2013-14 Undergraduate Index A-Z
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| Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days of Week | Multiple Standings | Start Quarters |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
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Nancy Parkes and Hirsh Diamant
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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 | |||
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Michael Paros
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | W 14Winter | Why do humans keep pets and at the same time raise animals for food? What are the psychological and moral complexities that characterize our relationships with animals? What is the impact of human–animal interactions on the health and well-being of people and animals? How do we assess the relative welfare of animals under a variety of circumstances? Anthrozoology is the interdisciplinary study of human (anthro) and animal (zoo) interaction. This topic of inquiry will be used to study general biology, zoology, anthropology and philosophy. Through field trips, guest speakers, reading, writing and discussion, students will become familiar with the multiple and often paradoxical ways we relate to companion animals, animals for sport, zoo animals, wildlife, research animals and food animals. We will use our collective experiences, along with science-based and value-based approaches, to critically examine the ever-changing role of animals in society.We will begin the quarter by focusing on the process of animal domestication in different cultures from an evolutionary and historical perspective. Through the formal study of animal ethics, students will also become familiar with different philosophical positions on the use of animals. Physiology and neuroscience will be used to investigate the physical and mental lives of animals while simultaneously exploring domestic animal behavior. Students will explore the biological basis and psychological aspects of the human-animal bond. Students will then study the science of animal welfare and complete a final project in which they will apply their scientific and ethical knowledge to a controversial and contemporary animal welfare question.Students will be expected to read primary literature in such diverse fields as animal science, ethology, neurobiology, sociobiology, anthropology and philosophy. Student success in this program will depend on commitment to in-depth understanding of complex topics and an ability to combine empirical knowledge and philosophical reflection. | Michael Paros | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | |||||
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Theresa Aragon and Lee Lyttle
Signature Required:
Spring
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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 | ||
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Allen Jenkins
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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 | ||
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Tom Womeldorff and Alice Nelson
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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 | |||||
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Naima Lowe and Therese Saliba
Signature Required:
Fall Winter
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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 | |||
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Susan Preciso and Mark Harrison
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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 | ||
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Peter Bohmer
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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 | ||||
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Michael Paros
Signature Required:
Spring
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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 | |||||
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Leonard Schwartz
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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 | ||||
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Dennis Hibbert
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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 | ||||
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Elizabeth Williamson
Signature Required:
Fall Winter Spring
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Program | SO–SRSophomore - Senior | 16 | 16 | Day | F 13 Fall | W 14Winter | S 14Spring | This program offers Evergreen students the opportunity to co-learn with individuals incarcerated in a maximum-security institution for juvenile males. It is high stakes work that demands consistent engagement—approximately 10-12 hours a week in class and 4-6 hours a week at the institution (including travel time). The learning of students enrolled in this program fuels and is fueled by the learning of the incarcerated students.A fundamental principle of the Gateways program is that every person has talents given to them at birth and valuable experiences that can contribute to our shared learning. It is our job as human creatures to encourage each other to search out and develop our passions and gifts. These values are manifested in the practices of popular education, which will serve as both the process and the content of our work. Our goal is to create an environment in which each person becomes empowered to share their knowledge, creativity, values and goals by connecting respectfully with people from other cultural and class backgrounds. All students will wrestle with topics in diversity and social justice alongside other subjects chosen by the incarcerated students—the main feature of popular education is that it empowers those seeking education to be the local experts in shaping their own course of study.Popular education works through conscientization, the ongoing process of joining with others to give a name to socioeconomic conditions, to reflect critically on those conditions, and thereby to imagine new possibilities for living. In order to do this work successfully, students will practice learning how to meet other learners "where they are at" (literally, in order to better understand the conditions that put some of us in prisons and others in colleges). Students will also develop or hone their skills in contextualizing and analyzing socioeconomic phenomena. Most importantly, students will learn that solidarity does not mean "saving" other people or solving their problems—it means creating conditions that allow them to articulate those problems through genuine dialogue and supporting them as they work toward their own solutions. Program participants will have the opportunity to reflect on how different individuals access and manifest their learning as they gain experience in facilitating discussions and workshops. In the process of collectively shaping the Gateways seminar, they will also learn how to organize productive meetings and work through conflict. Each quarter, students will take increasing responsibility for designing, implementing and assessing the program workshops and seminars. Throughout the year we will seek to expand our collective knowledge about various kinds of relative advantage or privilege while continually working to create a space that is welcoming and generative for all learners.High stakes community-based work requires trust, and trust requires sustained commitment. This program requires that all participants be ready to commit themselves to the program for the entire academic year. | Elizabeth Williamson | Sophomore SO Junior JR Senior SR | Fall | |||
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Donald Morisato and Heather Heying
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Program | JR–SRJunior - Senior | 16 | 16 | Day | F 13 Fall | The theory of evolution is the cornerstone of modern biology, unifying disciplines as diverse as molecular genetics and behavioral ecology. Evolution provides an explanation for the extraordinary biological diversity on this planet. What is the best way to study this process—by focusing on the mechanisms producing genetic variation, by looking at modern organisms for evidence of past evolutionary forces or by generating theory that fits with what we already know? At what level does natural selection act—on genes, on organisms, or on groups of organisms? This program will present and discuss some of the big ideas in evolution and at the same time, examine how we, as scientists, with distinct processes and cultures, approach these questions. We will study several aspects of microevolution—the change that occurs within populations, over time spans that are directly observable by humans—and spend time in the field early in the quarter as a class. Our microevolutionary focus will be animal behavior and students will work in pairs on field-based projects throughout the quarter, while regular workshops in statistics will allow students to conduct their own analyses on their data. On a parallel track, we will consider some of the genetic processes underlying this evolutionary change. We will begin with classical Mendelian genetics and move on to a formal treatment of population genetics and analysis of complex traits. We will be undertaking a laboratory project using . This upper-division science program will have an intensive workload, including reading the primary literature and carrying out experimental work in the laboratory and in the field. Student learning will be assessed by problems sets, writing assignments, statistics workshops and exams. | Donald Morisato Heather Heying | Junior JR Senior SR | Fall | |||||
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Nancy Anderson, Frances V. Rains and Lori Blewett
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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 | ||
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Gerardo Chin-Leo and Trisha Towanda
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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 | |||
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Lydia McKinstry, Benjamin Simon and Clarissa Dirks
Signature Required:
Fall Winter Spring
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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 | ||
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Mukti Khanna and Cynthia Kennedy
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Program | FR–SOFreshmen - Sophomore | 16 | 16 | Day | F 13 Fall | W 14Winter | This two-quarter program explores the creation of health through mind-body perspectives. How can we engage in transformational conversations about the connections between personal, community and planetary health? Knowing that in every moment choices we make can move us toward health, or away from it, this program will explore the myriad ways we can embody choices that keep us and our communities vital and alive. Throughout the program, we will recognize that our individual choices can help us create both personal health and a sustainable environment, a conscious life and a positive presence in society.Fall quarter we will explore systems of health and healing from multicultural, neurobiological and ecopsychological lenses. There is a synergistic relationship between planetary and personal well-being; the health of one is related to the health of the other. We will explore the relationship between the body and the natural world. We'll also explore somatic (body-based) literacy as it relates to leadership, communication and engagement with social issues. Somatic literacy includes listening and acting on information from the body. Winter quarter will allow students to design their own health-based project studies while continuing to explore self-leadership, creativity, emotional intelligence, health and self-image.Students will have an opportunity to learn in many ways using diverse modalities and multiple intelligences. We will integrate somatic learning into our studies, including movement workshops (no prior experience necessary). Our inquiry will ask us to attune ourselves to the wisdom that is available and present in our mind-body awareness. We will participate in community readings, community service, rigorous writing assignments and critical study of important texts. Learning through multiple intelligences can be enjoyable.Come join us! | Mukti Khanna Cynthia Kennedy | Freshmen FR Sophomore SO | Fall | ||||
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Miranda Mellis
Signature Required:
Winter
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Program | JR–SRJunior - Senior | 16 | 16 | Day | F 13 Fall | W 14Winter | Miranda Mellis | Junior JR Senior SR | Fall | |||||
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Erik Thuesen and Cheri Lucas-Jennings
Signature Required:
Spring
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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 | |||
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Steve Blakeslee
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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 | ||||
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Tom Womeldorff, Catalina Ocampo and Alice Nelson
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Program | FR–SRFreshmen - Senior | 16 | 16 | Day | W 14Winter | The recent history of Latin America can be described as a struggle for self-determination, from the wars of independence to the present-day unequal footing in the world economic system. Taking Mexico as a case study, we will explore how questions of self-determination have shaped Latin America and the lives of the various communities that constitute the region. We will focus, in particular, on the different roles that culture, politics, and economics have played in struggles for self-determination and investigate the tensions and symbioses between them. We will ask ourselves: What roles do culture and economics play as tools of self-determination? How can culture facilitate processes of self-determination at moments when political or economic self-determination is not possible? What are the limitations on the use of culture when one has limited political and economic self-determination? What role do third parties play in struggles for self-determination and how do we situate ourselves with regards to various processes of self-determination in Latin America?Our study of various groups and communities within Mexico and across its borders to the north and to the south will illuminate the country’s diversity, while also highlighting the connections between personal, national, and regional politics in Latin America. We will explore how self-determination is manifested in relationships of class, gender and ethnicity and study the specific ways in which struggles for self-determination have emerged in Mexico from the nineteenth century to the present. We will focus on various historical moments and issues including nation-building efforts and conflicts with the United States in the nineteenth century; issues of violence and class during the Mexican Revolution; contradictory uses of Indigenismo; popular movements and state repression in the 1960s and 70s; the emergence of the Zapatista movement; the economic impact of NAFTA; and questions of economic development and cultural identity during recent migrations to the United States.Throughout the quarter, we will engage historical and contemporary realities in Mexico using multiple frameworks from the humanities and the social sciences. In the process, we will introduce literary and cultural theory, as well as economic theories of capitalist development. Students will gain an in-depth ability to interpret literary texts in their social contexts, and to use economic models to understand specific aspects of Latin American societies. This program will involve frequent writing assignments and develop skills in visual analysis. | Tom Womeldorff Catalina Ocampo Alice Nelson | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | |||||
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Joe Feddersen
Signature Required:
Fall
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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 | |||||
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Allen Olson, Douglas Schuler and Emily Lardner
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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 |