|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
16.00 Credits
Faculty: Kevin Francis (history/philosophy of science), Frederica Bowcutt (botany, history of science) Major areas of study include European history, history of science, philosophy, European ethnobotany, book arts and expository writing. Class Standing: This all-level program offers appropriate support for freshmen as well as supporting and encouraging those ready for advanced work. We will explore the medieval and early modern influences on western science. In doing so, we will study the development of European culture between approximately 1100 to 1750 through the prism of astronomy, botany, medicine and natural philosophy. We will also examine the influence of Christianity on early scientific understanding of the world. This program investigates the following questions. How did classical pagan philosophy and Christianity shape the way medieval and Renaissance Europeans interpreted and represented the world How did humanism, the rise of science and changing technology transform the way Renaissance Europeans made sense of the world In what ways, if any, do these earlier forms of understanding nature inform our current practices in art and science How does the emphasis on the rational, scientific approach to knowing influence our life today How does our understanding of the natural world influence our beliefs about our spiritual existence And, finally, how does one comprehend and relate to historical epochs with a set of beliefs and practices that seem, at first glance, very foreign to our own way of understanding and interacting with the world In the fall, we will develop a grounding in the precipitating factors, cultural and scientific, that led to the Middle Ages. We will study Greek, Roman and Arabic thinkers such as Hippocrates, Aristotle, Dioscorides, and Avicenna who influenced natural philosophy. We will also examine selected philosophical and theological issues that vexed scholars in Medieval monasteries and universities. Finally, we will examine the practice of European ethnobotany through herbals, horticulture, and medical history. Students will begin a book arts project that continues through winter quarter. In the winter, we will address the emerging humanism of the Renaissance and its influence on the study of nature, especially in the areas of botany, astronomy and medicine. During the Middle Ages, these sciences were heavily shaped by Christian values and beliefs. With the establishment of institutions of higher learning and numerous translations of classical pagan works, the seeds for a new scientific enterprise were planted. New technology, global exploration, and artistic movements also contributed to the scientific revolution that took place in the early modern period. Total: 16 credits each quarter. Enrollment: 48 Special Expenses: $150 for art supplies. Program is preparatory for careers and future studies in the humanities, education, environmental studies, natural sciences, healing arts and ethnobotany. This program is also listed under Programs for Freshmen; Culture, Text and Language; Environmental Studies; Expressive Arts; and Scientific Inquiry.
-
16.00 Credits
Faculty: Zahid Shariff (political science), Anita Lenges (education), Chico Herbison (African American studies) Major areas of study include economics, education, history and literature. Class Standing: This all-level program offers appropriate support for freshmen as well as supporting and encouraging those ready for advanced work. We will examine the different ways in which the notions of imperialism and colonization can be understood broadly as well as in specific geographic and historical contexts. Focusing on the historical experiences of people of color in Africa, the Middle East and the Americas, we will explore the ways in which imperialism and colonization served as tools for conquest and domination as well as subjugation and exploitation. We will examine the context in which these tools were, and continue to be, employed and the resistance of different kinds with which they have to contend. One context that will be explored throughout the two quarters is the role of schooling in colonialism as well as how some schools work toward decolonization. One purpose of the program is to make distinctions and identify similarities between the imperialist practices of the past and those that are at work now. Exploring the role of image, representation and knowledge¡ªincentives for their production, and the prospects for their distribution¡ªwill be significant elements of the program. Quite often the critique of orientalism will guide us. Another purpose is to explore the resistance offered by the colonized and subjugated people to the colonial and imperial forces. Such resistance has manifested itself in diverse forms and it continues to evolve in creative ways. To accomplish the learning geoals, students will read course materials both to understand the authors' perspectives and relate their own perspectives to the authors'. Students will also work collaboratively, learning to discuss ideas with people who hold different perspectives and life experiences from their own. We expect to accomplish these goals through frequent writing assignments and active student participation in seminar facilitation, introduction of films and documentaries and leadership in organizing discussions. Among the writing assignments will be short weekly papers based on the readings and a longer paper on a relevant topic selected by the students. The readings will include such classical texts as Aimé Césaire' s Discourse on Colonialis m as well as more recent works like Linda Smith' s Decolonizing Methodologies. Total: 16 credits each quarter. Enrollment: 72 Program is preparatory for careers and future studies in education, politics, law and economics. This program is also listed under Programs for Freshmen. A similar program is expected to be offered in 2008-09.
-
16.00 Credits
Faculty: Richard Weiss (computer science), Neal Nelson (computer science) Major areas of study include design of computer programs, algorithms and data structures, discrete mathematics and computer architecture. Class Standing: This all-level program offers appropriate support for freshmen as well as supporting and encouraging those ready for advanced work. Prerequisites: Strong algebra skills. The goal of this program is to lay a firm foundation for advanced work in computer science. Our work will emphasize knowledge of the fundamentals, including discrete mathematics, program design, algorithms and data structures, and computer architecture. Individual and collaborative problem-solving will also be stressed. The content of this program will be presented in an integrated and synergistic manner that strengthens connections among the various ideas and skills, enabling more rapid progress through immersion. Program content will be structured around three interwoven themes. The computational organization theme will begin with object-oriented programming in Java and the organization of hardware and software into a functional system. The discrete mathematical theme will develop the mathematical tools and abstract ideas that support problem solving in computer science. The history and social implications of technology theme will explore the context in which quantitative and computerized tools have been developed and applied. Total: 16 credits each quarter. Enrollment: 48 Special Expenses: Students can expect expensive textbooks, approximately $200 each quarter. Program is preparatory for careers and future studies in computing, science, mathematics and education. This program is also listed under Programs for Freshmen. A similar program is expected to be offered in 2008-09.
-
16.00 Credits
Faculty: Candace Vogler (psychology, social work) Major areas of study include counseling, personality theory, abnormal psychology, family studies, communication, child psychological development, human and social services. Class Standing: Seniors; juniors only if enrollment allows. Transfer students welcome. Prerequisites: Two years of study covering some mixture of developmental psychology of children and adults, psychopathology, theories of counseling, issues of diversity and inclusiveness. Faculty Signature : Students must submit an application, available by April 20, 2007 from the program office Sem II A211 and Lab II 2250. Applications received by the Academic Fair, May 16, 2007 will be given priority. For more information, contact Candace Vogler (voglerc@evergreen.edu). Qualified students will be accepted until the program fills. This program is intended for advanced psychology and human services students interested in clinical work with children and families. We will focus on deepening our understanding of the processes of smooth emotional development, and then study the disruptions to normal development that are evident when lives of children and families come to the attention of therapists, court workers, teachers, CPS caseworkers, etc. We will study the systems of care children and families get involved in, and explore a cross section of interventions in these contexts. In Fall quarter, we will review relevant texts in attachment theory, psychological development and family patterns, as well as explore film and written material that present the issues we are studying. Outside of seminars, students will observe children and families, and use writing- as well as photography, music and art if they wish- to present their understanding of the worlds of children and families. Beginning in the fall and throughout the year, we will look at the autobiographical contexts of our own lives that shape encounters we have with other people in any capacity: as evaluators, teachers, therapists, or family members. We will consider how can we do a better job in recognizing biases about role, power, class, gender, ethnicity, and race so often unknowingly acted out in assumptions as we learn about children and families. Winter quarter will focus on how to understand and intervene in the disruptions in children's lives, and the role of trauma, of disabilities, of failures in the systems that surround them. Readings will cover a variety of assessment and treatment modalities, and include current diagnostic guidelines, as well as introduce a variety of intervention concepts. Students who are intent on internships in the spring will work with faculty to develop connections to possible sites. Other students will explore areas of particular academic interest, e.g., children in care, adolescents in juvenile facilities, and parents in need of ongoing support, and prepare presentations or papers on their areas of interest. There will be opportunities to meet with experienced professionals to hear what pathways exist for future involvement. Spring quarter will have a different structure. Students will be expected to have 15-hour/week internship and to be active in a 3-hours/week seminar focused on understanding and supporting work in a variety of behavioral health internship settings. Readings for this quarter will be specific to the particular settings in which students are involved. Students will be expected to keep journals and logs that track the work in their internship, and to write a final integration paper at the end of the quarter, as well as regularly attend seminar meetings. Total: 16 credits in Fall and Winter; 12 credits in Spring. Enrollment: 25 Special Expenses: Students will need a small portable audio recorder and tapes. Internship Possibilities: 15 hours a week required for spring quarter Program is preparatory for careers and future studies in child and family psychological counseling, psychology, social work, human services a
-
16.00 Credits
Faculty: Judy Cushing (computer science) Major areas of study include history and philosophy of science and mathematics, introduction to programming, and information technology and modeling. Class Standing: This all-level program offers appropriate support for freshmen as well as supporting and encouraging those ready for advanced work. Prerequisites: It is strongly recommended that students be able to manipulate algebraic expressions, as from high school algebra or pre-calculus. Some experience using spreadsheets or programming or study in the sciences would also be helpful. For all sciences, whether field-based or where a significant body of theory exists, or in engineering where best practices have been determined, information technology and computational methods help suggest hypotheses, make predictions, or build artifacts. Many scientists and engineers face issues involving the conditions under which scientific models hold, as in ecology, computational chemistry, astronomy, weather prediction, or bridge building. Even scientists whose work is primarily in the laboratory or in the field spend time searching for information on the Web or in data archives, and using predictive models when analyzing and visualizing data and comparing their own data with data collected by others. Similarly, many computer scientists and mathematicians work on real-world scientific problems that cannot easily be solved using off-the-shelf software or by formulaic mathematical scripts. The scientific domains hold many interesting examples of these problems. This program will bring together students in the sciences, computer science and mathematics around real world problems in science. It will provide an introduction to the practice, history and process of using information technology and modeling in ways applicable to further study of the sciences, or of the computer and mathematical sciences. Science students will gain a general understanding of how information technology and computational methods are transforming the study and practice of science. Computer science and math students will learn how to collaborate with scientists and learn about scientific computing. Freshmen and others prepared and motivated to begin studies in computer science or mathematics will prepare for entry-level programs in those areas, e. g. , Computer Science Foundations to be offered winter and spring. Total: 16 credits. Enrollment: 24 Program is preparatory for careers and future studies in computer science, applied mathematics and the physical sciences. This program is also listed under Programs for Freshmen.
-
16.00 Credits
Faculty: Susan Fiksdal (linguistics, French), Judy Cushing (computer science) Major areas of study include linguistics and computer science. Class Standing: This all-level program offers appropriate support for freshmen as well as supporting and encouraging those ready for advanced work. Have you wondered about the ways languages work Do you think about how thoughts get translated into language Have you explored differences between natural languages (such as English or French) and artificial languages (such as computer programming languages) Do you know in what ways computer languages are similar to natural languages and the ways in which they differ In this program, we will explore these questions by studying natural language, learning a computer language, and designing a language. Specifically, students will study the structure and function of human language through an introduction to the field of linguistics. This will involve a study of phonetics, phonology, morphology, syntax, discourse, metaphor and pragmatics. Students will learn LOGO, a computer language that makes pleasing designs using some principles of geometry in a step-by-step process. We will work on the connections between natural and artificial languages and we will consider the implications of language design. Some of these implications include considering other sorts of language such as music and mathematics, writing systems, the intersection of culture and language and the functions of language. Finally, students will work collaboratively to create a language. Total: 16 credits. Enrollment: 48 Special Expenses: Approximately $15 for final project expenses. Program is preparatory for careers and future studies in linguistics, languages and computer science. This program is also listed under Programs for Freshmen and Culture, Text and Language. A similar program is expected to be offered in 2010-11.
-
16.00 Credits
Faculty: Steve Scheuerell (organic agriculture), Mike Paros (veterinary medicine). Major areas of study include agro ecology, soil science, crop and livestock management, animal science, history of agriculture, sustainable agriculture and agricultural policy. Upper-division credit will be awarded for upper-division work. Class Standing: Sophomores and above; transfer students welcome. Prerequisites: Two quarters of college-level general biology, one quarter college-level general chemistry. This program provides a broad, interdisciplinary study of agriculture from a critical perspective of social and ecological sustainability. Field trips to small and large-scale crop and livestock farms will provide the necessary context for practical and theoretical learning. A major aspect of the program will be to address current controversial agricultural topics from an interdisciplinary perspective. Example topics are biofuels, food safety and the integration of livestock and vegetable production, CAFOs, farm subsidies, genetically modified organisms, environmental effects of agrochemicals, and human health concerns. Students will also partner with local farms to assess the ecological sustainability of different farming systems in relation to energy efficiency, nutrient cycling, soil health, and biodiversity protection. We will emphasize hands-on activities-field trips, labs and field experiments-as well as systems thinking, expository and scientific report writing, library research and quantitative reasoning skills. Weekly book seminars and potlucks will focus on the social, economic, historical and political aspects of farming and food systems. Labs and workshops will provide a hands-on introduction to microscopy, soil science, soil biology, crop and livestock biology, and quantitative interpretation of soil and fertilizer test reports. Field experiments will focus on topics such as biodiversity and cropping systems for winter production. Each academic quarter we will build foundational knowledge of agricultural systems. In fall quarter, we will examine traditional and current farming practices, the rise of certified organic production and eco-labels, and ecological principles applied to agro-ecosystems. We will start winter quarter by attending the Ecofarm conference in California and visiting large-scale industrial and organic farms that produce winter crops. We will examine soil health and soil science in-depth. We will also consider how crop and livestock management and farm policy influence farming systems, as well as consider alternatives and possible futures of agriculture. In spring quarter, students will apply their accumulated knowledge by completing their year-long assessment of local farms and perform applied or theoretical research on agricultural and food system problems. Total: 16 credits each quarter. Enrollment: 50 Internship Possibilities: Spring quarter with faculty approval. Special Expenses: $75 each quarter for field trips; $400 in winter for EcoFarm conference. Program is preparatory for careers and future studies in sustainable agriculture, environmental studies and community studies. A similar program is expected to be offered in 2009-10.
-
16.00 Credits
Faculty: Gerardo Chin-Leo (biological oceanography) Major areas of study include marine ecology, marine phycology and oceanography. Upper-division credit will be awarded for upper-division work. Class Standing: Juniors or seniors; transfer students welcome. Prerequisites: One year of college-level biology and one quarter of general chemistry. Micro algae account for most of the plant biomass and production in aquatic systems. Recently, coastal waters worldwide have experienced an apparent increase in the occurrence of large concentrations (blooms) of harmful algal species. Blooms of toxic algal species (e. g. red tides) can cause direct mortality of fish and shellfish. Other organisms, including humans, can be indirectly affected through the consumption of contaminated seafood. Large blooms of non-toxic species can also have negative impacts on aquatic habitats by shading benthic plants and by interfering with the activities of other organisms. Furthermore, if these algal blooms are not grazed or diluted, their decomposition can deplete the dissolved oxygen in the water, causing the mortality of plants and animals. This program will examine these interactions. We will study the taxonomy and ecology of harmful algal species, the environmental factors controlling the abundance and productivity of aquatic algae and the possible role of human activities in causing the increase of harmful algal blooms. In addition, we will examine the efforts of scientists and government agencies to monitor harmful algal blooms and to control their impact on fisheries and public health. The material will be presented through lectures, seminar discussion of books and scientific articles and student research projects. There will be labs to learn methods in phycology, microscopy and seawater analysis as well as field trips to local estuaries. Total: 16 credits. Enrollment: 25 Program is preparatory for careers and future studies in marine sciences, environmental studies, biology and ecology. This program is also listed under Environmental Studies.
-
16.00 Credits
Faculty: E. J. Zita (physics, astronomy) Major areas of study include energy, physics, environmental studies, mathematics. Upper-division science credit will be awarded for upper-division work. Class Standing: Sophomores or above; transfer students welcome. Prerequisites: One year of college science, strong writing and pre-calculus skills. How is energy created and harvested, stored and transformed, used and abused Energy Systems is a mathematical and applied study of the ways energy is produced and changed by nature and humans. We will study issues of energy generation and use in society and in the natural world, using intermediate physics and mathematics. One goal is to gain a deeper understanding of issues involved in achieving a sustainable energy society. Another goal is to study interactions between the Earth and Sun, from an energy perspective. We will examine energy science and technology, and related topics such as energy policy and environmental concerns, climate change and global warming. We typically study alternative energy sources such as solar, wind, geothermal, and bio-fuels as well as conventional sources of energy such as hydro, nuclear, gas, and coal. This is a good program for students interested in environmental science and energy physics. We start with skill building and background study, and finish with research projects related to energy. Classes meet full-time in fall and winter. Students may continue their research projects in spring as an independent learning contract, if they choose. While calculus is not a prerequisite for Energy Systems, students who know calculus may use it in their coursework or research projects. Students who have not yet learned calculus can do so through a separate coordinated module. A primary goal of this program is to illustrate the power and beauty of physics and mathematics in the context of energy systems. In the seminar component of Energy Systems, we will explore social, political, and/or economic aspects of energy production and use. Topics may include global warming, environmental concerns, the effects of the Sun on Earth's climate, energy needs of developing countries, the possibilities and requirements for a "hydrogen economy," or similar topics. Student research projects are a major part of Energy Systems. Students will choose a research question that particularly interests them, and, usually in small teams, design and carry out their research investigations. Research projects involve quantitative analysis as well as hands-on investigations. For example, research could include field work, energy analysis of an existing system (natural or constructed), or design of a new small-scale energy system, possibly with community applications. Past projects have included solar systems for homes, energy generation from waste products, water purification for boats or farm composters, analysis of efficiency of campus buildings, and generation of auroral infrasound from solar magnetic storms. Students should be willing to work in teams and to use computer-based learning tools, including the Internet. We may have some online seminars using chat-room software. The Energy Systems program will coordinate with students in environmental studies programs who want to learn more about energy. Look for program details and updates on the Academic Program Web page, linked to the professor's homepage. Total: 16 credits each quarter. Enrollment: 25 Special Expenses: $15 equipment fee. Program is preparatory for careers and future studies in energy and the environment, natural science, physics, engineering and education. This program is also listed under Environmental Studies. A similar program is expected to be offered in 2009-10.
-
16.00 Credits
Faculty: Bret Weinstein (biology), Nancy Koppelman (American studies) Major areas of study include biology, history of technology, American studies and philosophy of science. Class Standing: This Core program is designed for freshmen. The theory of evolution is the central organizing principle of all modern biology. Since the publication of Charles Darwin's masterwork, The Origin of Species (1859), this theory has come to affect explanations in a wide range of cultural arenas, from the technological to the social. Cultures certainly change; are we correct to say that they "evolve" This program will look simultaneously at the nature of biological evolution, and at patterns of technological, social and cultural change that have unfolded over three centuries of American history. We will learn Darwin's theory and study its influence. We will ask how evolutionary processes and explanations have shaped how people live, work, engage in politics, understand history and social change, address social problems, think creatively, grapple with human limitations, and incorporate new inventions and technologies into everyday life. We will study theories of change from competing epistemological approaches, consider their sources of authority, and learn how to evaluate them. With modernizing and contemporary life in the United States as our context, we will examine ideas about colonialism, race, inheritance, wealth, poverty and gender, for example, in an effort to see how evolutionary theory interacts with other ways of explaining change over time. We will study the development of certain technologies, forms of social organization, and cultural meanings as 'model systems.' We will try to understand how the American social and economic environment has shaped their trajectory. For example, the invention of the automobile, the abolition of slavery, and the extension of equal rights to women can be seen as outcomes of evolutionary processes. But are they What difference does it make how we explain these important historical developments We will be especially interested in understanding abiding American "blind spots," such as our historically inadequate efforts to protect the environment, the development of an unsustainable scale of consumerism, and the pervasiveness of a market mentality. We will think about the strengths and weaknesses of the human mind to comprehend the meaning of what people do, such as inventing new technologies and using natural resources. We'll consider the possibility that people have cultural predispositions to recognize certain opportunities and to overlook particular hazards. We will ponder the particular idiosyncrasies of Americans-a people with an abiding belief in progress and the value of an ever-rising standard of living-as we have created our history, and now anticipate our future. Authors may include Charles Darwin, Richard Dawkins, George Orwell, Aldous Huxley, Chandler Burr, Mary Shelley, Jared Diamond and Richard White. Student writing will focus on analyzing and evaluating theoretical, expository, scientific and literary texts, and learning how to make persuasive and interesting arguments for informed and thoughtful points of view. This program is an excellent choice for students who have a desire to learn about and understand the making of modern American society. Total: 16 credits each quarter. Enrollment: 46 Program is preparatory for careers and future studies in the social sciences, the sciences, and the humanities. This program is also listed under Society, Politics, Behavior and Change, Scientific Inquiry, Programs for Freshmen.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2025 AcademyOne, Inc.
|
|
|