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: Fall
|Program||SO–SRSophomore–Senior||16||16||Day||F 15 Fall||W 16Winter||In the 19th century, well-known European scientists such as Darwin, d'Orbigny, and Bonpland traveled in Argentina and brought their knowledge of the flora and fauna back to Europe. The marine, desert, and alpine environments of the Southern Cone harbor flora and fauna are very different from similar environments in North America. In this two-quarter program, we will carry out intensive natural history studies of the unique organisms and ecosystems of Argentina, focusing on those of Patagonia. After an introductory week in Olympia at the start of fall quarter, the study-abroad portion of the program will commence with a four-week intensive study of Spanish language in Buenos Aires, which will prepare us for our travels and studies in Argentina during fall and winter quarters.We will read primary literature articles related to the biodiversity of Argentina, and each student will be responsible for presenting different topics during weekly seminars. We will begin to study the flora and fauna of the Southern Cone through preliminary readings, lectures, and classwork in Buenos Aires. We will take a short trip to the subtropical province of Misiones, then move to the coastal and mountain regions of Patagonia where we will study the area's natural history, beginning with field studies on the Atlantic coast, and then moving to the Andean Lakes District, taking advantage of the progressively warmer weather of the austral spring. Students will conduct formal field exercises and keep field notebooks detailing their work and observations.During winter quarter (summer in the Southern Hemisphere), students will reinforce their language skills with two weeks of intensive Spanish studies in Patagonia, examine montane habitats, and then work in small groups on focused projects examining topics of biodiversity. It will be possible to conduct more focused studies on specific ecosystems or organisms, including those of southern parts of Patagonia. Clear project goals, reading lists, timelines, etc., will be developed during fall quarter in order to ensure successful projects in winter quarter. Examples of individual/small group projects include comparisons of plant/animal biodiversity between coastal, desert, and alpine zones; comparative studies on the impacts of ecotourism activities on biodiversity; and examining community composition of intertidal habitats along a gradient from north to south, among others.||Erik Thuesen||Sophomore SO Junior JR Senior SR||Fall||Fall|
Rose Jang, Wenhong Wang and Hirsh Diamant
|Program||FR–SRFreshmen–Senior||16||16||Day||F 15 Fall||W 16Winter||S 16Spring||With China’s emergence as one of the world’s leading political players and economic powerhouses within the last four decades, there has been increasing international attention and news coverage on current Chinese political and economic developments. Today’s China, under a new generation of leadership ushering in many unprecedented reform programs, remains an enigma for most Westerners. The program aims to unravel part of that mystery through study of China's cultural roots and ideological foundations. We will dig the roots of Chinese culture by probing into Chinese religion and folklore and examining several different forms of Chinese artistic activities, including performing arts, visual arts, and arts of self-cultivation.In fall quarter, we will study the religions and folk culture of China. We will examine the formal histories and primary tenets of Chinese “Three Teachings”: Confucianism, Daoism, and Buddhism. Mythology, fairy tales, and fantasies, transmitted either orally or in written texts, will also inform our study as symbolic expressions of spiritual forces and religious aspirations within the cultural psyche. The combined energy of official and popular religions, spiritual and “superstitious” practices, folk and secular activities—with their literary and visual manifestations—has affected Chinese society and political structure over centuries. By reading translated texts and viewing different religious and cultural activities on film, we will try to discover and dissect the interlocked relationships between religion, spirituality, philosophy, and folk culture in the Chinese contexts.In winter quarter, we will focus on the arts of China, both traditional and modern. Chinese arts have long been a necessary vessel for the outpouring of spiritual and folk energy from all facets of Chinese life and society. We will read Chinese literature and drama that grew from the repertoire of popular stories, study Chinese theatre as a continuation of Chinese storytelling and acrobatic traditions, and delve into the spiritual core of Chinese visual arts. Students will read texts as well as engage in movement workshops and artistic experiments which connect cultural studies with practical, hands-on exercises.Faculty will take interested students to China either at the end of winter quarter or in spring quarter. These students will study Chinese performing arts in one of the most prestigious theatre schools in Beijing for four weeks, and spend two more weeks traveling to the south to continue exploring Chinese culture with a focus on religion, spirituality, and folk culture. Students who do not go to China will conduct independent research projects on Evergreen's campus.A Chinese language class will be embedded within the program. Students traveling to China will continue to study Chinese language at the institutions we will visit and through daily functions and encounters, which will provide incentives and opportunities for further language study.||Rose Jang Wenhong Wang Hirsh Diamant||Freshmen FR Sophomore SO Junior JR Senior SR||Fall||Fall Winter Spring|
|Course||FR–SRFreshmen–Senior||4||04||Evening||F 15 Fall||W 16Winter||S 16Spring||This introductory Chinese course will emphasize the standard Chinese pronunciation and the building of useful vocabularies. Students with no or little prior experience will learn Chinese pinyin system and modern Mandarin Chinese through interactive practice and continuous small group activities. Learning activities may also include speaker presentations and field trips. Chinese history and culture will be included as it relates to each language lesson.Students enrolling in this course may also use this as a prerequisite for a Chinese study abroad program. If you are interested in traveling to China in the summer, please be sure to contact the faculty for more information.||Lin Crowley||Tue Thu||Freshmen FR Sophomore SO Junior JR Senior SR||Fall||Fall Winter Spring|
Heather Heying, David Phillips and Bret Weinstein
Signature Required: Fall
|Program||SO–SRSophomore–Senior||16||16||Day||F 15 Fall||W 16Winter||S 16Spring||Why are there so many species on the planet? Why are there more species nearer the equator than at the poles? This program seeks robust, meaningful explanations for these complex phenomena. In parallel, it approaches human cultural variation in a biotic context, addressing the questions: Where have humans traditionally fit in relation to biological nature, and how has our unparalleled within-species diversity been shaped by nonhuman forces? This program will introduce students to a unique and broadly applicable set of analytical tools, and apply them across a range of settings and scales that would be impossible in a traditional academic context.We will study patterns across space and time, revealing the selective forces that shaped the distribution, form, behavior, and interaction of organisms from all extant branches of the tree of life. From mycorrhizal fungi that live in the roots of trees to bats collecting fruit high in the moonlit canopy, organisms are best understood embedded in the context of the forces that gave rise to them.Though all sciences share a method of inquiry, the theoretical toolkit necessary to understand complex biological systems is different from the more familiar tools of the fundamental sciences, such as chemistry and physics. When an insect extracts nutrients from a leaf by detoxifying compounds built to deter herbivory, both the insect, and the plant whose leaf is consumed, have invested resources in an objective, and their gains and losses can be evaluated in terms similar to those in economics and engineering. We will apply concepts such as sunk costs, zero-sum game, and adaptive landscapes across systems and taxa.We will compare Pacific Northwest rainforest to the Ecuadorian Amazon, witnessing ecology’s most extreme, ubiquitous, and mysterious species-diversity pattern: the latitudinal diversity gradient. We will compare the Amazon at Earth’s most species-rich location—Yasuní—with equatorial montane, cloud forest, and altiplano habitats, revealing dramatic predictable reductions in species diversity that occur at a given latitude, with increases in elevation. And we will compare the high-diversity Amazonian habitat in the humid lowland east to the comparatively low-diversity habitats of the arid Andean rainshadow to the west.In tandem with our study of habitats, we will seek to understand indigenous cultures that have historically inhabited these biomes. We will consider the impact of glaciation and the role it played in initiating the diaspora of New World populations which diversified across the entirety of the Americas before Europeans arrived in the 15th century. Where there is archaeological evidence, we will interpret it in the context of the precolonial world.In fall, we will focus on logical tools, concepts, and language needed to understand evolutionary patterns. We will investigate levels of selection, and grapple with the relationship between genes, cultural memes, and epigenetic markers. We will take several field trips within Washington to experience relevant phenomena (e.g., Hoh rainforest, indigenous fishing on the Klickitat River, the channeled scablands). In winter and spring, we will travel to Ecuador, visit several sites, and spend extended field time investigating patterns across a tropical landscape of unparalleled diversity.||Heather Heying David Phillips Bret Weinstein||Mon Wed Thu||Sophomore SO Junior JR Senior SR||Fall||Fall|
Marianne Bailey, Marianne Hoepli and Kathleen Eamon
|Program||SO–SRSophomore–Senior||4, 12, 16||04 12 16||Day||F 15 Fall||W 16Winter||S 16Spring||Our program will explore the productive paradoxes of Germanic sensibilities by working through foundational works in literature, philosophy, psychoanalysis, music, and visual arts from German-speaking thinkers and makers. We will be especially concerned with the unmistakable coexistence of a drive toward order, structure, technology, and systems, with an equally persistent melancholy, deep inwardness, and mysticism. Goethe’s is written in German; so, too, is the Dada The philosophical systems of Kant and Hegel, for example, feed Nietzsche’s critical tongue. Freud and the psychoanalytic tradition name and analyze the chaotic forces of human depths decades after German Romantics intimated and sang praises of that darkness, figuring its caves, jewels, and labyrinths in their poems and paintings. The operatic wave of Wagnerian ritual “Gesamtkunst” (total art) joins, in the German canon, the ethereal choirs of medieval mystic, Hildegard of Bingen, and the perfect symmetry of a piece from Mozart. We will ask what in this dual mentality allowed the rise of fascism, and how the artists and thinkers who opposed it and came of age in its wake were radically changed in their understanding of their language, their work, themselves, and their notions of art and of humanism. In fall and winter quarters, we will work across a long history, drawing from the Medieval and Renaissance eras with the aim of better understanding German Romantic literature, art, and philosophy of the late 18th and 19th centuries, and studying that period in turn so that we can approach works from 20th-century moderns, as well as works by outsider artists found in the fringe galleries and theaters in contemporary Berlin. Language study (beginning and intermediate) will be integral to our work for all students who plan on traveling to Germany in spring quarter. Spring quarter will include further language, philosophical, and cultural study, as well as significant individual project work. Students may elect to travel to Germany for nine weeks of field study, first in Berlin for intensive language and cultural studies, and then on excursions into, for example, Austria, Switzerland, and southwestern Germany during students’ “ (walking time). In Berlin, we will continue our historical trajectory with an emphasis on works of post-modernity and the situation of the contemporary European and world city, studying Berlin’s art, music, drama, and architecture. During the students will pursue their self-designed curriculum incorporating travel and cultural research; a portion of winter quarter will be devoted to developing those projects. Students on campus will engage a version of the all-program syllabus while developing their own individual projects with the support and help of faculty and one another. These students will have their own version of the when they can make field trips of their choosing. These might include touring independent poetry publishers, traveling to a nearby or distant museum or archive important to their research, or wandering the mountains or seashore reading and writing about the German Romantic poets and thinkers like Nietzsche, Novalis, or Hesse. All students will join together at year’s end to present their spring experiences and projects. This program will offer advanced work in the humanities and excellent preparation for graduate work.||Marianne Bailey Marianne Hoepli Kathleen Eamon||Sophomore SO Junior JR Senior SR||Fall||Fall Winter Spring|
Signature Required: Fall Winter Spring
|Program||SO–SRSophomore–Senior||V||V||Day||F 15 Fall||W 16Winter||S 16Spring||A consortium is a formal relationship with other institutions to increase travel abroad opportunities for Evergreen students. More than 300 destination programs are offered through consortium and financial aid can be used to pay for approved program costs. Evergreen students pay the consortium's tuition and fees; they do not pay Evergreen tuition or fees when enrolled in consortium. Enrollment is recorded at both the consortium and at Evergreen; Evergreen students register at Evergreen with a special Course Record Number created specifically for the designated consortium and retain their student status. offers interdisciplinary study programs in India and China. In India, students can focus on issues of public health, Indian studies, development, or the environment, in programs located in Manipal, Pune, and Varanasi. In China, students can focus on issues of globalization, development, business, politics, social change, and Chinese language, in programs located in Xi'an, Beijing, or Shanghai. Internship opportunities are available in both countries. Full semester and summer options. Students earn 15 semester credits (22 quarter credits). is a premier, full-service, English-language university founded in Cairo, Egypt, in 1919. Students can focus on a wide range of disciplinary studies through the semester or summer options as study abroad, non-degree students, or they can focus on intensive Arabic language through the Intensive Arabic Program. Credits will vary by individual enrollment but typically range from 15 to 18 semester credits (22 to 27 quarter credits). offers programs in Iceland, Nicaragua, Costa Rica, Honduras, and Kenya that focus on sustainability, environmental issues, experiential learning, and close connection to local communities. Students earn 15 semester credits (22 quarter credits). provides a set of interdisciplinary study abroad programs sponsored by Augsburg College in Minneapolis, Minn. Students can focus on issues of gender and social change, international business, migration, globalization, or social work in Mexico; sustainable development and social change in Central America; or nation building, globalization and decolonization in Namibia. Language study and internships, as part of or in addition to the programs, are available. Students earn 16 semester credits (24 quarter credits). provides study abroad programs in conjunction with multiple university sites in Africa, the Middle East, Europe, Asia, Latin America, the Caribbean, and Australia. Students can choose from a wide variety of disciplines, with programs taught either in English, the local language, or both. Students earn 15-18 semester credits (22-27 quarter credits). offers 14 coordinated programs in Architecture and Design, Biomedicine, Child Diversity and Development, Communication and Mass Media, European Culture and History, European Politics and Society, Global Economics, International Business, Justice and Human Rights, Medical Practice and Policy, Migration and Identity/Conflict, Pre-Architecture, Psychology, Public Health, and Sustainability in Europe. All programs and courses are taught in English, with the exception of Danish language and culture studies. Students earn 15-18 semester credits (22-27 quarter credits). arranges internship placements in several European countries: England, Scotland, Germany, Belgium, and Spain. Students typically intern 30-35 hours per week, with one or two supplemental classes. Adequate fluency in the language is often, but not always, required. Students earn 16 quarter credits, with options to earn more through special coursework with the University of Rochester and at additional cost. , operated through Butler University in Indiana, connects students with multiple university sites in England, Scotland, Wales, Ireland, Australia, New Zealand, Argentina, Chile, Costa Rica, Mexico, and Peru. Students enroll in regular university course offerings, with opportunities for internships as well. Fluency in Spanish is required for most Latin American studies programs, with some options for students with lower-level Spanish skills. Students earn 15-18 semester credits (22-27 quarter credits). Summer programs also available. offers juniors and seniors a chance to spend one year focusing on one of 14 regional study areas: Africa, Canada, China, Comparative Religion, European, International, Japan, Jewish Studies, Korea, Latin America and Caribbean, Middle East, Russia-Eastern Europe-Central Asia, South Asia, and Southeast Asia studies. Students earn 12-18 quarter credits each quarter, depending on class selection. Evergreen can only recommend a small number of students to this program, so it is competitive, with applications due each March for the following year. offers programs that combine language, area studies, and community service placements in a number of countries: Australia, Ecuador, France, Ghana, India, Italy, Jamaica, Mexico, Scotland, Spain, and Thailand. Students gain valuable experience serving in a variety of community organizations. Semester and summer programs available. 15-17 semester credits (22-25 quarter credits). offers a wide variety of interdisciplinary programs in Africa, Asia, Europe, Latin America, and the Middle East that focus on the arts, cultural expression, global health, identity and globalization, environmental issues, post-conflict transformation, social movements, human rights, and sustainable development. Programs entail language, thematic studies, independent study projects, and close connection to local communities. Students earn 16 semester credits (24 quarter credits). Summer programs are also available. offers programs throughout the European, Central Asian, and Siberian regions of the former Soviet Union on a wide variety of topics: Central Asian Studies, Acting in Russia, Russian Studies Abroad, Translation Abroad, Art in Russia, The Russian Far East, The Russian Psyche, Museums and Art Restoration, Kyrgyz Adventure, Politics and International Relations, Internships, and more. Students earn 15-18 semester credits (22-27 quarter credits). offers programs that focus on ocean exploration, documenting change in the Caribbean, oceans and climate, sustainability in Polynesian island cultures and ecosystems, and energy and the ocean environment. Students spend the first part of the semester in Woods Hole, Mass., preparing for the second part of the semester when they embark on tall-masted sailing ships to continue studies at sea and among island communities. The program offers both Atlantic and Pacific routes. Students earn 16 semester credits (24 quarter credits). Options for upper-level credits are available. Summer programs offered as well. in Florence, Italy, offers undergraduate options for study in more than 20 studio art and design programs, art history, art conservation, and Italian language and culture. Graduate level studies are also available. Students earn 15-18 semester credits (22-27 quarter credits). offers the opportunity to study Russian language and culture in Moscow during the academic year, with summer options in Saint Petersburg. Students receive 20-30 hours of instruction per week depending on their level placement. The program takes place at the GRINT Language Center at the Moscow Humanities University. Options for internship placement in Moscow also exist. Students earn 15 semester credits (22 quarter credits). offers programs through a number of environmental field projects in several countries: Australia, Belize, Chile, China, Costa Rica, El Salvador, Fiji, India, Mexico, New Zealand, Peru, South Africa, Thailand, and Zambia. Wildlands' domestic US programs are not eligible for consortium status. Students are engaged in field studies for seven-week periods typically, and many include cultural studies, since communities are part of local environmental systems. Students earn 12 semester credits (18 quarter credits) at the upper-division level, typically distributed across both science and cultural studies, issued through California State University at Monterey Bay.||Michael Clifthorne||Sophomore SO Junior JR Senior SR||Fall||Fall Winter Spring|
Bill Arney and David Phillips
Signature Required: Spring
|Program||FR–SRFreshmen–Senior||16||16||Day||W 16Winter||S 16Spring||, “The Way,” is a collection of traditional pilgrimage routes that end in Santiago de Compostela, Spain. A monk said, “The only thing all pilgrims have in common is an interior necessity— ” As we study paths to Santiago, you will learn not just the . It may teach you why you had to go, about yourself, or how you want to live. This walk is a “focal activity” that makes demands and requires discipline, helps you sense relationships even when walking alone, reassures you about unknown capabilities, and, as one writer put it, gives you a “glimpse of life-giving possibilities.”In winter, we will study, first, the political history and the art of walking, especially the connection between walking and writing. Then we will take up the historical, religious, political, and cultural background of the and its place in contemporary Spain. Pilgrims’ accounts provide many takes on why people go to Santiago, what is required—physically, mentally, and financially—for walking routes that vary from 100 kilometers to more than 1,600 kilometers, what “pilgrimage” might mean in our time, and the kinds of meanings people make of their experiences after they return. Readings will range from the mystical realm to first aid for blisters, from spirit care to foot care, and everything in between. This portion of the program will involve significant lecture time, guest presentations, seminars and writing. And we will—all together, in small groups, and alone—take some walks. A substantial independent study project will give each student a personal entrée and continuing connection to “The Way.” Projects will be designed to continue during the students’ walks in the spring. Conversational Spanish, integrated within the program, will further students' preparations.In spring, everyone will be prepared to get to his or her starting point during the first week and begin his or her Way. Students will continue their independent studies and will provide volunteer service at two pilgrims’ shelters or other service organizations along the way. Most of week seven or eight will be spent together in Santiago, reflecting thoughtfully, carefully, playfully and, most important, together on our walks. Then we will probably walk the , the old pagan route toward the setting sun, the (the "Coast of Death") and “the end of the world.” Some may decide that it is important to follow the route from north to Muxía and back to Santiago.For a comprehensive program description and supplementary material on the , visit If you are a student with a disability and would like to request accommodations, please contact the faculty or the office of Access Services (Library Bldg. Rm. 2153, PH: 360.867.6348; TTY 360.867.6834) prior to the start of the program.||Bill Arney David Phillips||Freshmen FR Sophomore SO Junior JR Senior SR||Winter||Winter Spring|