary, Arlen Speights, Barbara Laners, Peter Bacho, Jose Gomez, Gilda Sheppard and Tyrus Smith
|
Program | JR–SRJunior - Senior | 16 | 16 | Day and Evening | F 13 Fall | W 14Winter | S 14Spring | This year’s program takes a holistic approach to systemic change at the community level. Students will explore the roles and responsibilities of citizens in a representative democracy. We will focus on individual- and community-building practices based on literacy in humanities, social sciences, mathematics, science, media and technology. A major emphasis of this program will be the examination of how citizens effectively advocate and engage in activism to address pressing social, legal, economic and ecological problems. Students will be expected to demonstrate understanding, action and leadership in their areas of interest.During fall quarter, students will study historical notions of leadership and strategies employed to achieve social change through activism and advocacy in institutional and non-institutional settings. Students will reflect on their personal experiences and the world around them in order to understand how they may apply the insights, knowledge and skills to promote civic engagement and foster change.Winter's work will be based upon the foundations built in fall quarter. Students will identify, develop and explore models of advocacy and activism that have led to systemic change. They will enhance their knowledge of contemporary social movements, political interest groups, and scientific and legal advocacy. Students will work actively toward the application of this knowledge by developing collaborative action research projects.In spring quarter, students will join theory with practice, utilizing a variety of expansive methods, from writing to media, in order to demonstrate and communicate their perceptions and findings to a wider audience. They will present their collaborative research projects to the public. The information presented will be directed toward benefiting individual and community capacity as well as communicating a wider understanding of their findings to enhance their own lives, the lives of those in their community and the world that we all share. | Paul McCreary Arlen Speights Barbara Laners Peter Bacho Jose Gomez Gilda Sheppard Tyrus Smith | Junior JR Senior SR | Fall | |||
|
Joli Sandoz and Gillies Malnarich
|
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 | ||
|
Theresa Aragon and Lee Lyttle
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 | ||
|
Allen Jenkins
|
Program | FR–SRFreshmen - Senior | 8, 12 | 08 12 | Evening and Weekend | F 13 Fall | W 14Winter | S 14Spring | This program is an introduction to management, leadership, and the basic concepts of entrepreneurship (starting, financing, growing, and running a successful business). It provides theoretical and practical frameworks for the realities of starting and running a business in a global economy. Topics include business structure, financial management, financing operations, growth and leadership, business practices and protocol, and cultural aspects of doing business in today's world. The program will explore how organizations are defined, legally and financially, and advantages and disadvantages of each type. Using seminar, case studies, simulations, guest speakers, discussions, and assigned tasks, we will focus on strategic planning, organizational development, forecasting, budgeting, startup funding, and financial management. Students will build the foundations for a solid understanding of how businesses work and how to manage and lead. These foundations are essential for developing the confidence, objectivity, and vision necessary to make effective decisions both as an individual and as a leader.In fall, the program covers basic concepts and practices of entrepreneurship small business management, and leadership. Winter covers financial and managerial accounting, financial statement analysis, and internal control systems and the significant roles they have in making sound business decisions, and in the management of a business. Students will learn how to use QuickBooks accounting software. The spring quarter of this program adds a 4-credit internship onto the 8-credit program registration. The program continues its quantitative focus covering financial statement and ratio analyses to access company performance and to find the real cost of raising money (cost of capital) in the debt equity (stock) markets. Students will work in small groups to pursue content tailored to their collective interests and will reflect on the experiences of their internships.This program promotes financial intelligence and quantitative reasoning using case studies as a way to "look through" nicely ordered numbers for clues to potential problems and to interpret and convey financial data clearly, concisely, and accurately. Excel is used for assignments, so the complexities of calculation will not be an impediment to learning and will allow students to concentrate on analytical thinking. | Allen Jenkins | Wed Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | ||
|
George Freeman and Terry Ford
|
Program | SO–SRSophomore - Senior | 16 | 16 | Day | F 13 Fall | W 14Winter | S 14Spring | In 1949, clinical psychologists defined a model of graduate training called The Boulder Model, also known as the scientist-practitioner model. The model asks that students' training include research and clinical skills to make more informed and evidence-based decisions regarding treatment. Using this model of the scientist-practitioner, students will co-design a course of study in clinical psychology. The intention of this program is to prepare students at the levels of theory and practice for further study and work in the fields of education and human services. Each quarter will examine multicultural themes regarding race, gender, sexual orientation, class, religious identity and ability/disability. Students will be required to begin a two-quarter long, 15 hour/week internship winter quarter in the fields of education and social services. Constructing a research project may be an option if students prefer research to the internship. Fall quarter, students will engage in a study of the history and systems of psychology and its application to clinical settings and schooling, quantitative and qualitative research methods, multicultural studies and investigate regionally-based internships in preparation for winter and spring quarter placements. Winter quarter's focus on personality theory and psychopathology establishes the two foundational areas of study particular to clinical and counseling psychology and applied settings such as educational settings. We will examine the Three Forces of psychology: psychodynamic theory, behaviorism and humanistic psychology. Students will also begin their self-identified internships for winter and spring quarters in an area of the social services or an educational setting. These theories will serve to inform the experience of the internships and anchor students' practical learning in the latest findings and theories. Students may opt for independent literature-based reviews with faculty approval.Our final quarter will be dedicated to an exploration of theory to practice through communication skills practicum and graduate and employment opportunities. Students will continue their internships started winter quarter through spring quarter.Variable credit options are available to students participating in internships. | George Freeman Terry Ford | Mon Tue Fri | Sophomore SO Junior JR Senior SR | Fall | ||
|
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 | |||||
|
Gail Tremblay
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 | |||
|
Harumi Moruzzi
Signature Required:
Spring
|
Contract | SO–SRSophomore - Senior | 16 | 16 | Day | S 14Spring | This Individual Study offers two options for students: (1) to continue their studies of Japanese literature, culture and society, in the form of Individual Learning Contracts, and (2) to continue their Japanese language and culture studies by studying abroad in Japan. This Individual Study also offers opportunities for students who are interested in creating their own courses of study and research, including study abroad. Possible areas of study are Japanese studies, cultural studies, literature, art and film. Interested students should first contact the faculty via email ( at least 2 weeks before the Academic Fair for spring quarter. | Harumi Moruzzi | Sophomore SO Junior JR Senior SR | Spring | |||||
|
Lawrence Mosqueda
Signature Required:
Fall
|
Contract | SO–SRSophomore - Senior | 16 | 16 | Day | F 13 Fall | This Individual Learning Contract can be a specific in-depth topic or an internship that the student has already researched and begun to get approval from an outside agency. A group of students can also work together and develop a reading list and timetable for completion of a group project. Students can also contact Evergreen's Center for Community-Based Learning and Action for projects that may fit into the parameters of this description. Students should contact the faculty before the fall of 2013. The best time to contact the faculty is at the Academic Fair in spring 2013. Students interested in a self-directed project, research or internship in political economy or political science should contact the faculty by email at . | Lawrence Mosqueda | Sophomore SO Junior JR Senior SR | Fall | |||||
|
Julianne Unsel and Artee Young
|
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 | |||
|
Lydia McKinstry, Benjamin Simon and Clarissa Dirks
Signature Required:
Fall Winter Spring
|
Program | SO–SRSophomore - Senior | 16 | 16 | Day | F 13 Fall | W 14Winter | S 14Spring | This program develops and interrelates concepts in experimental (laboratory and field) biology, organic chemistry and biochemistry, thus providing a foundation for students who plan to continue studies in chemistry, laboratory and field biology and medicine. Students will carry out upper-division work in biochemistry, microbiology, cellular and molecular biology, field biology and organic chemistry in a yearlong sequence. This program will also give students many of the prerequisites needed for the following health careers: medicine, dentistry, veterinary medicine, naturopathy, optometry and pharmacy.The program examines the subject matter through the central idea that structure defines function, integrating a scaled theme from the "cell" to the "molecule" and "ecosystem" levels. We will start with the cell and proceed to the whole organism and ecosystem with the examination of structure-function relationships at all levels. We will examine organic chemistry, the nature of organic compounds and reactions and carry this work into biochemistry and the fundamental chemical reactions of living systems. As the year progresses, the scaled theme will continue through studies of cellular and molecular processes in biological systems.Each aspect of the program will contain a significant laboratory component, some of which may be based on field experiments, involving extensive hands-on learning. On a weekly basis, students will be writing papers and maintaining laboratory notebooks. All laboratory work, and approximately one half of the non-lecture time will be spent working in collaborative problem solving groups. Group work will also include reading and discussion of topics of current or historical significance in science. This is an intensive program; the subjects are complex, and the sophisticated understanding we expect to develop will require students to work for many hours each week, both in and out of class. | laboratory and field biology, chemistry, education, medicine and health science. | Lydia McKinstry Benjamin Simon Clarissa Dirks | Sophomore SO Junior JR Senior SR | Fall | ||
|
Erik Thuesen and Cheri Lucas-Jennings
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 | |||
|
TBA
|
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 | |||
|
TBA
|
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 | |||
|
TBA
|
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 | |||
|
TBA
|
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 | |||
|
TBA
|
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 | |||
|
TBA
|
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 | |||
|
Stephanie Kozick
Signature Required:
Winter Spring
|
SOS | SO–SRSophomore - Senior | 16 | 16 | Day | F 13 Fall | W 14Winter | S 14Spring | This Student-Originated Studies program is intended for upper-level students with a background in community-based learning, and who have made arrangements to carry out a yearlong focused project within an organized community center, workshop, agency, organization or school setting. Community projects are to be carried out through internships, mentoring situations or apprenticeships that support students’ interest in community development. This program also includes a required weekly program meeting on campus that will facilitate a shared, supportive learning experience and weekly progress journal writing. The program is connected to Evergreen's Center for Community-Based Learning and Action (CCBLA), which supports learning about, engaging with and contributing to community life in the region. As such, this program benefits by the rich resource library, staff, internship suggestions and workshops offered through the Center. Students in this program will further their understanding of the concept of “community” as they engage their internship, apprenticeship or mentoring situation. The program emphasizes an asset-based model of community understanding advanced by Kretzmann and McKnight (1993). A variety of short readings from that text will become part of the weekly campus meetings. The range of academic/community work suited to this program includes: working in an official capacity as an intern with defined duties at a community agency, organization or school; working with one or more community members (elders, mentors, artists, teachers, skilled laborers, community organizers) to learn about a special line of work or skills that enriches the community as a whole; or designing a community action plan or case study aimed at problem solving a particular community challenge or need. A combination of internship and academic credit will be awarded in this program. Students may arrange an internship up to 36 hours a week for a 12-credit internship per quarter. Four academic credits will be awarded each quarter for seminar attendance and weekly progress journal writing. Students may distribute their program credits to include less than 12 credits of internship when accompanying research, reading and writing credits associated with their community work are included.During the academic year, students are required to meet as a whole group in a weekly seminar on Wednesday mornings to share successes and challenges, discuss the larger context of their projects in terms of community asset building and well-being, and discuss occasional assigned short readings that illuminate the essence of community. Students will also organize small interest/support groups to discuss issues related to their specific projects and to collaborate on a presentation at the end of each quarter. Students will submit weekly written progress/reflection reports via forums established on the program Moodle site. Contact faculty member Stephanie Kozick if further information is needed. | Stephanie Kozick | Wed | Sophomore SO Junior JR Senior SR | Fall |