2013-14 Catalog

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2013-14 Undergraduate Index A-Z

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Environmental Studies [clear]

Title   Offering Standing Credits Credits When F W S Su Description Preparatory Faculty Days Multiple Standings Start Quarters Open Quarters
Hirsh Diamant and Nancy Parkes
  Program SO–SRSophomore - Senior 12 12 Evening and Weekend F 13 Fall W 14Winter Students in this interdisciplinary program, which continues from Fall quarter, will learn how to cultivate a “sense of wonder” while building skills as writers, activists, artists, and interdisciplinary scholars.  Our work will combine theory and practice as we delve into the rich areas of literature, cultural studies, writing, creative arts, contemplative practice, natural history, and environmental/outdoor education.  We will explore how we develop roots to the natural world and explore themes related to natural history literature, the Pacific Northwest, and global multicultural traditions that have intimate connections to place, family, education, and artistic practice. At the core of our inquiry will be the questions:  What enlivens culture?  What motivates change?  Working from a rich, interdisciplinary perspective, we will study what it means to be rooted to place and how place connects us to a deep sense of purpose and meaning through word and image, language and tradition, stories and activism, and education and scholarship. Highlights of Winter quarter will include a three day Lunar New Year and Tai Ji celebration and Community Service work in areas of students’ interests.  Hirsh Diamant Nancy Parkes Mon Wed Sat Sophomore SO Junior JR Senior SR Fall Fall Winter
Paul McCreary, Linda Gaffney, Carl Waluconis, Frances Solomon, Suzanne Simons, Arlen Speights, Barbara Laners, Peter Bacho, Jose Gomez, Gilda Sheppard and Tyrus Smith
  Program JR–SRJunior - Senior 16 16 Day and Evening F 13 Fall W 14Winter S 14Spring This year’s program takes a holistic approach to systemic change at the community level. Students will explore the roles and responsibilities of citizens in a representative democracy. We will focus on individual- and community-building practices based on literacy in humanities, social sciences, mathematics, science, media and technology. A major emphasis of this program will be the examination of how citizens effectively advocate and engage in activism to address pressing social, legal, economic and ecological problems. Students will be expected to demonstrate understanding, action and leadership in their areas of interest.During fall quarter, students will study historical notions of leadership and strategies employed to achieve social change through activism and advocacy in institutional and non-institutional settings. Students will reflect on their personal experiences and the world around them in order to understand how they may apply the insights, knowledge and skills to promote civic engagement and foster change.Winter's work will be based upon the foundations built in fall quarter. Students will identify, develop and explore models of advocacy and activism that have led to systemic change. They will enhance their knowledge of contemporary social movements, political interest groups, and scientific and legal advocacy. Students will work actively toward the application of this knowledge by developing collaborative action research projects.In spring quarter, students will join theory with practice, utilizing a variety of expansive methods, from writing to media, in order to demonstrate and communicate their perceptions and findings to a wider audience. They will present their collaborative research projects to the public. The information presented will be directed toward benefiting individual and community capacity as well as communicating a wider understanding of their findings to enhance their own lives, the lives of those in their community and the world that we all share. Paul McCreary Linda Gaffney Carl Waluconis Frances Solomon Suzanne Simons Arlen Speights Barbara Laners Peter Bacho Jose Gomez Gilda Sheppard Tyrus Smith Junior JR Senior SR Fall Fall Winter Spring
Dylan Fischer, Abir Biswas, Lin Nelson, Erik Thuesen, Alison Styring and Gerardo Chin-Leo
Signature Required: Fall  Winter  Spring 
  Program JR–SRJunior - Senior V V Day F 13 Fall W 14Winter S 14Spring 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 in 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 marine phytoplankton and bacteria. His research interests include understanding the factors that control seasonal changes in the biomass and species composition of Puget Sound phytoplankton. In addition, he is investigating the role of marine bacteria in the geochemistry of estuaries and hypoxic fjords. studies plant ecology and physiology in the Intermountain West and southwest Washington. This work includes image analysis of tree roots, genes to ecosystems approaches, plant physiology, carbon balance, species interactions, community analysis and restoration ecology. He also manages the EEON project (academic.evergreen.edu/projects/EEON). See more about his lab's work at: academic.evergreen.edu/f/fischerd/E3.htm. studies and is involved with advocacy efforts on the linkages between environment, health, community and social justice. Students can become involved in researching environmental health in Northwest communities and Washington policy on phasing out persistent, bio-accumulative toxins. One major project students can work on is the impact of the Asarco smelter in Tacoma, examining public policy and regional health. studies birds. Current activity in her lab includes avian bioacoustics, natural history collections and bird research in the EEON. Bioacoustic research includes editing and identifying avian songs and calls from an extensive collection of sounds from Bornean rainforests. Work with the natural history collections includes bird specimen preparation and specimen-based research, including specimens from Evergreen's Natural History Collections and other collections in the region. Work with EEON includes observational and acoustic surveys of permanent ecological monitoring plots in The Evergreen State College campus forest. 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. Please go to the catalog view for specific information about each option. botany, ecology, education, entomology, environmental studies, environmental health, geology, land use planning, marine science, urban agriculture, taxonomy and zoology. Dylan Fischer Abir Biswas Lin Nelson Erik Thuesen Alison Styring Gerardo Chin-Leo Junior JR Senior SR Fall Fall Winter Spring
Abir Biswas
Signature Required: Fall  Winter  Spring 
  Research JR–SRJunior - Senior V V Day F 13 Fall W 14Winter S 14Spring Abir Biswas Junior JR Senior SR Fall Fall Winter Spring
Alison Styring
Signature Required: Fall  Winter  Spring 
  Research JR–SRJunior - Senior V V Day F 13 Fall W 14Winter S 14Spring Alison Styring Junior JR Senior SR Fall Fall Winter Spring
Dylan Fischer
Signature Required: Fall  Winter  Spring 
  Research JR–SRJunior - Senior V V Day F 13 Fall W 14Winter S 14Spring plant ecology and physiology, field ecology, restoration ecology Dylan Fischer Junior JR Senior SR Fall Fall Winter Spring
Gerardo Chin-Leo
Signature Required: Fall  Winter  Spring 
  Research JR–SRJunior - Senior V V Day F 13 Fall W 14Winter S 14Spring Gerardo Chin-Leo Junior JR Senior SR Fall Fall Winter Spring
Lin Nelson
Signature Required: Fall  Winter  Spring 
  Research JR–SRJunior - Senior V V Day F 13 Fall W 14Winter S 14Spring Lin Nelson Junior JR Senior SR Fall Fall Winter Spring
Rachel Hastings and Steven Scheuerell
Signature Required: Winter 
  Program FR–SRFreshmen - Senior 12, 16 12 16 Day F 13 Fall W 14Winter S 14Spring This is a yearlong interdisciplinary program that incorporates sociolinguistics, geography, history, cultural ecology, global change, biocultural diversity conservation, food systems and sustainable development studies to explore how societies evolve and survive in relation to their environment and a globalizing world. Our studies are based on the belief that many cultures have developed rich linguistic and ecological traditions that have provided the means for communication, food, clothing and shelter based on a sustainable relationship with the land. More recently, cultural and economic globalization are increasingly impacting local knowledge systems worldwide, in particular when measured by changes to language, land-use and food systems. These changes, together with such factors as increasing human population, environmental degradation, loss of biodiversity and climate change, compel us to explore the ways in which knowledge systems are preserved or lost. In particular, we recognize the urgent need to preserve cultural knowledge that allows a society to be rooted in place, recognize ecological limits and provide for its needs. The Andean region of South America is an ideal region to study these issues.The academic program consists of two phases. The first phase over fall quarter will focus on program themes using texts, lectures, workshops, film, writing and local field trips. Fall quarter the program will be offered for 12 credits to provide students with the option to separately register for an appropriate Spanish language course. Selection for the second phase over winter and spring quarters will be based upon criteria including successful completion of fall quarter work, demonstrated readiness for study abroad and Spanish language ability. In winter and spring, students will be full time in the program, which will be offered for 16 credits per quarter. Winter quarter will begin with 5 weeks of travel preparations and intensive study on Peru, followed by a 15-week study abroad experience in the Cusco region of the Peruvian Andes that incorporates intensive Spanish or Quechua language study, regional travel, seminars, urban and rural home stays and independent research or service learning with local organizations. At the end of the independent project period, we will reconvene for final student presentations and evaluation conferences in the Sacred Valley near Cusco.As the former Incan capital, and home to vibrant cultures and immense biodiversity, the Cusco region of Peru offers immersion in the study of biocultural diversity and how the preservation of linguistic diversity is related to the preservation of traditional ecological knowledge, biodiversity and local food systems. While in Peru, we will continue language and cultural studies while experiencing regional initiatives to preserve cultural landscapes and indigenous knowledge systems in the midst of development pressure. Given the region's rich history, knowledge systems, architecture, agriculture, weaving, ceramics and music, we will ask how is knowledge transferred across generations and between communities, and how can traditional knowledge be maximized in sustainable development projects?  As we address these academic questions, our own experiences will also lead us on to consider on a more individual level how learning another language and traveling abroad can increase our understanding of culture and what it means to fit into place. Rachel Hastings Steven Scheuerell Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall Winter
Rob Cole
  Program FR–SOFreshmen - Sophomore 16 16 Day F 13 Fall Sustainability - what does it mean? Sustainability for whom? Consumption, social stratification, increased indebtedness, and environmental destruction are existing hallmarks of ‘civilization.’ Many of our current cultural, social and economic systems are unsustainable. This program will explore different visions of sustainability that offer alternatives to the dominant industrial/corporate model. We will examine approaches taken by different groups of people, in differing circumstances, to forge a more just, equitable and sustainable future that doesn’t outstrip the regenerative capacity of our ecosystem.In particular, we will compare and contrast two major approaches to sustainability; that of The Natural Step, and that of ‘transition communities.’ We will explore how these visions address equity and justice in the face of climate change, social stratification and ecosystem degradation. We will examine metrics and indicators of sustainability, and various measures of the regenerative capacity of the planet. We will survey a wide array of actions individuals and groups can take to foster a future that is more sustainable and more equitable and just for both human and other species.Through workshops, readings, films, personal audits and seminar discussions, students will engage a variety of sustainability concepts and approaches. They will learn skills useful in assessing actions that foster sustainability, and they will explore the habits of mind so essential to taking action in the twenty-first century.  Rob Cole Mon Tue Wed Fri Freshmen FR Sophomore SO Fall Fall
Emilie Bess
  Program FR–SRFreshmen - Senior 4 04 Weekend Su 14Summer Session II From parasites to pollinators, insects have shaped human society from the beginning. explores our intimate relationships with the bugs that we rely on and the bugs that we fear, the central role that insects play in our biosphere, and the unique adaptations that have led to their unparalleled diversity. This class introduces students to insect diversity and ecology, field techniques, and specimen preservation. Each full-day session includes outdoor field work. We learn to draw insects, emphasizing the importance of careful observation of morphology and behavior as learning tools. We also discuss the influence of insects on pop culture and modern society. Graphic arts, such as graphic story telling (e.g. comics), design of insect costumes, and other visual learning tools are integrated into student projects. Emilie Bess Sat Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Alison Styring
  Program JR–SRJunior - Senior 16 16 Day W 14Winter Birds are considered important indicators of habitat quality and are often the focus of conservation-oriented research, restoration, and monitoring.  A variety of field and analytical methods commonly used in bird monitoring and avian research will be covered.  Theory will be applied to practice in the field and lab where students will develop skills in fieldwork, data management, and statistical analysis.  Students will demonstrate their learning through active participation in all class activities; a detailed field journal; in-class, take-home, and field assignments; and a final project. An understanding of avian natural history is important to any successful project, and students without a working knowledge of the common birds in the South Puget Sound region are expected to improve their identification skills to a level that will allow them to effectively contribute to class efforts both in the field and in class. Alison Styring Junior JR Senior SR Winter Winter
Frederica Bowcutt
Signature Required: Winter 
  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 Fall Winter
Brittany Gallagher
  Course JR–GRJunior - Graduate 2, 4 02 04 Day, Evening and Weekend Su 14Summer Session II The Republic of Fiji is a collection of 322 islands in the South Pacific Ocean, home to about 858,000 people.  Although Fijians have done little to exacerbate the problem of global climate change, they and their neighbors in the South Pacific are among the first people on the planet to experience its effects.  Issues Islanders currently face include coral bleaching, threats to mangroves and other nearshore ecosystems, rising sea levels, and declining terrestrial biodiversity, including the loss of important endemic species.MES students traveling to Fiji will observe firsthand how the Fijian government, NGOs, and everyday people address the effects of climate change; from adaptation activities at a local level to lobbying the international community through regional partnerships with other Small Island Developing States (SIDS).The social, cultural, and political dimensions of these complex environmental issues will be explored through visits to coastal and inland villages, government offices, NGOs, and the University of the South Pacific (USP).  Students will visit major environmental sites on Viti Levu, Fiji’s largest island, including two national parks and other private reserves.  Guest speakers from USP and various governmental and non-governmental organizations will visit or host our group in their offices to speak about island biodiversity, geography, political economy, and community development. Religion in Fiji is an important and complex beast: students will have the opportunity to visit the most famous Hindu temple in the country, attend village church services, and learn about Islam in Fiji.  We will spend several days at an “eco-resort” in the Mamanuca islands, snorkeling on healthy and degraded reefs and engaging in mangrove conservation activities.  Students will also spend several nights in rural villages for an immersive experience alongside Fijians and expatriates working on community development initiatives. Academic credit will be awarded in Pacific Island Sustainability for either two or four credits. Four credits will be awarded for those participating in the trip, keeping a detailed field journal, writing a summary of the experience, and researching and writing a paper on a topic of island sustainability. Two credits will be awarded for participating in the field trip, maintaining a field journal, and writing a summary of the experience. All students are required to write a self-evaluation for the instructor. Students are encouraged to contact the instructor by emailing well prior to May 1 to express interest in the course, arrange travel, and indicate topic areas of interest to be explored during the trip. More practical information will be shared during three pre-trip on-campus meetings, to be arranged at the convenience of the student cohort. , has a background in international development and sustainability. She is a Returned Peace Corps Volunteer and former Rotary International Ambassadorial Scholar.  She lived in Suva, Fiji while earning a graduate certificate at the University of the South Pacific, where she studied geography and biodiversity protection.  Her research at USP focused on the intersections of religion and ecology in the region and the associated mix of social and environmental policy and local and national levels. At Evergreen, where she earned her MES degree, she was a graduate research associate who coordinated education programs for the Sustainability in Prisons Project and she focused her thesis research on the effects of science and sustainability education on prison inmates. Brittany Gallagher Summer Summer
Lin Nelson
  Program FR–SRFreshmen - Senior 16 16 Day W 14Winter S 14Spring This program is an exploration of how to do Community-Based Research (CBR) and develop meaningful documentation in relation to community needs and challenges. Our focus will be on the social and environmental justice issues that are part of community life and that become the focus of the work of community-based organizations and social movements. A key feature of this two-quarter program will be grounded approaches with community groups. We’ll be working actively with Evergreen’s Center for Community-Based Learning and Action (CCBLA) to learn about the pressing needs in our region and to shape and sharpen our research skills and approaches. Some of the groups we will likely connect with include Parents Organized for Welfare and Economic Rights (POWER), People for Puget Sound (on environment and sustainability), Fertile Ground (community sustainability), Garden-Raised Bounty (community agriculture and food justice), Stonewall Youth (on the rights of youth and the LGBTQ community) and Teen Council of Planned Parenthood, among others.Central to our work, especially in winter quarter, will be an examination of the history, philosophy, debates and strategic modes of CBR—which is also called “participatory research,” “popular education” and “action research.” Readings and resources will draw from academics who work with communities in initiating or supporting research; at the same time, we’ll learn from community organizations about research they launch and how they work with faculty, staff and students in colleges and universities. CBR as a social movement in the U.S. and internationally will be the grounding for our efforts. Our reading will be drawn from the growing literature on CBR: key ideas and frameworks, cross-cultural and cross-national approaches, methods and skills, and vivid case material. We will sustain a persistent examination of ethics, community rights and co-learning and collaboration. Winter quarter will focus on exploring the literature and resources, learning with area organizations, posing and launching projects. Spring quarter will shift to more of a community base, with substantial fieldwork, community documentation and participation, project review and planning for future applications.Some important skills that will be developed include project design and development, interviewing and questionnaire design, researching public/government documents, participant-observation and creative approaches to documentation and presentation. We’ll be working to link our projects with compelling social, political and ecological issues and to place our work in regional to international contexts. There will be a strong focus on “give back” to the community and working with and contributing to the resource base of the CCBLA. Students will come away from the program with ideas, experiences and skills that should be helpful to them if they’re interested in future work in social justice, community organizing, environmental protection and environmental justice, public health, fieldwork, social analysis and documentation. Lin Nelson Tue Wed Thu Freshmen FR Sophomore SO Junior JR Senior SR Winter Winter
Emily Lardner and Allen Mauney
  Program FR–SRFreshmen - Senior 8 08 Evening W 14Winter S 14Spring The skills to design and conduct effective research—defined as systematic inquiry-- are essential components of a liberal arts education and professional work. In this program, students will develop strong writing, critical reading, and statistical reasoning skills applicable to a variety of fields. The program is organized around two core assumptions: first, that research is more about thinking than doing, and second, that good research uses appropriate methods to support claims and communicate results effectively. In winter quarter, we will use the broad topic of climate change—understanding it, preparing for it, and adapting to it—as a shared focus for developing research skills. Students will focus on aspects of climate change that connect with their previous and future studies, or their current interests. Students will build skills through active-learning workshops, hands-on data collection and analysis, and critical analysis of online and print media reports. We will discuss research articles from a variety of fields, noting what makes some articles effective and others less so. In the second quarter of the program, students will be invited to identify their own topics for investigation, and continue to develop research tools and methods.The goal of the program is to help students become good researchers—good at asking and answering questions about complex topics in systematic ways. We expect that students will come to the program with a variety of backgrounds—from little or no experience with quantitative reasoning and statistics to some background, and from limited writing experience to lots of it. Successful students in this program will be intellectually curious and keen to become better at asking and answering good questions.   Emily Lardner Allen Mauney Mon Wed Freshmen FR Sophomore SO Junior JR Senior SR Winter Winter Spring
Dharshi Bopegedera and Abir Biswas
Signature Required: Winter 
  Program FR–SRFreshmen - Senior 16 16 Day F 13 Fall W 14Winter This interdisciplinary, introductory-level program will explore topics in physical geology and general chemistry. It is designed for students with a desire to have a broader and deeper understanding of the Earth, the structure of matter that makes up the Earth, and their interconnectedness. The study of lab and field sciences through rigorous, quantitative, and interdisciplinary investigations will be emphasized throughout the program. We expect students to finish the program with a strong understanding of the scientific and mathematical concepts that help us investigate the world around us.In the fall quarter we will study fundamental concepts in Earth science such as geologic time, plate tectonics, and earth materials supported by explorations into the atomic structure and bonding. We will focus on skill building in the laboratory with the goal of doing meaningful field and lab work later in the year. Winter quarter will focus on Earth processes such as nutrient cycling and climate change supported by the study of stoichiometry, chemical equilibria, acid-base chemistry, and kinetics. Quantitative reasoning and statistical analysis of data will be emphasized throughout the program and students will participate in weekly geology and chemistry content-based workshops focusing on improving mathematical skills. Opportunities will be available for field work and to explore topics of interest through individual and group projects. Dharshi Bopegedera Abir Biswas Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall Winter
Martha Rosemeyer, Sarah Williams and Thomas Johnson
Signature Required: Winter  Spring 
  Program SO–SRSophomore - Senior 16 16 Day F 13 Fall W 14Winter S 14Spring Spring emphasis: We will study agroecology, traditional agriculture and permaculture in a tropical context. Seminar will focus on international “sustainable development” and its contradictions, successes and challenges. As a final project, students will apply their knowledge of tropical crops and soils to create a farm plan in a geographic area of their choice. This would be excellent preparation for an internship abroad and/or Peace Corps. Martha Rosemeyer Sarah Williams Thomas Johnson Sophomore SO Junior JR Senior SR Fall Fall Winter Spring
Ralph Murphy
  Program JR–SRJunior - Senior 16 16 Day S 14Spring This upper division social science program examines the methods and applications of ecological and environmental economics for environmental problem solving. The major goal of the program is to make students familiar and comfortable with the methodologies, language, concepts, models, and applications of ecological and environmental economic analysis. The program does not assume an extensive background in economics; therefore it begins by quickly reviewing selected micro economic principles.  We will study the models used in natural resource management, pollution control approaches , and sustainability as an empirical criterion in policy development. We will explore externalities, market failure and inter-generational equity in depth. Examples of case studies we will evaluate include: natural resources in the Pacific Northwest; management and restoration of the Pacific Salmon stocks and other marine resources; energy issues including traditional, alternative, and emerging impacts from hydraulic fracturing (fracking), coal trains and climate change; selected issues of environmental law; wetland and critical areas protection and mitigation; and emerging threats such as ocean acidification and low oxygen zones. We also will develop a detailed consideration of the theory and practice of benefit cost analysis. The program concludes by critically evaluating the strengths and weaknesses of using ecological and environmental economics to develop solutions to environmental problems.Program activities include lectures, seminars, research and methods workshops, possible field trips, quizzes, exams, and a research paper assignment. Attendance and thorough preparation for class is a critical requirement for success in this program. Ralph Murphy Tue Wed Thu Fri Junior JR Senior SR Spring Spring
Alison Styring
  Program FR–SRFreshmen - Senior 8 08 Day Su 14Summer Session I Flight is one of the most fascinating phenomena in nature.  It has evolved independently numerous times across several groups of animals.  This program will investigate the evolution of flight and its ecological consequences.  We will gain experience with standard methods for studying flying animals as we conduct biodiversity surveys at several field sites in the Olympia area.  During the course of this program, we will learn key biological, ecological, and conservation concepts relating to flying organisms as well as field, analytical, and laboratory methods associated with the study of biodiversity.  As a group, we will produce comprehensive inventories for key taxa (birds, dragonflies, and butterflies) at ecologically  important field sites. This is a field-intensive program, and students an expect to spend time in the field Tuesdays-Thursdays. Early morning work will occur 1-2 mornings per week, starting as early as dawn (ca. 5:15 a.m.) Alison Styring Mon Tue Wed Fri Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
David Phillips
  Program SO–SRSophomore - Senior 16 16 Day F 13 Fall This interdisciplinary 16-credit program focuses on ecotourism, culture-based tourism and adventure travel. Ecotourism offers wildlife and nature experiences in protected habitats and pristine areas. Participative tourism is based on visits to traditional rural communities where travelers share in the daily lives of unique host cultures. Adventure travel involves endurance sports and high-skill challenges in natural settings. Ecotourism is often touted as a contributor to the conservation of ecosystems and wildlife habitats, and to economic development in rural communities. We explore the history, outcomes and future potential of ecotourism in different parts of the world.We study historic travel accounts and the literature of travel, changing modes of tourism, including solo travel and the global trend toward leisure travel. Creative writing and storytelling allow students to share their own travel experiences and goals. Travel media and journalism, books, films and the internet provide sources for discussion and writing, and topics for research.We study current theory of ecotourism, including policy and case studies, and acquire tools for critical analysis. Students study the ecotourism market, including planning, management, operations, and project outcomes. Sustainability criteria for ecotourism is a key topic. We study impacts of culturally-focused “participative” travel in developing countries, and the relationship of tourism to environmental changes. Students’ weekly essays, journals and narratives serve to elaborate on diverse topics and the learning process.The program includes a Spanish language component.  Students are encouraged to study the language for the full 16 credits (or to take another foreign language or elective course, as a 12-credit option).Students collaborate in groups or work individually to design and present models for ecotourism and adventure travel. Term projects can focus on business development, operations, outdoor safety and environmental education, travel writing, eco-lodge design, photography, travel films, internet and other media, applied research in tourism, or other related areas of interest.Guest speakers relate their experiences in the adventure travel and ecotourism businesses. Day-long outdoor experiences and multi-day class trips add an experiential component to the program, and films and videos round out our learning about ecotourism and adventure travel. David Phillips Mon Wed Fri Sophomore SO Junior JR Senior SR Fall Fall
EJ Zita
Signature Required: Spring 
  Program SO–SRSophomore - Senior 16 16 Day W 14Winter S 14Spring This interdisciplinary program will study how energy is harvested and transformed, used or abused by humans. We will explore interactions between natural systems and human systems to understand global changes currently affecting the Earth System. What is the evidence, what are the consequences, and what can be done about global warming? How can we find our personal roles in addressing challenges facing Earth and its inhabitants?We will study solutions ranging from renewable energy to sustainable farming and (insert your idea here). Our approach is based in natural science, with an emphasis on critical thinking. This challenging and rewarding two-quarter program will include lectures and workshops by faculty and guest lecturers; seminars on books and articles; inquiry-based writing and peer feedback; qualitative and quantitative reasoning and problem solving; and hands-on research projects in spring, to engage our inquiry and learning together.In winter, our plans include research planning for students interested in more advanced studies in Spring. Every student will write several short inquiry-based essays, and will respond to peers' writing, in addition to face-to-face seminars. Small teams of your choice will meet at least twice weekly to discuss readings and prepare for class together. Students will make presentations in class on current topics of interest, and teams will facilitate discussions. No mathematical or technical design texts or prerequisites are required in winter quarter. Our efforts in spring will include more challenging quantitative work, including research projects. Every student will write several short inquiry-based essays, and will respond to peers' writing, in addition to face-to-face seminars. Students will build on quantitative problem solving begun together in the classroom. Small teams of your choice will meet weekly to discuss readings and prepare for class together. Students will do research projects, make presentations in class and at regional meetings, and write research reports. Research projects typically range from greenhouse gas reduction projects to sustainable energy, agriculture, building, or urban planning. Upper division credit will be available in spring quarter only. EJ Zita Tue Thu Sophomore SO Junior JR Senior SR Winter Winter Spring
Ted Whitesell
  Program FR–SRFreshmen - Senior 12 12 Day Su 14Summer Full  –  ecological restoration, sustainable agriculture, conservation, resource management, environmental health, climate impacts analysis, environmental justice, environmental advocacy, environmental education, and much more! Ted Whitesell Tue Wed Thu Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Jean MacGregor
  Course JR–GRJunior - Graduate 4 04 Evening Su 14Summer Session I It is widely agreed that an environmentally literate and concerned citizenry is crucial to environmental quality and long-term sustainability—but how and where is environmental and sustainability literacy fostered? And where environmental education occurs, is it effective? This class will explore the history, philosophical underpinnings, and current trends in environmental and sustainability education for both youth and adults, in both formal sectors (schools and colleges) and non-formal ones. This class will provide a theoretical and practical introduction to the field of environmental education and interpretation. It will be useful to those of you who are interested in environmental teaching as a career, or to those whose environmental work might involve education or outreach components. There will be an all-day field trip on Saturday, July 12. Students should expect to pay a $15 entrance fee. is a Senior Scholar at the Washington Center for Improving the Quality of Undergraduate Education at The Evergreen State College. She directs the Curriculum for the Bioregion Initiative, a faculty and curriculum development initiative, whose mission is to prepare undergraduates to live in a world where the complex issues of environmental quality, community health and wellbeing, environmental justice, and sustainability are paramount.  The Curriculum for the Bioregion initiative involves hundreds of faculty members at colleges and universities throughout Washington State. Prior to work at Evergreen, she helped develop the environmental studies program at Warren Wilson College near Asheville, North Carolina.  Earlier in her career, she developed and/or evaluated environmental education programs for both youth and adults at nature centers and science museums, and in various outdoor and wilderness learning settings. Jean MacGregor Summer Summer
Howard Schwartz
  Course FR–SRFreshmen - Senior 4 04 Evening S 14Spring Our interest in Essentials of Energy is learning about what it means to make the "right" energy choices. The first part of the course will cover the energy resources that are currently available. These include oil, natural gas, coal, nuclear, and many kinds of renewable energy. We will study the availability of each (How much is there? How is it obtained? What does it cost?), their advantages and disadvantages, and their environmental consequences. We will then be in position to study policy: what mix of energy resources should we have? While we will look at the policies of other countries and the international politics of energy, our focus will be on current US policies and how to evaluate options for change. Since policy is created and implemented through politics we will then spend much of the class looking at how political and governmental institutions (and the cultures they are embedded in) produce energy policies. For the United States, we will focus on climate change, conservation and renewable energy. Internationally, we will look at how the international oil trade affects different countries in different ways.  For some countries oil enables modernizations and a rising standard of living while for other it is a "resource curse" which stifles development and enhances corruption.   Howard Schwartz Thu Freshmen FR Sophomore SO Junior JR Senior SR Spring Spring
Stephen Beck and Karen Hogan
  Program SO–SRSophomore - Senior 12 12 Evening and Weekend F 13 Fall W 14Winter This program will investigate the relationship between philosophical ethics and evolutionary biology. In winter quarter we will further develop our understanding of evolutionary theory and of ethics. Central questions for winter quarter will include: Is the imperative of evolutionary fitness, defined as individual reproductive success, consistent with ethical behavior? Has our evolutionary history as social animals given us an intrinsic sense of moral concern for others? What, if any, are our ethical obligations to near and distant others, to family and to strangers, to other species, and to ecosystems and global ecology? In that context, we’ll develop an understanding of the ways in which ethics can be consistent with a naturalistic conception of the world and an understanding of the fundamental biological processes of life and of the evolution, diversity, and relationships among different forms of life on Earth. Stephen Beck Karen Hogan Tue Wed Sat Sophomore SO Junior JR Senior SR Fall Fall Winter
Dylan Fischer and Alison Styring
Signature Required: Spring 
  Program JR–SRJunior - Senior 16 16 Day S 14Spring This program is designed to provide a premier hands-on experience on learning how to conduct field science in ecology at the advanced undergraduate level. We will focus on group and individual field research to address patterns in ecological composition, structure and function in natural environments. Students will participate in field trips to local and remote field sites and they will be expected to develop multiple independent and group research projects. During the second week of the quarter, the program will be divided into two smaller groups: a Northwest Science group and a Grand Canyon Plants group. A small group of 20 students will participate in a two-week trip to the Grand Canyon, which will include a four-day backpacking excursion and several day trips where we will conduct individual and group research related to plant ecology. Students will be selected for the Grand Canyon experience based on their application and interest.  Students in the Northwest Science group will focus on research in ornithology and Northwest ecosystems with associated workshops in research methods.We will work as a community to develop and implement field projects based on: 1) workshops that will train students in rapid observation and field data collection; 2) participation in large multi-year studies in collaboration with other universities and agencies; and 3) student originated short- and long-term studies. Students will focus on field sampling, natural history and library research to develop workable field data collection protocols. Students will implement observation- and hypothesis-driven field projects. We will then learn to analyze ecological data through a series of workshops on understanding and using statistics. Students will demonstrate their research and analytical skills via writing and presentation of group and individual research projects. Student manuscripts will be "crystallized" through a series of intensive, multi-day paper-writing workshops at the end of the quarter. Students will also give public presentations of their research work in a final research symposium.Specific topics of study will include community and ecosystem ecology, plant physiology, forest structure, ecological restoration, riparian ecology, fire disturbance effects, bird abundance and monitoring, insect-plant interactions, disturbance ecology and the broad fields of bio-complexity and ecological interactions. We will emphasize identification of original field research problems in diverse habitats, experimentation, data analysis, oral presentation of findings and writing in journal format.  Dylan Fischer Alison Styring Junior JR Senior SR Spring Spring
Gerardo Chin-Leo and EJ Zita
  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 Fall
Paul Pickett
  Course FR–GRFreshmen - Graduate 2, 4 02 04 Evening Su 14Summer Session I The United Nations has declared the access to affordable, clean water to be a human right. Yet around the world billions of people cannot exercise this right. In addition, people in the developing world often face challenges of drought, floods, and degradation of aquatic ecosystem services. This class explores the challenges of water in developing countries, emerging issues, and potential solutions. Issues to be explored include Integrated Water Resource Management, governance, privatization, gender equality, social justice, climate change, water security, and appropriate technology.Graduate students (4 credits) and undergraduate students (2 credits) will explore these topics during the first session. Undergraduate and graduate students will participate in the weekly classroom sessions, read from weekly assignments, and do a research project which will include a final paper and presentation. Graduate students will also write weekly assignments on the readings, and will do a more in-depth, graduate-level research topic with a more extensive final paper. , has worked in water resources engineering for over three decades. His career focus has been on water quality, hydrology, water supply, watershed functions, and climate change. He received a Bachelor of Science in Renewable Natural Resources from the University of California at Davis in 1984, and a Masters of Engineering in Environmental Civil Engineering from U.C. Davis in 1989. Since 1988 he’s worked for the Washington Department of Ecology as an environmental engineer. From 2001 through 2012 he served as an elected Commissioner for the Thurston Public Utility District, a water utility with about 3,000 customers in five counties. He has taught at Evergreen since 2009, and also occasionally writes feature articles for local publications. He lives with his wife on acreage in rural Thurston County, along with cats, chickens, blueberries, fruit trees, noxious weeds, and mud. Paul Pickett Summer Summer
Robert Leverich, Gretchen Van Dusen, Robert Knapp and Anthony Tindill
  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 Gretchen Van Dusen Robert Knapp Anthony Tindill Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall
Ryo Imamura
Signature Required: Spring 
  Contract SO–SRSophomore - Senior 16 16 Day S 14Spring This is an opportunity for sophomore, junior and senior students to create their own course of study and research, including internship, community service, and study abroad options. Before the beginning of spring quarter, interested students should submit an Individual Learning or Internship Contract to Ryo Imamura, which clearly states the work to be completed. Possible areas of study are Western psychology, Asian psychology, Buddhism, counseling, social work, cross-cultural studies, Asian-American studies, religious studies, nonprofit organizations, aging, death and dying, deep ecology and peace studies. Areas of study other than those listed above will be considered on a case-by-case basis. Ryo Imamura Sophomore SO Junior JR Senior SR Spring Spring
Cheri Lucas-Jennings
Signature Required: Fall 
  Contract SO–SRSophomore - Senior 16 16 Day and Evening F 13 Fall Individual studies offers important opportunities for advanced students to create their own course of study and research. Prior to the beginning of the quarter, interested individuals or small groups of students must consult with the faculty sponsor to develop an outline of proposed projects to be described in an Individual Learning Contract. If students wish to gain internship experience they must secure the agreement and signature of a field supervisor prior to the initiation of the internship contract.This faculty welcomes internships and contracts in the areas of the arts (including acrylic and oil painting, sculpture, or textiles); water policy and hydrolic systems; environmental health; health policy; public law; cultural studies; ethnic studies; permaculture, economics of agriculture; toxins and brownfields; community planning, intranational relations.This opportunity is open to those who wish to continue with applied projects that seek to create social change in our community; artists engaged in creative projects and those begining internship work at the State capitol who seek to expand their experience to public agencies and non-profit institutions; and to those interested in the study of low income populations and legal aid.  Cheri Lucas-Jennings Sophomore SO Junior JR Senior SR Fall Fall
Amy Cook and Ralph Murphy
  Program FR–SOFreshmen - Sophomore 16 16 Day F 13 Fall W 14Winter This program is designed to serve as a foundation for advanced programs in Environmental Studies. It will survey a range of disciplines and skills essential for environmental problem solving from both a scientific and social science perspective. Specifically, we will study ecological principles and methods, aquatic ecology, methods of analysis in environmental studies, the political and economic history of environmental policy making in the United States, micro-economics and political science. This information will be used to analyze current issues and topics in environmental studies.In fall quarter, we will study ecology with a focus on aquatic systems. We will examine the major physical and chemical characteristics of aquatic environments, the organisms that live in these environments and the factors controlling the species diversity, distribution and growth of aquatic and terrestrial organisms. These scientific issues will be grounded in the context of politics, economics and public policy. During fall quarter we will examine, from the founding era to the present, how the values of democracy and capitalism influence resource management, the scope and limitations of governmental policymaking, regulatory agencies and environmental law. Understanding the different levels (federal, state, local) of governmental responsibility for environmental protection will be explored in depth. Field trips and case studies will offer opportunities to see how science and policy interact in environmental issues. During fall quarter, we will develop an introduction to research design, quantitative reasoning and statistics.In winter, the focus will shift to a more global scale. We will examine in depth several major challenges for the early 21st century; forest and fish resources, global warming and marine pollution. These are three related topics that require an understanding of the science, politics and economics of each issue and how they interact with one another. Globalism, political and economic development and political unrest and uncertainty will be discussed within each topic as well as how these macro-level problems overlap one another. During winter quarter, micro-economics will be studied as a problem solving tool for environmental issues as well as an introduction to environmental economic analysis.The material will be presented through lectures, seminars, labs, field trips/field work and quantitative methods (statistics) and economics workshops. Labs and field trips will examine the organisms that live in aquatic systems, measure water quality and study local terrestrial habitats. Quantitative methods workshops will present the use of computers to organize and analyze data. Microeconomic principles and methods will provide the foundation for environmental economic analysis. Amy Cook Ralph Murphy Freshmen FR Sophomore SO Fall Fall Winter
Peter Impara and Dina Roberts
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 Dina Roberts Junior JR Senior SR Fall Fall Winter
Gerardo Chin-Leo and Erik Thuesen
  Program JR–SRJunior - Senior 16 16 Day W 14Winter S 14Spring This program focuses on marine life, the sea as a habitat, relationships between the organisms and the physical/chemical properties of their environments, and their adaptations to those environments. Students will study marine organisms, elements of biological, chemical and physical oceanography, field sampling methods with associated statistics and laboratory techniques. Throughout the program, students will focus on the identification of marine organisms and aspects of the ecology of selected species. Physiological adaptations to diverse marine environments will be also be emphasized. We will study physical features of marine waters, nutrients, biological productivity and regional topics in marine science. Concepts will be applied via faculty-designed labs/fieldwork and student-designed research projects. Data analysis will be facilitated through the use of Excel spreadsheets and elementary statistics. Seminars will analyze appropriate primary literature on topics from lectures and research projects.The faculty will facilitate identification of student research projects, which may range from studies of trace metals in local organisms and sediments to ecological investigations of local estuarine animals. Students will design their research projects during winter quarter and write a research proposal that will undergo class-wide peer review. The research projects will then be carried out during spring quarter. The culmination of this research will take the form of written papers and oral presentations of the studen't work during the last week of spring quarter. marine science, environmental science and other life sciences. Gerardo Chin-Leo Erik Thuesen Junior JR Senior SR Winter Winter
Matthew Smith
  Program FR–SRFreshmen - Senior 16 16 Day S 14Spring Today as we move into the second decade of the 21 century, environmental issues are in the mainstream. Concerns about the environment have compelled us to rethink everything from the food we eat to climate change, from the philosophy of the nature to the nature of our communities, from economic policy to our understanding of earth and human history. This program provides an opportunity for students to read and respond to some of the best new environmental writing and ideas in the context of classic texts in the field. We will trace the origins of nature writing, the twin traditions of exploration and romanticism as they emerge and develop in the early 19 and early 20 century. Texts including H.D. Thoreau's ; R.W. Emerson's ; John Muir's and Aldo Leopold's A will form the background for our reading of contemporary nature writing and environmental thinking. We will read contemporary works including Timothy Morton's Gary Snyder's ; John Vaillent's ; Ann Coplin's ; Marc Fiege's ; and other articles, poems and essays.We will read and discuss each text carefully. We will maintain a reader’s journal in which we reflect upon the text and themes that have emerged in our reading. Students will be expected to write short formal essays, an extended piece of nature writing, and a research essay dealing with a particular topic, writer, or theme that arises from our work. Each student should anticipate becoming the resident expert in the work of at least one of our authors or one major issue.The program is designed to give students an opportunity to read a variety of important pieces of environmental literature and to work on their own writing. We will share our writing with peer and faculty support and all students will be expected to participate regularly in all phases of the program. Our work will offer opportunities for serious conversation, focused research, and reflection on personal and collective understandings of environmental ethics and action. Matthew Smith Wed Thu Thu Fri Freshmen FR Sophomore SO Junior JR Senior SR Spring Spring
Erik Thuesen
  Program FR ONLYFreshmen Only 16 16 Day F 13 Fall Water is essential to life, and the environmental policies related to marine 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 scientific skills and policy knowledge 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. We will examine the use and abuse of decision-making authority in order to assess how science and culture interact to safeguard endangered biota. Specific topics will include policies surrounding marine mammals, anadromous fish, ocean acidification, etc.  Fall quarter topics will be mostly gathered from local and regional issues. Erik Thuesen Freshmen FR Fall Fall
Rika Anderson
  Program FR ONLYFreshmen Only 16 16 Day W 14Winter Water is essential to life, and the environmental policies related to marine and aquatic ecosystems will provide many of the subjects for our study in this 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 scientific skills and policy knowledge necessary to understand problems facing Earth’s ecosystems. Learning will take place through lectures, seminars, a workshop series and laboratory exercises.We will approach these issues from the perspective of the whole ocean ecosystem: how do currents, seasons, nutrient cycles, and other physical and chemical properties affect life in our oceans? What part does each type of organism play within the ecosystem? How can changes in one component of the ecosystem have ripple effects on the rest? We will apply this scientific knowledge to critically assess important marine environmental issues, focusing on ocean acidification, climate change, fisheries policy, and deep-sea mining. A week-long field trip to Friday Harbor will provide hands-on oceanographic experience, and a trip to the Capitol will allow us to witness legislation of important marine issues in action. Rika Anderson Freshmen FR Winter Winter
EJ Zita
  Course FR–SRFreshmen - Senior 8 08 Day Su 14Summer Session II Fires and floods in Colorado, Australia, and worldwide ... Hurricanes and typhoons moving  further north and getting stronger ... Mega-tornados, with extended tornado seasons and ranges ... What about tsunamis, earthquakes, and solar magnetic storms?  What is extreme weather?  What causes it?  Is it really getting worse?  Is extreme weather related to global warming?   We will learn algebra-based thermodynamics, mechanics, and Earth science to address questions such as these.  We will seminar on recent writings.  Students will contribute case studies from news and science articles, and will actively engage in a writing community with peers.  Much of the program will be online, and we will meet for lectures and workshops.  This course provides entrance requirements for degree programs such as MIT. Prerequisites: mastery of high school algebra,  good reading and writing skills, willingness to work in teams, ability to use computers and Internet for independent work online.  No physics prerequisite. EJ Zita Mon Tue Wed Thu Fri Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
David Muehleisen and Paul Przybylowicz
  Program FR–SRFreshmen - Senior 16 16 Day S 14Spring Do you want to produce food for yourself, your family and other families in your community? What does it take to grow food and feed yourself and others every day throughout the year? This three-quarter program (spring, summer and fall quarters) will explore the details of sustainable food production systems using three primary measures of sustainability—economic, environmental and social justice. While our primary focus will be on small-scale organic production, we will examine a variety of production systems. Our focus will be on the scientific knowledge, critical thinking and observation skills needed to grow food using ecologically informed methods, along with the management and business skills appropriate for small-scale production.We will be studying and working on the Evergreen Organic Farm through an entire growing season, seed propagation to harvest. The farm includes a small-scale direct market stand and CSA as well as a variety of other demonstration areas. All students will work on the farm every week to gain practical experiential learning. This program is rigorous both physically and academically and requires a willingness to work outside in adverse weather on a schedule determined by the needs of crops and animals raised on the farm.During spring quarter, we will focus on soil science, nutrient management, and crop botany. Additional topics will include introduction to animal husbandry, annual and perennial plant propagation, season extension, and the principles and practice of composting. In summer, the main topics will be disease and pest management, which include entomology, plant pathology and weed biology. In addition, water management, irrigation system design, maximizing market and value-added opportunities and regulatory issues will also be covered. Fall quarter's focus will be on production and business planning, crop physiology, storage techniques and cover crops.Additional topics covered throughout the program will include record keeping for organic production systems, alternative crop production systems, techniques for adding value to farm and garden products, hand tool use and maintenance, and farm equipment safety. We will also cover communication and conflict resolution skills needed to work effectively in small groups. We will explore topics through on-farm workshops, seminar discussions, lectures and laboratory exercises, and field trips. Expect weekly reading and writing assignments, extensive collaborative work, and a variety of hands-on projects. The final project in the fall will be a detailed farm and business plan which integrates all the topics covered in the program.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 quarter. If you require accessible transportation for field trips, please contact the faculty well in advance of the field trip dates to allow time to arrange this.Students planning to take this program who are receiving financial aid should contact financial aid early in fall quarter 2013 to develop a financial aid plan that includes summer quarter 2014. David Muehleisen Paul Przybylowicz Freshmen FR Sophomore SO Junior JR Senior SR Spring Spring
David Muehleisen and Paul Przybylowicz
Signature Required: Summer
  Program FR–SRFreshmen - Senior 16 16 Day Su 14Summer Full This is a spring, summer, fall program and is open to new students in summer.  For the full program description, see . The weekly schedule will be similar to spring, which is Mon 1-3, Tue 8-4:30, Wed 9-1, and Thu 8-4:30.  David Muehleisen Paul Przybylowicz Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Trevor Speller and Abir Biswas
  Program FR–SRFreshmen - Senior 16 16 Day S 14Spring This introductory program is dedicated to understanding the back and forth between the physical environment and the written word. How do texts shape what we are able to see in the physical environment? How does one's understanding of the physical environment shape ways of writing and understanding the world? How do we describe it? What do we read into it?In 1815, William Smith produced the first geological map of Great Britain. His investigations were a product of a new way of seeing his physical world. Rather than assuming the earth to be a stable object which remained unchanged since Noah’s flood, Smith drew on his observations, and began to see the earth as a dynamic physical entity. His discoveries came in a time when Enlightenment thinkers were questioning the order of the world, the role of religion and the value of science and industry. The modern science of geology can thus be said to have arisen from a new way of seeing: William Smith was able to read and write about the Earth not only through observations, but because of the set of cultural changes that changed his frame of mind. Importantly, Smith's observations came at a time when poets, novelists and political philosophers were beginning to actively investigate the influence of the natural world on humans and human behavior.We will consider the frames through which we read and write our physical world, through an introduction to foundational concepts in geology and literary study. We will consider how geologists investigate and describe the physical world, and examine concepts including geologic time, plate tectonics, earth materials and the evolution of life. We will consider how writers investigate and describe the natural world in the works of 18th- and 19th-century literature, as well as contemporary literature about the Pacific Northwest. We will read works of poetry, fiction, political philosophy and travel writing. Program texts may include works by John McPhee, Simon Winchester, William Wordsworth, Daniel Defoe and others.Students should expect to participate in lecture, lab and seminar, write critical papers and take examinations. There will also be field trips to locations of geological interest as well as cultural venues. Trevor Speller Abir Biswas Freshmen FR Sophomore SO Junior JR Senior SR Spring Spring
Martha Henderson
  Course JR–GRJunior - Graduate 4 04 Evening and Weekend Su 14Summer Session I Research Design and Qualitative Methods is a graduate course primarily focused on research in social sciences and environmental studies. The class will explore major theoretical and philosophical constructs of knowledge and ask students to develop a theoretical perspective for graduate research projects. From theory, the class will move towards identifying specific research questions based on student interest. Students developing MES thesis projects or MPA capstone projects are encouraged to initiate research questions. Once questions have been developed, the class will examine a series of possible qualitative research methods including interview, archival, text examination, ethnography, and case studies. Each method will be practiced including data gathering and data analysis. Students will be asked to write a research design proposal including theoretical perspective, research identification, method development, and data analysis selection. Ethical issues of qualitative research and preparation of Human Subjects Review documents will be covered. Class work will include lecture, seminar, field testing, on-line data analysis selection, and participant observation. , is a geographer interested in social aspects of environmental conditions  and transformation of Earth by humans over time.  She is currently the Director of the Graduate Program on the Environment.  Her primary research and teaching interests are in ethnic identities as revealed in cultural landscapes.  Her teaching areas and research interests include Greek landscapes of wild land fire, Native American reservation landscapes, and Western American public lands and landscapes. Martha Henderson Summer Summer
Paula Schofield and Andrew Brabban
  Program FR ONLYFreshmen Only 16 16 Day F 13 Fall W 14Winter Are you curious about the world around you? Would you like to really understand "buzz terms" the media uses such as sustainability, green materials, climate change, the water crisis, the energy debate, genetic engineering, DNA fingerprinting and cloning? How can we believe what we are being told? What is the evidence? How is scientific data actually collected, and what analytical methods are being used? Are the correct conclusions being drawn? As responsible citizens we should know the answers to these questions.In this two-quarter program we will demystify the hype surrounding popular myths, critically examine the data, and use scientific reasoning and experimental design to come to our own conclusions. In fall, we will study "water" and "energy" as themes to examine our environment, considering local and global water issues. We will also examine current energy use and demand, critically assessing various sources of energy: fossil fuels, nuclear, hydropower, etc.We will begin the program on September 23 (Orientation Week), one week BEFORE the regularly scheduled fall quarter start, so that we are prepared for our field trip by beginning our study of energy, and establishing our learning community. The Eastern Washington field trip will be a unique opportunity for personalized tours of Hanford Reactor B (the world's first full-scale nuclear reactor which produced the plutonium for the "Fat Man" bomb dropped over Nagasaki in 1945), Grand Coulee Dam (the largest hydropower producer in the U.S.), and the Wild Horse Wind and Solar Energy facility (150 turbines across 10,000 acres serving more than 80,000 homes). On this trip, we will also learn key field science techniques: how to take measurements in the field, collect samples for laboratory analysis and precisely determine concentrations of nutrients and pollutants.In winter quarter, we will use "natural and synthetic materials" as a theme to study petrochemical plastics, biodegradable plastics and other sustainable materials, as well as key biological materials such as proteins and DNA. We will carefully examine the properties of these materials in the laboratory and study their role in the real world. "Forensics" will be our final theme, learning techniques such as DNA fingerprinting, blood spatter analysis, ballistics and other modern forensic procedures.In this field- and lab-based program, scientific analysis—rather than conjecture or gut-feeling—will be the foundation of our work. Other class activities will include small group problem-solving workshops, seminars, student researched presentations and lectures. Paula Schofield Andrew Brabban Freshmen FR Fall Fall Winter
Peter Dorman
  Program JR–SRJunior - Senior 16 16 Day F 13 Fall W 14Winter S 14Spring There are of poor people in the world today, and even more who have limited access to health care, education and political and cultural opportunities. The word commonly used to refer to the process of economic growth and the expansion of opportunity is development—but there is enormous disagreement over how this word should be understood or even whether it should be used at all. This program will examine development on multiple levels: historical, philosophical, political and economic. It will place the quest for development in the context of European colonial expansion, military conflict and the tension between competing cultural frameworks. In doing this, it will combine “outside” views of development, as seen by administrators and experts, with the “inside” views of people who are most directly affected by development and its absence. At the same time, there will be a strong push toward usable knowledge: learning the skills that are essential for people who work in the field of development and want to make a dent in this radically unequal world. Economics will be an important contributor to our knowledge base; the program will offer introductory-level micro- and macroeconomics, with examples drawn from the development experience. Just as important is statistics, since quantitative methods have become indispensable in development work. We will learn about survey methodology and techniques used to analyze data. Another basis for this program is the belief that economics, politics and lived experience are inseparable. Just as quantitative techniques are used to shed light on people’s experiences, their own voices are essential for making sense of the numbers and can sometimes overrule them altogether. We will read literature that expresses the perspective of writers from non-Western countries, view films and consider other forms of testimony. The goal is to see the world, as much as possible, through their eyes as well as ours.Spring quarter will be devoted primarily to research. It will begin with a short, intensive training in research methods, based on the strategy of deeply analyzing a few papers to see how their authors researched and wrote them. After this, depending on the skills and interests of students, an effort will be made to place them as assistants to professional researchers or, if they prefer, they can pursue their own projects. We will meet as a group periodically to discuss emerging trends in development research and practice, as well as to help each other cope with the difficulties in our own work. By the end of three quarters, students should be prepared for internships or further professional studies in this field. Peter Dorman Mon Mon Wed Thu Thu Junior JR Senior SR Fall Fall Winter
Ralph Murphy
  Course FR–SRFreshmen - Senior 4 04 Evening Su 14Summer Session I This class covers key statistical concepts at the conceptual and computational level with an emphasis on how statistics is used in research in natural and social sciences.  Important elements of research design are covered in the class. Descriptive and inferential statistical tests are covered including scales of data, measures of central tendency, normal distributions, probability, chi square, correlation and linear regression, tests of hypothesis, and Type I and Type II errors. Students will develop a clear understanding of introductory statistics and the ability to correctly interpret findings in journals, newspapers, and books. The class meets the statistics prerequisite for MES and MPA programs at Evergreen and most other graduate schools with a statistics prerequisite. Ralph Murphy Mon Wed Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Stephanie Kozick
  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 Fall Winter Spring
Steven G. Herman
  Program FR–SRFreshmen - Senior 8 08 Day, Evening and Weekend Su 14Summer Session II Summer Ornithology is a three week bird-banding course taught entirely in the field.  We leave campus on the first day, travel through some of the best birding country in Oregon, then over the next few days find and set up camp in a place where we can net, process, and band a sufficient number of birds to provide all students with appropriate experience.  We spend the next two weeks netting, processing, banding, and releasing several hundred birds of about 25 species.  We focus on aspects of banding protocol, including net placement, removing birds from nets, identification, sexing, ageing, and record-keeping.  We balance the in-hand work with field identification and behavioral observations, and during the last week we tour Steens Mountain and the Malheur area.  This course has been taught for over 30 years, and more than 24,000 birds have been banded during that time.  Lower or upper-division credit is awarded depending of the level of academic achievement demonstrated. A photo essay on this program is available through and a slide show is available through . Steven G. Herman Mon Tue Wed Thu Fri Sat Sun Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Dylan Fischer and Paul Przybylowicz
  Program JR–SRJunior - Senior 16 16 Day F 13 Fall W 14Winter The Pacific Northwest is home to temperate rainforests, among the most biologically complex ecosystems in the world. How did these forests develop? How do they function? How do human activities affect them? Is sustainable harvest a reality or an oxymoron? We will use a biogeochemical lens to examine these forests, their effects on us and our impacts on them. Topics covered will include forest ecology, ecosystem ecology, soils, mycology, biogeochemistry, sustainable forestry and forest conservation.In fall quarter, we will explore how forests “work” through studying forest ecosystem science that includes both global and regional perspectives, with a focus on carbon and nutrient cycling. We will also examine the tremendous fungal biodiversity found within temperate rainforests, particularly the local forests of the Pacific Northwest. We’ll cover methods in forest biogeochemical measurement, fungal biology, taxonomy and advanced forest ecology.Human impacts on temperate rainforests will be the focus of winter quarter. We’ll focus on sustainable forestry, both theory and practice, along with an examination of soils and the life within them, which will deepen our understanding of forest function and the short- and long-term impacts of various forestry practices. These topics will merge as we explore carbon sequestration in forest ecosystems, which is an emerging component of “sustainable” forestry. We will explore current and past controversies in forest ecology related to old-growth forests, spotted owls and other endangered species and biofuels.Our program time will consist of field work, laboratory work, lectures, workshops and weekly seminars. Expect to research topics in the primary scientific literature and to summarize and share your findings with the entire class. We’ll cover various sampling techniques that are used to measure nitrogen, water and carbon in forested ecosystems. There will be ample opportunities for independent directed work, both individually and in small groups.In addition to one-day trips regularly scheduled throughout both quarters, there will be a 4-day field trip each quarter. In the fall, we’ll spend four days doing field research in temperate rainforests. In the winter, we’ll tour through the Pacific Northwest and visit a variety of managed and unmanaged forests. Plan to spend a lot of time in the field (and remember that every field day generates 3-4 days of work once we return). Students who may need accommodations for field trips should contact the faculty as soon as possible. Dylan Fischer Paul Przybylowicz Junior JR Senior SR Fall Fall Winter
Marja Eloheimo
  Program FR–SRFreshmen - Senior 12 12 Weekend F 13 Fall W 14Winter S 14Spring Working as a multidisciplinary project team, this year-long program has a mission. Students will engage in hands-on work to enhance the fledgling ethnobotanical garden at the Evergreen “House of Welcome” Longhouse by refining and caring for existing habitat and theme areas. Through this work, we will create a valuable educational resource and contribute to multiple communities including Evergreen, local K-12 schools, local First Nations, and a growing global collective of ethnobotanical gardens that promote environmental, medical, and cultural diversity and sustainability.During winter quarter, students will focus on the garden's "story" through continued work on existing signage, a book draft, and/or other interpretive materials such as a web page. Students will work independently on skill development, research, and project planning or implementation in their selected areas of interest and garden areas. Students will also be active during the winter transplant season and will prepare procurement and planting plans for the spring season.During spring quarter, students will plant and care for the garden, wrapping up all of the work they have begun. They will complete interpretive materials, create and implement educational activities, and participate in the Longhouse Cleansing Ceremony.Since this unique program is grounded in community-service learning, topics in various subject areas – including field botany, community-based herbalism, horticulture, and Indigenous studies – are woven into the fabric of student learning when most appropriate to overall objectives, and are introduced through readings, lectures, workshops, assignments, and projects.The program cultivates community by nurturing each member's contributions and growth, and acknowledges the broader context of sustainability, especially with regard to food and medicine.  Marja Eloheimo Sat Sun Freshmen FR Sophomore SO Junior JR Senior SR Fall Fall Winter Spring
Dan Leahy
  Program FR–SRFreshmen - Senior 8 08 Day Su 14Summer Session II The Tar Sands of Alberta's Oil fields and the gasoline-like crude from North Dakota's Bakken region are headed this way in 100 car unit trains called “virtual pipelines.” Plans call for expanded rail receiving facilities at all five refineries in Washington state. as well as new oil train-to-marine transfer terminals at the Ports of Vancouver and Grays Harbor. These plans are the subject of major controversy in this state. Recent derailments and disastrous explosions have caught the public eye and mobilized labor and environmental communities. We will look at what this new oil is; how it's changing the dynamics of US oil dependency, as well as the nature of rail transportation in the NW. We'll visit ports and refineries, read primary documents, chart train traffic, talk to proponents, opponents and regulators and develop our own analysis of what should be done. Dan Leahy Mon Wed Fri Freshmen FR Sophomore SO Junior JR Senior SR Summer Summer
Lori Blewett and Karen Hogan
  Program FR–SRFreshmen - Senior 12 12 Evening and Weekend S 14Spring This program explores biological, social, and political dimensions of food. We’ll consider the basic biological composition and processes of our bodies, and learn why some foods are necessary and others are bad for us. These biological questions will be studied in relation to cultural and political constructions of food including discourses of consumption, identity, and sustainability. We’ll explore some recent hot topics related to food, including diet and obesity, GMO food labeling, crop genetic diversity, and food sovereignty.  We’re especially interested in public rhetoric on these subjects – how scientific facts and ideas are represented and misrepresented in public debate, how food consumption and related social identities are influenced by media, and how food activism is challenging trends in corporate food production.  We’ll examine a variety of media sources, including journalism, online sources, and films.  Lori Blewett Karen Hogan Wed Sat Freshmen FR Sophomore SO Junior JR Senior SR Spring Spring