2013-14 Undergraduate Index A-Z

Need help finding the right program? Contact Academic Advising
Tips for Using the Catalog

Updated within the Past 30 Days [clear]

See offerings added after the 2013-14 print catalog was published.

Title	Offering	Standing	Credits	Credits	When	F	W	S	Description	Preparatory	Faculty	Days of Week	Multiple Standings	Start Quarters
Adventure Travel and Eco-Tourism: The Businesses and Their History new Robert Smurr business and management cultural studies environmental studies history international studies leadership studies outdoor leadership and education	Program	SO–SRSophomore - Senior	16	16	Day	F 13 Fall			Eco-tourism and adventure travel are frequently proclaimed to be two of the fastest growing sectors of the tourism industry, and both are promoted as more environmentally friendly options than traditional tourism models. Are they really? This program will examine the history, development, and business policies of the adventure travel and eco-tourism industries. Ever since the first adventure travel company emerged in 1969, opportunities for exploring distinct landscapes, species, and human cultures boomed worldwide. What, however, are some of the consequences related to this new type of tourism? Are these industries truly more interested in protecting the environment than they are making money? Why are adventure travelers actually more interested in experiencing traditional landscapes, cultures and beliefs than traditional tourists? Is one truly an eco-tourist if he flies in a airplane half way around the globe to view threatened birds?Physically demanding activities, such as trekking, rafting, and climbing – most often in foreign countries – all became hallmarks of this new type of tourism. In addition to learning the history, economic and cultural power of this "new" tourism, we will also examine specific business models in the program. As such, we will investigate clients, their desires, and how numerous companies strive to meet their demands. Several guest speakers with long histories in adventure travel and eco-tourism will give us added insight, as will numerous field trips.		Robert Smurr	Tue Tue Wed Fri Fri	Sophomore SO Junior JR Senior SR	Fall
American Frontiers, Homelands, and Empire revised Zoltan Grossman and Kristina Ackley American studies Native American studies community studies cultural studies education geography history international studies	Program	FR–SOFreshmen - Sophomore	16	16	Day	F 13 Fall	W 14Winter		Students will explore the juxtaposed themes of Frontier and Homeland, Empire and Periphery and the Indigenous and Immigrant experience. We will use historical analysis (changes in time) and geographic analysis (changes in place) to critique these themes, and will turn toward cultural analysis for a deeper understanding of race, nation, class and gender. We will take as our starting point a critique of Frederick Jackson Turner’s “Frontier Thesis”—that the frontier is "the meeting point between savagery and civilization"—as a racist rationale for the colonization of Native American homelands. We will consider alternative histories of Anglo-American expansion and settlement in North America, with interaction, change, and persistence as our unifying themes.We will study how place and connection is nurtured, re-imagined and interpreted, particularly in Indigenous and recent immigrant communities. We will connect between the ongoing process of "Manifest Destiny" in North America and subsequent overseas imperial expansion into Latin America, the Pacific and beyond. The colonial control of domestic homelands and imperial control of foreign homelands are both highlighted in recent patterns of recent immigration. These patterns involve many "immigrants" who are in fact indigenous to the Americas, as well as immigrants from countries once conquered by the U.S. military. The American Empire, it seems, began at home and its effects are coming back home and will be contested again.In fall quarter, we will track the historical progression of the frontier across North America and overseas and the territorial and cultural clashes of immigrant and colonized peoples. We will hear firsthand the life stories of local individuals and communities to understand their narratives of conflict, assimilation, resistance and survival. In the winter quarter, we will look at contemporary case studies that show the imprint of the past in the present and how 21st-century North American communities (particularly in the Pacific Northwest) are wrestling with the legacies of colonization, imperialism and migration. In particular, we will examine the overlapping experiences of Native Americans and recent immigrants, and Indigenous territories and migrations that transgress or straddle the international border as defined by "Homeland Security. This program offers ideal opportunities for students to develop skills in writing, research, and analysis.		Zoltan Grossman Kristina Ackley	Tue Wed Fri	Freshmen FR Sophomore SO	Fall
Botany: Plants and People revised Frederica Bowcutt botany economics environmental studies field studies gender and women's studies history natural history writing	Program	SO–SRSophomore - Senior	16	16	Day	F 13 Fall	W 14Winter		This two-quarter program allows students to learn introductory and advanced plant science material in an interdisciplinary format. The program is suitable for both advanced and first year students who are looking for an opportunity to expand their understanding of plants and challenge themselves. Students will learn about plant anatomy, morphology and systematics. Lectures based on textbook readings will be supplemented with laboratory work. The learning community will explore how present form and function informs us about the evolution of major groups of plants such as mosses, ferns, conifers and flowering plants. Students will get hands-on experience studying plants under microscopes and in the field. To support their work in the field and lab, students will learn how to maintain a detailed and illustrated nature journal. Instruction will be given in the history and practice of botanical illustration.A central focus of the program is people's relationships with plants for food, fiber, medicine and aesthetics. Economic botany will be studied through seminar texts, films, and lectures that examine agriculture, forestry, herbology and horticulture. Students will examine political economic factors that shape our relations with plants. Through economic and historical lenses, the learning community will inquire about why people have favored some plants and not others or radically changed their preferences, for example considering a former cash crop to be a weed. Readings will examine the significant roles botany has played in colonialism, imperialism and globalization. Students will also investigate the gender politics of botany. For example, botany was used to inculcate "appropriate" middle and upper class values among American women in the 19th century. Initiatives to foster more socially just and environmentally sustainable relations with plants will be investigated.In winter, students will write a major research paper on a plant of their choosing. Through a series of workshops, they will learn to search the scientific literature, manage bibliographic data and interpret and synthesize information, including primary sources. Through their research paper, students will synthesize scientific and cultural information about their plant.		Frederica Bowcutt	Mon Tue Wed Fri	Sophomore SO Junior JR Senior SR	Fall
Business and Management Strategies for the Private and Public Sectors revised Theresa Aragon and Lee Lyttle business and management Signature Required: Spring	Program	JR–SRJunior - Senior	16	16	Weekend	F 13 Fall	W 14Winter	S 14Spring	This year-long, weekend-intensive, business and management program will assess business, management, and leadership in both the public and private sectors. We will explore these in the context of contemporary technological advances and globalization. Organizations and governmental agencies will be examined within their economic, political, and social environment. Organizational development and management strategies will be analyzed in terms of current and future utility and the delivery of the public good. Traditional elements of management such as decision making, strategic planning, organizational behavior, human resources, and conflict management are incorporated throughout the program. Application of theory and enhancement of critical thinking will occur through problem solving and case study analyses. Assignments will place a heavy emphasis on developing analytical, verbal, written, and electronic communication skills through dialogue, seminars, critical essays, training modules, research papers, and formal presentations. Managerial skills will be developed through scenario building, scripting, role-play, and case development among other techniques.Fall quarter will focus on self-assessment, interpersonal management skills, leadership, strategic management, and conflict management. Learning objectives will include the development of interpersonal managerial skills, team building, and developing an understanding of leadership in both business and governmental settings. Winter quarter will focus on strategic management theory, policy analysis, and developing the ability to plan and execute a strategic plan. Learning objectives will include developing an understanding of basic finance, economic, and strategic management concepts. Skill development objectives will include the ability to utilize analytical tools to assess a company’s or agency’s performance and to develop recommendations to ensure continued success in either sector. Spring quarter will focus on applying managerial skills and strategic management concepts and analytical tools in the workplace via internships. Selected concepts in change management and managing people will be analyzed in terms of their utility in the workplace. Learning objectives will include developing an understanding of change management and of managing people. Skill development objectives will include the ability to critique and apply people and change management concepts in the public or private sector workplace.		Theresa Aragon Lee Lyttle	Sat Sun	Junior JR Senior SR	Fall
Clinical Psychology: The Scientist-Practitioner Model revised George Freeman and Terry Ford cultural studies education leadership studies psychology	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
Creating Dangerously: Advanced Studies new Naima Lowe and Therese Saliba African American studies cultural studies gender and women's studies media studies writing Signature Required: Fall Winter	Program	JR–SRJunior - Senior	16	16	Day and Evening	F 13 Fall	W 14Winter	S 14Spring	This is an opportunity for a small number of Junior-Senior students with a strong background in one or a combination of the following: visual art, art history, literature, creative writing, media theory, cultural studies, critical race studies, or feminist studies. Students with this background will participate in all of the activities and readings of , but also be asked to complete longer and more in-depth assignments and a large-scale project that will be developed over the course of the year. These students will also act as peer mentors for the Freshman-Sophomore students in the class, and will have opportunities for ongoing critique on projects with program faculty. In addition, advanced students will be required to take a year-long, 2-credit sequence in Critical and Cultural Theory offered one evening a week by Greg Mullins.		Naima Lowe Therese Saliba		Junior JR Senior SR	Fall
Creativity and Diversity in American Culture: Art and Narrative in Response to Place revised Gail Tremblay and Rebecca Chamberlain cultural studies literature visual arts	Program	FR ONLYFreshmen Only	16	16	Day	F 13 Fall	W 14Winter		How does culture affect the visions and worldviews of writers, artists and filmmakers? How does place affect culture? We will explore these questions and connections through careful reading and analysis of literature, film, and art history from a multicultural perspective. As students of culture, we will examine the way in which place and migration from place shapes cultural production of texts and art, as well as how our connection to the natural world affects creativity.Over the course of the program we will read books by African American, Native American, Asian American, European American, Chicano and other Latino writers, and will take field trips to museums, and cultural events in Washington and Oregon. There will be guest speakers from diverse communities sharing their perspectives about their practice as writers, artists, and scholars. Workshops in writing composition, poetry, and art will provide the opportunity to develop a creative practice and create art, poetry, and various forms of narrative. Weekly response essays will provide opportunities for reflection and integration. Fall quarter, we will study works by a diverse group of American writers, artists, and filmmakers. The first book will be Linda Hogan's novel, Early in the quarter, a multi-day field trip to the Makah Nation in Neah Bay on the northwest tip of the Olympic Peninsula will allow us to study the artifacts from Ozette, a 14th village on the Pacific Ocean. We will meet with artists, and cultural experts from the Makah culture and learn about their relationship to place. Winter quarter, we will continue to explore creative works by diverse writers, artists, and filmmakers, which will include essays by multicultural American naturalists that speak to our human connection to earth and place. In addition to field trips and workshops on poetry and art, students will write two five page expository essays, and one ten-page research paper. During the second half of the quarter, they will also do a creative project that grows out of our work over the past two quarters.	literature, education, art, and cultural studies.	Gail Tremblay Rebecca Chamberlain	Mon Tue Thu	Freshmen FR	Fall
Culture as History revised Susan Preciso and Mark Harrison American studies history literature media studies	Program	SO–SRSophomore - Senior	8	08	Evening and Weekend	F 13 Fall	W 14Winter	S 14Spring	“Culture is simply the ensemble of stories we tell ourselves about ourselves” (Clifford Geertz).Those stories, our national myths and cultural icons, will provide the lens through which we will examine American history in this year-long program. Students will study works of fiction, film, and history in order to learn how our culture shapes our understanding of past and present realities. Each quarter students will incorporate quantitative methods to enrich and explain aspects of American culture. We’ll look at cultural products, from high art to popular culture with a particular focus on film and literature, to see how they reflect and shape our ideas about who and what we are. Our study will be organized around three turbulent decades in American history.During Fall Quarter, we will consider the post-Civil War years, to include Reconstruction and western expansion. From dime novels to Hollywood westerns, we’ll examine how deeply we are shaped by 19 and 20 century frontier ideology. Money and technology—capitalism and the railroads—also drove westward migration. We’ll see the tensions around race and class as they figure in film, novels, and popular culture.Winter quarter, we will move to the 1930s. How did the Great Depression and the policy created to deal with that crisis change the way we see government? What was the impact of two great migrations—from the dust bowl states to the West, and from the agricultural South to the industrial north—on American society? In such a time of hardship and deprivation, how do we explain the Golden Age of Hollywood and the invention of classic genres, 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
East-West Psychology: Destructive Thought/Emotion revised Jamyang Tsultrim philosophy psychology	Course	FR–SRFreshmen - Senior	4	04	Weekend	F 13 Fall			Are destructive emotions innately embedded in human nature? Can they be eradicated? A growing body of Western research has examined these and other questions through the perspectives of Eastern psychology and philosophy which view destructive emotions, perceptions, and behaviors as the primary source of human suffering. To alleviate this suffering, Eastern psychology has developed a rich and varied methodology for recognizing, reducing, transforming, and preventing these destructive forms of mind and emotion. After examining the nature and function of the afflictive mind/emotions, students will choose one emotion to study in-depth and develop effective East/West interventions to transform this emotion/state of mind.		Jamyang Tsultrim	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
East-West Psychology: Insightful Thought/Emotion revised Jamyang Tsultrim philosophy psychology	Course	FR–SRFreshmen - Senior	4	04	Weekend		W 14Winter		In what ways do our constructive emotions/perceptions enhance our ability to see reality? Are there effective methods for training the mind to cultivate positive thought/emotions? Students will analyze the nature of constructive emotion/thoughts, their influence on our mental stability and brain physiology, and methodologies for influencing and improving mental development and function. Students will explore the correlation between mental training of the mind and physiological changes in the brain. We will also examine the nature of the genuine happiness from Eastern and Western psychological models of mind/emotion as well as from a traditional epistemological model of cognition based on Indo-Tibetan studies.		Jamyang Tsultrim	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Education and Empowerment-Understanding Critical Race Theory and Qualitative Research revised Grace Huerta and Leslie Flemmer African American studies community studies cultural studies education field studies gender and women's studies language studies law and public policy	Program	SO–SRSophomore - Senior	16	16	Day	F 13 Fall	W 14Winter		Are educators challenged to meet the needs of diverse learners in the public schools? While scholars generate research to illuminate the lived experiences of marginalized students, why are such findings missing from educational policy, curriculum development and teacher practice today? As we strive to make connections between critical race theory and schooling, we argue that the voices of diverse populations are necessary for a thorough analysis of the educational system.In order to pursue these essential questions, our program will interrogate how dominant theories of learning and knowledge are often legitimized without regard for race, class, culture and gender. Critical race theory (CRT) provides a framework to consider multiple perspectives specific to history, diaspora, language and power. Through these perspectives, we will analyze diverse ways of knowing that inform new systems of educational policy and teacher praxis. This work will be useful for those students considering graduate school in educational policy, qualitative research and teacher preparation.Through the fall and winter, we will practice qualitative methods to describe and analyze diverse perspectives through our community service in the schools and field research. Student teams will conduct their own project and learn how to: 1) identify a research problem and question; 2) select qualitative research methods (i.e. participant observation, counter-narratives and oral history) to answer their question and prepare a human subjects application; 3) complete a literature review; 4) collect, code and analyze data; and, lastly; 5) write and present their research findings to targeted audiences.Over the course of this program, students will develop analytical skills to identify how CRT frameworks inform institutional practices. Program participants will meet with educators, advocates and students to analyze the various theories at play in various sites of study, as well as in the classroom. In order to demonstrate their understanding of CRT and qualitative research, students will complete a formal paper for possible conference submission, a policy brief or grant proposal, and recommendations to present to community stakeholders.		Grace Huerta Leslie Flemmer	Mon Tue Thu	Sophomore SO Junior JR Senior SR	Fall
Entrepreneurship and Economic Development new John Filmer American studies business and management communications economics government history law and public policy leadership studies political economy Signature Required: Winter	Program	SO–SRSophomore - Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring	How are organizations managed? What skills and abilities are needed? Organizations, fail or succeed according to their ability to adapt to fluid legal, cultural, political and economic realities. The management of organizations will play a seminal role in this program, where the primary focus will be on business and economic development. Management is a highly interdisciplinary profession where generalized, connected knowledge plays a critical role. Knowledge of the liberal arts/humanities or of technological advances may be as vital as skill development in finance, law, organizational dynamics or the latest management theory. An effective leader/manager must have the ability to read, comprehend, contextualize and interpret the flow of events impacting the organization. Communication skills, critical reasoning, quantitative (financial) analysis and the ability to research, sort out, comprehend and digest voluminous amounts of material characterize the far-thinking and effective organizational leader/manager.This program will explore the essentials of for-profit and non-profit business development through the study of classical economics, free market principles, economic development and basic business principles. Selected seminar readings will trace the evolution of free market thinking in our own Democratic Republic. Critical reasoning will be a significant focus in order to explicate certain economic principles and their application to the business environment. You will be introduced to the tools, skills and concepts you need to develop strategies for navigating your organization in an ever-changing environment. Class work will include lectures, book seminars, projects, case studies, leadership, team building and financial analysis. Expect to read a lot, study hard and be challenged to think clearly, logically and often. Texts will include by Thomas Zimmerer by Thomas Sowell, by M. Neil Browne and Stuart Keeley, and by John A. Tracy. A stout list of seminar books will include , by Hayek, by Thomas Paine and by DeToqueville. In fall quarter, we will establish a foundation in economics, business, critical reasoning and the history of business development in the United StatesWinter quarter will emphasize real life economic circumstances impacting organizations. You will engage in discussions with practitioners in businesses and various other private sector and government organizations. You will be actively involved in research and project work with some of these organizations and it will provide an opportunity to investigate and design exciting internships for the spring quarter.In spring quarter, the emphasis will be on individual projects or internships. Continuing students will design their own curriculum. This will require students to take full responsibility for their learning, including a bibliography, the design of the syllabus, and learning schedule. The faculty sponsor merely acts as an educational manager and not as a tutor. In-program internships provide a different opportunity to apply prior learning but in this case, with the intent of developing applied skills and people skills rather than focusing solely on advanced study or research.		John Filmer	Mon Wed Fri	Sophomore SO Junior JR Senior SR	Fall
The Epic and The Everyday new Ulrike Krotscheck and Marilyn Freeman classics cultural studies literature media arts media studies moving image visual arts writing	Program	FR–SRFreshmen - Senior	16	16	Day	F 13 Fall	W 14Winter		Must quotidian always be associated with humdrum? Rather, it is perhaps the quotidian—the everyday, the banal—that, in the long run, heroically ensures the survival of the individual and the group as a whole. -Michel Maffesoli, An “epic” is generally defined as a poem or narrative of considerable length, which explores grand themes such as a hero’s journey, or the origin myth of a country or peoples. As an adjective, “epic” refers to something that is larger than life and often extra-ordinary. By contrast, the “everyday” is flatly defined as ordinary and is often seen as boring, trivial, and lacking in grandeur. Yet, the “everyday” has a rich creative history and garners remarkable attention in contemporary art, spiritual practices, and other areas of study and praxis. Our lives are made up of both the epic and the everyday; both are integral components of the human experience. And the tension that exists between the two is rich territory for insight and imagination.This program interrogates how the essence of the epic enters the everyday and how the quotidian gives meaning to the epic.We will juxtapose the exploration of the “epic” as a literary form with the exploration of the “everyday” as a creative practice that engages experiments in text, sound, and image. We will conduct these explorations through readings, film screenings, analyses, lectures, workshops, seminars, and by developing discovery strategies rooted in the creative practices of writing nonfiction and of crafting video essays.During fall quarter students will read ancient Greek epic poetry, myth, and tragedy. These works tap deeply into the human condition, and they explore our most persistent and universal questions, such as the concepts of destiny, power, morality, mortality, and the (in-)evitabilty of fate. As we analyze the grand questions raised by epic texts we will also consider if or how we encounter such themes in everyday life. Conversely, we will examine how everyday life may intersect with epic-scale experiences and insights.To facilitate these considerations students will develop a daily writing practice and craft a variety of creative nonfiction essays—meditative, lyrical, personal, and hybrid forms—and we will factor into our studies exemplars that engage thematically with the everyday. Fall quarter explorations will move off the page to incorporate sound and image as tools for creative and critical inquiry. Students will take a series of electronic media workshops and gain hands-on experience with audiovisual scriptwriting, audio recording, photography, and video editing. Fall quarter will conclude with students applying their creative writing skills and electronic media competencies in collaboratively crafted video essays that blend students' literary works with audio and images to explore the realm between the epic and the everyday.During winter quarter we will deepen our investigations into the epic and the everyday through additional readings and analyses of classic Greek texts and by furthering our audiovisual inquiries. One goal of this quarter will be to advance students’ understanding of various film and adaptation theories to put into practice in their individual work. Winter quarter will conclude with rigorous individual projects that encompass a research paper on sources and methods of adaptation, and an independently made video essay.This is a full-time program emphasizing classical Greek literature and media arts, creative and critical practice, collaborative learning, and individual accountability. Expect assignments to be process-driven, highly structured, and challenging. Students are expected to participate fully in all program activities, and to work about 40 hours per week including class time. If you’re eager to blend the study of Ancient Greek literature with experiments in media arts, then this program is for you.		Ulrike Krotscheck Marilyn Freeman		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Fire and Water: The Sun, Oceans and Atmosphere in Climate Change revised Gerardo Chin-Leo and EJ Zita astronomy biology ecology environmental studies marine science physics	Program	SO–SRSophomore - Senior	16	16	Day	F 13 Fall			The Earth’s atmosphere and oceans are affected by human activities, by the Sun and by geologic activity. Over many millions of years, the Earth has experienced wide fluctuations in climate, from ice ages to very warm periods. Earth is currently experiencing an unusually rapid warming trend, due to anthropogenic (human-caused) changes in atmospheric composition. Historically, a major factor determining global climate has been the intensity of the Sun's energy reaching the Earth. However, climate changes cannot be explained by variations in solar radiation alone. This program will examine some of the major interactions between the Earth and Sun, atmosphere and oceans.Interactions between oceans and atmosphere affect the composition of both, and oceans impact global climate by redistributing the Sun's energy. Changes in ocean circulation help explain climatic changes over geologic time, and marine microorganisms play a major role in the cycling of gases that affect climate (e.g., CO2 and dimethylsulfide). What is the evidence for causes of contemporary global warming? What are expected consequences? What can be done? What about proposed schemes to engineer solutions to global warming, such as the sequestration of anthropogenic carbon into the deep sea? We will study diverse and interconnected physical, chemical, geological and biological processes. This requires a basic understanding of biology and chemistry as well as facility with algebra and ability to learn precalculus.Students will learn through lectures, workshops, laboratories and seminars, often using primary scientific literature. Students will do significant teamwork and may research questions that they are particularly interested in. We will have weekly online assignments, so students should be comfortable using computers and the Internet.		Gerardo Chin-Leo EJ Zita		Sophomore SO Junior JR Senior SR	Fall
Green Materials: Arts, Science, and Construction revised Robert Leverich, Robert Knapp and Anthony Tindill architecture environmental studies sustainability studies visual arts	Program	FR–SRFreshmen - Senior	16	16	Day	F 13 Fall			In a world full of man-made stuff, what does it mean to be a maker of things? How does what you make, the materials you choose, and how you shape them define and speak for you, as an individual, and as part of a culture or community, or an environment? What’s been handed to you, and what will you hand on? This is a foundational program for those who are drawn to envisioning and making things, from art and craft to architecture and environments, and who are open to thinking about that work as both creative self-expression and responsive engagement with materials, environments, and communities. It’s a serious introduction to studio-centered creative work – each student will be part of a working studios to focus on individual and group 3D projects that address art, craft, and construction challenges at a variety of scales, with supporting work in drawing, design, and fabrication skills, materials science, environmental history and ideas, and sustainable practices. Collaboratively, we will engage this work as art, science, expression, and service, challenging such distinctions and looking for commonalities of approach and meaning. Book possibilities include Pallasmaa: Cooper: ; Berge, Steele: Rothenburg: Engaged students will leave this program with new drawing, design, and building skills, experience with design as a multidisciplinary approach to complex problems, deeper understanding of materials and their environmental and social impacts, and fuller awareness of how the arts and architecture can shape environments and communities in ways that are ethical, beautiful, and sustainable. This program is preparatory for that follows in Winter and Spring quarters.		Robert Leverich Robert Knapp Anthony Tindill		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Green Materials: Craft and Construction revised Robert Leverich and Anthony Tindill architecture environmental studies sustainability studies visual arts	Program	FR–SRFreshmen - Senior	16	16	Day		W 14Winter	S 14Spring	This program builds on ideas and skills introduced in in the Fall. It focuses on responsive and responsible use of materials at two different scales and in two different studios – Craft and Construction – with common activities for both. Students will choose one of the two studio options when registering for the program and will be expected to stay with that studio for both quarters in order to do focused work. The Craft Studio will explore definitions and questions of craft and sustainability through studio work in wood, metals, composites, and recycled materials – where much of the most creative work in craft is being done today. Projects will build on the basic design and construction skills introduced in the fall, to address functional and expressive challenges in the making of objects and furniture (furnishings?). The Craft Studio will emphasize full knowledge of materials, from structure and feel to sources and impacts, along with skillful use of tools and techniques – the knowledge and skill to discipline what we make and to conserve what we use. Possible key texts include Glen Adamson, and Stuart Walker, The Construction Studio will address materials in the context of sustainable building. From an architectural perspective, “green” design and construction is greatly about energy. Currently buildings account for 42% of the U.S.’s energy use, larger even than transportation and industrial uses. Effectively designing and constructing new buildings –or, sometimes even better, renovating and retrofitting existing buildings- can reduce that amount in the future despite the obvious fact that there will no doubt be more buildings. The Construction studio will focus on effective principles and strategies employed in sustainable design. Topics will include the impact of material choices (considering factors such as material origin, lifecycle costs, resource depletion and the use of recycled or reinvented materials), emerging technologies that enhance energy efficiency, design strategies that reduce the overall energy needs of a building, and current sustainable building movements that are impacting the industry. In-studio projects will ask student teams to design and build architectural projects that address various community needs. Other topics explored may include concepts of structural design, architectural history, design theory and service learning. Key texts will be Norbert Lechner, Andrea Oppenheimer Dean and Amory Lovins, Shared activities between studios will include lectures, workshops, and seminars that explore history and ideas common to both craft and construction and how both can be more ethical, beautiful, and sustainable. The program will culminate in a student-organized exhibition of best works at the end of Spring Quarter. Seriously engaged students will leave this program with a fuller understanding of materials and Sustainability, new technical and environmental awareness, well-made works in wood, metal and other materials, and the ability to present, speak for, and write effectively about their work.	visual arts, environmental design, architecture, art education, and sustainability studies.	Robert Leverich Anthony Tindill		Freshmen FR Sophomore SO Junior JR Senior SR	Winter
Health Inequity: Telling the Story and Changing It revised Nancy Anderson, Frances V. Rains and Lori Blewett Native American studies communications community studies health history political science	Program	JR–SRJunior - Senior	8	08	Weekend	F 13 Fall	W 14Winter	S 14Spring	This year-long program will introduce the scope and tools of communication, social science, and public health. Public health and prevention are often the invisible part of health policy. Those who are healthy or whose diseases have been prevented never know what they missed. Yet we know that all people are not equally likely to have long and healthy lives. Understanding the factors associated with health and wellness, including the effects of class, race, and ethnicity, will be the focus of fall quarter. In addition we will consider ways that communication between health providers and people who use health services can affect health outcomes, particularly in cross-cultural and cross-class contexts. In the fall quarter, we will begin by exploring individual health narratives and progress to an exploration of a variety of modes for communication of population health issues, including spoken, written, and electronic communication. We will learn to interpret and critique health journalism in the lay press, including the accompanying quantitative information. Students will develop oral and written communication skills that facilitate their active engagement in community awareness of public health issues. This preliminary work during this quarter will equip us to better understand the specific challenges that Native American people in the Salish Sea region face, in terms of cultural as well as physical survival.During winter and spring quarters, the Grays Harbor program will focus on the Peoples of the Salish Sea (Puget Sound, Strait of Juan de Fuca, and the Georgia Straits). Central elements of the winter and spring portions of the program will include the colonization of Native peoples of the Salish Sea that accompanied European settlement, Indigenous resistance, rights and cultural renewal, a critique of current policies and practices that have not promoted the achievement of social or health equity, and the public health and social policies that may intervene to improve overall health and wellness in the surrounding communities. We will explore the intersection of place, culture, and health and how these factors reflect inequity in access to—and degradation of—resources in and around the Salish Sea. We will examine these themes through multiple lenses including political ecology, public health, history, and Native studies. Our readings will include current case studies, empirical research, and counter-narratives.The overarching questions that will carry us through these two quarters include how European settlement has affected the wellbeing of the Salish peoples, the interaction through time and space between Native and non-Native peoples, and the effects of these interactions on health, wellbeing, and sustainability of these communities. We will also examine ways in which lessons from history and current vulnerabilities can help us create a viable and equitable future that will heal and honor the Salish Sea and all its people. During spring quarter the program plans to visit the Elwha River and learn about the history of the Elwha River ecosystem as a case study and example of social injustice. We will study the effects of the Elwha Dam as well as the expected effects of dam removal on the Elwha ecosystem, tribal sovereignty, and overall health and wellness of the Elwha Klallam people.Throughout the year, learning will take place through writing, readings, seminars, lectures, films, art, and guest speakers. Students will improve their research skills through document review, observations, critical analysis, and written assignments. Verbal skills will be improved through small group and whole class seminar discussions and through individual final project presentations. Final projects will focus on assessment of issues related to community health, the sustainability of the Salish Sea, and the wellbeing of the Native Communities that have lived at the shore of the Salish Sea for thousands of years before European settlement.		Nancy Anderson Frances V. Rains Lori Blewett	Sat Sun	Junior JR Senior SR	Fall
Imperialism new Jon Davies and Zahid Shariff education history political economy writing	Program	JR–SRJunior - Senior	16	16	Day		W 14Winter		By the time the First World War broke out in 1914, the imperial powers of modern Europe had radically transformed the vast majority of the societies of Asia, Africa, the Middle East and the Americas. Religious, scientific and discursive practices that legitimized colonial aspirations facilitated colonial rule imposed through military conquests, political subjugation and the exploitation of human and natural resources. How did the experiences of imperialism affect colonized societies? What effects did imperialism have on the imperialists themselves? What lasting effects of imperial subjugation continue to impact relations between the former colonial powers and postcolonial states in the 21st century?We are interested in unpacking the discursive practices of both the colonial past and the neo-colonial present. Through our study of history, literature and political economy, we will examine the ways in which European ideologies, traditions and scientific knowledge legitimized the formation of empire and continue to re-inscribe asymmetrical relations of power today under the guise of modernity, progress and global economic development.We will explore these issues through readings, lectures, films, as well as weekly papers, a well-developed research paper, and a presentation of that paper's findings to the class.		Jon Davies Zahid Shariff	Mon Tue Thu	Junior JR Senior SR	Winter
Law and Outlaw: Personal Identity and Social Control in the United States new Julianne Unsel and Artee Young African American studies American studies Native American studies community studies economics history visual arts writing	Program	JR–SRJunior - Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring	As currently measured by the United Nations' Human Development Index, the United States has one of the highest standards of living in the world. Average life expectancies, educational levels, and annual incomes place even poor Americans among the most privileged people on earth. Even so, there are gross inequalities inside the U.S. Factors of personal identity, including race, class, and gender, predict with uncanny precision the range of life choices available to any given individual. The U.S. has the highest incarceration rate in the world. Cities are rife with violence, the political system is polarized and corrupt, and personal lives of rich and poor are marked by addiction, excess, apathy, and want. This program questions how this has happened: How do the personal identities and everyday lives of a people come together to shape social, economic, and political conditions in a nation like the United States? How do such conditions, in turn, shape individual identities and lives? What institutions have framed and enforced these conditions over time? What institutions currently sustain them? How do diverse Americans understand and react to these conditions? What can we do to make things better now? To find answers, we will focus on two institutions fundamental to personal identity and social control in the American present and past – law and commerce. We will examine how property law and the criminal justice system in particular have shaped American history, how history has shaped them, and how both have managed personal identities through social control.In fall quarter, we will study the diverse array of social, economic, and political relationships that developed in the U.S. from settlement to the end of slavery. In winter, we will examine changes in relationships from the closing of the western frontier through the present. In spring, we will place our own lives in proximate context with exploration of contemporary theories of personal identity and social control. In all quarters, we will make a visual study of "the outlaw" as a trope both romanticized and reviled in American folklore and popular culture. We will also place U.S. economic development into a general global context. Interdisciplinary readings will include legal studies, legal history, social and economic history, critical race studies, visual studies, and feminist theory. Classes will include discussion seminars, writing workshops, lectures, student panel presentations, library study periods, and occasional film screenings.Program assignments will help us grow in the art and craft of clear communication and well-supported argumentation. They will include critical reading, academic writing, research in peer-reviewed literature, and public outreach and speaking. A digital photography component will explore "the outlaw" through visual expression. In spring, internship opportunities and individualized learning plans will bring program themes to social outreach agencies and groups in our local community.This program will offer appropriate support to all students ready to do advanced work. Activities will support student peer-to-peer teaching, personal responsibility for learning and achievement, contemplative study habits, and intensive skills development. Transfer students are welcome.		Julianne Unsel Artee Young		Junior JR Senior SR	Fall
Madness and Creativity: The Psychological Link revised Patricia Krafcik, Evan Blackwell and Carrie Margolin art history cultural studies literature psychology visual arts	Program	FR ONLYFreshmen Only	16	16	Day	F 13 Fall	W 14Winter		What is creativity? Is there a relationship between states of mind and a fertile imagination? What are the psychological mechanisms involved in the larger action of the human imagination, urging us to explore new avenues, to see what others have not seen, to create what no one has yet created? Many of the world's greatest writers, artists and thinkers have been known to struggle with conditions classified as abnormal by psychologists. We will explore these conditions and their impact on creativity, searching further for any special links between certain kinds of abnormal psychological conditions and the drive to create.Our interdisciplinary program is not intended to serve as therapy, but rather is a serious study of psychology, literature, the arts, imagination and the creative impulse. We will approach our questions through various modes of inquiry. Through an in-depth study of abnormal psychology, we will learn to identify and understand a number of conditions. We will investigate modern art history and its fascination with the art produced by individuals reputed to be cultural "outsiders," such as folk art, art of the insane, art brut and self-taught artists. Through this study we will explore how societies form a group identity which is established in relation to some designated "other." Our readings combine art theory with psychological case studies by writers such as Sacks and Ramachandran and with imaginative literature by Gogol, Dostoevsky, Poe, Kafka, Plath, Gilman and many others that all describe abnormal psychological conditions. We will respond to our readings by channeling the imagination with a variety of creative projects. Finally, we will also study the normal mind and how it functions in both mundane and creative ways.In both quarters of our program students will discuss assigned readings in seminars, will engage in active writing exercises and in rigorous two-dimensional and thre-dimensional visual art work in ceramics, mixed-media sculpture, collage, and drawing. Assignments may include research papers, poster projects, creative writing, performances and visual arts projects. Weekly films and discussions of these films will enhance our examination of the uses or influence of psychological conditions in the creation of literature, art and music. Guest speakers will provide additional workshops and lectures in various artistic modalities. In fall term we will take field trips to the Tacoma Art Museum and the Museum of Glass, and our work that term will prepare students to undertake a culminating project in winter term. In all our activities, students will have ample opportunities to explore their own creativity and imagination.		Patricia Krafcik Evan Blackwell Carrie Margolin		Freshmen FR	Fall
Mammals and Birds in the Landscape revised Peter Impara biology ecology environmental studies geography law and public policy natural history zoology Signature Required: Winter	Program	JR–SRJunior - Senior	16	16	Day	F 13 Fall	W 14Winter		How do we manage the habitat of mammals and birds, especially endangered species, in the Pacific Northwest? Mammals and birds are intelligent, complex animals that often have very specific habitat needs for successful living and reproduction. They interact in very elaborate ways with members of their species, other species, and with the landscape as a whole. A detailed understanding of habitat needs and how these habitats are distributed across the landscape is crucial to managing landscape to ensure future survival of particular species.This upper-division program will focus on examining and analyzing the habitat needs of specific species. Students will learn, develop and apply an intricate interdisciplinary suite of knowledge and techniques that include spatial analysis, ecological modeling, integration of scientific, legal and political information, and computer tools such as Geographic Information Systems (GIS) to develop habitat conservation plans for threatened and endangered species as listed under the Endangered Species Act of 1973.Students will learn about the natural history of specific mammals and birds of the Pacific Northwest and other regions. Habitat analysis will be conducted at the landscape scale, integrating the disciplines of landscape ecology with wildlife habitat analysis, wildlife biology, and habitat conservation planning. A final two-quarter project will be to develop and present a formal habitat conservation plan (HCP) for a threatened or endangered Pacific Northwest mammal or bird. Students will be required to understand and apply legal concepts associated with the Endangered Species Act of 1973 (as amended) as well as develop an understanding of stakeholders’ concerns and related issues surrounding resource users that may or may not come into conflict with the conservation of their selected species.Lectures will cover the areas of landscape ecology, wildlife habitat analysis, wildlife biology, evolution, and habitat conservation planning. Guest speakers will present recent case studies and approaches to conservation planning. Field trips to locations where wildlife management and conservation are occurring will expose students to methods of habitat assessment, conservation and restoration.		Peter Impara		Junior JR Senior SR	Fall
Mathematical Systems revised Brian Walter literature mathematics philosophy philosophy of science Signature Required: Winter Spring	Program	SO–SRSophomore - Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring	This program is built around intensive study of several fundamental areas of pure mathematics. Covered topics are likely to include abstract algebra, real analysis, set theory, combinatorics and probability.The work in this advanced-level mathematics program is quite likely to differ from students' previous work in mathematics, including calculus, in a number of ways. We will emphasize the careful understanding of the definitions of mathematical terms and the statements and proofs of the theorems that capture the main conceptual landmarks in the areas we study. Hence, the largest portion of our work will involve the reading and writing of rigorous proofs in axiomatic systems. These skills are valuable not only for continued study of mathematics but also in many areas of thought in which arguments are set forth according to strict criteria for logical deduction. Students will gain experience in articulating their evidence for claims and in expressing their ideas with precise and transparent reasoning.In addition to work in core areas of advanced mathematics, we will devote seminar time to looking at our studies in a broader historical, philosophical, and cultural context, working toward answers to critical questions such as: Are mathematical systems discovered or created? Do mathematical objects actually exist? How did the current mode of mathematical thinking come to be developed? What is current mathematical practice? What are the connections between mathematics and culture? What are the connections between mathematics and art? What are the connections between mathematics and literature?This program is designed for students who intend to pursue graduate studies or teach in mathematics and the sciences, as well as for those who want to know more about mathematical thinking.		Brian Walter		Sophomore SO Junior JR Senior SR	Fall
Matter and Motion revised Clyde Barlow and Neil Switz chemistry mathematics physics Signature Required: Winter Spring	Program	FR–SRFreshmen - Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring	Modern science has been remarkably successful in providing understanding of how natural systems behave. Such disparate phenomena as the workings of cell-phones, the ways in which we detect supermassive black holes in the galactic core, the use of magnetic resonance imaging in the diagnosis of disease, the effects of global carbon dioxide levels on shellfish growth, and the design of batteries for electric cars are all linked at a deeply fundamental level. This program will introduce you to the theory and practice of the science behind these and other phenomena, while providing the solid academic background in mathematics, chemistry, and physics necessary for advanced study in those fields as well as for engineering, medicine, and biology.We will integrate material from first-year university physics, chemistry, and calculus with relevant areas of history and scientific literature. The program will have a strong laboratory focus using computer-based experimental control and analysis to explore the nature of chemical and physical systems; this work will take place in a highly collaborative environment. Seminars will provide the opportunity to explore the connections between theory and practice and will provide opportunities to enhance technical writing and communication skills. The program is intended for students with solid high-school level backgrounds in science and mathematics, but the key to succeeding will be a commitment to work, learn, and collaborate.		Clyde Barlow Neil Switz		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Mindfulness Psychology: Contemplative Clinical Science revised Jamyang Tsultrim philosophy psychology	Course	FR–SRFreshmen - Senior	4	04	Weekend			S 14Spring	This course will emphasize mindfulness psychology as a clinical tool as well as a method of professional self-care. Recent research has proven the effectiveness of mindfulness training to treat conditions such as stress and pain, addictions, chronic depression, anxiety, eating disorders, and other health conditions. Students will explore the similarities and differences between Mindfulness Psychology and Western Cognitive-Behavioral Therapy and gain practical skills to help alleviate the psychological suffering of others while maintaining emotional balance and professional ethics. Students will have opportunities for personal practice, observational learning, and the development of counseling skills through role-play, reading, and discussion.		Jamyang Tsultrim	Sat	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Modernity and its Discontents revised Kathleen Eamon and Trevor Speller aesthetics literature philosophy political economy political science	Program	JR–SRJunior - Senior	16	16	Day	F 13 Fall	W 14Winter		.—Theodor Adorno, How and why do we think about “modernity”? What do we mean when we say we are thinking about it? This program will largely be an investigation of modernity as it appears in and behind those discourses produced by and about its forces. These are questions that will lead us primarily into the realms of philosophy, political theory and political economy, sociology and literature.Along the way, we will try on a number of definitions of and arguments about what constitutes modernity, both in the sense of its causes and effects as well as its historical extension. Here are some of the questions we might ask:This program is designed for upper-division students interested in developing and refining their ability to work with complex historical texts and important ideas. An important part of our work will be to help one another develop the skills needed through seminar conversations, close reading sessions, writing workshops and individual and group projects and presentations. We will offer a 14-credit option to students of foreign language.		Kathleen Eamon Trevor Speller		Junior JR Senior SR	Fall
Molecule to Organism revised Lydia McKinstry, Benjamin Simon and Clarissa Dirks biochemistry biology chemistry 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
Nonfiction Media: Animation, Documentary and Experimental Approaches to the Moving Image revised Anne Fischel and Ruth Hayes communications cultural studies media arts media studies moving image Signature Required: Fall	Program	SO–SRSophomore - Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring			Anne Fischel Ruth Hayes		Sophomore SO Junior JR Senior SR	Fall
Northwest Developments: Land Use, Economics and the Politics of Growth revised Jennifer Gerend and Glenn Landram architecture business and management community studies economics government law and public policy sustainability studies	Program	FR–SRFreshmen - Senior	16	16	Day	F 13 Fall	W 14Winter		This two-quarter program focuses on Northwest communities from the perspective of public policy, land use and economics/personal finance. This program will be an eye opener for anyone who wonders why and how places develop. Where did that Walmart come from? Why did those trees get cut down for new homes? What will happen to that empty building? We will focus on the local decision making that shapes our built and natural environments while considering what types of development and redevelopment are more sustainable, both financially and environmentally.As the Northwest continues to grow, we will consider the voices of property owners, renters, business owners and other community members who often have divergent views on growth, preservation, conservation and property rights. These perspectives will aid our understanding of public places from urban and suburban cities to less connected subdivisions or rural developments. What do we want our public and private spaces to look like? How do communities plan for and accommodate growth? How are progressive policies developed and financed? Comparisons to other communities, cities, states and countries (Germany in particular) will be examined and discussed.Students will explore different communities' orientation to cars, transit, bicycles and pedestrians. Architecture and urban design aspects will round out our analysis. Class sessions will include lectures, workshops, films and field trips to Port Townsend and Seattle. The fall quarter will focus on the public policy, land use planning and economics necessary for students to conduct their own significant project during winter quarter. Seminar texts will offer a theoretical background in these issues as well as a look at some contemporary communities in the news.During winter quarter, students will continue their theoretical learning while taking on an applied group project around community planning and economic development. Specifically, students will work in teams to prepare research or other solutions for selected urban and rural planning issues around Washington. These projects may involve group travel. With faculty support, students will hone their ability to work in teams and develop their presentation skills.		Jennifer Gerend Glenn Landram		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Ocean Life and Environmental Policy revised Erik Thuesen and Cheri Lucas-Jennings biology environmental studies law and government policy law and public policy marine science political science Signature Required: Spring	Program	FR ONLYFreshmen Only	16	16	Day	F 13 Fall	W 14Winter	S 14Spring	Water is essential to life, and the management and regulation of water and aquatic ecosystems will provide many of the subjects for our study in this full-year program. When combined with introductory policy components starting with the Pacific Northwest and looking globally, our studies of the biological, physical and chemical characteristics of oceans will provide the valuable knowledge necessary to make instrumental decisions about marine resources and habitats. It is essential to understand the interconnections between biology and ecology in order to make informed decisions about how environmental policy should proceed. This core program is designed to provide legal knowledge and scientific skills necessary to understand problems facing Earth’s ecosystems. Learning will take place through lectures, seminars, a workshop series and biology laboratory exercises. Work in the field and multi-day field trips in fall and winter are also planned to gain first-hand exposure to various marine environments.In the fall, we will cover standard topics of first year college biology, using marine organisms as our foci. The overall objective of this component is to gain basic familiarity with the biology and ecology of ocean life. Focal topics in the social sciences will include the use and abuse of decision-making authority. Particularly with respect to the Point-No Point Treaties and the Boldt Decisions, we will assess how science and culture interact to safeguard endangered biota. Can we reduce these to private entitlements or are policy impacts necessarily public? Fall quarter topics will be mostly gathered from local and regional issues.In the winter, we will further our studies of marine organisms and ecosystems examining marine biodiversity in various contexts. We will learn more about the bio-ecological and social dimensions of water quality. International markets for raw resources and international waters for anadromous fish make state commerce issues dependent on larger ecological components. Seminars and lectures in environmental policy will begin to explore such international issues. Workshops on research techniques during winter quarter will develop successful individual or group projects to be undertaken in the spring quarter.In spring, students will be required to undertake a community-based internship or carry out a research project related to ocean life. Internships might be with local or state government agencies or NGOs. Research projects should be interdisciplinary and include an out-reach component. This independent work will provide valuable hands-on experience to build practical knowledge and skills in environmental policy and science.		Erik Thuesen Cheri Lucas-Jennings		Freshmen FR	Fall
On Reading Well revised Steve Blakeslee literature	Course	FR–SRFreshmen - Senior	4	04	Evening	F 13 Fall			This course will help students to develop clearer and more comprehensive understandings of literary texts, as well as to forge a more rewarding relationship with reading in general. In a supportive group environment, students will explore a range of reading strategies, including textual analysis, background research, response and summary writing, and recitation. Then they will apply these tools to an in-depth study of two major works: Charlotte Bronte's and George Orwell's . Students will also pursue additional reading of their choice. Our overall goal is to become more resourceful, effective, and insightful readers.		Steve Blakeslee	Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Printmaking: Tradition and Innovation new Lisa Sweet art history visual arts Signature Required: Winter	Program	SO–SRSophomore - Senior	16	16	Day	F 13 Fall	W 14Winter		It is a commonplace: ' '. In visual art, 'the rules' are the historical traditions and conventions of an artistic medium. Breaking 'the rules' means intelligently and strategically bending and breaking with those traditions and conventions in innovative ways. The history, craft and technique of intaglio printmaking provide rich arenas in which to explore tradition and innovations in 21st century image-making. The fall quarter of the program will focus intensively on seminar readings exploring the history and traditions of print and printmaking: it's early alliances with religious devotion, the Protestant Reformation, the scientific revolution. While focusing on printmaking history, students will practice traditional intaglio techniques including engraving, line etching and aquatint, through responses to weekly studio assignments. In winter quarter, students will have the opportunity to develop a series of thematically-linked images that implement and/or disrupt (break) the 'rules' of printmaking conventions. The winter quarter will emphasize research and artistic practice, image-making as a form of intellectual inquiry, and the development of professional presentation skills for articulating one's artistic work. Printmaking is a remarkably rich and flexible medium with strong political roots. It is also technically rigorous. Students who are comfortable making detailed technical notes, following sequential processes, observing safety protocols, and withstanding the physical demands of artistic work, are encouraged to enroll. ; Students who are new to studio art, or have considerable experience with other artistic practices are welcome. Drawing skills are optional.		Lisa Sweet		Sophomore SO Junior JR Senior SR	Fall
Russian, Beginning I, II, III revised Elena Smith language studies	Course	FR–SRFreshmen - Senior	4	04	Evening	F 13 Fall	W 14Winter	S 14Spring	This year-long course is designed to teach students to read the mysterious looking Cyrillic script, write the unique Russian cursive, construct sentences and express themselves in Russian. Students will immerse themselves in the colorful cultural and historical context provided by authentic text, film, music, and visual arts. Exploring selected works by such literary masters as A. Pushkin, L. Tolstoy, and A. Chekhov, to name a few, students will be able to understand not only the specifics of Russian grammar and vocabulary but also the complexities of Russian character and the Russian way of thinking as documented and preserved by outstanding Russian authors.		Elena Smith	Tue Thu	Freshmen FR Sophomore SO Junior JR Senior SR	Fall
The Science and Sociology of Human Health new Carolyn Prouty, TBD-Chemistry and Wenhong Wang biology chemistry health sociology	Program	SO–SRSophomore - Senior	16	16	Day	F 13 Fall	W 14Winter	S 14Spring	This introductory, three-quarter interdisciplinary program explores the basics of health and illness through the lenses of biology, chemistry and medical sociology. We will focus on the social, cultural and scientific aspects of human health and health care primarily in the U.S., with some comparative examination of global health topics. Our case-based approach will incorporate human biology, anatomy, physiology, nutrition, general chemistry and statistics, while also examining the social aspects of health, illness, and health care.Enhancing our study of human systems biology and chemistry, we will examine topics such as epilepsy, cancer, diabetes, tobacco, and HIV/AIDS, how cultures interact with medical systems, and end-of-life decision-making. These specific topics will provide a platform to explore health care systems and health care reform, social and cultural constructions of health and illness, the social determinants of health, role development of health care professionals and their relationships with patients, and ethical issues involved in medical fields. We’ll also cover basic descriptive and inferential statistics, which will give us quantitative tools to untangle some of the complex issues within these topics.Program activities will include lectures, seminar, lab work, workshops, small-group problem solving, guest lectures, film viewing, and individual and group projects. Students will undertake writing, and statistical assignments focused on interpreting and integrating the topics covered. Students will learn the foundational skills of scientific research; how to find, interpret, and evaluate primary medical literature; and how to critically examine issues related to human health through a variety of lenses.Students who complete three quarters will have a solid foundation in human biology, chemistry, human anatomy, physiology, nutrition, statistics, and medical sociology with a working knowledge of the scientific, social and ethical principles relating to human health and public health.		Carolyn Prouty TBD-Chemistry Wenhong Wang		Sophomore SO Junior JR Senior SR	Fall
Shame and its Neighbors revised Laura Citrin and Kathleen Eamon gender and women's studies philosophy psychology sociology	Program	SO–SRSophomore - Senior	16	16	Day			S 14Spring	How does shame differ from disgust, guilt and embarrassment? How does shame function both socially and individually? In this program, we will pursue a set of themes and questions clustered around . We will look at attempts in social psychology, sociology, psychoanalysis, and philosophy to define shame, to differentiate it from its neighboring emotions and states (like disgust, guilt, embarrassment, etc.), and to understand how it functions both socially and individually. We will look at both general theories and case studies, ranging from topics like morality and moralization, marginalization, bodies and shame, the social life of the emotions, feminist critiques of shame, as well as turning our attention to “counter-shame” movements like sex positivity. Our work in psychoanalysis and philosophy will likely include readings by Hegel, Freud, Lacan, Donald Winnicott, Slavoj Žižek, Hannah Arendt, and Michel Foucault. Our work in social psychology and sociology will draw from Silvan Tomkins, Erving Goffman, Michael Lewis, Thomas Scheff, June Tangney, and Susan Miller. And we will examine at least one novel that deals thematically with shame: Alison Bechdel’s graphic memoir, We will be reading broadly in both contemporary and historical texts, engaging in seminar discussion and writing workshops, and writing reflective, expository, and research papers on shame and related phenomena throughout the quarter. Although any background in the fields of psychology or philosophy will be helpful, successful participation in the inquiry does not depend on it; however, we do recommend the program for students with some lower division experience with the humanities and/or the social sciences.		Laura Citrin Kathleen Eamon		Sophomore SO Junior JR Senior SR	Spring
Stalin and Stalinism cancelled Robert Smurr cultural studies history political science	Program	FR–SRFreshmen - Senior	16	16	Day	F 13 Fall			What explains the rise of Joseph Stalin, one of the 20th century's most vicious and powerful dictators? How can we understand the survival and persistence of his legacy still today, six decades after his death? How did this longest ruling leader of the Soviet Union, responsible for the murder of at least 20 million of his fellow citizens, transform a relatively backward empire into an undisputed world power? Join us as we trace how this initially insignificant radical young Georgian revolutionary by the name of Ioseb Jughashvili managed to climb through the ranks to become Joseph, the “Man of Steel,” leader of the Soviet Union and one of the most insidious butchers of the previous century.Stalin is a pivotal figure not only in Russian and Soviet history, but also world history. Through his mandates, he had a phenomenal impact on the country’s art, literature, politics, courts, prisons, economy and agricultural and urban life. Guided by Stalin, the USSR abolished private property; compelled peasants to work on state-owned collective farms; forced rapid industrialization throughout the empire; redefined education and political loyalty; sent millions of citizens to notorious Gulag "work camps"; and proudly declared war against nature.At the same time, Stalin's USSR also did more than any other country to crush Nazi Germany. And under his rule, the USSR transformed a mostly illiterate culture to one which became nearly entirely literate. It also developed a nuclear arsenal second only to the U.S.’s and kept an uneasy peace with its ideological enemies after the close of World War II.In lectures and seminar we will examine issues raised in a selection of readings from history, literature and culture geared to helping us answer questions raised by our exploration, and we will also view and analyze relevant films. Students will write a major research paper, producing drafts during the course of the quarter, and will also present the results of their research to their peers in poster projects at the end of the term.		Robert Smurr		Freshmen FR Sophomore SO Junior JR Senior SR	Fall
Still/Moving new Julia Zay and Amjad Faur art history communications cultural studies media arts media studies visual arts writing	Program	FR–SOFreshmen - Sophomore	16	16	Day	F 13 Fall	W 14Winter		This is an art foundations program invested in opening up the dense histories and meanings of photographic images in their many forms, from still to moving and back again--and the unsettled places between. We explore what it means both to know and to make an image– photographic, moving, and time-based. We will pay equal attention to the history, theory and practice of the photographic image, both still and moving, in the context of visual studies--a field that yokes a broad study of the visual arts with social and cultural history and theory--art history, film/cinema history, and philosophy. Through a critical engagement with still and moving photographic images as well as related forms of visual art, we will map a broad contextual territory and challenge received notions of the boundaries between forms, genres, and mediums.Photography can never be thought of as simply a medium, technology or practice but a convergence of material, history, culture and power. In the Fall, we will start with the unfolding of the Western enlightenment, from the 16th to the 19th century, when optical technologies radically reorganized the senses and methods of knowledge production, posing new questions about temporal, spatial and visual relationships to artists and scientists alike. We will then move more deeply into the 19th and first half of the 20th century, when photography emerged into an art world dominated by painting, a visual culture organized around print technologies, and societies in the throes of rapid industrialization. Photography initially emerged not out of art contexts but out of the institutions of science and industry, so we will consider, in particular, the ways it was used to produce social categories, shaping dominant discourses of gender, class and criminality. For example, we’ll look at the language of portraiture so central to the emergence of both a middle class and the language of criminal and medical photography. Our materials and techniques will first be limited to those from the 19th century (proto-photography, early processes, hand-built cameras). In winter, we move from the 19th to the long 20th century and the emergence of cinema. We will look at the way early cinema was organized around a fascination with duration, spectacle, and experimentation and on the relationship between photography and cinema, stillness and movement. We will continue to work in still photography, broadening our range of techniques, and add a small amount of 16mm filmmaking to the mix as we explore the larger social and historical contexts and philosophical questions surrounding the relationship between still and moving photographic images. In our creative and intellectual work, we’ll ask many questions about the phenomenon, concept and experience of time--for example, how is a four minute exposure in a still photograph both similar to and different from a four minute continuous shot of film or video of the same subject?In all our work we will focus on building essential skills in practices of attention--learning how to slow down our modes of seeing, experiencing and working. In our photographic practice, this will mean moving away from the pursuit of “finished” images and towards experimental processes and conceptual problem solving. In our work with texts and images, this will mean developing our ability to read and view closely and write with precision and patience. Class sessions will include lectures/screenings, workshops, seminar, critical reading and writing, and critique. In addition to working individually, students can expect to collaborate regularly with their peers on a variety of assignments and larger projects. All along the way we will intentionally examine how our investments in collaboration animate our intellectual and creative work. We will spend significant time in critique to help each other see, describe, evaluate and improve our creative and critical work.		Julia Zay Amjad Faur		Freshmen FR Sophomore SO	Fall
Student-Originated Studies: Documenting an Olympian Patron of the Arts new Sarah Williams art history business and management communications media arts moving image music Signature Required: Fall Winter Spring	SOS	SO–SRSophomore - Senior	12	12	Day	F 13 Fall	W 14Winter	S 14Spring	This year-long program provides an opportunity for students to work on a large, highly collaborative project that requires a multiplicity of skills and knowledge: documenting an Olympian patron of the arts. Students will form a learning community in order to work collectively and collaboratively on a feature-length documentary film about philanthropy and patronage of the arts. Each student will take on specific roles related to editing, marketing/PR, soundtrack composition, and interviewing/researching. However, in order to build new skills, all students will collaborate on every aspect of the project. Students will work together, share research results, and participate in regular critiques with faculty and staff. Collaborative work will include field trips, audio recording, cinematography, marketing, interviewing, and editing. Faculty and staff will support student work through regular meetings, critiques and problem-solving discussions. The peer learning community will collaboratively determine the direction and success of this project. Academic work for each quarter will include weekly meetings with the continuing student director/producer and bi-monthly meetings with faculty and staff in Media as well as Development and Alumni Programs. In addition, students will maintain an academic blog to document the progress of the on-going project . For Fall and Winter Quarters the students will produce a work-in-progress screening. In the spring, the students will organize a campus-wide screening and prepare the film for festival submission. This program is ideal for responsible, enthusiastic and self-motivated students with an interest in developing and reflecting on a substantial project over a substantial period of time.		Sarah Williams		Sophomore SO Junior JR Senior SR	Fall
Student-Originated Studies: Nonprofit Internships new Doreen Swetkis business and management community studies field studies law and public policy leadership studies theater Signature Required: Spring	SOS	FR–SRFreshmen - Senior	16	16	Day			S 14Spring	This program is intended for students who have completed work in community learning programs (such as ) and are prepared to complete an internship in a public or nonprofit agency. Prior to the beginning of spring quarter, interested students must consult with the faculty about their proposed internship and/or course of study. Contracts that are completed before the beginning of spring quarter will be given priority. All contracts must follow the college procedures for internships. While students are encouraged to seek out their own internship possibilities, we will work with campus resources and the faculty member's contacts to identify internship possibilities in public and nonprofit agencies.Students will hold 25 hour/week internships and will come together as a class one day a week (on Fridays) to study more about doing public and nonprofit work through seminars, lectures, guest speakers and films. The faculty member will work with the agencies sponsoring the internships, making at least one site-visit to each agency during the quarter and meeting regularly with students outside of scheduled class times as needed. Internships must be located in the Seattle/Portland I/5 corridor or on the Olympic Peninsula and within a reasonable distance. Participation in the weekly class meeting is required – no internships located nationally or internationally will be sponsored.		Doreen Swetkis	Fri	Freshmen FR Sophomore SO Junior JR Senior SR	Spring
Student-Originated Studies: Theory and Practice in the Visual Arts new Evan Blackwell aesthetics art history education visual arts Signature Required: Spring	SOS	JR–SRJunior - Senior	16	16	Day			S 14Spring	This program is for intermediate to advanced students who are ready for intensive full-time work in theory and practice in the visual arts. Students will design their own projects, complete visual research and write papers appropriate to their topics, share their research through presentations, work intensively in the studio together, produce a significant thematic body of work, and participate in demanding weekly critiques. The program will provide opportunities for independent work while providing a learning community of students with similar interests. Beyond art making and visual research, this program will also provide opportunities for professional development for students who are thinking of graduate school, professional work in the visual arts, visual arts internships, or arts education at any level.	visual arts, museum studies, arts administration, public art, arts organizations, art education and design.	Evan Blackwell		Junior JR Senior SR	Spring
That's Classic(s)! Explorations in the Ancient and Modern World cancelled Ulrike Krotscheck anthropology architecture art history classics cultural studies history media studies political science sociology	Program	FR–SOFreshmen - Sophomore	16	16	Day	F 13 Fall	W 14Winter	S 14Spring	Why, after 2,000 years of historical perspective, do we still find meaning in the works of Homer and Aristotle, Julius Caesar and Virgil? What can we learn from Athenian experiments in democracy or the formation and fall of the Roman Empire, as an alternative to republicanism? Why are ancient Greek and Roman images and ideas still represented in so much of our contemporary culture? The principles of classical literature, architecture, philosophy, theater and politics still permeate our society in this increasingly multicultural and globalized world. In these three quarters, we will explore the significant and unassailable ways in which ancient Greece and Rome have influenced our understanding of the world and many more tangible aspects of our contemporary culture.Each quarter will focus on a slightly different variation on our theme, and students may either stay in the program for the duration of the year, or join according to their interests in any one quarter. Continuing students over the three quarters will help organize and deliver content for new students, cementing the learning that they have already accomplished by sharing their knowledge with newcomers. On the other hand, new students in the winter and spring will actively participate in the formation of learning communities in which the faculty is not the sole provider of content. This program will support first year and sophomore students in their transition to college, while also providing a solid foundation in the origin of western civilization. It will be an intensive reading- and writing-based experience that will prepare students for upper-level work in the humanities and social sciences. Program activities will also include work on the Academic Statement Initiative.The three quarters will be organized as follows: In the fall, we will begin by learning the history of the ancient world. We will explore how this narrative has been handed down to us through historiography and archaeology, and what information and misinformation we can garner from it. We will study archaeological sites, art and architecture, and interrogate the uses of these visual canons in our own surroundings. In the winter, we will explore the influence of classics in modern films of every genre, from to and ?. We will read and analyze the ancient myths and epics that form the basis for the film interpretations, and discuss both the universal and the not-so-applicable lessons, themes and morals contained in the modern adaptations. The ancient Mediterranean was the stage for the earliest attempts in Western democracy and republicanism. Some of these experiments were more successful; some were less successful. We will examine these political innovations and compare them to our own contemporary systems of government. We will investigate the rights of citizens and the selection of who is allowed to participate in the political process and why. We will discuss the roles (or lack thereof) of foreigners, women and slaves. We'll read Aristotle, Plato and Cicero to understand ancient political ideologies and realities and to analyze how these have helped us build the foundation of our modern political system.		Ulrike Krotscheck	Mon Wed Thu Fri	Freshmen FR Sophomore SO	Fall

Contact

Prospective Students -
Admissions
Location: Library 1200
Phone: (360) 867-6170
Email: Admissions

Current Students -
Advising
Location: Library 2153
Phone: (360) 867-6312
Fax: (360) 867-5343
Email: Advising

Technical Issues -
Web Office
Location: Library 4001
Email: Web Team

Site Navigation

2013-14 Catalog

Register Online

Indexes

Highlighted Feature

Catalog Views

Undergraduate Studies by Location

Graduate Studies

2013-14 Undergraduate Index A-Z

Updated within the Past 30 Days [clear]

Contact

Site Navigation

2013-14 Catalog

Register Online

Indexes

Highlighted Feature

Catalog Views

Undergraduate Studies by Location

Graduate Studies

2013-14 Undergraduate Index A-Z

Updated within the Past 30 Days [clear]

Related

Contact