2013-14 Undergraduate Index A-Z
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Student Originated Studies (SOS) offers an opportunity for self-motivated students to create their own advanced course of study and to interact with a community of other students researching related topics. Students enrolled in an SOS design their work with input and support from the faculty member, and participate in class sessions with activities that may include seminars, workshops, lectures, and peer review.
Student Originated Studies (SOS)
| Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days of Week | Multiple Standings | Start Quarters |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
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Hirsh Diamant
|
SOS | FR–SRFreshmen - Senior | 4 | 04 | Evening | S 14Spring | This opportunity for student-originated studies is designed for students who have taken one or both of the courses in fall and winter quarters and wish to further pursue the topics of those courses. In the first week of the quarter, each student will submit their project proposal and then complete that project during the quarter. This proposal will be designed with input from the faculty member.All students will also participate in readings, classes, and on-line assignments in collaboration with other students. A weekly class meeting will include seminars, workshops, and opportunities to share learning and project work. Weekly on-line posts will highlight students' progress and learning. Students must attend and participate in all weekly sessions. | Hirsh Diamant | Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | ||||
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Alison Styring
Signature Required:
Fall
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SOS | JR–SRJunior - Senior | 16 | 16 | Day | F 13 Fall | Students will work to become specialists on one or more taxonomic groups that occur in the Pacific Northwest. Through field study and literature research, students will develop identification guides and species accounts to post on the Evergreen Natural History websites. Students may conduct specimen-based research using The Evergreen State College Natural History Collections, and projects may also involve a field component. Skills will be developed in taxonomy and systematics, bioinformatics, museum practices, digital imagery for scientific illustration, field ecology and natural history writing. | Alison Styring | Junior JR Senior SR | Fall | |||||
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Stephanie Kozick
Signature Required:
Winter Spring
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SOS | SO–SRSophomore - Senior | 16 | 16 | Day | F 13 Fall | W 14Winter | S 14Spring | This Student-Originated Studies program is intended for upper-level students with a background in community-based learning, and who have made arrangements to carry out a yearlong focused project within an organized community center, workshop, agency, organization or school setting. Community projects are to be carried out through internships, mentoring situations or apprenticeships that support students’ interest in community development. This program also includes a required weekly program meeting on campus that will facilitate a shared, supportive learning experience and weekly progress journal writing. The program is connected to Evergreen's Center for Community-Based Learning and Action (CCBLA), which supports learning about, engaging with and contributing to community life in the region. As such, this program benefits by the rich resource library, staff, internship suggestions and workshops offered through the Center. Students in this program will further their understanding of the concept of “community” as they engage their internship, apprenticeship or mentoring situation. The program emphasizes an asset-based model of community understanding advanced by Kretzmann and McKnight (1993). A variety of short readings from that text will become part of the weekly campus meetings. The range of academic/community work suited to this program includes: working in an official capacity as an intern with defined duties at a community agency, organization or school; working with one or more community members (elders, mentors, artists, teachers, skilled laborers, community organizers) to learn about a special line of work or skills that enriches the community as a whole; or designing a community action plan or case study aimed at problem solving a particular community challenge or need. A combination of internship and academic credit will be awarded in this program. Students may arrange an internship up to 36 hours a week for a 12-credit internship per quarter. Four academic credits will be awarded each quarter for seminar attendance and weekly progress journal writing. Students may distribute their program credits to include less than 12 credits of internship when accompanying research, reading and writing credits associated with their community work are included.During the academic year, students are required to meet as a whole group in a weekly seminar on Wednesday mornings to share successes and challenges, discuss the larger context of their projects in terms of community asset building and well-being, and discuss occasional assigned short readings that illuminate the essence of community. Students will also organize small interest/support groups to discuss issues related to their specific projects and to collaborate on a presentation at the end of each quarter. Students will submit weekly written progress/reflection reports via forums established on the program Moodle site. Contact faculty member Stephanie Kozick if further information is needed. | Stephanie Kozick | Wed | Sophomore SO Junior JR Senior SR | Fall | ||
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Sarah Williams
Signature Required:
Fall Winter Spring
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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 | |||
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Doreen Swetkis
Signature Required:
Spring
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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 | ||||
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Leonard Schwartz
Signature Required:
Spring
|
SOS | SO–SRSophomore - Senior | 16 | 16 | Day | S 14Spring | Poetics involves language as creative functions (writing, poetry, fiction), language as performance, language as image and language as a tool of thought (philosophy, criticism). Our work will be to calibrate these various activities, which is to say find the relationships between poetic and critical thought.Students are invited to join this learning "community" of culture workers interested in language as a medium of artistic production. This SOS is designed for students who share similar skills and common interests in doing advanced work that may have grown out of previous academic projects and/or programs. Students will work with faculty throughout the quarter; we will design small study groups, collaborative projects and critique groups that will allow students to support one another's work. | Leonard Schwartz | Sophomore SO Junior JR Senior SR | Spring | |||||
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Sarah Williams
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SOS | SO–SRSophomore - Senior | 16 | 16 | Day | F 13 Fall | W 14Winter | S 14Spring | J.W. Goethe Like the role of bees and seeds in the evolution of agriculture, beads—which often are seeds, shells, wax or bone—have an inside and an outside that commute, are interpenetrating and entail reciprocal creation. They form assemblages with centers and their use over time can be a measure of the fertility of mind, spirit and body. This SOS will support students in bead-like studies of biodynamic processes in conjunction with an internship, creative practice or field research project. Whether defined in relationship to agricultural, artistic or craniosacral practices, biodynamic processes are characterized by interconnected, recursive and iterative movements that form holistic patterns. Biodynamic processes are mutually causative and are engaged in by organisms (i.e., living entities) according to temporal rhythms (e.g., respiration) and sustaining cosmic forces such as tides and sunlight.This program is ideal for responsible, enthusiastic and self-motivated students with an interest in developing and reflecting on a substantial project over a substantial period of time. In addition to classroom work, each student will create an individual course of academic learning including an internship (e.g., at a local organic farm), creative practice (e.g., nature writing), or field research project (e.g., discovering the differences—and why they matter—between commercial and biodynamic beekeeping). Collaboration, including shared field-trip opportunities, with the Ecological Agriculture and Practice of Sustainable Agriculture programs will be available. Academic work for each quarter will include weekly group meetings, an annotated bibliography and maintenance of a field journal to document independent project learning. In addition to this independent project component, students will engage in weekly readings and written responses, seminar discussions and a final presentation. Unless designed into students projects and agreed upon in advance, all students will be required to attend and actively participate in this one day of weekly class activities, as well as individual self-assessment meetings with the faculty at mid-quarter and the end of the quarter. Interested students should browse the following authors and texts to explore their ability to think and act biodynamically within an intentional learning community. , edited by David Seamon and Arthur Zajonc; by Wolf Storl; by Charles Ridley; by Catherine Cole; by Gary Snyder; by Robert Bringhurst; by Ruth Ozeki; and : by Rudolf Steiner | Sarah Williams | Tue | Sophomore SO Junior JR Senior SR | Fall | ||
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Evan Blackwell
Signature Required:
Spring
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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 | ||||
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Joe Feddersen
Signature Required:
Fall
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SOS | JR–SRJunior - Senior | 16 | 16 | Day | F 13 Fall | This is an intensive full-time, one-quarter program designed for students ready for intermediate to advanced work in theory and practice in the visual arts. Students should be ready to work independently in the studio and in their research, but must also be interested in the learning community of a classroom. The academic content, lectures, and instruction are collaborations between the faculty and the students enrolled. Credits are earned through your project and research related to your project and program activities such as seminars, the , field trips, and research presentations. Students will work intensively on their proposed projects. They will produce a solid body of work, write papers, present their research to the program, work intensively in the studio together, produce a solid body of work, and participate in critiques. They should expect to work 20 - 30 hours per week outside of class meetings. | Joe Feddersen | Junior JR Senior SR | Fall | |||||
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Bill Ransom
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SOS | SO–JRSophomore - Junior | 16 | 16 | Day | S 14Spring | This SOS is designed for students who have a body of writing in poetry, fiction or creative nonfiction that they would like to polish and submit for publication. Students will read and research a broad spectrum of contemporary publications that feature work in their genre of choice and will choose three to five publications to which they will send their work at the close of the quarter. Participants will receive instruction in effective workshop and critique methods, professional submission protocols and rewriting strategies. Groups of three will meet weekly for peer critique workshops, and an all-student meeting will be held weekly for a combined lecture/seminar session. | Bill Ransom | Sophomore SO Junior JR | Spring |