2015–16 Undergraduate Index A–Z
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|Title||Offering||Standing||Credits||Credits||When||F||W||S||Su||Description||Preparatory||Faculty||Days||Multiple Standings||Start Quarters||Open Quarters|
Dylan Fischer, Carri LeRoy, Abir Biswas, Erik Thuesen and Alison Styring
Signature Required: Fall Winter Spring
|Program||JR–SRJunior–Senior||V||V||Day||F 15 Fall||W 16Winter||S 16Spring||Rigorous quantitative and qualitative research is an important component of academic learning in Environmental Studies. This independent learning opportunity is designed to allow advanced students to delve into real-world research with faculty who are currently engaged in specific projects. The program will help students develop vital skills in research design, data acquisition and interpretation, written and oral communication, collaboration, and critical thinking skills—all of which are of particular value for students who are pursuing a graduate degree, as well as for graduates who are already in the job market. studies nutrient and toxic trace metal cycles in terrestrial and coastal ecosystems. Potential projects could include studies of mineral weathering, wildfires, and mercury cycling in ecosystems. Students could pursue these interests at the laboratory scale or through field-scale biogeochemistry studies, taking advantage of the Evergreen Ecological Observation Network (EEON), a long-term ecological study area. Students with backgrounds in a combination of geology, biology, or chemistry could gain skills in soil, vegetation, and water collection and learn methods of sample preparation and analysis for major and trace elements. studies plant ecosystem ecology, carbon dynamics, and nutrient cycling in forests of the Southwest and western Washington. This work includes image analysis of tree roots, molecular genetics, plant physiology, carbon balance, nitrogen cycling, species interactions, community analysis, and restoration ecology. He also manages the EEON project ( ). See more about his lab's work at: . Students participating in this program work closely with ongoing research in the lab, participate in weekly lab meetings, and develop their own research projects. conducts research on linkages between terrestrial and aquatic environments. She is trained as a freshwater ecologist and primarily studies in-stream ecosystem processes and aquatic communities. She and her students study leaf litter decomposition in streams as a major input of organic material to aquatic systems. In addition, she conducts research on aquatic macroinvertebrate community structure, aquatic fungal biomass and standard water quality and hydrology measurements in stream and river environments. studies birds. Current activity in her lab includes avian bioacoustics and avian monitoring and research in Evergreen’s campus forest and other nearby locations. Bioacoustic research includes field monitoring of local birds using audio recordings and microphone arrays, and editing and identifying avian songs and calls from an extensive collection of sounds from the campus forest as well as tropical forest sites in Borneo. Local research projects in the campus forest and nearby locations include Pacific wren mating and life-history strategy, cavity formation and use by cavity-nesting birds (and other cavity-dependent species), and monitoring long-term trends in bird populations and communities using a variety of standard approaches. conducts research on the ecological physiology of marine animals. He and his students are currently investigating the physiological, behavioral, and biochemical adaptations of gelatinous zooplankton to environmental stress and climate change. Other research is focused on the biodiversity of marine zooplankton. Students working in his lab typically have backgrounds in different aspects of marine science, ecology, physiology, and biochemistry.||Dylan Fischer Carri LeRoy Abir Biswas Erik Thuesen Alison Styring||Junior JR Senior SR||Fall||Fall Winter Spring|
Andrew Brabban and Abir Biswas
|Program||SO–SRSophomore–Senior||16||16||Day||S 16Spring||This upper-division science program will examine the interplay between the biological and chemical processes of the Earth's hydrosphere and lithosphere. Many environmental processes occur as a result of specific microbial processes that are intrinsically controlled by the substrate (geology) and the geochemical parameters (redox, pH), making these studies inherently interdisciplinary.Over the quarter, we will investigate biotic and abiotic controls on the cycling of important elements (specifically key biological and chemical elements of carbon, nitrogen, iron, etc., and elements we often consider toxic such as arsenic and heavy metals) in both "pristine" and polluted systems, and in aerobic to anaerobic systems. Students will cover topics in environmental microbiology examining the roles microorganisms play in the environment, their metabolism, and the broad diversity of the ecosystems they occupy. Likewise, students will cover topics in geochemistry and geobiology examining the role of microbes in element cycling at the Earth's surface. Laboratory work will focus on both classical microbiological methods, as well as newer biochemical and molecular procedures to determine the biodiversity of soil and water samples and the activity of specific organisms within an ecosystem. In addition, students will learn field sampling techniques, collect soil and/or water samples in the field during day trips, and conduct relevant geochemical analyses in the laboratory to elucidate element cycles. Weekly seminars and student presentations discussing recent research from the primary literature will be important components of the program.||Andrew Brabban Abir Biswas||Mon Mon Tue Wed Wed Thu||Sophomore SO Junior JR Senior SR||Spring||Spring|
|Program||SO–SRSophomore–Senior||16||16||Day||S 16Spring||Edward Keller defines environmental geology as “the application of geologic information to the entire spectrum of interactions between people and their physical environment”. It encompasses geologic hazards (geohazards), Earth’s resources, and issues of concern to society such as climate change and sea level rise. This academic program will cover all of these aspects of environmental geology and will provide a framework for understanding regulation and land use planning can mitigate these issues. The principle focus of the program will be on the science of environmental geology, however, rather than policy.Students will study the geologic processes that create hazards such as earthquakes, tsunamis, landslides, lahars, and floods. We will look at how land use practices have increased the risk: in many cases forest practices have decreased slope stability, development in flood plains has increased flood hazards, and channelizing rivers has enhanced erosion. Geographic Information Systems (ArcMap) will be used to create hazard maps, analyze spatial data and assess risk. Students will learn about the occurrence and depletion of Earth’s resources such as fossil fuels, minerals resources and water. Understanding geologic hazards and sustainability of resources are important considerations when planning land use. Most geologic hazards and resource extraction have a local or regional impact but climate change is a global challenge. Students will have an opportunity to investigate issues of regulatory oversight in individual projects.Field trips will provide an opportunity for students to see areas at risk and examine the results of past events. Students will research a specific geologic hazard and examine the effectiveness of regulatory oversight to reduce or mitigate the risk.||Kenneth Tabbutt||Sophomore SO Junior JR Senior SR||Spring||Spring|
Sarah Williams, Steven Scheuerell and Abir Biswas
|Program||FR–SRFreshmen–Senior||16||16||Day||F 15 Fall||W 16Winter||S 16Spring||"The day is coming when a single carrot, freshly engaged, will set off a revolution." – Paul CezanneIf you crunch on a carrot, savor a cacao nib, or sip a coffee while learning about with a geologist, a permaculturalist, and a cultural theorist, what will you taste? Often associated with wine, is a French word that distinguishes a food that is what it because of a taste of the place from which it comes. There are complex cultural traditions alongside the scientific factors we will explore for describing the effects of climate, soil, environment, and agricultural practices on our perception of flavor. We'll also explore the combined effects of smell and taste and their expression in terroir in relation to scientific and consumer objectivity. Throughout the year, we will focus on case studies of specific foods to explore terroir from a variety of methodologies and disciplinary perspectives via faculty lectures, readings, seminar, writing, field trips, films, community-based service learning, independent field studies, and an alumni lecture series.Fall quarter, we’ll focus on the terroir of coffee, chocolate, and wine. We’ll begin with a program retreat and service-learning project at a biodynamic vineyard, during which students will learn about terroir as a special quality of Oregon’s pinot noir grapes. Faculty members will provide an introduction to their disciplines in relation to terroir's expression in coffee, chocolate, and wine through a combination of lectures and tastings (grapes in the case of wine). Students will choose modules in physical geology, permaculture design, or cultural theory. The physical geology module will focus on the broader plate tectonics and volcanic processes. In the permaculture design module, students will study how the landscape properties of a particular place can be modified and combined to create a unique entity. Students in the cultural theory module will explore how terroir is a relation of reciprocity between subject and object using poststructuralist theory infused with gender and colonial critique as well as ethnographic strategies. We will engage the complexity of terroir as perception history, place soil.Winter quarter, we’ll focus on oysters, chocolate, and tea. Students will have the opportunity to travel to to the EcoFarm Conference in Monterey, Calif. Students will again choose a module: permaculture or cultural theory modules as offered in fall or a new module that will focus on soil development processes and the effects of climate change on the terroir of place-flavored foods, including the effects of changes in ocean chemistry on the terroir of oysters.Spring quarter will begin with the study of terroir's expression in honey, chocolate, and potatoes. Students will gain hands-on horticultural/gardening training at Demeter’s Garden on Evergreen’s farm to facilitate student engagement in agricultural and permaculture fieldwork. During the latter half of the quarter, everyone will complete an independent or small-group, multiweek research project, community-based service-learning experience, or field study, and will share their learning progress via a structured online program forum.Texts may include: Desert Terroir (Nabhan), The Taste of Place (Trubek), Voodoo Vintners (Cole), The New Taste of Chocolate (Presilla), Sweetness & Power (Mintz), Coffee & Coffeehouses (Hattox), American Terroir (Jacobsen), Puer Tea (Zhang), The Body of the Conquistador (Earle), Bittersweet Journey (Futterman), More than Honey (Imhoof), Neurogastronomy (Shepherd), Dirt (Logan or Montgomery), Consider the Oyster (Fisher).||Sarah Williams Steven Scheuerell Abir Biswas||Tue Wed Thu Fri||Freshmen FR Sophomore SO Junior JR Senior SR||Fall||Fall Winter Spring|
Kenneth Tabbutt and Ulrike Krotscheck
|Program||FR ONLYFreshmen Only||16||16||Day||F 15 Fall||W 16Winter||Our understanding of the ancient past is based on physical evidence that has survived the destruction of time. Archaeologists and geologists strive to reconstruct the past with an incomplete record of artifacts and evidence from the rock record. Theories are developed, refined, or discarded as new evidence comes to light or analytical tools enable new information to be gleaned. Reinterpretation is an ongoing process and paradigm shifts are common. This program will introduce students to the fundamentals of archaeology and geology, focusing on the deductive process that these disciplines employ and the interpretation of the evidence of past events. Students will learn and apply Geographic Information Systems (GIS) and explore current theories in geology and archaeology. Geologic processes, in particular catastrophic events, have allowed the preservation of artifacts from past cultures, and past cultures have, in some cases, had a profound impact on the earth. Time will be a critical dimension in this program: hundreds, thousands, millions, and even billions of years before the present.During fall quarter, students will learn the fundamentals of physical geology. In addition, students will learn the methods and practice of archaeology, with a particular focus on the history of the Pacific Northwest region. Data collection and analysis using quantitative methods will be integrated with the theory and Excel will be used as a tool for analyzing and displaying data. Field trips will provide an opportunity to observe geologic features and artifacts. A multi-day field trip around the Olympic Peninsula will take place early in the quarter. Students will be expected to critically analyze texts and academic trajectory and discuss them in seminar.During winter quarter, the focus will turn to environmental geology, in particular geologic hazards such as earthquakes, volcanism, tsunamis, and debris flows. These geologic processes are only considered hazards when they impact human health, transportation, and property. The focus will be on those events that were catastrophic to past civilizations. In this quarter, the archaeological component will expand globally and include examples from the Mediterranean to the South Pacific. Students will learn to use GIS to display and assess geologic hazard data.||Kenneth Tabbutt Ulrike Krotscheck||Freshmen FR||Fall||Fall Winter|
Signature Required: Fall Winter Spring
|Research||SO–SRSophomore–Senior||V||V||Day||F 15 Fall||W 16Winter||S 16Spring||Rigorous quantitative and qualitative research is an important component of academic learning in Scientific Inquiry. Research opportunities allow science students to work on specific projects associated with faculty members’ expertise. Students typically begin by working in an apprenticeship model with faculty or laboratory staff and gradually take on more independent projects within the context of the specific research program as they gain experience. Students can develop vital skills in research design, data acquisition and interpretation, modeling and theoretical analysis, written and oral communication, collaboration and critical thinking. These are valuable skills for students pursuing a graduate degree or entering the job market. (geology, earth science) studies nutrient and toxic trace metal cycles in terrestrial and coastal ecosystems. Potential projects could include studies of mineral weathering, wildfires and mercury cycling in ecosystems. Students could pursue these interests at the laboratory scale or through field-scale biogeochemistry studies, taking advantage of the Evergreen Ecological Observation Network (EEON), a long-term ecological study area. Students with backgrounds in a combination of geology, biology or chemistry could gain skills in soil, vegetation and water collection and learn methods of sample preparation and analysis for major and trace elements.||geology and earth sciences.||Abir Biswas||Sophomore SO Junior JR Senior SR||Fall||Fall Winter Spring|