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2011-12 Undergraduate Index A-Z
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Field Studies [clear]
Title | Offering | Standing | Credits | Credits | When | F | W | S | Su | Description | Preparatory | Faculty | Days | Multiple Standings | Start Quarters | Open Quarters |
Ariel Goldberger
Signature Required:
Program | FR–SRFreshmen - Senior | 16 | 16 | Day and Evening | S 12Spring | This program will immerse students in studying the intense and lively cultural life of New York City, the most active arts production center in the United States, and perhaps the world. Sessions will meet weekly in different cultural institutions to participate in art events as active audience members, to develop an educated and critical appreciation of the richness, complexity and current trends of artistic production in New York.We will spend two weeks on campus doing preparatory research in areas of each student's interest in order to create the structure for an individual project or practicum. Students may choose to create a project by engaging in artistic work, research, or both. Students will be responsible for making all necessary arrangements for room and board, as well as budgeting for individual event tickets. All students will be expected to present a final report of their experience and project.After the initial two weeks of research and preparation, participants in the program will fly to New York City for six or seven weeks, where they will engage in group and individual activities, depending on each student practicum or project. Students will attend some events as a group and some related to their own projects. We will attend events in a wide range of sites, from established world-renowned institutions to emergent art spaces.Depending on the season, performance events may include events in places such as PS 122, La MAMA, The Kitchen, HERE Art Center, off-off-Broadway small theaters, the Brooklyn Academy of Music, Broadway productions and Lincoln Center. Regular dance events may include modern dance performances, experimental works, festivals at the Joyce Theater, and more traditional ballet events in venues such as the New York City Ballet. Specific visual arts events may consist of trips to the gallery "scene" in Chelsea, PS1, MOMA, DIA Arts Center, The Met, under the radar spaces and other sites. We may attend poetry readings at places such as The Bowery Poetry Club, the Nuyorican Poets Cafe, The St. Marks Poetry Project, The Academy of American Poets and The New York Public Library. The class will also endeavor to attend other culturally relevant institutions such as the Japan Society, the Asia Society, The Jewish Museum, The Schomburg Center, The Dwyer Cultural Center and El Museo del Barrio to experience a wide range of cultural diversity. Most weekly group activities will be followed by a discussion or seminar.We will spend the final week of the quarter back on campus in Olympia, completing final report presentations for the whole class. | architecture, community studies, consciousness studies, cultural studies, dance, field studies, language studies, literature, media studies, moving image, music, queer studies, somatic studies, theater, visual arts, and writing. | Ariel Goldberger | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
Rebecca Chamberlain
Program | FR–SRFreshmen - Senior | 8 | 08 | Day and Evening | Su 12Summer | This intensive course will explore a variety of cosmological concepts from mythology, literature, philosophy, and history, to an introduction to astronomy, archeo-astronomy, and theories about the origins of the universe. We will employ scientific methods of observation, investigation, hands-on activities, and strategies that foster inquiry based learning and engage the imagination. This class is focused on field work, and activities are designed for amateur astronomers and those interested in inquiry based science education as well as those interested in doing observation-based research or in exploring literary, philosophical, cultural, and historical Cosmological traditions.Students will participate in a variety of activities from telling star-stories under the night sky to working in a computer lab to create educational planetarium programs. Through readings, lectures, films, workshops, and discussions, participants will deepen their understanding of the principles of astronomy and refine their understanding of the role that cosmology plays in our lives through the stories we tell, the observations we make, and the questions we ask. Students will develop skills and appreciation for the ways we uncover our place in the universe through scientific theories and cultural stories, imagination and intellect, qualitative and quantitative processes, and "hands on" observation.We will visit Pine Mountain Observatory, and participate in field studies at the 25th Anniversary of the Oregon Star Party. This year's celebratory events include a presentation by a Space Shuttle Astronaut and workshops with mentors, scientists, storytellers, and astronomers. We will develop a variety of techniques to enhance our observation skills including use of star-maps and navigation guides to identify objects in the night sky, how to operate 8" and 10" Dobsonian telescopes to find deep space objects, and how to use binoculars and other tools. We will be camping and doing field work in the high desert for a week. (first session): A few students will have the opportunity to attend an invitational research conference at Pine Mountain Observatory, July. 15-20 (first session). They must 1) be enrolled in the class or have prior experience and 2) work with the instructor to complete an independent study contract prior to the first session of summer quarter. Since a limited number of students will be able to participate this year, students will be selected based on their background, qualifications, and interests. Research sessions are still to be determined but may include photometry, astrometry, spectroscopy, or Binary Star Research. Students must have the ability and interest to camp and do fieldwork in the high dessert for a week. A planning meeting will be held on campus July 11, 6-10 pm. Contact the instructor ASAP if you are interested. | Rebecca Chamberlain | Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
Frederica Bowcutt, Gaku Mitsumata and Jeff Antonelis-Lapp
Program | FR–SRFreshmen - Senior | 16 | 16 | Day | F 11 Fall | W 12Winter | As a learning community our central question will be: how can ordinary citizens assist in the important work of shifting society to more sustainable relations with the natural world? We will begin by examining what it means to be ecoliterate.In the fall we will focus on the natural history of the Puget Sound region and contrast that to eastern Washington's high desert. In October the learning community will visit the sagebrush steppe of Sun Lakes State Park to gain field experience in linking plant and animal distribution patterns with environmental conditions. Through this work, students will learn how to read topographic and geologic maps, and basic mapmaking skills. Students will gain experience in conducting biodiversity assessments in the park and on campus, including vascular plants, birds, mammals and insects. The learning community will explore how ecoliterate citizens can serve as citizen scientists, for example, by helping to monitor plant and animal responses to climate change. To support their work in the field and lab, students will learn how to maintain a detailed and illustrated nature journal. In the winter we will examine the relationship between people and gardens through the disciplines of garden history, children's literature, and environmental and place-based education. Special attention will be given to urban horticulture that fosters socially just communities and an ecoliterate citizenry. Students will learn how to link scientific knowledge about soils, plants and animals with the pragmatic realities of installing and maintaining educational gardens in public settings. Lectures and labs in soil science, botany, ecology and environmental/place-based education will support this learning. Students will learn to develop K-12 curriculum for the teaching gardens on campus, and pursue opportunities to lead activities in them and the surrounding woods with local school groups. During both quarters, a significant amount of time will be dedicated to honing our ability to write an expository paper. Credit may be awarded in natural history, environmental education, expository writing, children's literature, horticulture, garden history and botany (with a lab). This program is appropriate not only for students with interest in the natural sciences, but also for students who would not normally select academic programs in the sciences. | K-12 teaching, environmental education, horticulture, natural history and ecology. | Frederica Bowcutt Gaku Mitsumata Jeff Antonelis-Lapp | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall | |||
Rita Pougiales
Program | FR–SRFreshmen - Senior | 8 | 08 | Day | Su 12Summer | Anthropologists are interested in uncovering the complexity and meaning of our modern lives. They do so through ethnographic research, gathering data as both "participants" and "observers" of those they are studying. Doing ethnographic research is simultaneously analytical and deeply embodied. This program includes an examination of and application of ethnographic research methods and methodologies, a study of varied theoretical frameworks used by anthropologists today to interpret and find meaning in data, and an opportunity to conduct an ethnographic project of interest. Students will read and explore a range of ethnographic studies that demonstrate what an anthropologist, what Ruth Behar calls a "vulnerable observer," can uncover about the lives of people today. | Rita Pougiales | Mon Wed | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
Lucia Harrison and Abir Biswas
Program | FR–SOFreshmen - Sophomore | 16 | 16 | Day | F 11 Fall | W 12Winter | This program offers an introductory study of the Earth, through geology and art. What makes the earth a habitable planet? What forces have shaped the geology of the Pacific Northwest? These questions have fascinated people for centuries. Both scientists and artists rely heavily on skills of observation and description to understand the world, and to convey that understanding to others. Geologists use images, diagrams and figures to illustrate concepts and communicate research. Artists take scientific information to inform their work, and seek to communicate the implications of what science tells us about the world. They also draw on scientific concepts as metaphors for autobiographical artworks. In the fall, we will use science and art to study basic concepts in earth science such as geologic time, plate tectonics, earth materials and how they are formed, the hydrological cycle and stream ecology. Case studies in the Cascade Mountain Range and Nisqually Watershed will provide hands-on experience. In the winter, we further this study to include soil formation, nutrient cycling, ocean basin sand currents, and climate change. Field studies will include a trip to the Olympic Peninsula where we will observe coastal processes. Geologic time and evidence of the Earth's dynamic past are recorded in rocks on the landscape. Students will learn basic techniques in observational drawing and watercolor painting. They will learn the discipline of keeping illustrated field journals to inform their studies of geological processes. They will also develop finished artworks ranging from scientific illustration to personal expression. | geology, environmental studies, education and visual arts. | Lucia Harrison Abir Biswas | Freshmen FR Sophomore SO | Fall | Fall Winter | |||
Alison Styring, Steven Scheuerell and George Freeman
Program | FR ONLYFreshmen Only | 16 | 16 | Day | F 11 Fall | W 12Winter | S 12Spring | The word environment encompasses multiple meanings, from the natural to the built, from the interiors of our minds to the spiritual. In each case there is a constant interface of environments with one another and with other creatures, each defining and circumscribing our experience of the world. Some of our essential questions revolve around how we define the environment and how we are shaped by as well as how we shape the environment, both natural and built. For example, does the concept of wilderness include humans? Is the ecological niche of a human essentially different from that of other living things? We will explore the habitats we occupy along with other creatures in those environments. We will explore dichotomies that foster dynamic tensions, such as the dichotomy between concepts of "natural" versus "human". We intend to investigate these tensions through our study of psychology, personal biography, biology, environmental studies, ornithology and cultural studies. In fall quarter we will develop the foundational skills in environmental studies and psychology needed to understand and critique the writings and current research in community ecology, animal behavior and conservation biology, and to examine the conscious and unconscious, and the theories of perception and cognition in psychology. We will examine parallels and linkages among disciplines in terms of methods, assumptions and prevailing theories. In winter we'll continue building on this foundation and move ourselves from theory to practice through an emphasis on methodologies, analyses, and their underlying assumptions. In spring quarter we'll implement the skills and knowledge we've developed through specific student-directed projects and our optional field trip. The faculty will foster creativity, experimentation and imaginative processes as means of discovering and bringing a new awareness to our extraordinary world. The students will respond to the themes of the program through individual and collaborative projects. To build our learning community we will use experiential collaboration activities such as Challenge and Experiential Education as a means to develop a sense of commitment and group citizenship. We will use multicultural discussion opportunities such as Critical Moments to explore the politics of identity and meaning. We will develop our observational skills via field workshops and field trips. We will have writing and quantitative reasoning workshops to further develop students' current skills and to develop advanced skills in these areas. Students completing this program will come to a stronger understanding of their personal lives as situated in a variety of contexts. They will develop strategies for engaging in a range of settings to promote social change, in-depth personal development, increased self-awareness, critical commentary and analyses, and practices that promote stewardship of our personal lives, our immediate environment and global communities. | psychology, behavioral sciences and environmental science. | Alison Styring Steven Scheuerell George Freeman | Mon Tue Thu Fri | Freshmen FR | Fall | Fall Winter | |
Dylan Fischer and Clarissa Dirks
Program | FR–SRFreshmen - Senior | 16 | 16 | Day | S 12Spring | The southwestern U.S. is unique in the diversity of habitats that can occur along with dramatic temperature and moisture gradients. Major advances in ecology have been made in these extreme environments, and important work in global change biology is currently being conducted in these systems. This program will use field sites in the Desert Southwest as living laboratories for investigating patterns in ecology, biology, microbiology and evolution. Students will learn about arid environments, plant ecology, field biology, and gain specialized training in microbiology or plant molecular genetics. Students will co-design field projects exploring ecological and co-evolutionary relationships at organism and molecular scales.We will use detailed studies of southwestern cottonwood trees and tardigrades (water-bears) as examples that will let us dive deeply into laboratory and field experiments. We will pair those investigations with broader exploration of southwestern environments to learn about multiple ecosystems and organisms. Early in the program, students will learn to conduct DNS analyses on plants and microscope-based identification of microscopic animals called tardigrades (water-bears). All students will participate in a mandatory two-week field ecology module where they will participate in a major research project examining the effects of desert-tree genetic diversity on ecosystems, learn to identify plant species of the Southwest, keep detailed field journals, conduct research projects, and survey isolated canyons for patterns related to evolutionary history. Along the way, we will visit environmental and culturally significant sites in the Southwest, from cactus forests to canyons and mountain peaks. Finally, at the end of the quarter all students will reconvene for a program conference where students will present their research over the quarter.Our reading list will include major natural history texts related to the Southwest and evolutionary relationships for the organisms we find there. We will emphasize active participation in the scientific process and communication skills. Because of the field component of this program, students should be prepared for extensive time living and working in the field, and should be committed to working through conflicts in group dynamics. | ecology, biology, botany, zoology, microbial ecology and environmental science. | Dylan Fischer Clarissa Dirks | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
Noelle Machnicki and Lalita Calabria
Program | JR–SRJunior - Senior | 16 | 16 | Day | F 11 Fall | Fungi. What are they? Where are they and what are they doing there? How do they get their energy? What roles do they play in ecosystems? How do they grow? What do they taste like? How do they interact with other organisms? The central theme of this program is to answer these and other questions about fungi. Many people are familiar with green plants and their role in using solar energy to turn carbon dioxide, inorganic elements and water into sugars and other molecules. Fungi, which convert sugars and other organic molecules back into carbon dioxide, inorganic elements, water and energy, are less familiar. Nevertheless, fungi play pivotal roles in the various nutrient cycles within terrestrial ecosystems. They also form symbiotic relationships with plants to create mycorrhizae and have a different type of symbiotic relationship with algae to form lichens. In addition, fungi cause a wide variety of diseases that can be important in particular ecosystems as well as in agriculture and medicine. This program will focus on understanding these unique, ubiquitous and interesting organisms. We will cover fungal and lichen taxonomy, the ecology and biology of fungi and lichens, lab techniques for studying/identifying them, current research, as well as social and economic aspects. There will be an emphasis on work in the laboratory learning to classify fungi and lichens using chemical and microscopic techniques, along with a wide variety of taxonomic keys. These topics will be explored in the field, in the lab, and through lectures, workshops and student research project presentations. Students should expect to spend a minimum of 50 hours/week on program work. Students will be engaged in technical writing, library research, critical thinking and developing their oral presentation skills. | ecology, biology, natural history, education, and environmental studies. | Noelle Machnicki Lalita Calabria | Junior JR Senior SR | Fall | Fall | ||||
Abir Biswas and Christopher Coughenour
Program | FR–SRFreshmen - Senior | 16 | 16 | Day | S 12Spring | What are the origins of the Earth? What processes have shaped the planet's structure over the past 4.6 billion years? Through lab and lecture, students will become familiar with how fundamental Earth materials (minerals and rocks) form and are altered by the persistent physical, chemical, and biological processes at work on our planet's surface. In this program students will study the mechanisms of changes in terrestrial and marine Earth systems and interpret geologic evidence in order to understand Earth system processes. Our approach will integrate topics in chemistry, physics, and evolutionary biology with in-depth studies of physical and historical geology. Quantitative skill development will be fundamental to this approach.After a period of on-campus skill and content building, students will participate in approximately two weeks of rigorous field work. Some students will embark on a 16-day river trip through the Grand Canyon, giving those students the opportunity to visit one of the geologic wonders of the world, access to over 1 billion years of geologic history, and study the processes currently shaping the Canyon. Other students will participate in multiple hands-on field excursions across the Pacific Northwest, studying some of the incredibly diverse landscapes and applying their knowledge about Earth system process in the field.This field-based program requires significant commitment from students, given the cost, rigors, and time away from campus. All students in the program will participate in field work though only approximately 14 students will be able to participate in the Grand Canyon river trip. The program will integrate physical geology, historical geology, quantitative skills for the earth sciences, and a field project. Students who successfully complete this program will gain a solid scientific basis for future work in all aspects of earth sciences and environmental studies. | Abir Biswas Christopher Coughenour | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | |||||
Christopher Coughenour
Signature Required:
Contract | SO–SRSophomore - Senior | 16 | 16 | Day | W 12Winter | Coasts are among the most dynamic geological regimes on our planet. A wide array of physical and biological processes shape the interface where seas meet continents. In this contract offering, students will have the opportunity to explore several of the important physical processes of their choosing that are responsible for phenomena such as gravity waves, tides, estuarine circulation, sediment kinematics and dynamics, and the role of antecedent geology in shaping marginal marine systems. The ultimate goal of the contract is to provide familiarity with the vocabulary and methods of the science and to foster an understanding of some of the fundamental processes that define coasts around the Pacific Northwest and the world. This work may also incorporate a field research component, upon discussion with faculty. | Christopher Coughenour | Sophomore SO Junior JR Senior SR | Winter | Winter | |||||
Abir Biswas
Signature Required:
Contract | SO–SRSophomore - Senior | 16 | 16 | Day | F 11 Fall | W 12Winter | In the fields of geology, geochemistry, earth science, hydrology, GIS, and biogeochemistry, Abir Biswas offers opportunities for students to create their own course of study, creative practice and research, including internships, community service and study abroad options. Prior to the beginning of the quarter, interested individual students or small groups of students must describe the work to be completed in an Individual Learning or Internship Contract. The faculty sponsor will support students wishing to do work that has 1) skills that the student wishes to learn, 2) a question to be answered, 3) a time-line with expected deadlines, and 4) proposed deliverables. Areas of study other than those listed will be considered on a case-by-case basis.Self-directed and disciplined students with intellectual curiosity are strongly encouraged to apply. | Abir Biswas | Sophomore SO Junior JR Senior SR | Fall | Fall Winter | ||||
Walter Grodzik
Signature Required:
Contract | SO–SRSophomore - Senior | 16 | 16 | Day | W 12Winter | Individual study offers individual and groups of students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unique combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Individual and groups of students interested in a self-directed project, research or internships in Queer Studies or the Performing and Visual Arts should contact the faculty by email at | Walter Grodzik | Sophomore SO Junior JR Senior SR | Winter | Winter | |||||
Ariel Goldberger
Signature Required:
Contract | FR–SRFreshmen - Senior | 16 | 16 | Day | S 12Spring | Individual study offers students the opportunity to develop self-direction, to learn how to manage a personal project, to focus on unique combinations of subjects, and to pursue original interdisciplinary projects without the constraints of an external structure. Students interested in a self-directed project, research or internship in the humanities, consciousness studies, or projects that include arts, travel or interdisciplinary pursuits are invited to present a proposal to Ariel Goldberger.Students with a lively sense of self-direction, discipline, and intellectual curiosity are strongly encouraged to apply. | Ariel Goldberger | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | |||||
Robert Smurr and Ted Whitesell
Program | FR–SRFreshmen - Senior | 16 | 16 | Day | S 12Spring | This is a place-based program centered on the Salish Sea and the major watersheds of Washington State. Students will learn about our region of North America through the lenses of environmental history and cultural geography, examining changing human/environment relations over time. We will study aspects of Native culture, non-Native settlement, and modern challenges to sustainability and justice throughout the region. Particular attention will be paid to exploring our local corner of the Salish Sea region, so that students can understand their place at Evergreen within the context of broad, historical changes and the possibilities for constructing sustainable communities for the future. Multiple field trips will develop firsthand knowledge of the region's people and environments, where rivers and seas are surrounded by such diverse ecosystems as rain forests, arid basins, high mountain ranges, and wetlands. Field trips will include a canoe trip on the Columbia River, a visit to the largest dam removal project in history (in-progress on the Olympic Peninsula), and visits to inspiring restoration projects along both rural and urban shorelines and rivers. Students will be challenged to identify unifying features as well as variations in our region's environmental history and geography. | Robert Smurr Ted Whitesell | Tue Tue Wed Fri Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
Christopher Coughenour and Peter Impara
Program | JR–SRJunior - Senior | 16 | 16 | Day | F 11 Fall | W 12Winter | This program will merge the fields of geomorphology and ecology to provide students with a broad understanding of both how landscapes form and function and how lifeforms (microbial, plant and animal)organize themselves across this earth template. The many processes and steps in the geological evolution of an area profoundly influence the ever-changing physical environment (e.g. the soils, nutrient transport, surface and ground waters, climate, among others when taken together) and, thus, the organisms and ecosystems that so intimately interact with these environments. How species are distributed, how communities are structured, and how ecosystems function are all dependent upon interactions with the physical environment.We will cover major topics in geomorphology: plate tectonics and the large scale evolution of Earth's surface, weathering and sediment transport in the continental and marine realms, climate, and environmental controls on the physical and chemical evolution of landscapes. We will also cover important concepts in ecology and biogeography: evolution, ecosystem ecology, community ecology, population ecology, and landscape ecology. Topics that will be particularly informed by the synergy of ecology and geomorphology are early Earth evolution, climate change, extremophiles, ecological succession, and paleoecology. Students will be exposed to a variety of environments through local and overnight field trips. One multi-day field trip will involve a visit to the Death Valley National Park to observe extreme environments, geologic processes, and extremophile biology. Group research projects will focus on studying the biology and environments of extremophiles, including but not limited to microorganisms, fungi, invertebrates, plants, and vertebrates. Seminar readings will familiarize students with topics in environmental studies as related to ecology and/or geology. Students will be evaluated on attendance, assignments, scientific writing,field and lab work, and exams. | geology, field ecology, environmental science, land management, geography, and conservation biology. | Christopher Coughenour Peter Impara | Junior JR Senior SR | Fall | Fall Winter | |||
Karen Gaul and Anthony Tindill
Signature Required:
Program | FR–SRFreshmen - Senior | 16 | 16 | Day | F 11 Fall | W 12Winter | S 12Spring | The lessons we need for sustainable and just living already exist among many indigenous, rural and urban peoples around the world. How people construct the structure and feeling of home, or shape and contain that which is significant in their lives varies from culture to culture. In this program we will explore practices of current and past cultures in terms of construction, energy use, technological development, subsistence practices, and equity to understand how people have lived relatively sustainably in various environments. We will consider the impact of increased technological complexity, resource extraction, production and waste streams of the industrial revolution. We will also investigate ways contemporary cultures around the world are responding by resuming, reclaiming or reinventing low-tech lifeways of the past, and/or embracing high-tech solutions of the future.The program will offer hands-on projects and theoretical perspectives in sustainable design in order to apply sustainable solutions in real-world situations. Students will have an opportunity to work with local communities to help meet design needs. Project possibilities may involve sustainable solutions on campus or in the greater South Sound community. Design projects will be developed within a context of community-defined needs. Through intensive studio time, students will learn drawing and design techniques, fundamentals of building, and skills in using a variety of tools.We will read ethnographic accounts of various cultures to understand the sustainability and justice implications of their practices. Students will have the opportunity to conduct their own ethnographic studies. An introduction to ethnographic research methods and an inquiry into critical questions in the field will help equip students to shape their own field research (in local or distant communities).Fall quarter will include the beginning of an anthropological journey to study various cultural expressions of sustainable and just living. We will learn ethnographic methods and begin to set up ethnographic projects exploring examples of sustainable solutions locally and in more distant settings. Basic approaches to sustainable design will be introduced, and projects will be formulated. Winter quarter will include implementation of design projects and community projects, and launching of ethnographic research. Spring quarter will be a period of data analysis in ethnographic projects, and completion of design projects. The program will also include experiments in sustainable living on a variety of levels. | sustainable design, anthropology and community development. | Karen Gaul Anthony Tindill | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter | ||
Bret Weinstein
Program | SO–SRSophomore - Senior | 16 | 16 | Day | S 12Spring | Complex systems can fail catastrophically. Resent catastrophic failures (such as the global financial collapse of 2008, the Gulf oil spill of 2010 and the Fukushima nuclear disaster of 2011) hint at the overall fragility of the systems on which civilization presently depends. Many have wondered if the larger system might be equally vulnerable to a major disruption.This program proceeds from a thought experiment: What if the lights went out and didn't come back on? What if the gas stations ran dry and no one came to refill them? What if the store shelves went bare and stayed that way?The immediate effect would be unavoidably chaotic, disastrous and tragic. But from the chaos would likely emerge groups of people who had figured out how to provide for themselves.How would those groups be organized? What would they understand? What technologies of the past would they have resurrected, and in what form? What newer technologies would they work to retain? How would they use the rubble of modernity to enhance their lives. What would they eat and drink? How would they stay warm and fed in the winter? Would large-scale social organization arise organically, from the bottom up? How would the answers to these question differ by region?This program will not happen at the front of the room. The faculty will not present answers to these questions. The learning community will confront them together, with analytical rigor proportional to the scenario under consideration. As much as possible, we will attempt to prototype answers in the physical world, and let our successes and failures guide us toward a toolkit for survival.This program is not for passive students, or for those that prefer to stay in the abstract or metaphorical layers. It will require students to be both hard workers and careful thinkers. Students must be bold, collaborative and willing to rise to a serious challenge. | Bret Weinstein | Sophomore SO Junior JR Senior SR | Spring | Spring | |||||
Erik Thuesen and Trisha Towanda
Program | JR–SRJunior - Senior | 16 | 16 | Day | W 12Winter | S 12Spring | This program focuses on marine organisms, 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 experiments 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 scientific process is completed when results of the research projects are documented in written papers and students give oral presentations during the last week of spring quarter. | marine science, environmental science and other life sciences. | Erik Thuesen Trisha Towanda | Junior JR Senior SR | Winter | Winter | |||
Lara Evans and Sarah Williams
Signature Required:
Winter Spring
Program | FR–SRFreshmen - Senior | 16 | 16 | Day | F 11 Fall | W 12Winter | S 12Spring | Do museums transform living, changing cultural objects into fixed, preserved, inviolate collections? What stories do museums tell? What stories do objects embody? And what stories do we, visitors, tell ourselves? How do objects housed in museums affect our sense of self-identity? What does it take to become aware of how stories we tell both frame and are framed by objects? Is it possible to heal culture and the self through the interactions of narratives and objects? What happens to historical ideas about human consciousness when we explore the mausoleum-like exhibitions of what this consciousness has exhibited as other? What happens to consciousness when it is framed by neuroscience or to the self when it encounters thinking as an evolutionary internalization of movement?We'll explore the power of narrative objects in a variety of exhibition spaces: museums, galleries, shopping malls, book/web pages. We'll identify curiosities about the relationship between art objects and self-representation, particularly shifts in cultural influences and identities as they relate to shifts between the museological and mausoleum-like aspects of exhibition spaces. A triptych is a narrative object that uses three pictorial panels to convey movement in time, space, and states of being. A triptych, of sorts, is the focus of our fall quarter work and the model for our winter field studies. Consider our left panel: in the lives and other virtual realities of William Gibson's , the effects of narrative objects range from creative to preservative to destructive. Equally significant is how these effects are framed in movements between exhibition spaces experienced as "bird-cages of the muses" and those encountered in computer generated Joseph Cornell-like bird boxes. In the center panel is the narrative power of an artwork in Sheri Tepper's science fiction novel, . Here, alien races experience the consequences when a fresco at the heart of their cultural identity has been violently misinterpreted for a millennium. Now, the right panel. Here, in Catherine Malabou's texts the shifting movement or adaptability of self is called neuroplasticity. Her analysis of Claude Levi-Strauss' fascination with two sides--graphic and plastic--of masks illustrates her definition of neuroplasticity. We'll read this post-Derridean theory of self and do fieldwork with masks available for viewing in collections in this region. During winter quarter faculty and students will explore narrative objects and self-representation through six weeks of fieldwork in museums of their choice. Museums can be exhibitions of art, history or science; even zoos and botanical gardens can be considered museums. Students will document their research on their museum and will return to compile a multi-media presentation of their research project. In studios and workshops during fall and winter quarters students can expect to learn audio recording, digital photography, drawing with color pastels, ethnographic fieldwork, mindfulness practices (yoga, meditation), creative non-fiction writing, blogging and public speaking. During spring quarter students will have the opportunity to integrate individual and peer-group projects into a core all-program curriculum. That is, in addition to the 8-credit all-program activities of seminar, lecture, visiting artists' lecture and film series, a retreat week, and related assignments (e.g., weekly seminar response essays, a theory as evocative object chapter, a mindmap and 3D triptych, and mid-term and final reflective and evaluative writing), each student will design an in-program individual or peer group project for 8 credits. These projects may include (but are not limited to) the curation and/or installation of an exhibition or collection, an internship, a studio-based artistic or technical practice, community-based learning in support of Paddle to Squaxin 2012 ( ; ), or a field-based museum-related study. Partially funded by TESC's Noosphere Award, week 7 retreat week activities will include a range of contemplative practices: 5 rhythm dance; yoga nidra; lectures with Seattle University philosopher and Zen priest, Dr. Jason Wirth; and a retreat day at SU's St. Ignatius Chapel. Students will document their individual or peer-based learning and create a multi-media presentation for week 10. | art history, art, cultural studies, writing, anthropology, feminist theory and contemplative education. | Lara Evans Sarah Williams | Mon Tue Tue Tue Wed Wed Wed Thu Fri | Freshmen FR Sophomore SO Junior JR Senior SR | Fall | Fall Winter Spring | |
Lalita Calabria
Course | FR–SRFreshmen - Senior | 6 | 06 | Evening and Weekend | Su 12Summer | This course is designed to increase your awareness and appreciation of the biological, cultural, and economic importance of plants. Through this awareness and appreciation of plants you can begin to develop a "Botanical Sense of Place". We will begin by reflecting on your personal experiences with plants from youth to the present in the form of a creative nonfiction-style essay. These experiences are the foundation of your botanical knowledge, and they will serve as tool for connecting the major concepts we learn in class with your real-life experience of plants. In lectures, we will survey the major groups of the Plant Kingdom including bryophytes, seedless vascular plants, gymnosperms, and angiosperms. We will also draw on contemporary scientific journals articles to help you gain in-depth understanding of certain biological concepts and to apply this understanding to current events. In labs, students will gain hands-on experience studying plants with microscopes as we examine the form and function of plant structures in the context of their evolutionary history. On field trips, students will learn to recognize and identify the common native plants of the Pacific Northwest. | Lalita Calabria | Tue Thu Sat | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
David Muehleisen and Stephen Bramwell
Signature Required:
Program | SO–SRSophomore - Senior | 16 | 16 | Day | S 12Spring | What does it take to start up and run a small-scale agricultural business? Do you know how to grow organic food? Are you interested in contributing to the success of the campus Organic Farm? Join us on the farm for hard work and a wide-ranging examination of these and other questions.In this three-quarter program which begins spring quarter, we will integrate the theoretical and practical aspects of organic small-scale direct market farming in the Pacific Northwest by working on the Evergreen Organic Farm through an entire growing season (spring, summer and fall quarters). All students will work on the farm a minimum of 20 hours per week. The 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.Our exploration of critical agricultural topics will occur through a curriculum that is intricately tied to what is happening in the fields as the growing season progresses. The major focus of the program will be developing the knowledge and skills needed to start up and operate a small-scale agricultural operation based on a sound understanding of the underlying science and business principles. At the same time, hands-on farm work will provide the context for developing applied biology, chemistry and math skills.Each quarter, we will cover a variety of seasonally appropriate topics needed to operate a sustainable farm business. In the spring, we will focus on soil science and nutrient management, annual and perennial plant propagation, greenhouse management, crop botany, composting, vermiculture, and market planning. In the summer our focus will be on entomology and pest management, plant pathology weed biology and management, water management and irrigation system design, animal husbandry, maximizing market and value-added opportunities and regulatory issues. The fall quarter's focus will be on season extension techniques, production and business planning, the use and management of green and animal manures, cover crops, and crop storage techniques and physiology.Additional topics will include record keeping for organic production systems, alternative crop production systems, apiculture, aquaponics, urban agriculture, small-scale grain-raising, mushroom cultivation, and techniques for adding value to farm and garden products. Students will learn how to use and maintain farm equipment, ranging from hand tools to tractors and implements. Students will have the opportunity to develop their personal agricultural interests through research projects. Topics will be explored through on-farm workshops, seminars, lectures, laboratory exercises, farm management groups, guest lectures, field experimentation and field trips to regional agricultural operations. Books typically used in the program include by Gershuny, by Mohler and Johnson (eds.), by Wiswall, by Ekarius, by Altieri, and by Coleman. If you are a student with a disability and would like to request accommodations, please contact the instructor or the office of Access Services prior to the start of the quarter. Access Services, Library Bldg. Rm. 2153. Contact Program Coordinator Steve Schmidt, PH: 360.867.6348; TTY 360.867.6834; E-mail: email@example.com. If you require accessible transportation for field trips, please contact the instructor 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 2011 to develop a financial aid plan that includes summer quarter 2012. | farm and garden management; working with non-profit organizations focusing on food, land use and agriculture; State and County Extension; and State and Federal regulatory agencies. | David Muehleisen Stephen Bramwell | Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
Stephen Bramwell and David Muehleisen
Signature Required:
Program | SO–SRSophomore - Senior | 16 | 16 | Day | Su 12Summer | This is a spring, summer, fall program and is open only to students continuing from the spring. For the full program description, see . | Stephen Bramwell David Muehleisen | Sophomore SO Junior JR Senior SR | Summer | Summer | |||||
Paula Schofield and Andrew Brabban
Program | FR ONLYFreshmen Only | 16 | 16 | Day | F 11 Fall | W 12Winter | 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 and instrumentation 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 use various themes to 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 quarter we will study "water" and "energy" as themes to examine our environment, considering local, nationwide 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 , one week before the regularly scheduled start of fall quarter (during Orientation Week). This will enable us to prepare for an extended field trip the following week by beginning our study of energy, and to establish our learning community. The field trip, to Eastern Washington, will be a unique opportunity to visit Hanford Nuclear Facilty and Grand Coulee Dam. Personalized tours at each will include the B-Reactor at Hanford, the world's first full-scale nuclear reactor which produced the plutonium used in the "Fat Man" bomb dropped over Nagasaki, Japan, in August of 1945, and at Grand Coulee, the largest hydropower producer in the United States. On this trip we will also learn key field science techniques: how to take measurements in the field, collect samples for laboratory analysis, and identify and precisely determine the 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, biomedical polymers, 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 and ballistics, as well as other modern forensic procedures. We will gather our own data from mock crime scenes to practice these techniques. Winter quarter will culminate in a student-originated and designed research project.In this field- and lab-based program, scientific analysis—rather than conjecture or gut-feeling—will be the foundation of our work. Throughout our studies we will use and apply state-of-the-art scientific instrumentation. Other class activities will include small group problem-solving workshops, seminars and lectures. | environmental and laboratory sciences, the liberal arts and education. | Paula Schofield Andrew Brabban | Mon Tue Wed Thu | Freshmen FR | Fall | Fall Winter | ||
Frederica Bowcutt
Signature Required:
SOS | JR–SRJunior - Senior | 16 | 16 | Day | S 12Spring | This program offers opportunities for well-prepared students to create their own course of study in botany. Priority will be given to students with introductory coursework in botany and a desire to contribute to at lease one of two ongoing efforts: the Puget Prairie Flora project or the Evergreen Teaching Gardens. Proposals are particularly encouraged from students who want to do one or more of the following:Students will attend weekly research group meetings/seminars, plant identification labs, and as needed computer workshops to support student research. The labs will be dedicated primarily to learning how to identify vascular plants using a technical dichotomous key. Students will also hone their polant family recognition skills. To practice their identification skills, students will attend several day-long field trips to local prairies.While this program is primarily aimed at juniors and seniors, first-year students and sophomores may be admitted if they can demonstrate through the signature process that they are ready for the work. | field botany, floristics, environmental education and horticulture. | Frederica Bowcutt | Mon Tue | Junior JR Senior SR | Spring | Spring | |||
Stephanie Kozick
SOS | FR–SRFreshmen - Senior | 16 | 16 | Day | W 12Winter | This SOS is intended for: individual students who have designed a learning project focused on community development; groups of students interested in working together on a community based project; and students who have an interest in working as an intern in a community agency, organization, or school setting. Interested students should attend the Academic Fair on to meet the faculty, Stephanie Kozick and the Director of the Center of Community Based Learning and Action, Ellen Shortt Sanchez. Stephanie Kozick can also be contacted through her e-mail ( ). Project proposal form can be obtained at the Academic Fair, or an electronic copy found at . Student Originated Studies (S.O.S.): Community Based Learning and Action is a component of 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 S.O.S. offers the opportunity for goal oriented, responsible, and self-motivated students to design a project, research study, or community internship or apprenticeship that furthers their understanding of the concept of "community." The range of academic and community work in the program includes: working with one or several community members to learn about a special line of work or skill that enriches the community as a whole— elders, mentors , artists, teachers, skilled laborers, community organizers all contribute uniquely to the broader community; working in an official capacity as an intern with defined duties at a community agency, organization, or school; or designing a community action plan aimed at problem solving particular community needs. Prior to the beginning of winter quarter, interested students or student groups must have a draft plan in place. Projects will then be further developed with input from the faculty. Students will meet in a weekly seminar setting to share progress reports, discuss the larger context of their projects in terms of community asset building and wellbeing, and discuss readings selected by program students that illuminate the essence of their projects. Small interest groups will meet with the faculty to discuss issues related to their group projects. | Stephanie Kozick | Freshmen FR Sophomore SO Junior JR Senior SR | Winter | Winter | |||||
Cheri Lucas-Jennings
Signature Required:
SOS | JR–SRJunior - Senior | 16 | 16 | Day | S 12Spring | This program is designed to support students interested in internships with public agencies or non-governmental organizations (NGOs) involved in public policy issues. Internship possibilities include but are not limited to: Department of Natural Resources, Department of Transportation, Department of Ecology, City of Olympia, a Water Resources agency or a Growth Management Board. There are also numerous local NGOs (e.g. Capital Land Trust, various fisheries commissions) that are focused on a variety of public policy.In addition to internship work, students will complete an extensive independent research project focused on a public issue that is related to the internship work. Research topics could include public policy, environmental, land-use, health, education, welfare or other similar issues issues. Program work will include weekly meetings, peer-review groups, research, writing and presentation of the final paper. Final research papers will also be distributed to the relevant organizations or agencies. | Cheri Lucas-Jennings | Junior JR Senior SR | Spring | Spring | |||||
Ariel Goldberger
Signature Required:
SOS | SO–SRSophomore - Senior | 16 | 16 | Day and Weekend | F 11 Fall | This is a program for students seriously interested in study-related or research projects involving an individually designed journey or travel. There is a long and revered tradition of humans embarking on journeys for the purpose of learning to develop self-awareness, get to know the world outside of what is familiar, engage in a spiritual quest, or expand the student's sense of what is possible. Travel has been a powerful academic, experiential and research component in the life of many scholars, artists, writers, mystics and scientists. For thousands of years, humans have developed intercultural awareness, valuable communication skills, resourcefulness, spiritual awareness, cultural understanding, and a sense of the relativity of their personal views by engaging in it. Travel can be deeply transformative. This program is an educational offering designed for self-directed students who desire to benefit from engaging in educational travel as part of their learning at Evergreen. Students interested in registering must have a project in mind that requires travel as a central component of their learning. Individual projects should involve or prepare for some form of travel for the purpose of learning, research, interdisciplinary studies, writing, volunteering, learning languages, studying historical events at their source, studying spiritual quests, understanding or studying other cultures, learning about a culturally relevant artifact or artistic expression at its source, developing a career in the leisure or tourism industry, or any combination thereof. Serious, self-directed and responsible students are encouraged to register. Students will spend the first one or two weeks finishing intensive preparatory research on their specific destinations, to acquaint themselves with the historical and cultural context of their place of destination, understand cultural norms, and study any relevant legal issues. Participants will prepare plans to be ready for emergencies or eventualities as well, since students will be responsible for making all necessary arrangements for their travel, room and board, as well as budgeting for individual expenses related to their projects. Once the initial preparation is completed, participants in the program will embark on their travel-related practicum or project, and report regularly to the faculty using a procedure negotiated in advance. Participants will be required to document their experience effectively in order to produce a final report. Participants will return to Olympia by week 10 to present the final report of their experience and project to the class at the Olympia campus, unless specifically arranged in advance with the faculty by week two. Please Note: This program is a Study Abroad academic offering. Those students who have demonstrated academic progress and who have projects that take more than a quarter are advised to negotiate an ILC with Ariel Goldberger to accommodate their learning needs. | the humanities, consciousness studies, cultural studies, arts, social sciences, and the leisure and tourism industry. | Ariel Goldberger | Sophomore SO Junior JR Senior SR | Fall | Fall | ||||
Steven Scheuerell
Signature Required:
SOS | SO–SRSophomore - Senior | 16 | 16 | Day | S 12Spring | This program is designed for students who have the independent drive to deepen their existing knowledge and/or work experience in a profession that works directly with the land. Students will do their independent learning by working with faculty to develop an individual course of study or by completing a previously arranged internship with an organization, agency, or business. This program will support a wide range of student learning goals from land-based professions such as farming, ranching, forestry, tideland aquaculture, landscape architecture, land-use planning, environmental/ecological/natural history studies, parks and conservation area management, and outdoor education and recreation.Students will be expected to participate in weekly forums (both online and in person, depending on student project location) to share their experiences and compare the knowledge and skills needed to succeed in their chosen profession. Students present their independent learning and work collectively during a final multi-day symposium that will focus on the common issues and social values of working with the land given the different student learning experiences.Student work over the quarter will include a written study proposal, submitting weekly learning progress reports, forum participation, self-evaluation of learning, final presentation and symposium participation. | natural resource management, agriculture, forestry, land use planning, parks and recreation, and wilderness education. | Steven Scheuerell | Sophomore SO Junior JR Senior SR | Spring | Spring | ||||
Steven Scheuerell
Signature Required:
SOS | SO–SRSophomore - Senior | 16 | 16 | Day | F 11 Fall | This program is designed for students who have the independent drive to deepen their existing knowledge and/or work experience in a profession that works directly with the land. Students will do their independent learning by working with faculty to develop an individual course of study or by completing a previously arranged internship with an organization, agency, or business. This program will support a wide range of student learning goals from land-based professions such as farming, ranching, forestry, tideland aquaculture, landscape architecture, land-use planning, environmental/ecological/natural history studies, parks and conservation area management, and outdoor education and recreation. Students will be expected to participate in weekly forums (both online and in person, depending on student project location) to share their experiences and compare the knowledge and skills needed to succeed in their chosen profession. Students present their independent learning and work collectively during a final multi-day symposium that will focus on the common issues and social values of working with the land given the different student learning experiences. Student work over the quarter will include a written study proposal, submitting weekly learning progress reports, forum participation, self-evaluation of learning, final presentation and symposium participation. | natural resource management, agriculture, forestry, land use planning, parks and recreation, and wilderness education. | Steven Scheuerell | Sophomore SO Junior JR Senior SR | Fall | Fall | ||||
Stephanie Kozick
Program | FR–SRFreshmen - Senior | 8 | 08 | Day | Su 12Summer | is an academic, travel-based study of life and the arts in urban settings. This 5-week program begins with an on-campus week of introduction to urban studies and travel field study planning, followed by a three week field study in a city chosen by each individual student according to his or her academic aims and financial means. The final week on campus will be devoted to field study reflection writing and formal student field study presentations. Field study options include, among others, architecture, the arts, business, city planning, housing, transportation, environmental concerns, and city writing and literature. | Stephanie Kozick | Tue Wed Thu | Freshmen FR Sophomore SO Junior JR Senior SR | Summer | Summer | ||||
Steven G. Herman
Program | FR–SRFreshmen - Senior | 8 | 08 | Day, Evening and Weekend | Su 12Summer | 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 27 years, and more than 22,000 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 | ||||
Dina Roberts and David Phillips
Signature Required:
Program | JR–SRJunior - Senior | 16 | 16 | Day | W 12Winter | The tropics are the cradle of the world's biodiversity. This program will focus on Costa Rica, emphasizing biological richness, field ecology, the physical environment, statistical analysis of field data, conservation biology and Latin American culture. The first seven weeks of the program will be held on the Evergreen campus, followed by a three-week field trip to Costa Rica. The on-campus portion will include lectures and labs on global patterns of biological diversity, quantification and analysis of ecological diversity, an overview of major taxa of Neotropical plants, insects and vertebrates, and discussions of the physical environment of tropical regions. This material will be integrated with classes in introductory statistics and conversational Spanish.During the Costa Rica field trip, we will visit four major field sites, including coastal habitats, tropical dry forest, cloud forest and lowland rain forest. Students will learn about common plants and animals in each area, dominant landforms and ecological processes, conservation issues and current biological research activities. Students will also learn techniques of field research by participating in quantitative field labs, both faculty and student led. In the evenings there will be a series of guest lectures by research scientists. The field trip will require rigorous hiking and backpacking in remote locations. | environmental studies, ecology, conservation biology, evolutionary biology and Latin American studies. | Dina Roberts David Phillips | Junior JR Senior SR | Winter | Winter | ||||
Alison Styring
Signature Required:
Fall Winter Spring
Research | JR–SRJunior - Senior | V | V | Day | F 11 Fall | W 12Winter | S 12Spring | 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 11 Fall | W 12Winter | S 12Spring | plant ecology and physiology, field ecology, restoration ecology | Dylan Fischer | Junior JR Senior SR | Fall | Fall Winter Spring | |||
Cheri Lucas-Jennings
Signature Required:
SOS | JR–SRJunior - Senior | 16 | 16 | Day and Evening | W 12Winter | This program will explore the broad conditions that shape legislation; it will examine models, evidence and debates about the sources, causal connections and impacts of evolving systems of law, regulation, governance and a broad array of community and political responses to wicked social dilemmas facing our state. Students apply to become interns for the 2012 Washington State Legislative session in the fall. Those who are selected work a regular, full week with the legislative office they are assigned to in the winter. Evergreen students also participate in a bi-weekly Seminar with focus on select readings and themes. Journal writings in response to these readings, discussion and experience in the 2012 session are a critically important feature. This is an upper division internship with a possible 16 credits to be earned, when combined with academic reflection and analysis on your work in the legislature. To receive full credit, each student intern will write about the challenges, learning and implications of this work. Students will also be making public presentations about their learning at the end of the session and participate in workshops with larger intern groups from throughout the state. Focused writings submitted to the faculty sponsor on a regular basis will be reflective, analytic and make use of appropriate legislative data bases and all relevant references. Students will develop and submit a portfolio of all materials related to their work as legislative interns and receive evaluation both from their campus sponsor and a legislative supervisor at the capitol. | Cheri Lucas-Jennings | Wed | Junior JR Senior SR | Winter | Winter |


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Started this discussion. Last reply by Clay Gordon Dec 21, 2011. 3 Replies 0 Likes
I've just made some chocolate vodka, soaking raw cacao in vodka for a week or so. The result is a rather nice, light brown, unsweetened chocolate flavoured vodka, and a pile of less chocolate-y than…Continue
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Two Delta High School seniors were burned when someone reportedly tossed a gas can on a bonfire, causing it to flare up. The two girls, Callie Gafford and Natalie Larkin, both 18, were at a gathering at a BLM campsite near the Gunnison River Saturday, March 23.
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My 18 month old took these battery oporated lights and wrapped them around the dogs neck 3 times. I was in the kitchen working and when I turned around he was standing next to the dog with a smile on his face and the dog was looking like "HELP ME"
Baby Decorates Dog
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Style Map
Daily Dispatches From The Global Scene
No other embellishments, no other colors, just that single, solid color. And how in the world does it still look that chic?
These Fall 2012 favorites from NY Fashion Week represent things I could definitely wear, and a few things I would wear if I had a slightly more glamorous life.
NOT everything's my favorite from Louis Vuitton but what i impress the most will be the Zebra hairstyle, those Chinese cheongsam with lower waistband and all small little clutchs. Start your autumn with simple and colorful style.
Daily Dispatches From The Global Scene


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Jim Rester built this 14′ Kaholo paddleboard from a kit by Chesapeake Light Craft. The hull is made from okoume plywood, with a mesquite transom. Jim made the paddle from black walnut.
John Parrish built this Tandem Annapolis Wherry from a kit by Chesapeake Light Craft. He writes that at 19′10″, it is 3′ longer than the one-man version of the same boat, and that it was the first one that CLC put into kit form. He adds that the crew at CLC was still writing the construction manual as John was building his boat, and they were very helpful as they emailed him each new part of the manual as it became available.
In WB No. 229, Geoff Kerr presented the first part of a two-part article on building the Kaholo Standup Paddleboard from Chesapeake Light Craft. His manuscript included an impressively detailed list of tools and supplies that we simply couldn't fit onto our pages, what with all of the detailed drawings and step-by-step images we included for the project.
I wanted to share with you a couple photographs of my Night Heron kayak (LOA 18′, beam of 20″), designed by Nick Shade of Guillemot Kayaks . The boat took nearly two years of weekends and evenings to complete, with work proceeding at a glacial pace during some periods. The boat was first launched on a cold, windy day in February, 2012 on Jordan Lake, located in central NC. It performed wonderfully despite the weather conditions and my kayaking skills being a bit rusty.
This Passagemaker dinghy, one of Chesapeake Light Craft's designs, was built by Mark R. Allen of Reston, Virginia, for Brian White. Intended for use her as a tender for the White family's trawler, the dinghy will see use in Chesapeake Bay. The pram can be fitted out with a gunter rig for sailing. Here she is rowed by the builder's daughter, Catherine, on launching day. Contact Mark at email@example.com.
Peter Yudkoff and his kids, 16 and 11, built their Mill Creek kayak from a Chesapeake Light Craft kit. "This was our first boatbuilding project and it took us about 16 months," writes Peter. "The project was a big success: our kids discovered that, with patience and effort, a pile of wood could be turned in to a boat. There's no better way to teach children about plans, measuring, and safe tool use. An added bonus of working together was the opportunity for idle conversation--a treat any father with teenagers would appreciate.
Rick Granger built this Chesapeake Light Craft Wood Duck 10 over six weeks in the winter of 2010-2011. The 10' hull weighs just 34 pounds and is made from 3mm okoume plywood, with a deck of western red and white cedar strips. Granger added a fishing rod holder, paddle holder, and cup holder to make it the perfect craft for his fishing trips on the flat waters of Colorado. He notes that it is very stable and light enough to store on his car.
John Beck built this Chesapeake Light Craft Shearwater 17 hybrid using white and red cedar strips for the hull and decking, and added aniline dye to the hull to give it a blue color. John won the best in show at the 2007 Okoume Fest sponsored by CLC.
CLC designed this touring Chesapeake 17LT kayak (16'11" x 231/4"), which was built by Boone Brewer of Smyrna, GA. He plans to use it in the Gulf of Mexico near St. Theresa, FL. Boone used stitch-and-glue construction of okoume plywood, covering the hull and decks with fiberglass cloth and epoxy. You can virtually find Boone at firstname.lastname@example.com.
John and Barbara Strattan built these kayaks in 2003. They are Mill Creek 13 kayaks, designed by Chris Kulczyki of CLC. They use the pair on the streams and rivers of north central Kentucky. Hoping to avoid paying $60 a sheet for plywood they found a source for doorwood, the plywood used on the faces of hollowcore mahogany doors. They also made use of some 1/4" mahogany plywood which had been the shipping crate for a Yamaha piano. In the fall of 2006, John Strattan wrote "Barbara and I are 70 years old this year.
Bill Farquhar had great fun building this pram for his daughters, Lauren and Katie. When she was launched in June 2003, they used juice boxes instead of champagne to christen her. She is an Eastport Pram with a length just under 8' and a beam of 4'. She was designed by Chesapeake Light Craft of Annapolis, MD. Bill and his daughters use their new boat in Lake Minnetonka in Wayzata, MN. Contact Bill at email@example.com.
Colin Williams built this Mill Creek 13 kayak from plans by Chesapeake Light Craft. He uses her mainly in the estuary of the Crookhaven River and in Lake Woolumboolah near the south coast of New South Wales, Australia, near Jervis Bay. He writes that the "kayak is an ideal boat for the beginner builder and paddler." The only modification he made was to add a retractable skeg to help it track straighter in heavy coastal winds.
Michael Schefers uses this Eastport pram as tender for his sloop, HARMONY. He built her in two months in a friend's garage, using okoume and cypress wood with LapStitch construction. Launched on Thanksgiving Day, 2002, she has a length just under 8' and a beam of 4'. Chesapeake Light Craft of Annapolis, MD, designed her.
Raymond Wright used stitch-and-glue construction with African mahogany plywood in building this CLC 17 kayak. He also included a retractable skeg, and designed the spruce paddle. He launched the kayak on Schroon Lake on Aug 30, 2002. Write Ray at P.O. Box 62, Adirondack, NY 12808.
Hank Stoltz began building this 14' Sassafras Canoe as a member of Bill Thomas' class at WoodenBoat School. He didn't finish it until he got home. Designed by CLC as a tandem boat, this lapstrake stitch-and-glue boat, can also be built as a solo. Hank built it as a solo and uses it on Missouri and Minnesota Lakes. He says it's fast, responsive, and capable. Email Hank at email@example.com.
Richard Knight built this Sassafras 14 canoe from a kit designed by CLC using 4 mm okoume planks, which resulted in a finished weight of just over 42 pounds. He found the lapstitch construction to work well, the hull easily came together straight and true.
Craig Kitchen of Marquette, MI has built several boats in the past few years - Chesapeake 17, an Endeavor, a Guillemot, a Winisk 17, and a CLC 16LT shown here. Craig built this 16LT with cedar-strip deck for Cheryl Sleeman of Michigan. Craig modified the boat a little bit in raising the deck an inch higher than the plans called for.
Fueled by WoodenBoat, Steve Hutchins has long wanted to design and build boats. Here are two CLC boats he built. The second one, that he built for a customer in Florida, is a Mill Creek 15 designed by Chesapeake Light Craft. His first boat, built in 8 days in the living room of his apartment, was a Chesapeake 16.
Robert Donahue started this CLC 17 kayak in October 2001 at a WoodenBoat School class held at the Maritime Museum of Newport News, VA. He finished in July 2002 and launched in Echo Lake, Acadia National Park, in Maine. Robert is eagerly looking forward to another WoodenBoat course. Virtually contact Robert at firstname.lastname@example.com.
Bruce Porter writes "Bruce Porter built this 13'2" x 50" Jimmy skiff with help from Madison East High School Woodworking Students and staff. Launched May 31st, 2002, the skiff will be used on Madison Wisconsin area lakes and rivers. The skiff was constructed from ACX plywood using ash, butternut, and black cherry for gunwales and trim. The 7-1/2' oars are of ash and oak. The boat plans are from CLC. The oars are from a design given in the book The Adirondack Guide Boat by Kenneth and Helen Durant. Contact Bruce at 3625 Rolling Hill Drive, Middleton, WI 53562."


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I have 2 layers one for 2006 the other 20012, they have an mso on each layer, and I want to have 2 buttons (for each yaer) so that the user can swap between them.
However when I select the 2 grouped layered MSO's I cant then create another MSO so that I can toggle them with the buttons.
Is this not possible? does anyone know another solution? (other than putting each layer on separate pages, and flipping back and forth between the 2 pages; I really want a cross fade transition, that I wouldn't get with swapping between pages)


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ASRock Inc. is established in 2002, specialized in the field of motherboards. ASRock strives to build up its own brand. With the 3C design concept, "Creativity, Consideration, Cost-effectiveness", the company explores the limit of motherboards manufacturing while paying attention on the eco issue at the same time, developing products with the consideration of eco-friendly concept. ASRock has been growing fast and become world third largest motherboard brand with headquarter in Taipei, Taiwan and branches in Europe and the USA. The young and vibrant company targets from mainstream to enthusiast MB segments for different kinds of users, owning reputation around the world market with its reliability and proficiency.
Filter Results |
Bad piecePros: Excellent. Enough slots for memory, and supports my tech. Cons: Arrived with broken pins, DOA, have to return a for a new one. Need support to get back to me, not very confident. Other Thoughts: Just wish I had replacement for DOA pins. Manufacturer Response: Did you find this review helpful? |
Couldn't start my windows.Pros: Nice features and fit my current CPU (Intel Core i7-2600) Cons: Couldn't start Windows even upgraded the Bios to P2.30. Other Thoughts: Waiting for their Tesch Support response my question to resolve this issue. Manufacturer Response: Did you find this review helpful? |
Not Worth The TroublePros: Nice Features Cons: Asrock boards are too particular regarding memory. It is too often difficult to find memory suitable for a given model.. They are simply not worth the trouble. Best to stick with ASUS, no where near the trouble. Other Thoughts: Won't bother with this manufacturer again. Manufacturer Response: Did you find this review helpful? |
Audio Dead - 8 monthsPros: Has plenty of necessary slots. Got for a great price. Cons: I am leaving this review after 8 months because the on-board audio went out on me. I purchased this for my work PC. It puts in about 60-70 hours of time 365 days a year. The audio began chirping loudly and oddly enough it would cause my screen to flicker; it was like a horrible case of the hiccups. My first test was putting in a $15 PCI sound card and it stopped the issue. 30 days without the issue. Other Thoughts: For the price it was a great MOBO, but I've bot dozens of MOBOs in the past and never seen this issue 1 out of 1 people found this review helpful. Did you? |
It's great, but you can do betterPros: - SATA3 and USB3.0 support Cons: - No USB 3.0 header on mobo! What a disappointment! It should be included at this price point. I bought a case with USB 3.0 ports but cannot plug them unless I buy an adapter...meanwhile they have included 3 USB 2.0 headers. Thanks ASRock... Other Thoughts: The BIOS and stability of this board made me into an ASRock fan, but I would choose a different board that has at least 1 USB 3.0 header at this price point, and actual dual-GPU support. You can find better priced motherboards out there. Manufacturer Response: 1 out of 4 people found this review helpful. Did you? |
GREAT WHILE IT LASTEDPros: I have been building PC's since '99 and this motherboard worked great, except for upgrading the bios, which took a while to get the system to see the file and update. I bought this in March and now my USB 2.0 ports are dead, just the 2.0, the 3.0 still work. Other than that, this is a great board for the money. (no usb 3.0 header) Found that out after purchase, my fault. Had to purchase a PCI card to use my USB 3.0 ports on the front of my Rosewill case. Cons: - bios update is flaky Other Thoughts: Still waiting on customer support to respond to my request to fix. I can't access my bios with the USB 2.0 ports dead, since the 3.0 on bootup won't pass keystrokes until the login screen appears. Manufacturer Response: 1 out of 2 people found this review helpful. Did you? |
Quality PartsPros: It works, it has decent features and uses quality parts, unlike some other well-known motherboard manufactures. Cons: DVD didn't seem to install some of the utilities. So I had to download what I needed from their website. Other Thoughts: So far so good with this motherboard, my last motherboard failed due to cheap parts (Foxconn) even though it was a high-end board from a well-known and respected manufacture. Never trust those high-end boards from well-known and respected manufactures that seem like a very good deal, there's always a catch. 0 out of 1 people found this review helpful. Did you? |
Good Board, Bad Sound HardwarePros: Great, easy to use BIOS. I put in 8GB of Corsair 1600 RAM and an i5 2500k. Overclocked it easily and its been running without any issues for months now for my daily use of gaming along with a 560ti card. Cons: There is feedback coming from the sound output on the board. I have a USB keyboard that also has sound outputs on it, so I connect that to the back of the computer and its not noticeable in my headset, but if I connect external speakers its rather loud, and much worse if I connect it directly to the back of the computer instead of through the keyboard. Since I mostly use my headset, its not a big problem, but I also wanted to connect it to my TV to stream video on it, but the feedback is so loud its pointless. Manufacturer Response: 0 out of 1 people found this review helpful. Did you? |
Just AwfulPros: Its a motherboard. Cons: I had an issue with this motherboard and was told to flash the bios by ASRock Technical support. Bios flash failed and Tech Support told me to RMA it with Newegg. This was after the allotted time that Newegg allows for a return. So I was out a MB. Manufacturer Response: 0 out of 4 people found this review helpful. Did you? |
One ProblemPros: Almost everything. Looks great, works great (almost), fits well, great. Cons: Looked into buying a new card, and there is a broken PCIE x16 Port on it, and Micro Center can't replace it seeing as how its gone out of warranty, thus no top slot to use for a second video card :/ Other Thoughts: Sniff Sniff Manufacturer Response: 2 out of 2 people found this review helpful. Did you? |


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Home » NewHampshire.com » Neighborhood News » Hooksett Banner
Miss New Hampshire stays calm during judges' grilling
"I was very calm, actually," Lyman said about Monday's interview session. "I surprised myself by how calm I was."
Lyman is in Las Vegas this week with 52 other competitors from states and U.S. territories vying for the crown. No competitor from New Hampshire has ever won the competition.
Tuesday night was set for the talent portion of the preliminary rounds, and Lyman planned to tap dance. To Lady Gaga's "Edge of Glory."
She said she realizes using the pop superstar, known for her outlandish costumes and stage shows, as her background music is a risky move for the straitlaced competition.
"A little bit (risky)," she said. "But we wanted something that was a new, fresh song."
0reach her goal. Votes for Lyman to be America's Choice for the 2013 Miss America competition are being accepted through Thursday. To vote, go to missamerica.org/videocontest or to the video contest Facebook tab at www.facebook.com/missamericaorganization.
The Miss America Competition is held from Monday through Saturday at Planet Hollywood in Las Vegas. Preliminary nights are Tuesday, today and Thursday and start at 7 p.m.
The final night of competition will be broadcast live on ABC television from 9 to 11 p.m.
Tweets by @newhampshirecom | ||
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It's nearly here! And it's a homegrown success story.
It's the 10th annual Hotchkiss Sheep Camp Stock Dog Trials May 10, 11 and 12. All the day-long trials will take place on the Hotchkiss Family pasture on Hotchkiss Avenue just a block south of Bridge Street.
The dog trials were founded by Richard Bailey. This year much of the day-to-day operations has been turned over to Gordon and Cheryl Hebenstreit. The Cedaredge couple has been helping with the dog trials for nine years. Gordon attended a Fun Day hosted by Richard Bailey where novice handlers and dogs could work with sheep. After that, both Gordon and Cheryl were hooked and they began volunteering for the dog trials.
"Richard was wanting to assume fewer responsibilities, and he asked me if I would assume more responsibilities. And I said I would be glad to," Gordon said. "[Richard] is still the dog trial though."
Over 77 dogs from 13 states will be put to the test during the trials. "We had to turn away the most dogs ever this year. That shows the popularity of this particular trial," Gordon said.
Each year at the trials, there's a new special event held. When asked what it would be this year, Gordon smiled and said, "I can't tell you." It's top secret and if you want to know what it is, you'll just have to be there Friday afternoon for this Jackpot Event featuring the more experienced handlers.
The nursery dogs which are three years old or less will start their two runs on Friday morning at 8 a.m.
The novice dogs and/or novice handlers will have two runs on Friday as well.
The trials start at 7 a.m. on Saturday and Sunday. The Saturday Open is for the most experienced dogs and handlers running the longest course. The judge determines how much time the course should take the dogs to complete.
Following that will be the pro-novice dogs which have less experience. The course is shorter and less complex.
Sunday the order is reversed with pro-novice first followed by the open class.
The judge this year is Emil Ludbecke from Texas.
This year's featured artist is James Dawson. His art will be sold at silent auction during the trial. His painting, "Born To Do It" will be reproduced on T-shirts and posters for purchase at the trials.
Sheep shearing will happen on Saturday between 11 a.m. and 4 p.m. Doug Hamilton of Cedaredge will be demonstrating how fast it can be done.
The San Juan Weavers Guild will have a spinning demonstration on Saturday.
Les Mergelman will be announcing the trials.
Hebenstreit said without the Hotchkiss Family donating the field and the Larry Allen Family which supplies the sheep, the dog trials wouldn't happen. He also thanked the Town of Hotchkiss and the Hotchkiss Area Chamber of Commerce for their annual support and the work of many volunteers.
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Lake District Backpackers Reviews
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Very nice hostel, very clean and comfortable. The place is traveler rather than staff run, but works well and there is always staff to call if you have any problems
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- aimeenicholls8446
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Stayed here for 4 nights. Room really small and no lockers, and the code to all rooms were the same. Bed/room was dirty
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- Anonymous
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Excellent location, worthy of that money. Weekends must be the busiest time, have to queue for toliet in the morning. After Saturday, quite a few people stay on. If you have time other than weekends you may enjoy your stay more. Have toast and jam and butter for breakfast. Check in and check out self-service.
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We had a man staying in our all-female dorm... with no staff on site that's tricky to resolve at 9pm. Kitchen and living space was nice, but beds were very uncomfortable.
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it was okay that no staff was at reception but i didnt receive any emails at all about the door and room password place was quiet, but no one made my bed even i want fresh ones for my stay… one toilet for each floor but theres an basin in each room which is lucky esp. in morning times
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The hostel had no staff. It was very unique like nothing I have seen before but I didn't like it.
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by a traveler from Travelocity.com on May 21, 2008
I stayed here for business. I didn't realize how expensive it is in Toronto. Note that you will have to pay $11 a day for parking. I did read that in another review, so was prepared for it. The hotel was pretty nice, though. Pateo (internal restaurant) had decent breakfast, but I wasn't impressed with anything I ate for dinner. The wait staff at the restaurant spoke poor English so I was never certain she was taking my order properly. There was no way to know how much it cost for the pre-stocked items in the fridge, so I avoided them! The elevators were not working one day when I left my room - bad since I was on the 12th floor - so I had to walk down the stairs. The stairwell was downright frightening and claustrophobic, nasty, dirty - I know not many people use it, but it was really worrying. AND, when I got down to floor 2, the door was locked, as was the door for floor 3. What if there was an actual emergency?? Housekeeping never picked up the tip I left. I don't know why. I did like the hotel, and would stay there again.
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Valparaiso University has big plans for the next couple of decades, and officials unveiled them last night.
The 20-year master plan includes using the former Porter hospital site for athletic facilities, a parking garage next to the Harre Union, and, at some point, closing part of LaPorte Avenue. There's also a desire to begin expanding the campus toward downtown Valparaiso, as opposed to away from it, where development has trended to the east in the recent past.
LAURA WALUSZKO Region News Team |
SCOTT ROSENBERG Region News Team |
BRENT BROWN Region News Team |
JAY STEVENS Region News Team |
KARL BERNER Region News Team |
ANNIE FOX Region News Team |
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I'm busy painting the bedroom and caulked the windows last year with what is supposed to be paintable clear caulk. It is not! I need to remove it before I can do anything else, and am finding it very difficult, even with a caulk removal tool. Does anyone know of a chemical (not too toxic) that will soften it and make it easier to remove?
You probably used a silicone based caulking instead of an acrylic based one. You can now do 2 things....either try coating the silicone with a specialty primer like 'KILZ' or use nail polish remover and clean it off. The nail polish remover must be acetone based and try not to get a scented one...it can leave a film. Make sure you have good ventilation and good protection for your body as well as any finished surfaces.
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What's Romantic About a Bad Movie?
Hard to know what to make of a hack job called The Romantics. Seven postgrad friends dedicating their lives to the question "Is there life after campus sex?" gather on a weekend near the sea for the wedding of two of their most popular pals. Since the bride (Anna Paquin) and her sister, who is Read More


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5 Fish-Free Friday Recipes for Lent
Written by Ashley Palmer | February 15, 2013
Give fish a break this Lenten season, and opt for fish-free fare instead! These five recipes will help get you started:
Swedish Fish (Yes, they're vegan!)
How will you celebrate Fish-Free Fridays during Lent this year?


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Michigan's tourism industry enjoying first weekend of summer
Michigan's tourism hot spots are in the midst of their first big summer weekend.
Michigan State University's annual tourism forecast predicts a three percent increase in the number of tourists this year. The forecast also predicts a five percent increase in tourism spending in 2013.
Brad Van Dommelen is the president of the Traverse City Convention and Visitors Bureau. He says Traverse City-area hotels have seen an uptick in pre-bookings.
"Most hotels I talk to are telling me that they're seeing an increase in the pace of reservations going into the summer season," says Van Dommelen.
The MSU tourism analysts say Michigan tourism rose 6% in 2012. They credited warm weather in the summer and fall, moderate gas prices and the Pure Michigan tourism campaign.


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The Pew Charitable Trusts is driven by the power of knowledge to solve today's most challenging problems. Pew applies a rigorous, analytical approach to improve public policy, inform the public and stimulate civic life.
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What do state policy makers need to know to effectively manage the long-term costs of public employee pensions and retiree health benefits? What are the options, the risks and the repercussions if states want to bend the curve on retirement costs? This invitation-only event will present the best information available from research, peers with first-hand experience and leading experts.