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|
Signature Required: Spring
|SOS||JR–SRJunior–Senior||16||16||Day, Evening and Weekend||S 16Spring||This Student-Originated Studies (SOS) program is intended for upper-level students with a background in community-based learning, who have made arrangements to carry out a 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’ interests in community development. Students will submit weekly written progress/reflection reports, and will meet as a whole group in a weekly seminar on Wednesday mornings to share successes and challenges, and to discuss occasional short readings. Students will also organize small interest/support groups to discuss their specific projects and to collaborate on a final presentation. Occasionally, seminars will be replaced with relevant campus and community workshops or events. The program is connected to Evergreen's Center for Community-Based Learning and Action (CCBLA). As such, this program benefits from the rich resource library, staff, internship suggestions, and workshops offered through the Center.The range of activities 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 enrich 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 of up to 36 hours a week for a 12-credit internship. Four academic credits will be awarded for seminar participation and weekly 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.||Ted Whitesell||Wed||Junior JR Senior SR||Spring||Spring|
Signature Required: Winter
|SOS||SO–SRSophomore–Senior||16||16||Day||W 16Winter||This Student-Originated Studies program is intended for students interested in sociology, psychology, health, sustainability, public policy, social movements, and community development who have made arrangements to carry out a project in a community-based setting, such as health care agencies, schools, and nongovernmental or social movement organizations. The range of academic/community work suited to this program includes working 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 enrich 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 25 hours a week, for up to 10 credits. Six academic credits will be awarded for seminar work on community-based studies and social science writing. Students with less than 10 credits of internship may supplement their project with accompanying research, reading, and writing associated with their community work. The program also includes a required weekly program meeting that will focus on social science writing, community-based learning, and integrating theory and practice. 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 the quarter. Students will submit weekly written progress/reflection reports to the faculty sponsor. Contact faculty member Lin Nelson ( if further information is needed. 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 from the rich resource library, staff, internship suggestions, and workshops offered through the Center.||Lin Nelson||Wed Fri||Sophomore SO Junior JR Senior SR||Winter||Winter|
Trevor Speller and Nancy Koppelman
Signature Required: Fall
|SOS||JR–SRJunior–Senior||16||16||Day||F 15 Fall||Are you looking to design and write a research project in history or literature? Are you thinking of a capstone project or senior thesis? This SOS is designed for upper-division students who are ready to take on a long, investigative assignment of 25 pages or more. There will be a mix of independent work, individual attention with faculty, and class time.Before you register, you should have a rough idea of the project you want to complete. Students will be expected to participate in weekly lectures and writing labs. You will learn how to structure your research project, form a timeline, design a prospectus, learn to read academic papers, and prepare an annotated bibliography before you draft, revise, and complete your project.||Trevor Speller Nancy Koppelman||Junior JR Senior SR||Fall||Fall|
Signature Required: Winter
|SOS||SO–SRSophomore–Senior||16||16||Day||W 16Winter||This Student-Originated Studies program is an opportunity for students to do intermediate to advanced work in topics in the social sciences and history. Students will work in small groups or independently on their own in-depth projects or areas of study and may include an internship component if the student has already researched and started the process to get approval from an outside agency with an identified supervisor. Priority is given to students who want to learn about diversity, multiculturalism, and social justice. The format of this program includes weekly meetings to discuss particular assignments and updates on student work.Students should anticipate meeting on Wednesday mornings Weeks 1-4 and 6-9 with their peers and faculty to report on their studies and to receive critical feedback and recommendations for further study. Students will need to be available for individual conferences with the faculty Weeks 5 and Evaluation Week. Students should also anticipate the requirement to upload assignments on a weekly basis that indicate academic progress toward a final project. The final project must be uploaded during Week 10. Prior to their final evaluation conference with the faculty, students must upload a self-evaluation of their learning.||Michael Vavrus||Sophomore SO Junior JR Senior SR||Winter||Winter|
|SOS||SO–SRSophomore–Senior||16||16||Day||F 15 Fall||This one-quarter, student-centered program allows students to study social work as a career option. The program is designed to meet the needs of students with differing interests in the social work field. Because of this, we will create the syllabus as we proceed to include a variety of student interests. Students are encouraged to invite guest speakers, bring videos, and suggest books. The faculty will work with students to ensure that their learning goals are met. Program activities will consist of lectures, guest speakers, seminars, videos, etc. As foundational information, all students will read by Paulo Friere. From there, students will create their own reading lists based on their areas of interest. A history component will introduce students to the historical and cultural experiences of groups served by the social services system, such as women, Native Americans, African Americans, the poor, youth, etc. A cultural competence component will be self-exploratory, enabling students to understand what they bring to a cultural encounter in a service-providing role. Students will use online tools and related readings to gain an understanding of the Indian Child Welfare Act and the cultural factors to consider when handling cases involving Indian children and families.Students may work in groups on projects of common interest. Students are encouraged to present what they learn to the class as well as write reflectively. Students will write at least one poem, based on George Ella Lyon's poem, "Where I'm From." A portfolio of student work will be maintained.||Gary Peterson||Sophomore SO Junior JR Senior SR||Fall||Fall|